Reviews three treatment methods (individual, group, and family therapy) used over a five-year period for child incest victims. Presents common themes, issues, and pitfalls that arose during therapy. Stresses potential benefits of psychotherapy to this population. (Author)

Proposes a typology promoting a conceptual model that addresses the increased demand for use of group processes, continued effectiveness of leadership training programs, research issues regarding basic group dynamics, and generic models designed for the increased understanding of the myriad of group forms across the group spectrum. (Author)

Presents a case study demonstrating successful behavioral treatment of a depressed older man using group and conjoint therapy. Two major issues in dealing with the aged are addressed: dealing with resistance to therapy, and distinguishing between disability due to organic brain syndrome and that due to depression. (Author/RC)

It was noted that many students seeking assistance from university counselors have negative self-concepts. A study was undertaken at the University of Tasmania of members of a self-enhancement group. A comparison of pre- and posttest scores on the Tennessee Self-Concept Scale indicates that significant improvement was made. (Author/JMD)

Discusses the nature of group guidance and presents a model allowing counselors to use materials in a way that relates to the needs of their clients. Steps in planning include needs assessment, establishing goals and creating a personalized program. (JAC)

Described the Focus on the Future (1978) project designed to help high school students understand the influences of sex stereotyping on their life-career choices. Students used the materials to examine their own stereotypes and engage in productive discussion. A majority responded to the stimulus materials with stereotyped stories. (Author)

What is needed by a given group approaching termination will be determined by the uniqueness of the group. The group counselor is encouraged to rely on sensitivity and creativity in determining how to help a group cope with ending the group counseling relationship. (Author)

Introduces a reality-based perspective on divorce groups so elementary school counselors may have an advanced cognitive set for and realistic expectation of the counseling group. Drawing, role playing and rehearsal, and books and puppets can be used to help the child accept divorce through peer support. (Author/JAC)

Emphasizes educational skill-building techniques using coaching and videotape feedback to enable parents and children to practice communication, cooperation, and problem-solving skills. Participants became successful in the home environment as a result of their involvement in the multiple-family, group-training sessions. (Author)

Evaluates and discusses a program to help women returning to school make an adjustment to the college environment. Components of the program are values clarification, decision making, and assertion training. Suggestions are offered for the design and implementation of additional programs. (Author)

The effects of Project HOLD on the behavior, truancy, suspension rate, and academic achievement of problem junior high students are discussed. The program is reported to have a positive effect on referral, suspension, and absence rates. Increased positive self awareness and goal setting are also reported. (RLV)

Two dimensions of the Rotter Interpersonal Trust Scale (ITS) were used to investigate the relationship between interpersonal trust and three variables in short-term group therapy: group cohesiveness, group status, and immediate outcome. Groups of a heterogeneous mix--according to ITS scores--had significantly higher cohesiveness scores.…

The effect of group counseling techniques in reducing habitual truancy among a group of high school special education students was studied. It was determined that nondirect counseling methods--especially when combined with contingency contracting--were effective in increasing school attendance. (MH)

Investigates the amount of structure furnished by the leader in the group experience over a nine-week period and its effects on measures of self-concept and self-actualization. (Author)

Describes a program wherein school counselors provided structured group counseling interventions to soon-to-be high school graduates. Grouped students under three transition types: four-year college group, two-year college group, and military group. Claims that school counselors must help graduates understand apprehensions and plan for the future.…