This article explores the psychometric properties of a newly developed Cultural Adaptation Pain Scale. This scale is designed to assess the degree of subjective pain, social distance, and discouragement that may be related to cultural adaptation. Factor analyses revealed 4 factors in the scale that had an overall Cronbach's alpha of .85. Implications for multicultural counseling are discussed.

-This study was designed to survey and compare attitudes and perceptions toward school counseling and student personnel programs as held by educators in the Caribbean. The subjects in the study comprised 275 teachers and administrators employed in public and private junior and senior high schools in Nassau, Bahamas. The statistical tests used to analyze the data were the Kruskal-Wallis one-way analysis of variance and the Friedman two-way analysis for repeated measures. The findings indicate that administrators at all levels expressedsignificantly more favorable attitudes and perceptions toward counseling and student personnel programs in the schools than teachers. Teachers in the study expressed the following: (a) serious concern regarding the competency of practicing counselors in their schools; (b) a need for clarification of their role and function in the guidance process and a clarification of the counselor's role; and (c) minimum acceptable standards should be established for school counseling positions.Prior to the early 1970s, the American phenomenon of school personnel programs and counseling was virtually unknown in the public and private school systems in the Bahamas. During this period, the educational system in the Caribbean and in particular in the Bahamas was basically structured on the British system of education, which primarily focused on the academic needs of students but seriously neglected social, personal, career, and developmental concerns.Shertzer and Jackson (1969) described the form of school personnel and counseling services provided for students in the traditional British schools:Pastoral care (personal guidance) is provided by form masters. Often the school staff and students are allocated to one of four or six houses named after some celebrated local or national figure. This house-system is used to stimulate competition in the academic andathletic spheres. Heading each house is a senior member of the 20teaching staff, the house-master. He tends to be more of a disciplinarian than a counselor; nevertheless, he can be approached by a student, teacher, or a parent on any matter affecting a child's school work and his behavior. (p. 145).The introduction of school counselors in Bahamian schools during the 1970s coincided with the overall changes that were being made in the educational system at that time. The restructuring of the school system included gradually phasing out the British-oriented grammar schools and replacing them with a comprehensive secondary school structure similar to the American system of education. With this change from emphasis on an academic (grammar school) curriculum to a technical or general (comprehensive school) concept, the need emerged for trained specialists within the schools to facilitate the academic as well as nonacademic needs of the school population.Needless to say, the restructuring of the educational system brought about philosophical and theoretical differences among prominent Bahamian educators. Those who supported the changes in the Sy...

No abstract

Standardized and basic skills placement tesh are used routinely as indicators of academic ability and potential in academic advising. By analyzing the relationship between test scores and the academic performance patterns of more than 1,800 freshmen attending an urban public university, the authors found that basic skills placement tesh measured academic preparation more accurately than did the American College Test (ACT). However, standardized and locally developed placement tests predicted academic performance with only low to moderate reliability. In particular, the tests tended to underestimate both the academic preparation and the likelihood of satisfactory academic performance of female and non-White students.

This paper consists of the transcripts of a panel discussion focusing on athletic directors', chancellors', and presidents' experiences with academic reform. The panel participants discuss a number of topics, including recent and past academic reform efforts, the process of implementing those initiatives, and the effects of those policies on student athletes and intercollegiate sport. "JACK" EVANS: Good afternoon, ladies and gentlemen, and welcome to the Keynote 4 session of this year's scholarly colloquium. It's an opportunity to look at what we've done, what the results have been, and what the directions are for the future. The program committee members and I invited the folks on the podium to be a part of this panel because we wanted them to share their experiences with academic reform at their institutions, either as chancellor or president or athletic director, with this audience. I would like to introduce each of the participants in the briefest possible way and then use the first question for the panel as an opportunity for them to talk more extensively about their initial involvement with academic reform. So let me move from my left to my right, your right to your left. At the far left is Mike Alden who is the director of athletics at the University of Missouri. Next is President Carol Cartwright who has been president at both Kent State and Bowling Green Universities. To my right is President Sidney McPhee, President of Middle Tennessee State University. Next is Chancellor Harvey Perlman, chancellor at the University of Nebraska-Lincoln. And to his right is Kevin Anderson who is the director of athletics at the University of Maryland.