Science and practice cannot continue together without a major attitudinal shiA a broadening perspective of science and practice and how these two activities can be integrated to strengthen each other. This article represents the culmination of a 2-year project that examined the roles of science and practice within counseling psychology. The central goal of the article is to present (a) specific recommendations for promoting the integration of science and practice within Division 17 and (b) suggest specific strategies for implementing the recommendations.

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The relation of mathematics anxiety to situationally-assessed test anxiety, math performance, physiological arousal, and math avoidance behavior was investigated. Sixty-three undergraduates (23 men, 40 women) completed Suinn's Mathematics Anxiety Rating Scale, Fennema and Sherman's Mathematics Anxiety Scale, Sandman's Anxiety Toward Mathematics Scale, and Spielberger's Test Anxiety Inventory prior to completing three math tasks. During the math tasks, heart rate, skin conductance level, skin fluctuations, and avoidance behavior were monitored. Subjects also completed Deffenbacher's Post-Task Questionnaire, a situational measure of test anxiety, worry, and emotionality. Results indicated that math anxiety measures were more highly rated to each other than to test anxiety. Math anxiety accounted for 14-23% of the variance in two math tasks, whereas, math ability (SAT-Q) accounted for 30-42%. Rarely, did math anxiety add to the variance accounted for by ability. The physiological and avoidance measures showed little relation to math anxiety.As Dew, Galassi, and Galassi (1983) noted, math anxiety has sparked a great deal of interest, but a number of fundamental unanswered questions still surround the construct and its measurement. The purpose of this study was to investigate some of these issues more comprehensively and in the context of performance situations.First, the relation of math anxiety to test anxiety, and particularly situation-specific (state) test anxiety and its worry and emotionality components, was explored. If math and test anxiety are related, this relation should be especially evident in a math test-like situation. Second, the extent to which math anxiety interferes with performance was investigated for three math tasks to determine whether math anxiety in-This study is based on the first author's doctoral dissertation, supervised by the second author.

This article reports 3 studies in the development of the Patient Reactions Assessment (PRA). The PRA is composed of three 5-item scales designed to measure the perceived quality of the informative (Patient Information Index) and affective (Patient Affective Index) behaviors of the provider and the patient's perceived ability to initiate communication (Patient Communication Index) about the illness. The PRA was constructed according to factor-analytic procedures using cancer patients as subjects. The PRA and its subscales demonstrated high internal consistency. Concurrent validity for the PRA was shown by its ability to differentiate known groups of providers with respect to quality of patient relationships. As predicted, replicated confirmatory factor analyses supported the conceptual model on which the scale was constructed and indicated that the subscales represented related but separate relationship factors.The relationship between patient and medical provider has a profound effect on a variety of health care variables including treatment compliance, patient satisfaction, and problem resolution (e-g., Inui & Carter, 1985;Joos & Hickman, 1990). In a meta-analysis of 41 observational studies of the relation between provider behaviors and patient outcomes, Hall, Roter, and Katz (1988) conceptualized the relationship in terms of two broad dimensions or sets of variables: task and socioemotional.Provider information giving, question asking, and technical competence are task-oriented behaviors designed to serve instrumental goals in the medical visit. The most important of these, information giving, is related to patient post-visit satisfaction, to compliance (e.g., appointment keeping or treatment adherence), and to patients' recall of information and understanding of their condition (Hall et al, 1988). On the socioemotional side, provider interpersonal competence is associated with patient satisfaction, and partnership building or receptivity to patient input is associated with both satisfaction and recall-understanding. In addition, positive talk, which includes understanding and acceptance, is positively related to satisfaction, compliance, and recall-understanding, whereas negative talk is negatively related to compliance. Task-oriented behaviors tend to be reciprocated by patients, as do socioemotional behaviors. Moreover, task-oriented behaviors tend to be interpreted by patients as reflecting caring and other socioemo-

Client expectations have been studied infrequently in career counseling. This study provides preliminary data about precounseling expectations, which were conceptualized as preferences and anticipations. Ninety-two university students ( 22men and 70 women) who sought career counseling completed an open-ended questionnaire. The results suggested the following conclusions: (a) Clients have fairly clear ideas about what they want (preferences) from career counseling and about what the experience should be like; (b) clients are somewhat less certain about what the career counseling experience will actually be like (anticipations) and less optimistic about it; (c) a number of mismatches exist between clients' preferences and anticipations; (d) clients do not have well-developed expectations about their dislikes in career counseling; and (e) few differences are evident between clients who have had previous counseling and those who have not.