Consultants ranked teachers in their school consultation placements on ability to meet academic and socioemotional needs of children, receptivity to change, and likability. Results indicate that teachers most in need of assistance are not selected for consultation. (Author)

Presents an argument regarding the professionalism of the school counselor, and how to define and identify this professionalism. Follows with a discussion of continuing education as an important component of professionalism, and provides an example in support of the thesis. (Author)

The amount of time devoted to seven professional activities by 15 school psychologists during a six-week period was compared with the perceived involvement in these activities of teachers. Teachers were found to be unaware of the service priorities of psychologists in their schools. (Author)

Explored the exchange of social rewards and costs between the therapist and client (N=11 dating couples) in an initial therapy interview. Results suggested that client perceptions of short-term cost may be influenced by educational or informative responses about the general functioning of relationships. (JAC)

Identified six dimensions of personal constructs related to rehabilitation counseling as the first part of an investigation into how these variables influence clinical problem solving. Findings have implications for competence assessment research, definition of the affective domain in rehabilitation counseling, and identification of its unique…

The purpose of this study was to develop and establish psychometric properties of the Sexual Orientation Counselor Scale (SOCS), an instrument assessing the awareness, skills, and knowledge of counselors working with lesbian, gay, and bisexual (LGB) populations. The sample consisted of 287 undergraduates, master-level students, doctoral-level…

Appraisal and continued improvement of counselor performance is a significant phase of the guidance program improvement process. School counselors must be able to: (1) deliver guidance curriculum for all students; (2) plan individually for each student; (3) respond to requests by students, parents, and teachers; and (4) plan and coordinate…

The investigator sought to assess the ability of a traditional practicum to ameliorate attitudes and behaviors that predisposed trainees to behave dogmatically; to strengthen those attitudes that allow them to respond openly; and to determine what types of activities promoted these changes most efficiently. (Author)

Study notes great differences in performance between counselors, to clarify role for better effectiveness. (CJ)

Investigation of extent of commitment to client through evolution of counselor verbal actions indicates that high commitment and expectancy are crucial to the helping relationship. (CJ)

Reports the development of a scale for evaluating family therapist skills. All items discriminated significantly between videotaped segments of effective and ineffective family therapist skills and between experienced and inexperienced family therapists. Interrater reliability and internal consistency of the categories were acceptable. The scale…

Describes the development of an approach to the measurement of the empathic quality of counselor behavior, featuring the division of the empathy construct into components tapping different aspects of empathic behavior, greater specification of the construct, and a focus on the empathic qualities of individual counselor responses. (Author)

Subjected Strong's theory of counseling as a social influence process to further validation using a correlational field study and college students. Factor analysis of both preintake preferences for counselor attributes and postintake perceptions of actual counselors resulted in extraction of three factors corresponding to expertness,…

Discusses the types of communicated information used by counselors and suggests some improvements in self-evaluation based on the research results. Discusses the use of behavioral, verbal, cognitive, and written communication suggesting they are used differentially to assess input or treatment of outcome. (Author)

Focused on the program evaluation activities of high school counselors. Data obtained indicated school counselors evaluated about 40 percent of guidance program activities included in a questionnaire, but only 19 percent were formally evaluated. This compares with 36 percent reported for formal follow-up studies ten years earlier. (Author/RC)