Highlights some of the problems presented by college student clients who have been termed developmentally deprived individuals, who seem to have been emotionally stunted at a chronologically earlier developmental level. Defines the developmentally deprived client and presents strategies for intervention. (ABL)

Introduces the Professional Developmental Guidelines for Elementary School Counselors: A Self-Audit (American School Counselors Association, 1990) to elementary school counselors. Recommends counselors should view the self-audit as a useful tool to help them build, evaluate, and sell their programs. (ABL)

Addresses ways of providing students with experience using research and accountability procedures in academic course work. Provides methods for advancing students' understanding of the application of research in local school settings, as well as for improving their personal and professional attitudes concerning the relevance and importance of…

Discusses culture and educational system of India and describes characteristics of Indian immigrants to the United States. Makes recommendations to teachers and counselors concerning Indian students. Recommends educators gain some understanding of this group and its culture. (ABL)

Describes a consultation model of crisis intervention, developed in cooperation with the counselor, principal, and teachers, to respond to the murder of a child. The counselor met with students, teachers, and parents and helped the victim's classmates develop a memorial service in school. (JAC)

Describes tactics to improve the effectiveness of referrals to helping services outside the school. Presents guidelines on when, who, and how to refer, and suggests that counselors examine their own attitudes toward referral. (JAC)

Examined the 74 issues that comprise volumes 1-20 of the "Journal of School Psychology" (JSP) to determine the number of articles (N=709), the name and number of authors and coauthors (N=910), and the number of separate references (N=6,722) that appeared. (LLL)

Demonstrates the use of paradoxical interventions with preadolescent and adolescent students in a school setting, illustrated with seven case examples. These interventions require limited verbal ability and insight on the part of students, produce rapid results, and are particularly suitable for oppositional students. (JAC)

Offers justification for school psychologist's involvement in vocational assessment process and suggests use of the vocational instrument Self-Directed Search (SDS). Argues use of SDS can provide school psychologists with psychometrically sound and time- and cost-efficient means of incorporating vocational component. Discusses integration of SDS…

Reviews history of elementary school counseling beginning in the 1920s. Describes history of counselor preparation standards. Defines role of school counselor. Claims there are excellent examples of effective elementary school counselor education programs around the country, although there are too few to accommodate the need. (ABL)

Describes an application of family systems therapy to treatment in a college counseling center which organizes treatment around the "meaningful system" rather than the family system and includes nonfamily significant others in treatment. Addresses special considerations in providing systemic treatment in a college counseling center,…

Differentiates between the purposes, goals, and functions of supervision and evaluation for school counselors. Claims, if supervision and evaluation are both provided, school counselors can be more effective, efficient, and productive. (ABL)

Presents a case study of a four-year-old girl who had pulled out all her hair. The child's responsiveness to play therapy is described, and implications for the use of play therapy in school counseling situations are described. (JAC)

Describes a model used to teach rational behavior skills to 34 emotionally disturbed adolescents. Discusses teaching, training, and counseling strategies. The group demonstrated significant positive changes in learning and personality variables, but not behavior. (JAC)

Explores role of school counselor as an influencing factor and potential leader in the movement to enhance the school climate. Lists 10 broad goals of the school counselors' traditional curriculum which recognize the interface between the affective and cognitive dimensions of student learning. Suggests eight roles that counselors can focus on to…