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1. Proceedings of the National Conference on the Social Content of Interdisciplinary Core Curricula in University Affiliated Programs (Columbus, Ohio, July 14-17, 1980).

Author

Ohio State Univ., Columbus. Herschel W. Nisonger Center. and Parnicky, Joseph J.

Abstract

Five papers are presented from a 1980 conference on the role of social work in the core curriculum of University Affiliated Facilities (UAFs), centers designed to train practitioners in working with handicapped students. F. Cyphert ("Some Personal Observations") suggests approaches to the development of a core curriculum and notes the importance of both early exposure to interdisciplinary practices and field experiences. In "A Prescribed Mandate," R. Hormuth reviews the history of the interdisciplinary approach and discusses the beginnings of the UAF movement. A. Carten considers the needs in a core curriculum to address issues facing minority handicapped students and their families ("An Issue within A Pluralistic Society"). Areas of social work content relevant to a core curriculum are identified in "A Responsibility of a Center" by B. Borland. In the final paper, "A Multi-Dimensional Framework," J. Parnicky presents a model with components of prevention (primary, secondary, and tertiary); humanism (life saving, life sustaining, and life enhancing); and social systems (person, family, and society). (CL)

Published
1980

2. Evaluating and Developing Vocational Potential of Institutionalized Retarded Adolescents.

Author

Edward R. Johnstone Training and Research Center, Bordentown, NJ., Parnicky, Joseph J., and Kahn, Harris

Abstract

Vocational performance predictors were tested with 437 mildly retarded students (mean age 18 1/2, mean IQ 64) in a five-stage training situation progressing from half to full day and from on to off campus. Findings demonstrated considerable overlap as well as some independence among measures. High degrees of reliability and intercorrelation were found within the group of psychological tests. More independence of items was found within the series of work sample measures. Rating scale items were highly intercorrelated, suggestive of a halo effect. All the evaluation techniques had some potency for prediction of adjustment and performance and were stronger at the end of each of the five stages. The program variations of a special work group and group counseling were moderately successful in favorably modifying behavior. A reading-free test was able to differentiate vocational interests. Job supervisors' ratings were best to predict performance in the half day on campus. No measure predicted performance for full-day work off campus with residence on campus. In 11 psychological tests, highest reliability was noted for motor skills tests; psychological test correlation with vocational performance varied. Factor analysis indicated the vocational interest test discriminated subjects' interests. Group counseling results were not conclusive. (DE)

Published
1963

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