The constructive and developmental framework, whose conceptual roots lie in the work of Piaget, outlines the holistic personality process of systems of making meaning, systems that organize human thought, feeling, and action. Applications of this model are presented. (Author)

Proposes that counseling will and should be replaced by another discipline called applied behavioral science. The applied behavioral scientist will apply theory and research derived through the various behavioral sciences to help individuals and institutions achieve their purposes. He will work with students,patients, or employees, and their…

Sees four implications for counseling as a result of the additions to research and theory building of social, developmental, and general psychology. From social influence theory and from cognitive, behavioral, humanistic, and developmental research, a prototype "systematic eclectic" task-model directed toward implications is offered. (Author)

The purpose of this article is to present a new orientation toward the helping process in order to suggest additional practical strategies for helpers. (Author)

This article discusses the need for a guidance theory based on a framework from developmental psychology rather than from theories of humanistic education. (Author)

Discusses Erickson's and Maslow's empirically based formulations of healthy development. Through integration of their systems, six trends are derived: survival, growth, communication, recognition, mastery, and understanding. Trends relate to self-functions, interpersonal functioning, and task performance. Relates trends to three aspects of…

Recent discoveries in the social and behavioral sciences are employed in this article to project major changes in the coming two decades that will be of greatest consequence for counselors. Socioeconomic, sociocultural, and demographic factors are examined and their implications for counselors are explicated. (Author)

The author applies the term "change agent" to the counselor and tells how one goes about making major changes in a school or other social system. She describes her early frustrations, her exposure to a "theory" of change, and the step-by-step application of the same--including how her plans had to change to meet the changing reality. (LA)

Pupil personnel services and student personnel services are compared on organizational patterns, professionalization problems, and relationship to counseling. Future prospects for both services have inherent promise. (Author)

This article reviews the major concerns of group counseling and differentiates among group guidance, group counseling, and group therapy. It also evaluates the research status of group counseling and presents implications for the future of this approach. Comment by Carl E. Thoresen follows. (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)

This article posits three subsystems in the classroom ecology: "opportunity structure,""support structure," and "reward structure." The implementation of an ecological approach to student development will require the preparation of a professional with quite different competencies and interests than has been the case. (Author)

This basic model of group therapy highlights marked differences from individual therapy and illustrates the complexity of treatment planning. An attempt at enriching and integrating group methods gives rise to Theme-Centered Interactional Therapy, the advantages of which are discussed. Comment by Milton Schwebel follows. (Author)

As an answer to a previous article written by David Frey on creativity, the author argues that creativity is not innate but learned. He admits the important role creativity plays in counseling, but maintains that creativity is very much a developmental process that is influenced by the environment. (Author/SE)

Psychological education is defined as educational intervention designed specifically to promote personal learning and psychological competence. Central concerns such as demystification, foundations for practice, politics, drawbacks, and territoriality are presented by the author. (Author/HLM)