Research on occupational sex-typing has yielded conflicting results. Some research (Krefting, Berger, & Wallace, 1978;Shinar, 1975) indicates that such stereotypes are firmly in place among men and women across various age groups, while other research indicates that occupational sex-typing may be diminishing. Shepard and Hess (1975) presented kindergarten, eighth-grade, college, and adult participants a list of 43 occupations, and asked whether each occupation should be undertaken by a man, a woman, or either a man or a woman. Results indicated a significant number of occupations, considered traditionally male or female, were marked "either" by all four groups. "Liberality," defined as the number of "either" choices, that is the occupation was appropriate for either a man or a woman, increased from kindergarten through college, but declined among adults.The studies above were delimited to attitudes toward occupations. Breakdown of occupational sex-typing may mean little unless accompanied by an increase in preference for nontraditional careers. Studies from which it was concluded there was a diminishing of occupational sex-typing have failed to demonstrate consistency between Leslie S. Evelo is Counselor and
The definition of counseling has moved beyond the one‐to‐one relationship to include contact with clients in group settings. One variation, confrontation groups, has grown so fast in popularity that certain aspects have become malignant. Four criticisms are made of confrontation groups in counselor education today: (a) excessive anti‐intellectualism; (b) neglecting the phenomenon that such experiences can bring about worse as well as better adjustment; (c) labeling activities as group dynamics, but transforming the process into group therapy; and (d) reluctance of too many leaders to accept reasonable responsibility for their actions and inactions with groups under the influence. Eight recommendations for future practice are suggested.
The issue of standards for professional practice ranks high among the ethical, moral, and legal concerns of guidance and counseling. We are troubled not only about what these standards shall be but also about the problem of deciding by whom and in what manner they are to be developed and enforced. This article presents one perspective on the dilemma, and suggests steps that might lead to its partial resolution.
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