This article reports an informal study of six human services professionals who conducted research and practice in Israeli settlements in Sinai during the settlements' evacuation, which was required by the Egyptian-Israeli peace treaty. The author presents a model of three strategies of professional behavior that can guide human service professionals and social researchers during instances of extreme community turmoil (1) disregarding the crisis and following one's usual professional routines, (2) relinquishing one's professional stance and becoming personally immersed in the catastrophe, or (3) modifying one's behavior to suit the abnormal conditions. From retrospective interviews with the professionals, the author finds that the practitioners chose the first strategy and the researchers the third Professional, situational and personal circumstances for these choices are analyzed, and the author recommends further elaboration of the model and an assessment of the comparative productivity of alternative strategies.
Basing the prediction of student performance in medical school on intellective-cognitive abilities alone has proved to be more pertinent to academic achievement than to clinical practice. A major obstacle to the development of adequate measures has been the elusive nature of requirements for successful clinical performance. The present study aimed at defining the relevant variables through an analysis of the concept of the medical student held by supervising doctors. With the aid of a methodology derived from cognitive-social psychology, the components of how training doctors of a large medical school evaluate their students were first explicated in structured interviews. In a second phase of the research, 18 supervisors in five major clinical departments rated their student-supervisees on 15 obtained traits. Findings of trait correlations with an overall evaluation, as well as Guttman's 'Smallest Space Analysis' (1968), indicated a clear priority of cognitive-motivational traits in supervisors' judgements and reduced relevance of personal and interpersonal variables. Certain inconsistencies between avowed ideology of medical training and actual supervising practice could be detected.
This is a retrospective sketch of the first years of the Jerusalem Municipal School Psychological Service, built around a series of changes that occurred in the definition of the psychologist's role in the schools. A developmental scheme is presented under the theme of 'Who is the School Psychologist's Client?', and four definitions which consecutively determined service policies are outlined. First the child was defined as the client, then the teacher; next the school as a whole with an accent on problems, and finally with an emphasis upon the resources of the school. This brief description comes to elucidate some of the realities of the school as they present themselves to the psychologist, the opportunities, challenges and constraints posed by this reality to the mental health professional, and the evolving insights concerning the role of psychological services in the educational system.
For the purpose of early identification of school adjustment problems, an American quick screening device (AML) and a more detailed classroom adjustment rating scale (CARS) were standardized on a Jerusalem sample of schools. Hebrew versions of the scales (TAMAL and SHILHAV) were administered to 18 first to third-grade teachers, who rated all of their 499 pupils. Factorial and parametric analyses of the Jerusalem data were compared with corresponding findings from Rochester, New York. Structurally, the scales' original factors that is, aggressiveness-acting out (A), moodiness-withdrawal (M), and learning (L) problems were replicated in the Israeli sample. Some factorial item compositions, however, were found to differ meaningfully. Examination of the resulting factor contents pointed to possible cultural differences in the interpretation of the three complexes. Quantitatively, total TAMAL and SHILHAV means resembled those of AML and CARS. However, in separate factors certain differences between the cities were noted. Additional comparisons pertained to the discrepancies between both AML and TAMAL scores, categorized according to behaviour frequencies, and the ratings on the CARS and SHILHAV, judged according to problem magnitudes. Findings hinted at different thresholds of tolerance for particular problematic behaviours. In conclusion, beyond fundamental similarities of schooling standards prevailing in the two cities, the comparisons indicated certain differences attributable to students' school behaviour, teachers' judgements of maladjustment and cultural norms. Finally, schematic profiles of the Jerusalem versus the Rochester young learners could be tentatively sketched.
Views of adjustment have undergone transformations, from a notion of competence as an innate urge to be effective, to the postulation of learned competencies suited to the demands of particular settings. Whereas much empirical work has been done on children's competent behaviour in schools, or school adjustment, the question of its generalizability elsewhere has been left open. The present pilot study examined and compared children's adjustment requirements in the school, the peer group and the youth movement, as viewed by the relevant norm-setters. Using an extended Hebrew version of Gesten's Health Resources Inventory (EH-HRI), 112 children of grades 5-7 (ages 10-12) from two Israeli primary schools were rated by 13 teachers, 26 peers and 10 youth leaders. Analyses of the ratings in both settings, separately for each school, yielded essentially similar factorial structures, also resembling those originally obtained in the USA. Correlates of school adjustment were found to pertain primarily to the 'rules/ obedience' and 'good student' factors: those associated with adjustment to the peer group belonged to the 'social adjustment' factor; and youth movement adjustment consisted of a diffuse variety of competencies. Evidently, all raters conceived of adjustment in their own settings as consisting of a distinct and rather unique complex of competencies. Specifically, the competencies required at school appeared to have almost no bearing on adjustment in the other settings. The idea that the schooling process plays a generalized socializatory role appears incongruent with the present findings, at least as far as concurrent adjustment requirements are concerned.
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