Summary. As part of a research into subject choice in Scottish senior secondary schools, 1,100 pupils were required to rate 15 careers on 6 criteria and to write essays about their future careers. Boys and girls agreed quite closely on, for example, the usefulness and prestige of the careers, but differed markedly about liking and interest. Boys put ‘engineer’ highest on ‘liking,’ but much lower on ‘salary’ and prestige; girls put ‘teacher’ (of non‐science subjects) highest on ‘liking,’ but much lower on salary and prestige. Similar results emerged from analysis of the essays.
General socio-cognitive problem-solving deficits have become accepted as the basis for applied interventions with maladjusted children despite conflicting findings and problematic assessment procedures. This study used Kendall's deficit/distortion distinction to compare the performance of conduct disorder and non-problem boys on means-ends and optional thinking measures, using both quantitative and qualitative indices. Although quantitative problem/non-problem deficits were found, the pattern of results did not support the notion of a consistent maladjustment deficit. The nature of the qualitative differences, however, suggested a more specific role for the assessment of socio-cognitive problem solving with increased emphasis on context and problem differentiation.
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