Organizational rewards and retention of the hard-core unemployed.

Studied the relationship between 4 organizational rewards (pay, job status, promotion, and job security) and the retention of the hard-core unemployed (HCU), using data from 114 firms involved in hiring the HCU. The level of pay and the structure of raises positively affected retention, as did promotional opportunities (the percentage of minority members in supervisory positions). In firms with primarily minority members in the work force, the greater the percentage of minority supervisors the higher the HCU retention, but in primarily White firms the opposite relationship occurred. Job status and job security also were related to retention. Based on the relative effects of program characteristics (e.g., training) and organization characteristics (e.g., pay), recommendations are made for increased emphasis on organizational factors in developing strategies for employing the HCU. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A selected bibliography on the hard-core unemployed.

Lists 56 references relevant to the hard-core unemployed (HCU). Items were derived from psychology- and counseling-oriented journals, books, and miscellaneous reports concerning hiring, training, retraining, counseling, and identifying the HCU. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hiring, training, and retaining the hard-core unemployed: A selected review.

Reviews studies concerning the hiring, training, and retaining of the hard-core unemployed. Evidence indicates that the characteristics of the hard-core unemployed (e.g., age, sex, and marital status) and the characteristics of the supervisory and counseling roles and their occupants are related to turnover. Although training does not seem to affect the propensity to terminate, it does have both functional and dysfunctional effects on work attitudes. Job structure, pay level, and other organizational variables are related to turnover. (38 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of job attitudes, training, and organization climate on performance of the hard-core unemployed.

Examined potential contributors toward the job performance and retention of 478 hard-core unemployed (hcu): (a) the hcu's biographic and demographic background, (b) attitudes toward work, (c) the organizational climate in which he is placed, and (d) the effect of a 2-wk training/orientation program. The sole correlate of the hcu's work effectiveness and behavior was the degree of supportiveness of the organizational climate in which he was placed. In addition, the hcu saw this climate as far less supportive than did his supervisor. Results indicate that programs geared primarily toward adapting the hcu's work attitudes to the predominant social structure in the organization are far less potent than those that also incorporate the adaptation of the organizational climate. (22 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effectiveness of two orientation approaches in hard-core unemployed turnover and absenteeism.

Compared the turnover and absenteeism rates of 49 male negro hard-core unemployed hires in 2 treatment conditions and with those of 49 normal hires. The university-sponsored, quasi-therapeutic orientation proved to be less effective than the company-sponsored orientation which, although intended to be a passive, information-giving approach, proved to have a dynamic free-discussion, personal-counseling, and intervention-with-supervision character. Overall, hard-core hires were not differentiated from normal hires in terms of turnover but were characterized by significantly higher absenteeism. It is concluded that extended company-orientation programs can be superior to supportive programs led by outside professionals, and that hard-core hires provided with such orientation can be as stable employees as those hired who meet normal hiring criteria. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of personal background and training on work values of the hard-core unemployed.

Investigated differences in the work values of 110 disadvantaged, hard-core unemployed and 180 unskilled or semiskilled industrial employees, identified biographical correlates of work values, and examined changes in work values following training (as measured by the Survey of Work Values). When compared with regular employees, hard-core trainees placed less emphasis on keeping active on the job, taking pride in their work, and subscribing to the traditional Protestant ethic, but placed more emphasis on making money on the job. Significant relationships were found between background characteristics and work values of the hard core. Changes in work values of disadvantaged Ss after 8 wk. of training did not differ from those of 252 controls (insurance agents and college students) who completed the Survey twice. (23 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Hawthorne effect in reverse: Trainee orientation for the hard-core unemployed woman.

Utilized role-playing, group-problem-solving sessions to make the work adaptation of 72 formerly unemployed black females more satisfying. It was postulated that Ss would show greater positive change in attitudes toward self accompanied by positive changes in attitudes toward work as a function of their reference group involvement and their perceived improvement at reflexive identification in the role-playing episodes. Contrary to prediction, the Hawthorne effect boomeranged. Ss did evince greater positive changes in attitude toward self, but rather than the accompanying positive shift in attitudes toward work posited, these Ss were apparently presented with the support necessary to raise both their levels of aspiration and expectation and subsequently leave the work environment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training and supervision practices in clinical, counseling, and school psychology programs.

This study surveyed the training directors of counseling, clinical, and school psychology programs accredited by the American Psychological Association on training and supervisory practices and perceptions of various modalities of supervision. Response rates were 74%, 56%, and 45%, respectively. Clinical and counseling psychology training directors reported that videotape review was the most used modality of supervision; school psychology training directors reported that self-report only was the most frequently used. The amount of time involved in conducting live supervision and cotherapy as supervision was seen as a moderate barrier to their use. Cotherapy as supervision was rated as having the most strengths by all program directors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluating the impact of receiving university-based counseling services on student retention.

The academic records of 562 students who had requested counseling for personal concerns during a l-year period were examined after a 2-year interval to determine academic outcome. Analyses showed that students receiving counseling enjoyed a retention advantage relative to noncounseled students. Results of a probit analysis showed a positive, negatively accelerating dose–response relationship between number of counseling sessions and student retention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training in cognitive, supportive-expressive, and drug counseling therapies for cocaine dependence.

This study assessed the effects of training on the performance of 65 therapists in delivering manual-guided therapies to 202 cocaine-dependent patients. Changes in ratings of therapists' adherence and competence was assessed in 3 treatment modalities: supportive-expressive dynamic therapy (SE), cognitive therapy (CT), and individual drug counseling. Effects of manual-guided training on the therapeutic alliance were also assessed. Training effects were examined through a hierarchical linear modeling approach that examined changes both within cases and across training cases. A large effect across cases was detected for training in CT. Supportive-expressive therapists and individual drug counselors demonstrated statistically significant learning trends over sessions but not over training cases. Training in SE and CT did not have a negative impact on the therapeutic alliance, although alliance scores for trainees in drug counseling initially decreased but then rebounded to initial levels. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Work values of the chronically unemployed.

Constructed and administered a scale of specific work values, the Work Requirements Rating Scale, to 23 supervisors employed for over 10 yrs, 52 hourly wage workers employed for over 2 yrs, and 50 chronically unemployed individuals. Ss also completed a social access questionnaire measuring components of the sociocultural environment and personality which has been shown to be predictive of vocational adjustment. Supervisors differed from the other 2 groups in the high value they placed on basic work behaviors. Chronically unemployed Ss and wage workers did not differ on work values. Results suggest that the scale has considerable promise in the assessment of work values. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex biases in counseling: Counselor retention of the concerns of a female and male client.

A major issue confronting investigators in the area of counseling research has been the existence or nonexistence of sexism. To eliminate problems of possible reactivity and insensitivity of previous research, this counseling analog study with 53 male (M) and 29 female (F) internship-level PhD candidates in clinical psychology employed tasks of incidental memory and a task requiring counselors to formulate questions for the client to assess counselor behavior toward an F and an M client. Four major findings were obtained. First, contrary to charges of sexism, Ss were equally attentive to the vocational concerns of an F and an M client. However, M Ss asked significantly more questions related to social concerns of an F client than of an M client who had identical concerns. Furthermore, both M and F Ss tended to recall fewer concerns of the F client. F Ss remembered more client information than M Ss. Implications for training mental health professionals are discussed. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training in counseling ethnic minorities and race-based availability of graduate school resources.

Psychology interns were surveyed concerning their perceptions of training received on ethnic minority issues and the availability of resources during graduate training. Respondents reported mediocre preparation for counseling ethnic minority clients. Few had courses on counseling ethnic minorities and these issues were not incorporated into most core courses. The majority reported both encouragement to examine their biases regarding ethnicity (as defined by J. M. Casas, 1984) and the presence of experts in these issues during training. A few program type and internship setting differences were found. In terms of resources, both White students and students of other races reported having support for their dissertations and access to role models and mentors, with a few differences emerging in source of mentoring. Differences in funding between White students and students of other races were also identified. Implications for training programs are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Goal orientation, self-regulation strategies, and job-seeking intensity in unemployed adults.

At Time 1 (T1), the authors surveyed 277 unemployed adults using measures of human capital, goal orientation, self-regulation (emotion control, motivation control, work commitment), and job-seeking intensity. At Time 2 (T2), 4 months later, 155 participants indicated their reemployment outcomes in number of job interviews and number of job offers. Using T1 data, the authors tested the predictors of job-seeking intensity and whether self-regulation mediated between goal orientation and job-seeking intensity. Using T1 and T2 data, they tested for predictors of reemployment outcomes and whether job-seeking intensity mediated the relationship between T1 antecedent variables and the reemployment outcomes. Learning goal orientation and self-regulation predicted job-seeking intensity, and self-regulation mediated between learning goal orientation and job-seeking intensity. Job-seeking intensity did not mediate the relationship among human capital, goal orientation, and self-regulation variables and reemployment outcomes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Education and Training Board. Doctoral training programs in clinical psychology and in counseling psychology.

"On recommendation of the Committee on Evaluation, the Education and Training Board with the concurrence of the Board of Directors of the American Psychological Association has approved the doctoral training programs in clinical psychology and in counseling psychology… " in a number of institutions. 43 institutions are specified in the clinical psychology approved list; 23 in the counseling psychology list. The institutions listed have been reported to the USPHS, to the VA and to the Surgeon General's Department of the U. S. Army. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Human diversity and professional competence: Training in clinical and counseling psychology revisited.

Psychologists have increasingly recognized the need to appropriately train students to serve individuals from diverse groups. These groups have been characterized by racial-ethnic membership or defined by sexual orientation, SES, gender, and physical ability. Recent reports have documented that many applied graduate training programs still do not provide courses and experiences specific to working with diverse populations. This study presents results from a survey of 259 graduates of counseling and clinical psychology programs. Respondents were asked about training and professional work experiences with diverse groups. Results indicate restricted opportunities for training with diverse clients. Training experiences reported to be most effective are presented. Findings are discussed in light of continuing efforts to promote appropriate services. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Recall, retention, and Ritalin.

Studied the effects of Ritalin on 2-hr story recall, 2-day story retention, and 2-day changes on screening tests of achievement in 16 male and 4 female primary-grade underachieving children. Ss were of average intelligence and free of both demonstrable neurological impairment and major psychological problems. Comparisons of drug and no-drug responses showed a significant positive drug effect on 2-hr story recall but not on 2-day story retention. A significant positive drug effect was also observed on achievement test scores after only 2 days when practice effects were discounted. The short time precluded skill acquisition. These findings indicate that immediate drug-attributable gains in scholastic performance cannot be equated with ultimate gains in scholastic achievement. Immediate drug-induced increments in test performance could be mistaken for long-term drug effects on achievement if baseline measures are obtained before drug administration. Both baseline and ultimate functioning should be determined following drug administration. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Education and Training Board. Doctoral training programs in clinical psychology and in counseling psychology.

"On recommendation of the Committee on Evaluation, the Education and Training Board with the concurrence of the Board of Directors of the American Psychological Association has approved the doctoral training programs in clinical psychology and in counseling psychology that are conducted by the institutions listed… ." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reputation, halo, and ratings of counseling programs.

Tested the hypothesis that previous ratings of programs in psychology reflect both an experimental psychology and general institutional halo bias. A questionnaire similar to one used in an earlier study of graduate programs by H. D. Roose and C. J. Andersen (1970) was used to survey the responses of 598 professionals in the field of counseling psychology. Respondents were furnished with a listing of 70 doctoral programs in counseling psychology and other closely related programs and were asked to rate each of the programs. It was found that applied programs in counseling psychology received ratings that differed from overall ratings of psychology in general. Programs ranked as strong, good, and adequate are listed. Ratings were related to institutional halo, program age, rater knowledge of program, geographic location, and approved status by the American Psychological Association. Implications for program evaluation are discussed, and users of reputational ratings are cautioned about the need for supplemental information. (PsycINFO Database Record (c) 2010 APA, all rights reserved)