This paper outlines some of the origins and functions of modeling within a human service training context, particularly counseling psychology, and discusses some of the consequences of modeling as a training method. The materials suggest that an emphasis on affective experience and behavioral methodologies has limited the potential of social learning and that social learning as a mediational theory, part of the cognitive movement, will be accentuated. Three resulting trends are described and future implications are suggested in professional and nonprofessional training when a mediational approach supplements input-output training models and technology. (JAC)