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Aligning with a particular theoretical orientation or personal multi-theory integration is often a formidable task to entry-level counselors. A better understanding of how personal strengths and abilities fit with theoretical approaches may facilitate this process. To examine this connection, thirty-five mental health professionals completed a series of inventories to determine if passive counselors adhere to more nondirective, insight-oriented theories, while assertive counselors adhere to more directive, action-oriented approaches. Analyses revealed a significant difference between level of assertiveness and theoretical orientation, with action-oriented counselors demonstrating significantly higher levels of assertiveness than insight-oriented counselors. Implications for professional practice and counselor education are discussed.
Aligning with a particular theoretical orientation or personal multi-theory integration is often a formidable task to entry-level counselors. A better understanding of how personal strengths and abilities fit with theoretical approaches may facilitate this process. To examine this connection, thirty-five mental health professionals completed a series of inventories to determine if passive counselors adhere to more nondirective, insight-oriented theories, while assertive counselors adhere to more directive, action-oriented approaches. Analyses revealed a significant difference between level of assertiveness and theoretical orientation, with action-oriented counselors demonstrating significantly higher levels of assertiveness than insight-oriented counselors. Implications for professional practice and counselor education are discussed.
Using the "examined life" as the goal, Dr. Samler examines the possibility of mental health programs in our schools and various ways of attaining self-understanding—especially through cognition.
Problem One of the more important decisions confronting all young people across all cultures is the choice of an occupation. In recognition of this condition, researchers have suggested many factors as being influential in the career aspirations of students. Among these factors, occupational stereotypes have received a great deal of attention. Since no study was found in the literature either to determine the nature of occupational stereotypes among Haitian students or to compare their relative importance in relation to selected variables, it was the purpose of this study to determine the nature of occupational stereotypes and their relative importance to career aspirations with implications for educational leadership. Method Eight high schools were chosen by a stratified random sampling method from all private secondary schools and "lycees" in Haiti to include males and females, capital city and provincial students, and students from three socio-economic levels. All available seniors were tested. Three instruments were used to collect the data: the Self Directed Search, and two other instruments particularly designed for the study: a semantic differential scale with a six step rating scale applied to six occupational titles, and a paired comparisons instrument. The following statistical procedures were used: t-tests for a single sample mean and for two independent groups; multivariate analysis of variance followed by discriminant analysis; product moment correlation; and the paired comparisons scaling technique. Findings In light of the test of the hypotheses and the analysis of the adjusted scale values of the eight factors on the part of the total respondents and nine subgroups, the major findings of the study were: 1. Haitian high-school seniors' occupational stereotypes were significantly related to Holland's typology. 2. Various subgroups had more accurate stereotypes than other subgroups with respect to various occupations. 3. Respondent's career aspirations were congruent with realistic career choices as determined by their summary code on the SDS. 4. Students who made use of vocational guidance services did not have more realistic career aspirations than those who had not made use of such services. 5. Those who had a more correct understanding of occupations did not make more realistic career choices than those who had a less correct understanding of occupations. 6. After intellectual ability, occupational stereotypes were the most influential factor in the respondents' career aspirations. Conclusions In light of the findings of this study and the review of literature, the following conclusions were made: 1. The respondents' career aspirations were at variance with the manpower needs projection of the country. 2. The respondents overchose white collar jobs--particularly medical profession--and neglected many other necessary types of occupation for a developing country. 3. Guidance services and career education appeared to be a priority for Haiti.
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