Effectiveness of a study skills course for students of different academic achievement levels and personality types.

Classified 61 undergraduates voluntarily enrolled in a study skills course as (a) judgers or perceivers according to their scores on the Myers-Briggs Type Indicator and (b) underachieving or academically apprehensive by comparing their actual with predicted GPA. Precourse differences between judgers and perceivers and underachievers and academically apprehensive students were expected on measures of study skills knowledge, use, and GPA but not on a measure of adjustment problems. Differences between judgers and perceivers and academically apprehensive and underachieving students were expected at the end of the course. Multivariate ANOVAs supported the predictions of precourse differences, but the pattern of the differences was not the same for students of different personality types and academic achievement levels. When precourse differences were eliminated via covariance, no significant multivariate F ratios were found, although significant univariate interactions occurred on the measure of study skills use. The overall effectiveness of the course was supported. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of gender on the counselor's preference for methods of influence.

Hypothesized that gender would be related to the counselor's preference for using legitimate, expert, and referent methods of influence. 32 male and 20 female practicing university counselors were asked to estimate the utility of responses reflecting each of the 3 methods of influence in facilitating behavioral change in either a male or a female depressed client. Preferences for the legitimate response varied according to S's gender, whereas preferences for the expert response varied according to the gender of both S and client. No significant differences were found in preferences for the referent response. Results are interpreted in terms of the effects that sex role stereotypes had on maximizing S power and minimizing client resistance. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of gender, supervision, and presenting problems on practicum students' preference for interpersonal power bases.

Tested whether 102 practicum students' preferences for the legitimate, expert, and referent power bases were affected by clients' gender, the amount of students' supervised experience, and the nature of the clients' presenting problems. 64 women and 38 men from 16 counseling and counseling psychology programs completed a questionnaire in which they were asked to estimate the utility of responses reflecting each of the 3 power bases in facilitating behavior change in client's presenting problems of either depression or anxiety. Results indicate that Ss with less supervised experience preferred the legitimate and referent power bases to a greater extent than did Ss with relatively more supervised experience. Neither gender nor type of presenting problem affected Ss' preferences. Results are discussed in terms of the relation between the levels of supervised experience and the stereotypic notions of the counselor's role. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate school origins of Diplomates and Fellows in professional psychology.

Identified the graduate school origins of 1,836 Diplomates and 749 Fellows in clinical, counseling, school, and industrial-organizational psychology. Trends within and among the universities from which the largest numbers of Diplomates and Fellows had graduated were found, and between-specialty differences were apparent with respect to the distribution of degrees over time. Fluctuations within universities over time and specialty were also noted. (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)