Describes a general model within which various techniques of counseling and psychotherapy may be integrated. This model is based on Lewin's formula, that is, behavior is a function of the person and the environment. (Author)

For developmental social psychology to be clinically practical, it must use categories of experience similar to categories that counselors, clinicians, and other practitioners find useful. Describes how individuals may function at different levels depending on the context in which they are expressing their understanding. (Author)

Outlines three constructs, the assumptive reality of childhood and the imaginary audience and personal fable of adolescence, which help explain normal and problem behavior. Counselors are asked to accept the young person's view of reality as valid and help him/her distinguish between personal and social reality. (Author)

Loevinger responds to Swensen on the number of stages in ego development, the importance of considering the client's ego level and that of counseling students, the need for more research on the optimum level for the counselor in relation to the client, and the aims of therapy and psychoanalysis. (Author)

The purpose of this consultation project was assisting faculty to become better able to adapt their instructions to developmental and learning characteristics of their students. The article describes three psychological theories, three operational structures, and three sources of gain that were key to the project. (Author/JEL)

Describes Kohlberg's interview test and Rest's Defining Issues Test and indicates that these are usable, reliable ways of assessing an individual's moral judgment development level. Evidence for accepting a developmental sequence in moral judgment is presented. Impressions about educational intervention are offered. (Author/CC)

A curriculum for counselor training was piloted with inservice counselors and teachers. Significant gains were achieved in counseling skills and moral reasoning, but shifts in ego and conceptual level failed to reach statistical significance. Implications for training are discussed. A case for a developmental perspective is made. (Author)

Discusses the cognitive developmental approach in moral education and describes a program in the Cluster School in Cambridge, Massachusetts. The authors challenge counselors (as consultants) to become deliberately involved in the values and moral growth of students. (Author/CC)

Reviews a model of cognitive development relating the self and self-evaluation, guidelines for applying the model, and counseling applications. Recognizes that individuals may vary their level of abstraction depending on such things as the source of information, the context, and the part of the self being discussed. (LLL)

Encourages an expansion of the counselor's role through an evaluation of the efficacy of certain cognitive training procedures in teaching young children skills for interpersonal problem solving. (Author)

Suggests the discrepancy between a counselor's intentions and expectations and level of cognitive development of clients makes delivery of career planning services difficult. The "Puzzling Your Career" approach identifies and reconciles these discrepancies. Presents the total approach through the concepts of self- responsibility and…

Describes group training model that differs from the traditional T-group model in structure, leadership, and assumptions about learning. The life-cycle model is based on situational leadership, differential structures based on group maturity, and integration of conceptual and experiential learning. (Author)

Outlines seven stages of the reflective judgment model of intellectual development. Discusses implications of the model for effective career counseling of college students. Explores the theory's career counseling implications for two of the stages. (RC)

Suggests that the impact of career events is cognitively mediated. Proposes cognitive treatments of career concerns that are derived from cognitive developmental theories and cognitive/behavioral models of counseling and therapy. Additionally, the issues of cognitive career assessment and research are discussed. (Author)