Brief counseling with poor college risks.

Goodstein, Leonard D.; Crites, John O.

doi:10.1037/h0044393

Cited by 12 publications

(5 citation statements)

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“…Technology, Chicago. not directly related to personality and motivational variables have not been successful. Such approaches as academic advisement (Klingelhofer, 1954), vocational guidance (Kaess & Long, 1954), brief counseling (Goodstein & Crites, 1961), educational counseling (Patterson, 1957) and faculty counseling (Williamson, 1936), to name a few, did not effect changes in achievement patterns. Williamson (1936, p. 324) recognized the problem as early as 30 years ago, when he stated: "It seems that study motivation is too technical for faculty counselors and should be dealt with by specialized teachers.…”

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confidence: 94%

The Non‐Achievement Syndrome, Group Therapy, and Achievement Change

Roth

Mauksch

Peiser

1967

The Personnel and Guidance Journal

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174 selected failing students at Illinois Institute of Technology were provided group counseling as a condition of their remaining in school. The assumption of the psychodynamics of the non-achievement syndrome was made regarding these students and a group counseling approach (NAS therapy) derived from an approach delineated by Roth and Meyersburg seemed appropriate and was utilized. 52 male subjects in this population were randomly selected for study as were 52 probationary, noncounseled males who were used as a comparison group. The results indicated that the counseled group increased their CPA's significantly and that these changes held over time. The CPA's of the comparison group did not increase significantly. The differences were attributable to the counseling experience.A MAJ OR productive direction in which underachievement has been studied involves personality and motivational correlates rather than such variables as commuting time, sex, degree sought, use of time, and so forth. More significant, perhaps, is the implication that if personality variables could be identified, treatment approaches could be utilized to reverse maladaptive achievement behavior. It is no wonder, then, that treatment approaches

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confidence: 94%

The Non‐Achievement Syndrome, Group Therapy, and Achievement Change

Roth

Mauksch

Peiser

1967

The Personnel and Guidance Journal

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“…One group received an average of 2.5 information-and advice-giving interviews; the other groups, no special attention. Goodstein and Crites (1961) also found no apparent effect of two to five educational-vocational counseling interviews upon grade point averages of students in a probationary summer session. Moore and Popham (1960) compared a group given three student-centered interviews, a group given three content-centered interviews, and a control group given no interviews.…”

Section: Control Group Studiesmentioning

confidence: 82%

Chapter IX: Program Evaluation

Patterson¹

1963

Review of Educational Research

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“…A spate of studies evaluating educational counseling used some form of academic achievement criterion and included samples of superior, under achieving, and mediocre students (8, 62,92,143,157). The usual finding was "no significant differences."…”

Section: Counselingmentioning

confidence: 99%

Counseling Psychology

Brayfield¹

1963

Annu. Rev. Psychol.

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Brief counseling with poor college risks.

Cited by 12 publications

References 1 publication

The Non‐Achievement Syndrome, Group Therapy, and Achievement Change

The Non‐Achievement Syndrome, Group Therapy, and Achievement Change

Chapter IX: Program Evaluation

Counseling Psychology

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