Abstract:The authors investigated differences in college-going expectations of middle school students who would be the 1st in their families to attend college. Social-cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994) was used to examine college-related expectations in 272 seventh-grade students. Differences were found between prospective 1st-generation college students (PFGCSs) and their non-PFGCS peers, with the former group demonstrating lower self-efficacy, higher negative outcome expectations, and more perceived barriers. Path analysis demonstrated partial support for the SCCT model. An alternative model for PFGCSs is proposed.college plans | middle school students | first generation college students | self-

The structured peer group format encourages skill development, conceptual growth, participation, instructive feedback, and self‐monitoring. The procedure is described and illustrated.

This article describes components of effective school counseling programs that have emerged from 30 years of empirical research and professional standards. Results are summarized in seven sections: core principles of school counseling programs, program resources, program interventions, program evaluation, program renewal, written policies, and program climate.

Respondents' Bem Sex-Role Inventory (BSRI; S. L. Bem, 1974) classifications may differ considerably on the basis of the form and scoring method used. The BSRI was reexamined with respect to past and present relevance. Article: The 1970s heralded a new concept in masculinity and femininity research: the idea that healthy women and men could possess similar characteristics. Androgyny emerged as a framework for interpreting similarities and differences among individuals according to the degree to which they described themselves in terms of characteristics traditionally associated with men (masculine) and those associated with women (feminine; Cook, 1987). Although the term androgyny was not new, having its roots in classical mythology and literature (andro = male, gyne = female), the 1970s marked a resurgence of the word's popularity as a means to represent a combination of stereotypically "feminine" and stereotypically "masculine" personality traits. The Bem Sex-Role Inventory (BSRI; Bem, 1974) was designed to facilitate empirical research on psychological androgyny. For the past quarter of a century, the BSRI has endured as the instrument of choice among researchers investigating gender role orientation (Beere, 1990). Since its development in 1974, the BSRI has been widely used but also widely criticized. Ironically, early criticisms of the BSRI have contributed to its becoming even more well known as a masculinity-femininity measure and, consequently, used even more by researchers. In fact, it seems that the BSRI has been repeatedly used without sufficient attention to its theoretical framework (Frable, 1989); without clear and deliberate thought to the research questions being studied (Gilbert, 1985); and, as we argue, perhaps also without as thorough an understanding of the instrument as would be advisable. It is interesting and salient that, after 25 years, Bem (1998) disclosed in her autobiography that she was not adequately prepared to develop this instrument and has been shocked by how popular it became and remains today. This honest admission clearly helps to explain some of the issues regarding this widely used instrument. The purpose of this article is threefold. The primary purpose is to explore the extent of variability among respondents' BSRI classifications (i.e., feminine, masculine, androgynous, and undifferentiated) depending on which form of the instrument (Original or Short) and which of the two scoring methods are used (i.e., mediansplit or hybrid [this latter scoring method uses both the median-split and the individual's Femininity-minus-Masculinity scores]). Both scoring methods are described in the test manual (Bem, 1981a) and are equally recommended by Bem. Classification variability has not been examined in previous research, a surprising observation given both the degree of attention that the BSRI has received since its inception and the emphasis researchers place on these classification categories in interpreting results of studies using this instrument. The second purpose is to reexamin...

A survey of National Certified Counselors (NCCs) was conducted to (a) document existing supervision practices and (b) determine the type of supervision these counselors preferred at this point in their careers. Descriptive statistics and chi-square analyses were conducted for the total sample (N=357) and subgroups classified by work setting, counseling experience, degree level, and hours of post-degree supervision. Results indicated that existing practices varied, with school-based respondents receiving the least supervision. A majority of respondents said that they currently were being supervised by noncounseling professionals. Almost every respondent wanted some supervision, and most preferred a supervisor who had additional training in supervision.

A number of developments have marked the evolution of clinical supervision as a separate specialty since publication of the Standards for Counseling Supervisors in 1990, including accreditation and counselor licensure standards, supervisor credentials, and research on supervision practice and supervisor training, nationally and internationally. Such developments culminated in the development of a statement of Supervision Best Practices Guidelines. The Guidelines are described, followed by suggestions for their implementation and further evolution through research.

Abstract:Two models of the career development of early adolescent girls were investigated. For each model, endogenous variables were adolescents' gender role attitudes and the mother-daughter relationship (psychological separation and attachment); exogenous variables were adolescents' grade point averages, agentic characteristics, and a latent variable, maternal characteristics. Career orientation (Model 1) and career aspirations (Model 2) were the final outcome variables. A sample of 276 girls drawn from 7th and 8th graders in the rural area of a southeastern state and their mothers participated. In both models, adolescents' agentic characteristics and maternal variables contributed significantly to adolescents' gender role attitudes. In addition, in Model 2, adolescents' agentic characteristics and the mother-daughter relationship contributed to the girls' career aspirations.Keywords: girls | sex role attitudes | mother-daughter relationship | grade point averages | agentic | maternal characteristics | career orientation | aspirations | female 7th-8th graders Article:Since the years of World War II, women have entered the workforce in steadily increasing numbers, both before and after marriage, with and without children ( Betz & Fitzgerald, 1987). By 1990, approximately 57 million adult women (16 years and older) were in the paid labor force in the United States, and it is projected that women will compose 47% of the labor force by 2005 ( U.S. Department of Labor, 1992). For many women today, working outside the home is almost inevitable. As Hyde (1985) discovered, the working woman today is not a deviation from the norm. Rather, she is the norm.It thus appears that there is no longer much question whether women will participate in the labor force. More relevant questions today are what types of careers women consider and what factors influence their choices, particularly in light of evidence that most women continue to be employed in low-paying, traditionally female careers and jobs, such as social work, teaching, nursing, sales, technical work, and administrative support positions ( Post-Kammer & Smith,

Abstract:Research quality has become the focus of a nationwide discussion, one from which the counseling field is not exempt. One hindrance to improving counseling research is the lack of guidelines for research competence. The purpose of this study was to develop an initial list of research competencies for the counseling field using the Delphi method. An expert panel of counseling researchers reached consensus on 159 research competencies. Suggestions for implementation and future research are discussed.