This article describes incorporation of the goals of personal growth, knowledge of group process, and application of process groups in professional settings into a course. Evidence that students participating in the course tended to respond more freely to each other, justified the continuation of similar courses in the curriculum. (Author)

Explores the perceptions that secular faculty have of clergy as students, using semantic differential technique to compare the differences in faculty perceptions of "typical clergy,""typical non-clergy," and "ideal" counseling students. (Author)

Paradoxical double binds are discussed relative to their efficacy in helping systematic human-relations trainees integrate the skills more quickly and with less pain and frustration. An explanation and examples of paradoxical double binds used in human-relations training are presented. (Author)

Three factors, attention, retention, and action, are considered in developing good video models. A discussion of each factor and specific techniques counselors can use to develop good effects of each factor are provided. (Author)

Discusses a few key problems facing faculty members of a Group Counseling Institute that was sponsored by the U.S. Department of Labor in 1971. (RP)

Human relations development techniques, espoused by Carkhuff, fail to rest upon a sound empirical base, well illustrated by the research study reported by Wiggins. Comments aim at refuting the Wiggin's claim that his findings validate the Carkhuff paradigm as an effective model. (Author/BEF)

Client-reluctance was: (1) negatively correlated with client-perceived satisfaction and improvement; (2) negatively related to degree of congruence between perceived problem and perceived emphasis of the agency and; (3) positively correlated with premature termination in counseling. (Author)

Developed a preliminary attitude scale to measure attitudes toward the Carkhuff (1969) human relations training model. A survey of 146 students in a human relations training course showed a generally positive response and provided feedback regarding trainees' perceptions and intent to use the skills taught. (JAC)

The effects of an audiotaped leaderless encounter group on training in basic helping skills were examined. No changes in trainees' self-actualization, trait or state anxiety, or rated verbal helping behavior were found due to participation in the encounter group. (Author)