Analysing the Expert Judgment of a Rehabilitation Counsellor: A Case Study

This case study analysed the expert judgments of a rehabilitation counsellor. The counsellor was given 37 accident victims' self-ratings of health, energy, daily activities, self-esteem, personal relations, financial resources and living conditions. The accident victims also rated their own overall quality of life as poor or good. The expert was required to make judgments about whether the quality of life was poor or good in each case and matched the ratings of the accident victims in 64.8% of cases. The results suggest that under conditions of uncertainty and complexity an expert may be more accurate than chance but still fail to use the properties of information to their maximum advantag

Male and female differences in self-report cheating

Cheating is an important area for educational research, not only because it reduces the consequential validity of assessment results, but also because it is anathema to widely held public principles of equity and truthfulness (see Cizek, 1999 for a comprehensive review of the topic). Moreover, modern education is centered on numerous situations that really depend upon a student’s honesty. The purpose of this paper is to review the extent of academic cheating and to describe any gender differences in self-reports. Accessed 66,268 times on https://pareonline.net from May 18, 2002 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right

Which components of instruction influence student interest?

This study investigated how subject interest is related to components of instruction, the nature of the subject and/or student factors. Students (N=524) from over 30 technical and further education colleges completed a survey on aspects of teaching and their interest in a subject. Student ratings of the 12 components of instruction and subject interest were uniformly positive. The overall average of the 12 questions on different aspects of teaching was 3.3 (ratings ranged from I to 4). This correlated 0.46 with the rating of subject interest. There was no significant effect of age, gender, being in the first or later years of a course or whether attending full time or part time on the level of interest in the subject. A significantly high and positive correlation with the level of subject interest was observed for those subjects which were rated highly in terms of preparing people for a career (r= 0.55; p \u3c.0.01). The most important instructional factors were: the ability to explain concepts clearly, helping students to understand and demonstrating the relevance of the subject

Cognitive-Behavioral Therapy Efficacy for Reducing Recidivism Rates of Moderate- and High-Risk Sexual Offenders: A Scoping Systematic Literature Review

Published ArticleThis literature scoping review compared recidivism rates of moderate- and highrisk sexual offenders who received cognitive-behavioral therapy (CBT) oriented treatments. Ten empirical studies from 2001 to 2014 were selected for review that met the following criteria: (a) Treatment program included a CBT-based intervention with a comparative intervention; (b) participants included adult, male, moderate- and high-risk sexual offenders only; and (c) follow-up data for up to 12 months. Data were analyzed using a summative metric for recidivism rate comparisons (N = 3,073 for CBT and N = 3,588, for comparison approaches). Sexual offense recidivism rates varied from 0.6% to 21.8% (with CBT) and from 4.5% to 32.3% (with comparison intervention). The within-sample median rate of violent recidivism with a history of sexual offense was 21.1% (with CBT) versus 32.6% (comparison). Sexual offenders had a general felonies (within-sample) median recidivism rate of 27.05% (with CBT) versus 51.05% (comparison). The evidence supports the conclusion that CBT in its various forms is an efficacious treatment modality to prevent offense recidivism by sexual offenders. Suggestions for future research are considered

El test de intereses profesionales. Un instrumento de diagnóstico breve y estandarizado para su uso en Orientación Educativa y profesional

ABSTRACTThis article describes the Career Interest Test (Version 3.0), which is a 63-item forced choice, individually- or group-administered assessment of seven vocational interest categories: Outdoor, Practical, Scientific, Creative, Business, Office and People Contact interests It is designed for use in educational and vocational contexts as a practical guide to adolescent career planning. The Career Interest Test is now made freely available for professional use and is also available for free on-line use th- rough www.myfuture.edu.au or www.qualifax ie or www.smartfutire.edu.au The Career Interest Test offers psychologists and career counsellors information at low cost and with brief testing time. Results can be used to provide reassurance about choices, to narrow the range of options or to stimulate career exploration by indicating the types of work that individuals may want to explore It is based on the premise that vocational interests (ie, activity preferences) may be inferred from consistent pat- terns of likes and dislikes. Technical data on the validity and reliability of the responses are provided.RESUMENEn este artículo se describe el Career Interest Test (Test de Intereses Profesionales, Versión 3.0), que evalúa 7 categorías de intereses vocacionales: Exterior, Práctico, Científico, Creativo, Negocios, Administrativo y Contacto con Gente. Está compuesto por 63 items de elección obligatoria, y puede administrarse de forma individual o grupal. Su finalidad es la de proporcionar un instrumento práctico que sirva de guía para la planificación de la carrera de adolescentes, complementándose con otros instrumentos y técnicas de orientación educativa y profesional. El Career Interest Test está disponible de forma gratuita para su uso profesional (para aplicaciones a pequeña escala), y también se puede acceder al mismo a través de las siguientes direcciones: www.myfuture.edu.au, www.qualifax.ie o www.smartfutire.edu.au (en inglés, también ha sido traducido para el Medio Oriente y Asia del Sur). La elaboración de este instrumento de diagnóstico formaba parte de un proyecto de investigación longitudinal (Athanasou, 1986, 1990, 2003), que ha culminado con su publicación en el dominio público, además de los resultados obtenidos con la muestra participante.ABSTRACTThis article describes the Career Interest Test (Version 3.0), which is a 63-item forced choice, individually- or group-administered assessment of seven vocational interest categories: Outdoor, Practical, Scientific, Creative, Business, Office and People Contact interests It is designed for use in educational and vocational contexts as a practical guide to adolescent career planning. The Career Interest Test is now made freely available for professional use and is also available for free on-line use th- rough www.myfuture.edu.au or www.qualifax ie or www.smartfutire.edu.au The Career Interest Test offers psychologists and career counsellors information at low cost and with brief testing time. Results can be used to provide reassurance about choices, to narrow the range of options or to stimulate career exploration by indicating the types of work that individuals may want to explore It is based on the premise that vocational interests (ie, activity preferences) may be inferred from consistent pat- terns of likes and dislikes. Technical data on the validity and reliability of the responses are provided

Revista española de orientación y psicopedagogía

El Career Interest Test está disponible de forma gratuita para su uso profesional y también se puede acceder al mismo a través de las siguientes direcciones web: www.my future.edu.au ; www.qualifax.ie ; www.smartfutire.edu.au. Resumen tomado de la publicaciónSe describe el Career Interest Test (Test de Intereses Profesionales), que evalúa siete categorías de intereses vocacionales: exterior, práctico, científico, creativo, negocios, administrativo y contacto con gente. Está compuesto por 63 items de elección obligatoria y puede administrarse de forma individual o grupal. Su finalidad es la de proporcionar un instrumento que sirva de guía para la planificación de la carrera de adolescentes, complementándose con otros instrumentos y técnicas de orientación educativa y profesional. La elaboración de este instrumento de diagnóstico formó parte de un proyecto de investigación longitudinal que culminó con su publicación en el dominio público. El test proporciona información a psicólogos y orientadores a un bajo coste y en poco tiempo. Los resultados pueden utilizarse para ayudar a reafirmar las elecciones realizadas, reducir el abanico de opciones disponibles, o potenciar la exploración de la carrera al señalar tipologías de trabajo concretas que lo sujetos pueden querer explorar con más detalle.MadridBiblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 Planta; 28014 Madrid; Tel. +34917748000; [email protected]