The intent of this study was to determine whether people who contact a vocational rehabilitation agency as presumed applicants could be differentiated on the basis of the subsequent rehabilitation outcome by means of certain tests. It was hypothesized that the self-concept and the idealself-concept were important determiners of whether an applicant would persist beyond the initial interview. Instruments measuring the self-concept and the ideal-self-concept were administered to a sample of rehabilitation applicants. Applicants classified as "investigators" could be distinguished from those who were "accepted" for service. Those who were finally rehabilitated could be distinguished from all the others. It appears that these instruments merit further study in a vocational rehabilitation setting.
This article introduces the concept of process orientation in the training of counselors. The bureaupath and bureautic are contrasted with the process-oriented counselor regarding adjustment to bureaucracy. It is suggested that the process-oriented counselor would be better able to deal with Blau's (1956) four factors of a bureaucratic structure.
The intent of this study was to determine the effects of a clients' need for approval on the outcomes of counseling. The expectation was that clients who have a high need for approval by others would cooperate more with the counseling process and would more often be successful in the sense of being rehabilitated. The Marlowe‐Crowne Social Desirability Scale was administered to 167 applicants at a state rehabilitation agency immediately after the initial interview. It was hypothesized that successfully rehabilitated clients would obtain significantly higher social desirability scores than those clients who were not successful. The results confirmed the hypothesis at the .01 level of significance.
The need for rehabilitation and school counselors to develop more productive relationships is discussed. It is suggested that such relationships might be facilitated by the two disciplines sharing mutual courses in graduate school. It is further suggested that the following subject material be considered in developing these mutual courses: ( a) educational-occupational information, (b) personality theory, (c) history of counseling, (d) counseling as a generic base, and (e) practicum training. Other benefits of such a curriculum are discussed.Professional educators in the area of counseling seem to be increasingly interested in facilitating more positive intra-and interprofessional relationships. They believe that counselors should be better prepared through the use of more productive relationships and thus perform better in the field. In keeping with this trend, the president of the Association for Counselor Education and Supervision established two major committees to aid in the development of more positive intra-and inter-professional relationships (Riccio, 1969). The Commission on Inter-professional Relationships is charged with developing suggestions as to how educators and other personnel in the area of counseling and guidance can work together to improve counselor preparation and to facilitate more positive working relationships. The purpose of this paper is to demonstrate how the curricula of school counselors and rehabilitation counselors might be consolidated at the graduate level to improve the inter-professional relationships between the two branches of counseling.Historically, the association between rehabilitation and school counselors has been manifested more in practice than in training.
It was hypothesized that over a period of time the interaction between social work students and their field work supervisors would become similar and positive, based upon shared feelings and perceptions. The data presented tend to support this hypothesis. Stability in the student‐supervisor relationship was reached after a period of intensive interaction, and positive dyadic feelings increased as interaction increased. At initial contact there were negative correlations between students and supervisors scores on the perception and expression scales, but after two quarters of continued interaction, these correlations became positive and significant. Finally, it was demonstrated that the students' expressions and perceptions of the relationship became similar to those of their supervisors as time passed.
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