The purpose of the described assertion-training workshop was to give participants some knowledge of the process and content of the job interview and assertive verbal and nonverbal interview behavior. (Author)

This article describes a group approach to helping the nonassertive client. After describing the group composition and goals, he presents a session by session description for conducting the assertive training group. In addition, he presents suggestions based on experiences in leading the group. (Author)

Describes how metaphors can be used in a weight control approach to: (1) uncover underlying feelings; (2) reveal hidden solutions; (3) create an aversion to undesirable intakes; (4) provide the client with a thin self-concept; and (5) increase compliance. Provides examples to demonstrate these uses. (Author/RC)

This article describes how biofeedback training (BFT) was employed to stimulate the unconscious and then explains how to use this resource as an integral part of counseling. (Author)

Describes an innovative Youth Services Program, an operational unit of the Dallas Police Department, which has drastically reduced the rearrest/recidivism rate for juvenile offenders. The program teaches three basic skills: physical fitness, interpersonal skills and study skills. (HMV)

Describes a counseling program at the University of Arizona which is a short, intensive transactional analysis study problem group. Many students are able to apply what they learn to other areas of their lives. (Author)

This article describes a workshop designed to dispel the myth of learned helplessness and facilitate people's reintegrating their previously denied power. The approaches used to help students deal with depression are described in detail. (EJT)

Illustrates the content, process, and group dynamics of Activity Group Guidance. Describes and evaluates a comprehensive Activity Group Guidance program. Gives specific suggestions to counselors who wish to start Activity Groups. (Author)

Reports on a behavior modification study conducted at Stanford University in California nearly 10 years ago. Details the project and provides follow-up data eight years later. (EJT)

According to the author, when applied in a systematic and consistent manner, the four M's of self-management, self-monitoring, self-measurement, self-mediation, and self-maintenance, offer everyone an efficient and effective opportunity to be their own counselor. (Author)

Describes a cognitively based environment treatment approach for group home juvenile delinquents based on Eliminating Self-Defeating Behavior Theory (ESDB). Outlines seven self-defeating behaviors initially developed as coping mechanisms. Discusses results of ESDB as a treatment milieu. (RC)

Study skills deficits were reconceptualized on a knowledge and use dimension of either a general or specific nature. Each student in the program would be located on this continuum and a package developed which consisted of the appropriate mixture of techniques to increase study skills knowledge and usage. (Author)