Seeks to understand teachers' beliefs, values, and the motivations for certain counseling referrals and to help school counselors protect preventive developmental programs through teacher training and effective consultation. Results demonstrate that factors such as models of helping and teacher assumptions moderate the referral process in a…

Presents an integrative approach which combines language arts and school guidance or counseling. Offers examples intended to serve as suggestions to counselors and language arts teachers interested in working together in such an approach. Discusses benefits of a language arts-counseling program. (NB)

This article details a process that helps high school counselors use their affective skills in the classroom. A structured approach is recommended. (Author)

Summarizes aspects of cognitive dissonance theory (theory that predicts when a particular persuasive attempt will be successful) that are most relevant to consultation. Reviews the corresponding experimental support and suggests practical applications of dissonance research and theory to consultation. (LLL)

ClassMaps is a whole class mental health consultation model that makes the social and emotional elements of classrooms visible so that educators can assess the impact of affective supports they provide. By redirecting school psychologists' visions to the school and class contexts within which students with disabilities are included, ClassMaps…

Consultation with teachers remains untried by many counselors. Possible consultation areas are grief management and relaxation training. Grief is the normal reaction to loss. Being aware of the various stages is the first step in helping someone through the grief process. Relaxation techniques can be learned with proper guidance. (Author/BEF)

The development of interdisciplinary teaching teams offers the counselor increasing opportunities to benefit larger numbers of students than usually appear in the guidance office. The counselor also gains more opportunities for inservice teacher education and for facilitating parent-teacher conferences. A format for this last function is outlined.…

Response to the paper on the role and responsibility of school counselors to career education programs (CE 510 317). Suggests strategies for leaders of the counseling profession to involve school counselors in career education. (JOW)

Discusses that paper on the role and responsibility of school counselors to career education programs (CE 510 317). Suggests that the paper's ideas are but a first step. Federal and state leaders must commit time, priority and resources to this program. (JOW)

Reflects on the American Personnel and Guidance Association School Counselor and Career Education Project. Discusses counselor role, preparation and commitment. (JOW)

Contends that teachers can benefit greatly by learning and then by practicing basic counseling communication skills with students in their classroom. Sees counselor as being responsible for sharing these skills by training teachers and others to improve mutual communication. Discusses possible topics for inservice training. (NB)

Presented 240 elementary teachers with case study, informing teachers that recommended treatment for presenting problem had been developed by teacher alone, school psychologist alone, or teacher-school psychologist collaboration. Teachers reported treatments developed by collaboration most acceptable; positive interventions were more acceptable…

Describes counselor-led workshop to help teachers cope with in-class teacher appraisals that may determine whether teacher gets pay raise or even keeps his/her job. Describes workshop activities, which include getting in touch with the problem, relaxation exercises, self-talk exercises, and covert coping exercises. (NB)

Since students are facing an ever-increasing number of stressful personal, social, and emotional problems, classroom guidance must be made an integral part of the middle school's guidance program. This should be accomplished through a well-integrated, overall strategy incorporating daily homeroom advisement, guidance-related units,…

Counselors must become active participants in the practice of full inclusion of children with disabilities into classrooms with nondisabled youngsters. Full inclusion is distinguished from mainstreaming; successful models are reviewed. Topics of collaboration and consultation among counselors and teachers, building social adjustment, and…