As the profession of school counseling has developed during the recent years, it has become widely accepted that a primary function of the school counselor is the facilitation and enrichment of the personal development of the students with whom he works. Facilitative conditions are discussed relative to the research in this area. Models of counselor client functioning are discussed. These models are based on levels, one being the lowest and five being the highest level of facilitative conditions. The research done uses these levels in evaluating taped interviews. Results include: (1) the level of formal preparation bears little relationship to the helper's level of functioning, and (2) at least half of the counseling relationships in which the typical school counselor participates are apt to have harmful consequences to the student who comes for help. Implications of these findings indicate that: (1) a clear division of labor among counselors depending on the facilitative conditions they can offer is needed, and (2) there is need for continued development of counseling skill and sensitivity as well as personal development beyond formal training programs. (Author/KJ)