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In the name therefore of the love of truth, in the name of the dignity of our profession, in the name of the good of all mankind, I implore you carefully to investigate this important subject.' So said John Elliotson on June 27, 1846. In 1984 in Glasgow, a very eminent dentist said, 'Everyone knows hypnosis is only so much mumbo-jumbo'! Fortunately this latter attitude is not shared by many of the profession and, in the forward-thinking of vocational training schemes, hypnosis is a subject which, it is felt, should certainly be covered. © 1989 Nature Publishing Group. All rights reserved.

In the twilight of the first year of the new Vocational Training Scheme I am reflecting on my metamorphosis from a naive dental student to vocational trainee and ultimately (hopefully) to competent clinician. © 1989 Nature Publishing Group. All rights reserved.

I am now drawing towards the end of my year in Eastbourne as a vocational trainee on the Brighton Scheme. Eastbourne is a busy seaside resort on the south coast. Rather a lot of 'grannies' reside there; but contrary to popular belief I do not spend all day, every day making and repairing dentures! The work is varied and interesting and I am spending a happy year consolidating my knowledge and becoming more confident at practising dentistry. Here are a few of the best and worst parts of the year. © 1989 Nature Publishing Group. All rights reserved.

Vocational training, a stepping stone or a wasted year? The response speaks for itself. The need was perceived for some sort of cushioning between under-graduate protection and the harsh realities of a working day in general practice. The support for the scheme from dental students was overwhelming. The worried conversations of some final year students, discussing their futures, should change dramatically. The new graduate can now face the challenges of his first steps in the real world with more confidence and security. Yet, argues Simon Lewis, vocational training offers much more than just a stepping-stone. © 1989 Nature Publishing Group. All rights reserved.

Ten people met for the first time as trainees after lunch on Thursday, 4 February, 1988 at an hotel near Ipswich. They were to live and work together until teatime on Saturday. Twelve trainers joined them from late afternoon on Friday, staying on after the trainees left, until lunchtime on the Sunday. The occasion was the start of the 1988 vocational training schemes for East Anglia and North East Thames Regions. In this article, J. K. Horrocks and W. R. Allen given an account of what happened during this time, and how people felt about it. © 1989 Nature Publishing Group. All rights reserved.

This article reviews current literature related to cost-benefit analysis of employee training programs. After a conceptual stage is set and the meaning of terms is clarified, methodologies for measuring costs and benefits, and problems related to this process are discussed. Primary and secondary beneficiaries of training are identified. The need for distributional assignments of costs as a function of benefit is described. Following the identification of problems inherent in cost-benefit research, concluding comments focus on the need for practical applications of cost-benefit research. © 1989, Sage Publications. All rights reserved.

[No abstract available]

This document contains the text of a 1987 Recommendation of the Commission of the European Communities on vocational training for women. article 1 recommends that Member States adopt a policy to encourage participation of women in training schemes, especially those relevant to occupations of the future and in areas where women are under-represented. article 2 recommends that Member States: 1) integrate training for women within a broad framework of cooperation between all parties involved; 2) staff such services with personnel trained to deal with the specific problems faced by women; 3) promote outreach activities on the part of such services; 4) provide more decentralized and widely distributed educational and training facilities; 5) promote images of women engaged in nontraditional activities; 6) encourage female participation in higher education, especially in technological areas; 7) encourage female participation in nontraditional apprenticeships; 8) encourage female entrepreneurs by offering appropriate training; 9) develop measures to promote participation of women in continuous training activities; 10) provide underprivileged women and women returning to work with specific courses designed to meet their needs; 11) provide flexible child care arrangements and financial incentives for women to participate in training activities; 12) recognize skills acquired in running a household and looking after a family; and 13) monitor the progress of women taking part in training schemes. Member States are to inform the Commission of their activities in these areas within three years to enable the Commission to create a report on such measures.

The emphasis placed in Germany on vocational training and education was explored in previous studies by the Institute. These drew attention to: the greater numbers with vocational qualifications there than in Britain; the generally broader scope of German training, leading to greater adaptability in the face of technological progress; more extensive preparation at school for subsequent training; and the consequences for productivity (see National Institute Economic Review, August 1983 and February and May 1985). This article presents the first of a series of similar comparisons for France and Britain, with particular attention to French full-time vocational secondary schools for 14-17 year olds. © 1986, Sage Publications. All rights reserved.

The availability of computer applications in counseling psychology has increased dramatically over the past 15 years. Many articles, books, and conference presentations have explored the use of computer technology infacilitating service delivery. Although some concern has been expressed regarding potentially inappropriate use of computer applications, minimal attention has been paid to the impact of this technology on the identity and behavior of counseling psychologists. In view of the growing body of knowledge and experience on this topic, it would seem to be an appropriate time to explore the potential impact of this technology. The current use of computer technology in counseling psychology is explored and the potential negative impact of computer technology is discussed in terms of the misuse of computer applications, dependence on technology, and restriction of the counseling process. Factors contributing to inappropriate use of technology are also discussed along with priorities for action and research. © 1986, Sage Publications. All rights reserved.