Translates some beliefs of Invitational Education, a self-concept view of human relations, into a framework of supervisory activities that facilitate the coordination of counseling services and promote the professional development of counselors. (Author)

Counselor education programs are faced with a perplexing problem: with minimal staff, how can counselors be prepared to function competently in both an educational and a community-based mental health environment? Presents two approaches to deal with this issue and suggests a model of counselor education. (Author/RC)

Concludes that to provide training applicable for counseling students anticipating employment in a community setting, a planned, systematic approach to program development is needed. This article proposes a three-phase model for change that considers departmental resources, student characteristics and agency needs. (Author)

Presents a step-by-step systems approach model consisting of seven major components including: informing and involving key groups, defining problem/goals, needs assessment, formulating objectives, designing program, implementing program, and evaluation. Includes procedures, flow chart presentations, and guidelines for program planning. (RC)

Describes why counselor training incorporating the needs of racial and ethnic minorities is needed and provides four models: (1) the separate course model; (2) the area of concentration model, (3) the interdisciplinary model; and (4) the integration model, which may be used in program development and implementation. (Author)