Exploration of interpersonal orientations during first year in field indicates that new counselors become more directive, both in theory and in practice than their teachers would have supported. (Author/CJ)

Having previously been a teacher is dysfunctional in: (1) giving rise to ambivalence; (2) demanding change in perspective toward student, school system, and teacher; and (3) causing conflict by change in compliance system used with students, and functional in working on student teacher problems. (Author)

Implications appear to be that greatest changes in briefest time can be effected by focusing on training in counselor responsiveness prior to counselor initiation. (Author)

Graduate students (n equals 46) who had indicated that their major interest was teaching were compared with 47 graduate students who had indicated that their major interest was counseling. The groups differed on six of the subtests, three of which were interest measures. A further comparison between the counselor candidates who had a practicum and…

Results indicated a significant difference between advanced groups and beginning groups and between pre and posttest measures in a direction perceived as desirable by authorities in the field. (Author)

Counselor-offered conditions of empathy, nonpossessive warmth, genuineness, and intensity of interpersonal contact were self-evaluated by 44 counselors and compared with supervisors' evaluations of tape recorded sessions. Findings are discussed. (Author)

Significant differences between the two groups of student counselors were observed on the dimension of chronological age, five of six intellective variables, and five of 11 nonintellective variables. (Author)

Indications are that counselor attitudes do not alter appreciably by the end of either the first year following institute training, or the second. Perhaps a one year followup would be sufficient. (CJ)