Is there an optimum age to be an apprentice? For most people, their image of an apprentice would be a teenage school leaver. Yet, in England, the majority of apprentices are over the age of 19 when they start their apprenticeship, and 40 per cent are 25 or over. This would be very unusual in other European countries. In this article, the authors…

Focusing on the challenges of training counseling psychologists, Ridley and colleagues offer in this issue a review and critique of microskills training, the dominant training model in counseling psychology graduate programs. Recognizing the role of higher order cognitive and affective functions in expert practice, they propose a hierarchical…

Good executive development systems help enhance technical, interpersonal, and conceptual skills; use both in-house and external programs; and clearly articulate connections between components. (SK)

Shows some of the problems encountered in a skills-oriented course and focuses on methods of dealing with them. Though a law program is discussed, the philosophy of teaching skill development rather than task performance is applicable to other cooperative education enterprises. (JOW)

Discussion of learning how to solve problems focuses on instructional design models and how students construct their knowledge and learn skills. Topics discussed include conceptual knowledge; procedural knowledge and skills; knowledge representation; causal knowledge; types of knowledge and relevant skills; knowledge acquisition; prediction and…

Peace education embraces a wide range of programs and initiatives. Two of those subfields, human rights education and conflict resolution education, are often considered too different in goals, models and content to be seen as partners in the same educational effort. A review of recent literature confirms that few conflict resolution education…

Suggests ways for instructional design consultants to develop people skills and foster successful client relationships: take win-win approach; match consulting models; study clients as you study problems; build common ground; study organizations as you study clients; be respectful, trustworthy, informative, slow to judge; express your needs, and…

Based on social skills and operant behavioral perspectives, an Environment and Skills Model of smoking acquisition and prevention is proposed. This model involves an integrated examination of the antecedents, behaviors, and consequences of smoking. The importance of the "consequence end" of this three-term contingency is discussed. (Author/CT)

Interactive digital media, or video games, are a powerful new medium. They offer immersive experiences in which players solve problems. Players learn more than just facts--ways of seeing and understanding problems so that they "become" different kinds of people. "Serious games" coming from business strategy, advergaming, and entertainment gaming…

Proposes an instructional design model which bridges the gap between the cognitive psychology and instructional design field. The model predicts when learning of task components will occur and suggests which components of a task should receive training. The proposed decomposition model guides task analysis when designing instruction of…

Addresses the need for college students to develop the knowledge and skills necessary to assume leadership roles. A paradigm is presented for use in the procedural leadership development of college students who are members of nontraditional leadership populations and individuals with either minimal leadership experience, apparent interest in…

In presenting a women's training model, the author identifies specific areas where women need to develop competency. The stages of developing these competencies are presented. The training philosophy and guidelines are also examined, as well as the benefits of training. (CT)

Considers the prospects and need for a psychologically plausible connectionist model of the development of word recognition skills. Emphasizes the importance of phonological skills as precursors and facilitators of learning to read. Argues that it may be possible to develop a connectionist model which will be more consistent with evidence from…

The author discusses support services related to generalizable skills instruction. She includes topics such as existing vocational training models for special needs learners and approaches for delivering support services. (CT)

Develops a model of the stages of student rhetorical development and relates it to public speaking instruction. Suggests teaching strategies designed to lead students to each successive level of the model. (MS)