The Values of an Educational Guidance Clinic

Heston, Joseph C.

doi:10.1177/001316444700700207

Cited by 4 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thru individual inventory technics, counseling, lectures, and conferences with parents and students over a period of several days, the student appraises himself in relation to the possible pursuit of college training. A variation of this plan was described and evaluated by Heston (24). Fifty students attended the DePauw University Educational Guidance Clinic for a four-day session.…”

Section: Articulation Between Secondary School and Collegementioning

confidence: 99%

Programs of Personnel Work

Polmantier¹,

McKinney²

1948

Review of Educational Research

View full text Add to dashboard Cite

Section: Articulation Between Secondary School and Collegementioning

confidence: 99%

Programs of Personnel Work

Polmantier¹,

McKinney²

1948

Review of Educational Research

View full text Add to dashboard Cite

“…Thru individual inven tory technics, counseling, lectures, and conferences with parents and stu dents over a period of several days, the student appraises himself in relation to the possible pursuit of college training. A variation of this plan was described and evaluated by Heston (24). Fifty students attended the DePauw University Educational Guidance Clinic for a four-day session.…”

Section: Articulation Between Secondary School and Collegementioning

confidence: 99%

Chapter III: Programs of Personnel Work

Polmantier¹,

McKinney²

1948

Review of Educational Research

View full text Add to dashboard Cite

THE need for evaluative studies of personnel programs is evidenced by the relatively few reports of research in this area which have appeared in the literature during the period covered by this review. Personnel programs in all areas have been described. Some of the reports indicate that evaluation of programs is in progress; others afford information concerning technics and trends. Because of the possible value of these programs, it is necessary to refer to certain of them in this section. Preference is given to articles and books that have a definite bearing on a total program of personnel work. Elementary-School ProgramsAltho many educators continue to think of personnel programs in terms of the secondary school or college, there are indications that unified thought is developing regarding the importance of the elementary-school guidance program. O'Leary (41) described a program whereby many of the basic principles of guidance are applied in the elementary school. Thru coordinated effort of teacher, principal, special teacher, nurse, a core curriculum, a continuous pupil appraisal, and a developmental system of records, aid is given to each pupil in order that he might adjust to school and life. Further indications of the trend toward an organized guidance program in the elementary school were shown in articles by Berger (5) and Fedder (16). Ways by which guidance services can concentrate cooperative efforts toward the promotion and maintenance of pupil adjustment were given in the appraisal by Barbour (4) of a city school program. The program of guidance began over twenty years ago. In this same area of cooperation, Leavell (32) found that a close relationship between a child study clinic and all guidance services brought about significant changes in the achievement level of students for whom the services were made available. Fensch (17) discovered that teachers' reasons for requesting psychological examinations for pupils were attributable to some extent to the lack of understanding of guidance principles and practices on the part of the teachers making the requests. Jackson (29) wrote of the effect of an orientation program in the elementary school upon the subsequent adjustment of the pupils to the junior high-school environment. Altho leaning heavily upon the secondary-school

show abstract

“…The selection of these particular tests for MF analysis was largely fortuitous, i.e., the data for these specific tests were readily accessible from the records of counselees enrolled in the third annual Educational Guidance Clinic under the writer's direction at DePauw University in June, 1947. This clinic, described elsewhere (5), provided the opportunity to collect the MF scores on these four scales under certain advantageous conditions. First, the tests were all taken within a span of two or three days, thus essentially eliminating the intervening lapseof-time factor which often proves troublesome in comparison of such tests taken at different times and under differing conditions.…”

mentioning

confidence: 99%

A Comparison of Four Masculinity-Femininity Scales

Heston

1948

Educational and Psychological Measurement

Self Cite

View full text Add to dashboard Cite

THIS brief paper is not an exhaustive study of the traits differentiating masculinity and femininity. Terman and Miles (10) have provided the definitive report in this area. Our present study is primarily an empirical evaluation of: (a) the degree to which four different MF tests agree and (b) their respective capacities to distinguish, i.e., separate into the anticipated dichotomy, between men and women. A third outcome of this analysis, arising from the necessary discussion of the tests themselves, will be a useful summarization of some of the types of items demonstrating utility in characterizing sex differences.The four masculinity-femininity tests examined are the MF scales derived from each of the following: (a) Strong's Vocational Interest Blank for Men, Form M (9) ; (b) Kuder's Preference Record, Form BM (6) ; Hathaway and McKinley's Minnesota Multiphasic Personality Inventory, Group Form (2 and 3) ; and (d) Heston's DePauw Adjustment Inventory (4). The selection of these particular tests for MF analysis was largely fortuitous, i.e., the data for these specific tests were readily accessible from the records of counselees enrolled in the third annual Educational Guidance Clinic under the writer's direction at DePauw University in June, 1947. This clinic, described elsewhere (5), provided the opportunity to collect the MF scores on these four scales under certain advantageous conditions. First, the tests were all taken within a span of two or three days, thus essentially eliminating the intervening lapseof-time factor which often proves troublesome in comparison of such tests taken at different times and under differing conditions. Second, since the subjects were counselees who paid a fee to participate in an educational guidance opportunity, we can fairly assume the tests were approached under optimum at SIMON FRASER LIBRARY on May 29, 2015 epm.sagepub.com Downloaded from 376 EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT conditions of sincerity, honesty, and general motivation. This latter point is important because it has been demonstrated that MF scores are easily faked, if the subjects have been so requested (10, page 77). The four MF tests thus available permit a particularly fortunate chance to evaluate MF scales based on dissimilar categories of items. Two of the tests, the Strong and the Kuder, are composed fundamentally of items measuring interests. The MMPI (used hereafter to denote the Minnesota Multiphasic) is composed of iterest items and personality questions. The DePauw scale has items designed to elicit feelings and emotions of a more subjective nature, and thus shows similarity to the personality items of the MMPI. An obvious hypothesis, then, at the outset, is that the two interest tests should prove more closely related as one pair of MF scales. The two so-called personality tests should form another pair of agreeing MF scales, to the extent that personality questions enter into their item content. The determination of the extent of these correlations

show abstract

The Values of an Educational Guidance Clinic

Cited by 4 publications

References 0 publications

Programs of Personnel Work

Programs of Personnel Work

Chapter III: Programs of Personnel Work

A Comparison of Four Masculinity-Femininity Scales

Contact Info

Product

Resources

About