Aims: The purposes of this study were to examine: (1) the content of and reasons for trainee nondisclosure in supervision, and (2) the influence of trainee anxiety and perception of the supervisory working alliance on amount of nondisclosure and willingness to disclose. Method: As the focus of the study was a single supervision session, qualitative and quantitative data were collected from 204 trainees about their most recent supervision session. Results: Within the single supervision session on which they reported, 84.3% of trainees withheld information from their supervisors. Trainees reported an average of 2.68 nondisclosures occurring in the session, with the most common nondisclosure involving a negative supervision experience. Trainee perception of a better supervisory working alliance was related to less nondisclosure and greater overall willingness to disclose in supervision. Higher trainee anxiety was related to greater nondisclosure and lower overall willingness to disclose in supervision. Implications: The implications of the findings for the practice of supervision are discussed and areas for further research are suggested.

This article reviews the history, measures and principal findings of the Seattle Longitudinal Study. This study began in 1956 focusing upon age differences and age changes in cognitive abilities. Its sampling frame is a large HMO in the Pacific Northwest. The study has been expanded to investigate various influences on cognitive aging including, cognitive styles, personality traits, life styles, and family environment. Current interest is also in the early detection of risk for dementia. In addition, this article reports original analyses of the relation of personality dimensions to cognitive abilities (both concurrent and longitudinal). While personality remains relatively stable over the adult life span, modest proportions of variance are shared between various personality traits and the cognitive abilities.

The present study evaluated the effectiveness of an instructional intervention (schema-based instruction, SBI) that was designed to meet the diverse needs of middle school students by addressing the research literatures from both special education and mathematics education.Specifically, SBI emphasizes the role of the mathematical structure of problems and also provides students with a heuristic to aid and self-monitor problem solving. Further, SBI addresses well-articulated problem solving strategies and supports flexible use of the strategies based on the problem situation. One hundred forty eight seventh-grade students and their teachers participated in a 10-day intervention on learning to solve ratio and proportion word problems, with classrooms randomly assigned to SBI or a control condition. Results suggested that students in SBI treatment classes outperformed students in control classes on a problem solving measure, both at posttest and on a delayed posttest administered four months later.However, the two groups' performance was comparable on a state standardized mathematics achievement test. KEYWORDS: word problem solving, ratio and proportion, middle school students, schema- One of the major difficulties noted in this domain is that students tend to use additive rather than multiplicative solution methods (e.g., "to solve 6:14 = ?:35, they find the difference between 6 and 14 and subtract it from 35 to find 27:35 rather than seek multiplicative relationships," Fuson & Abrahamson, 2002, p. 213). Research in this domain has examined how children reason in various proportionality tasks and the extent to which developmental or SCHEMA-BASED INSTRUCTION 4 instructional factors influence proportional reasoning (e.g., Bright, Joyner, & Wallis, 2003;Lamon, 1993Lamon, , 2002Lo & Watanabe, 1997;Post et al., 1988). Proportional reasoning develops over time and "understanding at one level forms a foundation for higher levels of understanding" (Lamon, 2007, p. 637). Recommendations outlined in the research for developing children's proportional thought processes have included providing ratio and proportion tasks in a wide range of contexts (e.g., measurements, prices, rates) and ensuring that students have experienced conceptual methods before presenting symbolic methods such as cross-product algorithm for solving proportional problems (Lamon, 1999;Van de Walle, 2007).The topics of ratio and proportion are frequently encountered in elementary and middle schools in the form of word problems. Traditionally, word problems are used to teach "mathematical modeling and applied problem solving" (Van Dooren, De Bock, Hessels, Janssens, & Verschaffel, 2005, p. 58). That is, the word problem context provides a description of a problem-solving situation that requires responding to a question by executing "one or more operations (+, -, x, ÷) on the quantities in the problem" (Van Dooren et al., 2005, p. 58).However, word problem solving has proved to be a significant challenge for students, in part because it requires s...

No abstract

The purpose of this study was twofold: (a) to explore the relationship between international trainees' acculturation level and cultural discussion on supervision satisfaction and (b) to examine the mediating effect of cultural discussions on the relationship between perceived supervisor multicultural competence and trainee satisfaction with supervision. One hundred and four international students from several clinical programs who have received clinical supervision participated in the study. Results revealed that students who had lower acculturation levels but greater cultural discussion showed more satisfaction with supervision. Furthermore, cultural discussion partially mediated the relationship between the perceived supervisor cultural competence and satisfaction with supervision.