This study describes naturalistic observation of the frequency with which counseling trainees frsed specifically trained counseling responses across time. Frequency measures were based on the first 30 minutes of audiotaped interviews with clients, taken at the end of prepracticum, during practicum, and at least 3 months after training. Seven response categories were identified as trained in prepracticum: goal setting, confrontation, reflection/restatement, interpretation/summary, structuring, probe, and minimal verbal. Two more categories arose from the data: self-disclosure and information giving. A 10th category, "other," served for otherwise unclassifiable responses. Responses were classified by three trained raters working independently. The data indicate that males make more responses overall than do females. All responses do occur in the trainees' repertoire to some degree, but confrontation and goal setting are used with decreasing frequency, and probes increase across trials. Effects of supervisory expectations, as well as the tendency to internal consistency for a single individual across trials, are noted. Training of specific skills is affirmed.
The ;iuthors discuss results of a national survey, conducted by the AACD Committee for Standards Review, of counselor preparation programs regarding their intentions related to (:ACRE€' accreditation. Programs were separated into four groups: Group 1 -programs that held CACREP accreditation; Group 5-programs with definite intentions of seeking CACREP accreditation; Group %-programs that were uncertain whether they would pursue CACKEP accreditation; and Group 4-programs that did not anticipate seeking CACREP accreditation. Data were analyzed for patterns of response across groups. Size and type of program and reasons central to program decisions concerning accreditation provided fortis for the study. Implications of the findings are discussed. Steinhauser and Bradley (1983) presented an excellent chronology of the development and implementation of the accreditation movement in counselor education. Preliminary efforts directed toward the establishment of preparation standards, accreditation efforts by the Association for Counselor Education and Supervision (ACES), and, finally, the formation of the Council for Accreditation of Counseling and Related Educational Programs (CACREP) were carefully outlined. Concluding that "accreditation and other professionalization methods" (p. 106) may be a necessary component for the survival of the counseling profession, these authors described the response to the movement as enthusiastic. Jran II. Cecil is professor and chair of Counselor Educataon at The University of Alabama. Robert (Pete) Haz~rns b projessor of Counselor Education at the University of Wisconran, Oshkosh. John C. Moracco i\ prafP.\sor of Counselor Education at Auburn University. Nancy A . Scott ZS vice-president for Student AffiLir.7 at the Univer.yity of Northern Colorado. Sue E. Spooner is associate professor of Colkge Studrnt Perwnnel Adminutration at the Unioersity of Northern Colorado. Grata M . Vaughn z.\ ns.si\~ant udrnznistrator for Courueling in /he School District of Philadelphia.
We studied the complications related to the use of 53 multipurpose silastic catheters (MSC) placed in 46 pediatric cancer patients over a 1-year period. We documented the longest duration of catheter placement in the pediatric oncology literature. There were 7,650 Broviac days (range, 9 to 365 days; mean, 163 days) with 255 patient months of catheter use and a mean of 5.5 months per catheter. Of the 53 MSCs, 90% were Broviacs (72% adult size, 18% pediatric size) and 10% Hickman. There were 23 episodes of bacteremias or 0.31 episodes per 100 days of catheter use. Coagulase-negative staphylococci were isolated in 20% of the episodes of bacteremia. Only 34% had an absolute granulocyte count (AGC) (Polymorphonuclear cells [PMN] + band cells) less than 500 in the 23 MSCs with bacteremia. Ten percent were removed: 4% for mechanical problems, 6% for bacteremia unresponsive to appropriate antibiotic therapy. There were no deaths related to bacteremia, embolism, or vascular damage. This study demonstrated that despite the recent use of more aggressive immunosuppressive therapy, the incidence of MSC bacteremias was 43%, similar to earlier National Cancer Institute studies (39%) American Society of Clinical Oncology, (abstract C-219, 1982). Based on these findings, we have currently modified our MSC care and have recently throughout the past 6 months reduced our infectious complication rate by 50%.
Introduction The provision of specially formatted materials is a complex and increasingly difficult task, given the extensive and burgeoning range of texts and resources available for classroom use. The need to extend the provision of accessible formats to include digital resources (in addition to braille, audio, and large print) led to a study that examined the benefits of providing curriculum materials in DAISY (Digital Accessible Information SYstem). The pilot study—Enhancing Text Accessibility for New Zealand Students, which was undertaken in 2008 and 2009—was designed as a qualitative study to determine the advantages and disadvantages of DAISY books compared with traditional formats and to evaluate the DAISY-related training needs of students and support staff members. Method Purposive sampling was used to select participants who were identified by resource teachers employed by the Blind and Low Vision Education Network New Zealand (BLENNZ) and the Manurewa High School Vision Resource Room. A total of 12 students in years 7–10 attending secondary schools and 13 support personnel took part in the study, which involved training, interviews, and focus group sessions. Results The overall response to DAISY was very positive, with a number of advantages over traditional formats identified. Participants were satisfied with the DAISY training they had received and reported high levels of confidence and competence in using DAISY. Discussion Significant variables were identified as affecting the use of DAISY, including student preferences, abilities, and motivation; availability of DAISY text; reliability of and support for technology; and the provision of appropriate training in DAISY. Implications for practitioners DAISY books provide a valuable adjunct to traditional accessible formats and should be a considered an option for students with visual impairments as part of their literacy provisions or “toolbox.”
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