A learning development consultant model is presented as a prototype for counselor training in the future. (Author/EJT)

The purpose of consultation is to help other workers to become more efficient and effective. The consulting process is described in nine stages. Positive outcomes are likely if counselee and consultant agree on consulting modality. Consulting models can help support consultation in the work environment. (Author/MFD)

The author is concerned with helping counselors make better use of simulated guidance materials. The role of simulated materials in the total scope of guidance services is discussed. There are suggested guidelines for their selection and evaluation as well as strategies designed to increase their impact on the counseling experience. (Author)

Presents counseling goals in a developmental continuum similar in concept to Maslow's hierarchy of needs. Discusses ego development goals, socialization goals, developmental goals, self-esteem goals, and self-realization goals and describes characteristics and implications of the continuum. (JAC)

Presents an Emotionality-Rationality-Activity model that integrates recent classifications of counseling and psychotherapy. The model also serves as a theoretical basis from which methods, goals, and processes during counseling, psychotherapy, and training can be derived and integrated. (Author)

Deals with the relationship between philosophy and counseling theory as outlined in a metatheoretical model. The model's implications for comparing theories and value orientations are also reviewed. This dialog serves an educational purpose and ensures an arena where counselors continually evaluate the status quo in a cultural context. (JAC)

Challenges the way outcomes of human service programs are described in existing accountability methodologies. Establishes basic assumptions and propositions that should be made to implement a competency approach. Proposes a theoretical approach to accountability in human service programs based on the attainment of competencies. (Author)

Describes a method of determining major counseling strategies with the TFA/Matrix system. A taxonomy describes individual patterns of thinking, feeling, acting, and behavior. Descriptions are integrated into four counseling steps. The system synthesizes all counseling data and ranks and sequences major strategies likely to assist the client's…

The authors present seven specific criteria for judging effective goal setting in counseling. These are described as goals which have been mutually agreed upon, promote achievement, eliminate self-defeating behaviors, and are success-oriented, quantifiable, behavioral, and understandable by the client. (Author/HLM)

This model shows that counselors may be active leaders in change agentry by acquiring new skills, and by applying a systematic strategy for planned change. Targets for change in student guidance services include: (1) counselor assessment of attitudes toward change; (2) helping clients change their environment; and (3) defining guidance service…

This model of consultation is a process of highly structured consensus for decision making. The consultant provides a framework for generating plans and solutions. The weakest link in consultation appears to be research and evaluation. Infusing consulting interns and university professors into internal operations will result in better evaluation…

Programs to help people cope with critical life events should first help them identify what information is needed and then teach them the necessary skills. Unfamiliarity with potential information sources is the greatest barrier between the individual and the source of information. (JAC)

Reviewed an organizational consultation in a higher education setting as a case example of a preventive intervention. A 10-step planning group model is traced as the basis for the consultation. Organizational climate data and the implications of change related to the data are presented. (Author)

Suggests goal attainment scaling, developed to assess the degree to which specified goals identified prior to treatment were accomplished, can be modified to assess accomplishment which occurs in a group counseling-type setting. Describes two goal attainment models, one individually determined and one leader determined. (Author)

This article suggests eight sequential steps by which the public school teacher can involve the school counselor more directly with the classroom. They are, basically, that the counselor should be sized up, confronted, invited, stimulated, praised, informed, convinced, and enjoyed. Counselors need "warm fuzzies", too. (Author/BP)