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The conference report examined the implications of research findings on the earlier WIN Program for WIN 2, providing opportunity for operational level personnel, administrators, and officials to engage in dialogue about the problems of starting a new program, one intended to make a difference for a significant number of welfare recipients. The first section of the report describes why the conference was needed, the process of preconference planning, the structure and process of the conference itself, and how the conference had both successes and failures. The second section focuses on selected operational issues identified by conference participants: the top-down nature of administrative communication; the misuse of paperwork; the frequent lack of flexibility; problems in research development, dissemination, and utilization; interagency relationships; staff training and supervision; job development; client selection and processing; and measurement criteria. The final section outlines the need for a new approach to research, suggesting: approaches to peer level information exchanges; a two-way communications process, up and down the line; and need for increasing local initiative and innovation. Future directions for staff development and training are recommended. (Author/SC)

This report is an independent evaluation of the YCC program using data collected by the Institute for Social Research from some 3,000 enrollees in 100 YCC camps in the United States. Data include a pre- and post-test of environmental knowledge and end-of-camp enrollee ratings of camp and staff quality and of their own self-growth in several learning areas. Additional data come from researcher visits to 17 camps and from questionnaires filled out by all of the camp directors. An evaluation is made (1) of the program's representativeness (race and sex), (2) of self-learning (knowledge of ecology, skill in using tools, interpersonal relations), (3) of work accomplished, and (4) of enrollee's satisfaction with their experiences. Data are analyzed separately by sex, ethnic identification, and certain camp characteristics. Overall, the program was given a very favorable review from the researchers' perspective. Recommendations are included in the areas of staff training, educational programming, transfer of learning to the home environment, testing, and minority involvement. Instruments used in the evaluation appear in appendices. (Author)

The third volume of a series on child variance discusses delivery systems that service emotionally disturbed children, including educational, legal-correctional, mental health, social welfare, religious, and counter-cultural institutions. Each type of institution is described extensively in terms of the history of its delivery systems in the United States; its current organization and operating principles; and the way in which it handles children in a fictional, typical community (Noah). Examined are such historical developments as the growth of public school involvement circa 1915-1946, the evolution of an independent juvenile court apparatus, the emergence of mental asylums in the Jacksonian era, and the antecedents of American colonial poor relief. Subtopics considered in relation to the structure of various service delivery systems include client population; personnel; programs, facilities, and intervention techniques; informational resources; power and political structures; and patterns of interaction with other systems. The roots of counter institutions (for example, free health clinics and communes) are examined in the context of historical radicalism, cultural rebellion, trancendentalism, and Bohemianism. The authors stress the importance of client focus (through cooperative interdisciplinary professional efforts to provide improved service), of advocacy for the whole child (rather than emphasis upon particular services provided by individual agencies), and of the need for schools to fulfill central roles as clearinghouses for clients of alternative systems. References are listed at the end of each major section. (LH)

This paper explores the dimensions of a law, Affirmative Action, and its impact on a university. Section 1 concerns legal aspects with emphasis on historical and legal perspectives of affirmative action; a summary of the guidelines and compliance procedures for administrators; and the legal implications of Affirmative Action as they may affect university administrators. Section 2, organizational aspects, reviews a conceptual framework and history of Health, Education, and Welfare (HEW)/university interaction; institutional response; and some organizational implications of Affirmative Action. (MJM)

This document reports on the financial condition of 48 liberal arts colleges. Emphasis is placed on the deficit picture between 1970 and 1973; income and expenditure trends for the 48 colleges; implications of the decline in expenditure growth; needed measures of inflation and real resource growth; indicators of financial and academic health in higher education. Data for the 48 colleges confirm that 1970 marked a turning point. Accelerating expenditure growth outstripped income growth, thereby producing more numerous and larger deficits from 1967 to 1970; these trends were reversed from 1971 to 1973 as expenditure growth declined dramatically. Expenditure trends suggest that "quality distress" may replace "financial distress" in the 1970's. Surpluses are increasing, but real resource growth has come to a virtual halt at these 48 colleges. Survival may become the dominant operating principle, with quality deterioration a byproduct. (Author/MJM)

This document reports on a project undertaken to determine the feasibility of a periodic national survey of a sample of U.S. school districts to obtain information on the performance of the existing dissemination and utilization network for educational innovations. All the cases in this volume were originally identified from a national survey of innovation reported in a representative sample of 353 U.S. school districts and illustrative of innovations attempted in the late 1960's or early 1970's. They are intentionally diverse in content, district size, and geographic locale. The studies presented include the individualized instruction program, the program improvement proposals (PIP), the talented student program, implementation of the middle school concept, and flexible modular scheduling. A selected list of references is included. (Author/DN)

This manuscript projects from John Dewey's basic philosophical themes to a conception of the role of the counselor in contemporary society. The publication serves as an impetus to readers to pursue their own introspective, analytical discourse in order to determine the "what" and "how" of guidance in an uncertain and changing world. (Author/PC)

This monograph discusses the preparation, training, and future of the paraprofessional counselor and tries to assist the reader in developing an informed judgment as to the potential use of the paraprofessional--now and in the future. Important issues and problems of the paraprofessional are identified through research studies and existing practices. (Author/PC)

A study was designed to evaluate the need for new labor market information and for methods of making better use of currently collected statistical and administrative data. The project was to demonstrate various information technologies which would improve the delivery of labor market information. Various computer models of labor market information systems were built to test out the possible uses of these systems by three state Employment Security agencies in Colorado, Michigan, and Wisconsin. Among the major research findings are: (1) a great need for computer programs which can aid in the summarization, tabulation, and analysis of labor market information; (2) the prototype information system MICRO was found to be the sort of system which can be used at modest cost to meet the need for rapid tabulation and analysis of labor market information; (3) procedures to forecast unemployment, universe of need for manpower services, supply and demand for labor can be automated at great potential saving to manpower analysts; (4) considerable cost savings can be achieved by centralizing computer software for retrieval analysis and forecasting; and (5) while better use can be made of administrative records, there are some data needs which can only be met by new data collection. (WCM)

Volume 3 contains supporting appendixes of a three-volume study designed to evaluate the need for new labor market information. The study also sought to improve methods for making better use of currently collected statistical and administrative data. The appendixes support Volume 1's chapter 2 "A Flexible Data Retrieval System" and chapter 3 "Data Access and Quality." Volume 3 appendixes are: (1) improvements in benchmarking, (2) automated graphics for benchmarking, (3) a manpower information service, (4) a set theoretic data structure and retrieval language, (5) MICRO information retrieval system technical reference manual, (6) the LMIS (Labor Market Information Service, (7) the needs of users of a labor market information system, and (8) minority employment data sources. (WCM)

Volume 2 contains supporting appendixes of a three-volume study designed to evaluate the need for new labor market information. The study also sought to improve methods for making better use of currently collected statistical and administrative data. The appendixes support Volume 1, chapter 4 "Local Labor Market Models" and contain: (1) a model of unemployment insurance, (2) a description of data used for the economic model of labor supply and demand, (3) a short guide to the use of the SOLAMI simulation program (simulation of labor market information), and (4) a discussion of the relative earning effect of geographical mobility. (WCM)

The data presented in this document are the results of a survey of physician extenders currently practicing in Michigan as of November 1973. "Physician extender" is a term used for personnel who assist or collaborate with the physician in providing patient care, which means that nurses with additional training who are functioning in expanded roles were also included in this population. The purpose of this study is to examine current utilization in order to develop criteria and guidelines for the definition of the scope of practice of physician assistants and to delineate training standards for assistants. Both physician assistants and their supervising physicians were surveyed. The instruments were designed to provide data on three issues: the market for physician assistants, the impact of assistants on health care delivery, and the satisfaction of physician assistants and their supervising physicians with training and the assistant role. The survey provides an analytical data base for relating the state situation regarding assistants to that of the nation as a whole. It is hoped that this study will raise the visibility of physician assistant training and credentialing issues in the medical community to stimulate their input into the policy development process. (Author/PG)

A review is made of that literature which focuses on the relationship of instructional method, internal cognitive activity and performance measures. This includes literature concerned with the issue of "discovery versus reception learning" and the effects of different instructional methods on retention, delayed retention and transfer tasks. The author concludes from this review that little progress will be made concerning our understanding of the role of instructional method until the emphasis on "which method is best" gives way to an attempt to define and relate to one another, external features of instruction, internal features of subject character and activity during learning, and outcome performance variables. (JP)

Initially this report presents a summary of three Work Incentive Programs (WIN) undertaken by a consortium of schools of social work at the University of Chicago, University of Michigan, and Case Western Reserve University, discussing in detail the design, major findings, and recommendations made. The next two chapters are devoted to discussions of study questions and design. Major demographic and social characteristics of WIN participants, such as sex, race, age, residence, marital status, education, welfare status, and employment are described. Chapters 5 and 6 contain an analysis of incentive and disincentive features associated with the personal characteristics and living situations. The following three chapters consider the effects of the requirements to participate in WIN, the monetary incentive, and other program features (training, job placement). The next two chapters compare the incentive-disincentive responses to one another and identify patterns among the responses. Finally the details of how the WIN program evolved among the study cities is discussed in detail. The WIN interview schedule is included as an appendix and tabulated responses to the questionnaire are used throughout the document as the basis for the discussion. (BP)

The purpose of the Career Education Personnel Model (CEPM) was to develop competency-based models for the preparation and training of education personnel (K-12) who will plan and implement career education programs at the local level. The CEPM staff identified educational personnel competencies essential to local career education programs by interviewing over 100 educational practitioners in the 18 selected local career education programs. The list of 2,025 statements obtained from the interviews and literature were combined, resulting in a list suitable for refinement and validation purposes. The final validation procedure involved a sample of 436 educational personnel (K-12). Each respondent rated each competency as to importance for an educator in his/her respective position to possess regarding the implementation and planning of a career education program at the local level. After the final competency list was determined for each of the training models, the CEPM staff interviewed over 80 practitioners (K-12) to expand each competency into a practical context. This context was designed to suggest practical ideas, especially for educational personnel in the planning stage and preliminary implementation stage of career education. There were 12 competencies validated for all nine groups, thus creating the tenth training model or comprehensive training model. The findings, which consist of validated competencies and related performance criteria, are presented in 10 individual education personnel models and are designed to serve as guidelines for inservice and preservice training programs. (Author/CJ)

"Teaching as a Psychological Process" is a field-based psychoeducational teacher education program that is organized around a three-factor model of teaching behavior based on personal style interaction, interpersonal relationship skills, and teaching competencies. These three dimensions of teaching are approached through extensive practica integrated with individualized needs analysis, goal-setting, personal counseling, evaluation, and supervision. Small groups of students are immersed in a public school for two consecutive terms of course work and classroom teaching. The trainee's professional academic courses are taught in the host school by a multidisciplinary team of educators. Students define their own needs and goals and monitor the emergence of their unique teaching idiom. A competency-based rating scale identifies individual needs in assessment and evaluation of technical skills. Counseling, group processes, and administration of psychological and attitudinal scales focus on the development of personal and interpersonal skills. The effectiveness of program design and implementation is assessed on the basis of student questionnaires, teacher interviews, and student's competency achievement data. (The document contains a description of the program and appendixes with explanatory and supplementary material.) (PD)

The University of Michigan's Occupational Teacher Education Program was designed as an alternate approach to traditional occupational teacher preparation. The project had as its objectives: (1) the identification and validation of occupational teacher competencies, (2) the provision of across-the-board occupational teacher education, (3) the preparation of occupational teachers to work with the disadvantaged and handicapped, (4) the consideration of different abilities and levels of motivation so that self-paced learning can evolve, (5) the preparation of graduates of two-year vocational programs to teach, and (6) the provision of inservice teacher education. The project is summarized in the document, and the results of the project's fourth phase (implementation and operation with juniors, seniors, and beginning teachers) are reported. The staff concluded that the program operation was consistent with general objectives for the project. A program profile is drawn, recounting policy, recruitment procedures, course syllabi, and placement procedures. Followup data pertaining to the first 16 graduates of the program are offered; the researchers conclude that the followup system works successfully, but that the small number of graduates limits the usefulness of the first data obtained by the system. Six concluding remarks are presented, aligning with the six general objectives. (AJ)

The Chicago Youth Development Project was an action-research program jointly undertaken by the Chicago Boys Club and the University of Michigan Institute for Social Research to test whether a program of aggressive street work and community organization in the core of a city could reduce delinquency among youth living there. The report presents a comprehensive account of what was actually done and with what effect, providing the most complete and objective information obtainable, demonstrating to what degree this kind of program can achieve its goals and suggesting what improvements are needed for an even greater impact. The study compares the effects, over five years, of the program in two inner city areas with comparable control areas nearby on such variables as delinquency rates, youth employment rates, school attendance, and adults' satisfaction with their community. The researchers conclude that the project made negligible impact on these respects, but that when boys' expectations of their eventual educational attainment were raised, their delinquency declined. Based on this finding, the researchers suggest that effective future programs will concurrently open educational and vocational opportunities and prepare youngsters to grasp them, fashioning new ways for some adolescents to be students. (Author/AJ)