Defines bibliotherapy as an approach that helps people solve their problems through reading books. Discusses the process of bibliotherapy, its various applications, and its limitations. (BH)

Briefly reviews cross-cultural counseling literature. Outlines four issues school counselors face in cross-cultural counseling: (1) confusion from own education; (2) awareness of own cultural biases; (3) language barriers; and (4) counselor's role as student advocate. Suggests practices for school counselor improvement in cross-cultural…

Presents program which organizes school counseling consultation as a systematic, systemic educational process for professionals in a school system. Goals are to help school professionals gain effective problem-solving skills for dealing with current issues and to assist in developing an environment conducive to academic and social growth. (ABL)

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)

Data were collected from 59 American School Counselor Association leaders to assess their judgments regarding school counselor education and counselor roles. Parts of the data collection instrument related directly to guidance versus counseling controversy. Found that term "guidance" was not favored by respondents. Concluded that "counseling" is…

Outlines a five-stage model, based upon Adlerian psychology, designed to facilitate students' social-emotional development. Offers general suggestions for activities and affective education materials useful in implementing this model. Categorizes several popular affective education programs in relation to the five stages. (CRR)

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)

Discusses the new roles for school counselors in helping middle school students achieve academic and personal success. Roles include nurturing the school mission, guiding program development, facilitating instruction and group involvement, and belonging to a leadership team. (BL)

Describes an Acquired Immune Deficiency Syndrome (AIDS) training program for school counselors which covers these aspects of AIDS: general facts, medical issues, prevention and education, psychological issues, and working with AIDS-infected persons. (ABL)

Introduces theme section of journal issue. Reflects upon diversity of student and staff populations of elementary and secondary schools. Suggests two challenges to the goal of serving diverse populations: belief in and acceptance of principles and assumptions related to this goal and implementing appropriate behaviors to achieve this goal. (CRR)

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)

The author suggests that, though counselor should never forget the needs of special groups, it is unfair, impractical and divisive to create special counseling programs for special groups. (Author/HMV)

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…