Uses acronym GROUP ETHICS to describe training knowledge and skill competencies for ethical counseling in groups. Concludes guidelines for individuals in training to be group counselors are too vague and thus allow neophyte leaders to place themselves in ethical jeopardy. (ABL)

Describes a method for training group leaders in ethical decision making using the Association for Specialists in Group Work's ethical guidelines, case vignettes, and Carkhuff's three goals of helping. (Author/BL)

A counselor's success or failure is frequently associated with his ability to work with disruptive children. This article explores a behavioral group counseling approach. Results indicate that the mean disruptive behavior in the group sessions for all groups diminished considerably. (Author/HMV)

The author gives a week-by-week account of his training program for peer facilitators. (HMV)

Fourth grade gifted students participated in group counseling in which they received relaxation training (RT) and transactional analysis (TA) while fifth grade gifted students received TA alone. Results showed that RT and TA together were more successful in reducing anxiety and improving interpersonal relations among students than TA alone. (SE)

Students in an experimental group received peer-facilitator training twice each week for three weeks and a group leadership experience. Results fail to support the concept of peer-facilitator training and group leadership experience as a remedial technique with low-performing elementary school students. (Author)

School counselors increasingly are being required to provide more direct services to students. Of all the services, group work provides counselors with the greatest possible direct contact per student and is the most cost-efficient form of direct counselor intervention available. Suggestions for implementing group counseling and guidance…

A weight reduction and control program was developed for 11 obese trainable mentally retarded (TMR) students (11-21 years old) by the school counselor. The gradual reduction of weight over time demonstrated that it is possible for TMR students to learn self-help skills related to diet. (Author/SBH)

Tested the value of a developmental play (DP) program with a group of emotionally disturbed children (N=8). Results indicated that DP had a positive impact on the lives of both the children and the teacher, who reported that learning occurring in the group sessions generalized to the classroom. (LLL)