Improving the Use of a Group Counseling Scale and Related Model to Teach Theory and Skills Integration     

RENEE ZIMMICK  MARLOWE H. SMABY  CLEBORNE D. MADDUX 《Counselor Education & Supervision》2000,39(4):284-295

This study tested the Skilled Group Counseling Training Model (SGCTM) and a related instrument, the Skilled Group Counseling Scale. Retraining of raters and later rescoring of data from a previous study resulted in an improvement of interrater reliability; a factor‐analytic study of the scale revealed a single, global factor; and students in a group counseling class who were trained in the model used at least 80% of the SGCTM skills during three videotaped, simulated group counseling sessions. During these sessions, the students adhered to one of three counseling theories (Person‐Centered, Gestalt, and Rational‐Emotive Behavioral Therapy).  相似文献   

Cattell–Horn–Carroll cognitive ability profiles of poor comprehenders     

RANDY G. FLOYD  RENEE BERGERON  VINCENT C. ALFONSO 《Reading and writing》2006,19(5):427-456

This study examines cognitive ability profiles of children with specific age-based normative weaknesses in reading comprehension and compares those profiles to the profiles of (a) children with at least average achievement in reading comprehension, reading decoding skills, and mathematics and (b) children with low achievement across the 3 achievement areas. When compared across 9 cognitive ability composite scores derived from Cattell–Horn–Carroll theory and measured by the Woodcock–Johnson III [Woodcock, McGrew, & Mather (2001). Woodcock–Johnson. Itasca, IL: Riverside], groups differed in overall level of performance. When individual abilities were considered, the poor comprehenders scored significantly lower than the average achievement group on all nine composite scores and significantly lower than the normative population on all composite scores except Processing Speed and Long-Term Retrieval. In contrast, the poor comprehenders also scored significantly higher than the low achievement group on all composite scores except for Visual–Spatial Thinking and Phonemic Awareness. Although the poor comprehenders as a group scored lowest on composite scores measuring language- and knowledge-based abilities, review of the profiles of individual poor comprehenders revealed no consistent pattern of performance across cognitive ability composite scores.  相似文献