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The theme of this collection of papers focuses on emerging patterns of interest within the language teaching profession. The papers discuss (1) trends in language teaching, (2) FLES redefined, (3) educational objectives, (4) personal experiences of a language teacher, (5) public relations success stories, (6) the less-able student of foreign languages: heterogeneous versus homogeneous grouping, (7) student-centered learning, (8) evaluation of the less-able student, (9) culture, (10) teacher-developed materials, (11) televised Spanish programs, (12) teacher preparation, (13) college teacher supervision, (14) teaching methods, (15) guidance counselors, administrators and foreign languages, and (16) community attitudes toward language instruction. (RL)

An evaluation model was applied to three experimental modes of counseling. They were compared on the basis of three interviews with respect to their affects on behavior, moods, and feelings about counseling. Mode 1 counselors guided counselees in making their own plans for coping with problems. Mode 2 counselors suggested specific actions. Mode 3 counselors explored feelings. Three experimental counselors were trained in all three modes. Thirty-six subjects, student teachers who reported stress, were randomly assigned to counselor and mode. Their reactions to counseling were collected during and following interviews. It was found that: (a) high-stress counselees were more likely to continue in counseling regardless of mode; (b) more mode 2 counselees were satisfied with their interviews; (c) more mode 1 counselees actually tried the plans they made during interviews. Other findings and their implications are discussed. (Author)

This paper reflects the concern and thinking of a consultant group of counselor educators and State directors of guidance about the requirements for pupil personnel programs needed to accomplish their goals. In the panel deliberations, major areas of concern appeared to be the (1) basic philosophy, (2) assigned responsibility, (3) pupil personnel administrator, (4) operational unit, (5) differential pupil personnel service, (6) staffing ratios of operational units, (7) local and intermediate operational units, (8) program evaluation, (9) role of the State department of education, and (10) curricular opportunities. The presentation concludes by suggesting the need for a few pilot programs to be used as models for evaluating program effectiveness. (Author/JH)

There are two unifying theses underlying these three papers: (1) the importance of the human relationship factor; and (2) the need to clearly understand what we wish to do and how most successfully to do it. The first paper, concerning counselor education, compares a behavioral counselor education model with a model which is related to the client-centered approach. Having pointed up the shortcomings of the behavioral model, the author concludes that it is not strictly a behavioral model, but one which should be helpful in evaluating and revising current approaches to counselor education. The second paper specifies what the author considers to be the most important ingredients for successful workshops, institutes or short courses: (1) limited topic; (2) use of multiple media; and (3) close, informal relationships with the participants. The final paper explores current difficulties in counseling research and focuses on the lack of definition of counseling and the acceptance of a too inclusive model which cannot even be utilized without years of prior research. In view of this apparent present trend, the author indicates several aspects which he feels must be considered if progress in research is to continue. (TL)

This paper was presented as part of a workshop titled "Preparation of Counselors for the 1970's" at the 1972 Convention of the American Personnel and Guidance Association in Chicago. Rather than a scholarly or technical analysis, the author used the opportunity to speak to several issues believed to be critical in the development of meaningful counselor education programs for the 1970's. It is a subjective personal statement and not necessarily influenced by the kinds of experiences and observations which the author has had. The paper is divided into the following subtopics: (1) Generalist or Specialist?, (2) The Storehouse Theory, (3) We Need Compulsives, (4) the Preservice-Inservice Division of Labor, (5) Manifold Roles: All OK, and (6) Full-time Study. In conclusion, the author emphasizes that he is not questioning or criticizing the present standards that exist, but rather asking whether we have failed to come to grips with some of the critical issues in the field. (Author/BW)

This paper basically addressed itself to the question of why so many young people drop out of school. It appears that the great majority drop out because they simply cannot tolerate more failure and the commensurate feelings of low self-worth and self-esteem. It was emphasized that success experiences for elementary school youngsters are important because they can be numbered among those positive early happenings upon which an increasingly more complex psychological superstructure can be built. The negative effects of elementary school letter grades were discussed and it was noted that low marks function more as a threat of failure than as a motivation for improvement. It was concluded on the basis of both clinical and empirical evidence that the effects of early school failure experiences have long-term consequences for both a child's subsequent achievement in school and eventual mental health. Six major implications for school counselors are listed. (BW/Author)

The often conflicting roles of the foreign language teacher and the guidance counselor are explored in this paper. Teachers are advised to foster improved communication in the classroom and thereby help students improve communication skills. A list of commonly held attitudes of language teachers and guidance personnel toward each other are presented. (RL)

Accepting the 1965 Carnegie Commission Report's suggestion that guidance should be comprehensive and coordinated between secondary education and the community college, this paper presents a synthesis of current literature covering guidance programs and a proposed coordination program between secondary schools and community college guidance services. This proposal suggests that three major obstacles must first be dealt with: financing, personnel acceptance and time allocation of staff. The central guidance coordinating institution should be the community college with the secondary schools becoming associates. The community college guidance program should serve as the focus and resource center for associated schools. Three functions of the community college guidance staff should be to: (1) maintain complete occupational information; (2) coordinate student programs to smooth the transition from high school to community college; and (3) act as a resource or referral agency for students with emotional problems. The secondary school counselor should be a consultant to the community college guidance personnel by advising them on the particular needs of entering students. (MN)

This paper is designed to help educators understand the conditions under which school counselors can make their greatest contributions to educational excellence. Ultimately, the sole justification for the presence of the school counselor is that his work contributes directly to both the specific and broad purposes of education. The author suggests that when a school counselor is employed, the administration, faculty, parents and community should expect him to have the ability to plan, counsel, consult and coordinate in a professional and accountable manner. The results of the counselor's efforts should facilitate the learning process for every pupil. The above 4 areas of expertise are elaborated and are the central focus of this paper. (RK)

This paper contains reports prepared by counselors and teachers of the mentally retarded. The thesis of this paper is that the opportunity for the handicapped student to lead a productive life can only be accomplished through proper education, guidance, and counseling. Included are reports on the following: elementary counseling of educable mentally retarded children; the team approach for teaching the mentally retarded; a cooperative senior high school special education program; vocational guidance for the mentally handicapped; and general articles on counseling the mentally retarded. (WS)

This paper points to the demands which our "new society" is making upon guidance and counseling programs; demands which must be met as counselors become agents of change and the profession turns from exclusive concern with intra and interpersonal matters to exteriorceptive concerns. The author gives a brief historical outline of the emerging guidance profession in order to provide insight into the problems of evaluation and to point out the current need for a new definition of the situation with its advanced technology, urban concentrations, and aspiring minority groups. Finally, the paper looks at the youth of today, its values and its aspirations. Special attention is given to females and the part they will play in the labor force of the future. The author feels that the goal of present and future counseling programs must be to create a more humane environment, which gives support to the legitimate aspirations of its people, through peaceful institutional and social change. (Author/SES)

This report discusses the success of desensitization techniques in alleviating specific anxiety but its failure in treating generalized anxiety. Anxiety management training (AMTO has been developed to overcome some of the deficiencies of desensitization approaches. Through the use of instructions and cues to arouse anxiety responses and the training of clients to develop competing responses such as relaxation, success, or competency, AMT provides the individual with a method for self-control appropriate to any anxiety provoking situation. Forty undergraduates referred by counseling centers participated in a study to assess the effectiveness of AMT. AMT was found to be effective in reducing both generalized and public speaking anxiety. A second paper presents the considerations involved in setting up a desensitization program in a counseling center. Areas covered include preparatory procedures, assessment of need, announcement of services, program operation, and follow-up and evaluation. (Author/LAA)

The author undertakes a re-examination of the vocational counselor's traditional roles and considers some dramatic changes. The increasing societal emphasis on early childhood provokes questions about the current absence of such a focus in guidance training institutions. The paper stresses intervention at this primary level. New counselor roles such as institutional liaison and child advocate are considered. The burden is viewed as ultimately falling on counselor training institutions to divest themselves of their ossified interests in preparing counselors for traditional roles. The author concludes with the suggestion that competent human behavioral specialists be developed through a core program in which all contributing professions would share. (TL)

A single theme for each of the three convention years forms the nucleus around which the presented papers revolve. The 1968 theme, The Christian's Quest for Maturity, focuses on normalcy and the ways and means whereby Christians can become more healthfully mature. In 1969, the convention examined the unique role of the Christian therapist who is viewed as having an added dimension to his counseling. The Christian using psychology to help others considers himself different and strives to meaningfully share this difference. Dynamic Christian Growth, the 1970 theme, sees the Christian professional as, above all else, a Christian and, therefore, a witness. The papers are geared to providing Christians better ways to witness - in the office, in groups, in the community, and in the church. All three series of papers ultimately explore ways of feeling with man and his problems within the context of the evangelical Christian faith. (TL)

The author begins by overviewing some recent criticisms of the vocational guidance field: (1) too little collaboration with industrial personnel; (2) an emphasis on processing masses of people rather than on the individual; and (3) the need for a systems approach to counseling. His impressions, from the vantage point of industry (i.e. the placement end of the vocational counseling sequence), suggest flaws in the educational-counseling system, resulting in inappropriate, inexperienced and unqualified job applicants. The differences between a counseling approach and the industrial personnel approach to job seekers/holders are enumerated. Trends and circumstances which may affect the infusion of counseling into industrial relations systems are discussed. The paper concludes with a consideration of "lifelong counseling" wherein adults would have vocational counseling throughout their work histories and even into retirement. (TL)

Under the laws of the United States, privileged communications are strictly limited to a few well-defined categories, such as communications between attorney and client, clergyman and penitent, and physician and patient. Certain official documents are recognized as privileged, and a privilege is accorded law enforcement officers to decline to reveal confidential sources of information. This paper discusses the status of legislation on privileged communication according to (1) Mississippi statutory law, (2) statutory law in five other States, (3) major cases that have been in Mississippi courts, (4) the status of the case law on the subject elsewhere, (5) model legislation that has been proposed or recommendations for legislative action proposed by various agencies, and provides (6) recommendations developed on the basis of the material presented in the paper. (Author/MLF)

This paper presents a role model for the elementary school counselor. For purposes of this role model, elementary school guidance is viewed as both a concept (philosophy) and as a process (implementation). The process is the action or the implementation by which the concept or philosophy is realized. The aspect of the process which deals with services is predominantly the responsibility of the elementary school counselor. The counselor's role encompasses direct and indirect services: the direct is the counseling experience and is provided by way of face to face contact with the child. The indirect services are usually through instruments, as in testing, or through other persons, as with the teacher. The counselor also has guidance responsibilities which are shared with the staff, both the instructional and non-instructional. (KJ)

A brief description of standard procedures used in training counselors is presented, and their net effect explained. The author feels that when the student counselor begins practicum, he is burdened with semi-crippling expectations of how he is supposed to do counseling according to a rigidly held, inadequately known theoretical counseling model. The need for a pre-practicum simulated counseling experience is next discussed. Such an experience involving 30 master's students, working in groups of three which meet two or three times a week in conjunction with their Theories of Counseling course is described. The three students interchanged and enacted the roles of client, counselor and reactor. Emphasis was placed on the utilization of the behavior change principles of role playing and shaping. These as well as the goals of pre-practicum training are fully discussed. The effects of both techniques are presented. The paper concludes by acknowledging that the description of the pre-practicum experience was observational and without experimental, back-up data, but that initial indications were that it is a fruitful approach deserving of further research. (TL)

The development of a system of computerized reports for counselors is described. New scales and measures of the basic variables of personality were derived. The data collected over the course of seven years was analyzed. Various forms of programmed reports emerged, two of which are reported in this paper. These two, one for general counselors and one for correctional counselors, are examined. An example of their possible application is given. A nationwide survey of counselors is cited as affecting the decision to add, subtract, and change certain features. The survey also shows differences in the interests of various kinds of counselors and precipitated questions regarding the appropriateness of the forms for certain of these counselors. Conclusions are discussed briefly. (TL)

This paper discusses a variety of intervention strategies for altering unemployment and resultant unadaptive behaviors. Goal setting, counterconditioning contingency management and consultation are focused upon. The article concludes with a brief discussion of the external system of employers, and the internal system within the counselors own agency. In both cases, the counselor must be aware of changes that are necessary. In the article "The Employment Counselor and Humanistic Psychology", two points are brought out: (1) optimism is needed; (2) approaches and programs should be developed geared toward working with people in terms of where they are and what they need. Humanistic psychology needs to shed its idealism and behaviorism needs to shed its conceit so that from the two, problems may be solved which are now facing employment counselors. "A Social Engineering Approach to Employment Counseling" explains that employment counselors to be effective must concern themselves with the total personality function of their clients and must also be adept at creating and maintaining an effective counseling relationship. To do this, they must go beyond typical procedures and become actively involved in social engineering in order to meet the needs of their unique clientele. (KJ)

This paper explores one approach to dealing with the future; the role of elementary school counselor and elementary classroom teachers in assisting children in attaining greater psychological health. Specifically, three questions are discussed: (1) do counselors have a responsibility? (2) What have counselors done in education? and (3) how might the counselor and teacher make a contribution? In answer to the first, counselors do have an important responsibility and contribution to make in education in attempting to assist others to become members of a society which provides greater human nourishment. In answer to the second question, even though it appears that little has been done in preventive programs for mental health in education, results of experimental programs are certainly encouraging. Prevention is the key concept when answering the third question. Safe, non-threatening relationships should be offered to students. Guided group experiences can be offered by the counselor. Curricular materials should be developed related to psychological health. Both counselors and teachers should be concerned about helping individuals in their total development. (Author/KJ)

The efforts being made to deal with the problem of decreased enrollment in Latin are considered in this paper. Current attempts to improve the training of Latin teachers and to update teaching methods are discussed, and difficulties encountered with administrators and counselors are identified. Stressed is the need for support from administrators, counselors, parents, and students who are all crucial in the effort to increase enrollment in the study of Latin. (SS)

THE FIVE MAJOR AREAS COVERED BY A SEMINAR ON PUPIL PERSONNEL SERVICES, SPONSORED BY THE GEORGIA STATE DEPARTMENT OF EDUCATION IN JUNE, 1966, ARE SUMMARIZED. PAPERS WERE PRESENTED, AND A PANEL REACTED TO THE FOLLOWING--(1) THE PUPIL PERSONNEL CONCEPT, (2) THE COUNSELOR ON THE PUPIL PERSONNEL STAFF, (3) THE SOCIAL WORKER ON THE PUPIL PERSONNEL STAFF, (4) THE SCHOOL PSYCHOLOGIST ON THE PUPIL PERSONNEL STAFF, AND (5) THE ADMINISTRATION OF PUPIL PERSONNEL SERVICES. THE PAPERS AND THE PANEL DISCUSSIONS (BOTH REPRINTED) DEALT WITH THE EDUCATIONAL TRAINING OF DIFFERENT PUPIL PERSONNEL SPECIALISTS, SPECIFIC PROBLEMS OF THREE SPECIALISTS IN THE STATE OF GEORGIA, AND THE ROLE OF PUPIL PERSONNEL SERVICES IN TERMS OF A TOTAL INSTRUCTIONAL PROGRAM. (SK)

THIS FACULTY SEMINAR PAPER VIEWS THE SCHOOL AS A SMALL SOCIETY OPERATING WITHIN A FRAMEWORK OF NORMS AND ROLES. TO DETERMINE THE PRIMARY FEATURES OF THE TEACHER SUBCULTURE, A 14-MONTH FIELD STUDY WAS CONDUCTED IN A JUNIOR HIGH SCHOOL, AND OBSERVATIONS OF TEACHER SOCIALIZATION AND PUPIL CONTROL WERE COMPARED FOR SCHOOLS FOLLOWING CUSTODIAL AND HUMANISTIC PUPIL CONTROL IDEOLOGIES. SUPPORTED PREDICTIONS INCLUDE--(1) TEACHERS ARE MORE CUSTODIAL IN PUPIL CONTROL THAN PRINCIPALS OR COUNSELORS, (2) SECONDARY SCHOOL TEACHERS AND PRINCIPALS ARE MORE CUSTODIAL THAN THEIR ELEMENTARY SCHOOL COUNTERPARTS, AND (3) INCREASED CUSTODIALISM ACCOMPANIES TEACHER SOCIALIZATION. IN ITS WIDER SOCIAL SETTING THE SCHOOL IS CONCERNED WITH COMMUNITY SUPPORT, A REPUTATION FOR INNOVATION, AND SPECIALIZATION TO MAKE ENVIRONMENTAL CONFLICT LESS BURDENSOME. WHILE CURRICULUM CHANGE IS TRADITIONALLY REGARDED AS A RESPONSIBILITY OF A TEACHERS' CURRICULUM COMMITTEE, RESULTS ARE USUALLY MINIMAL BECAUSE OF THE NORMATIVE ASPECTS OF THE SCHOOL AS A SOCIAL SYSTEM. EFFECTIVE CURRICULUM CHANGE EMANATES MORE CLEARLY FROM PRIVATE AND PUBLIC SOURCES OPERATING OUTSIDE THE SYSTEM OF CONSTRAINTS THAT DETER SCHOOL PERSONNEL. THIS PAPER WAS PRESENTED AT A FACULTY SEMINAR (TEMPLE UNIVERSITY, PHILADELPHIA, MAY, 1968). (JK)

As a characteristic which is most important for counselor effectiveness, the concept of empathy has long held a central position. The author uses this rationale as the main reason for his commentary on the value of empathy in counseling effectiveness. The author suggests that if counselors are convinced of the importance of empathy, 2 types of practical questions should be raised. The first concerns the learning of empathy and the unbiased assessment of one's own level of empathy in interviews. The other concerns the adequacy of counselor empathy to produce the desired change in the client. The author also discusses empathy from the viewpoint of learning theorists and provides some implications from this viewpoint. Finally, the author provides some discussion regarding the importance of empathy in the overall plan of treatment. The author concludes by suggesting that more refined definitions as well as more precise measurement of empathy's effects must be developed. (RK)

These papers report the results of seven annual surveys assessing the counselor-counselee ratio in California junior colleges from 1965 to 1971. In determining the ratio, all respondents were asked to include only that portion of a counselor's time devoted to individual and group counseling. So that all colleges were using the same criteria, each was asked to use the number of day-graded students as reported to the state, and divide this number by the number of full-time equivalent counselors to determine the ratio. A distinction was made between colleges on the quarter or semester systems. Additional observations from the study concerned the trend toward the use of more full-time counselors, a distribution of the number of hours in a normal work week for full-time counselors, the type of counseling availability--whether by appointment or "walk-in," the amount of time spent with each client, and the trend toward greater use of paraprofessionals. (Author/NF)

This presentation discusses information that resulted from a conference on school record keeping. Several of the principles recommended by the conference report are: (1) no information should be collected about students without the informed consent of parents and, in some cases, the student; (2) only the highly stable information collected should appear on the permanent record card; (3) schools should establish procedures to verify the accuracy of all data maintained in their student records; (4) parents should have full access to and the right to challenge the accuracy of data on their children; and (5) no agency or persons other than the parent or school personnel who deal directly with the student concerned should have access to student data without parental or pupil permission, except in the case of a subpoena. This paper discusses some of the reasons why these principles were thought necessary, with one general reason being that counselors wanted and needed both a codification of the knowledge base of their profession and an aid to ethical practice. (TA)

A comparison was made of the effects of systematic desensitization, a "sensitization" treatment (designed to increase awareness of anxiety) and no-treatment on the reduction of beginning counselors' anxiety. Forty-one counseling graduate students, assigned to one of the three conditions, served as subjects. With treatments intervening, the subjects participated in pre-post counseling interviews with a client-accomplice. Four basic types of anxiety measures were employed for a total of twelve individual measures. Subjects were treated in groups of six to nine. The pre-post experimental task was for the subjects to interpret an interest task and to counsel a client on any related personal problem. Analysis of the post anxiety measure showed no differences between the treatment groups but, in comparison to a no-treatment control group, both treatments were associated with significant anxiety reduction on four measures related to extraneous body movement and self-reported anxiety. (Author/BW)

An attempt is made to show that career development theory and career decision-making theory both provide a firm foundation for the role of tests in career guidance. This role is primarily to stimulate, broaden, and provide focus to the exploration of self in relation to career. To effectively implement this role, test publishers must devote much more attention to transforming test scores (data) into counseling information. It is suggested that more than information is needed to obtain real benefit from tests. Counselors must help students transform the information obtained from tests into exploratory activities and self-evaluated experiences. For this reason, test interpretation can no longer be treated as a hot-house experience devoid of the real world. Career development and decision-making principles indicate that tests must be used in the context of a developmental career guidance program. When this is done, tests can play a vital role in career guidance. (Author/CK)

The primary goal of this study was to assess the effectiveness of two distinctly different techniques, restatement and interpretation, on a criterion variable of counseling. The study objectives were: 1) to operationally define these two classes of counselor response and train two counselors to produce them upon cue in a counseling session, using an operant conditioning paradigm; to measure the discriminating or eliciting value of counselor restatement and interpretation upon the client's production of feeling responses in the interview; and 3) to measure the resistence of client exploration of feeling to extinction after affect has been elicited, using each technique. Two female counselor experimenters were trained to conduct the experimental interviews with 40 female subjects who volunteered to participate in a 30-minute counseling interview. Results indicate that while restatement has a detrimental effect on client exploring of feeling, interpretation enhances an important goal of counseling, to talk about one's feelings. References and tables are included. (Author/SES)

The relationship between cognitive and affective variables in the context of predicting student achievement performance in the classroom is examined. Specifically, the study examines the two-part question: 1) to what extent, and 2) in what manner can classroom achievement (grades) be predicted by selected cognitive and affective variables. The findings of the study lend further clarification to the prediction of classroom achievement. As expected, cognitive variables contribute to explaining variation in classroom grades, but the combination of cognitive and affective variables in a six predictor equation explain only 32% of the variation in grades. The authors conclude that moderate relationships between cognitive measures and classroom achievement should be accepted and future research might include personality characteristics in studies of differences in classroom achievement. Short reviews of the literature to date are included. (Author/SES)

This study compares the differential effectiveness of two experiential approaches, direct and vicarious, to the induction of change in self-reports of attitudes toward personal growth groups. University undergraduate volunteers were assigned and exposed to one of three treatment conditions: 1) a structured, direct experience in a micro-laboratory personal growth group design; 2) a vicarious experience involving the viewing of a filmed personal growth group; or 3) a no treatment control condition. A questionnaire containing six likert-type scale items involving attitudes toward personal growth groups was completed by each subject after exposure to the experimental treatment. Results by the study strongly support the basic assumption that attitudinal changes are accomplished most validly through participation in which individuals are directly involved. These results have clear implications for the counseling professional engaged in conceptualizing and implementing developmental programs that focus entirely or in part on attitude change. (Author)

This paper attempts to clarify the vocabulary, issues, research findings, and direction of the development of counseling research up to the present. With changing times and dissatisfaction with counseling results and outcome research approaches, a more comprehensive and interactional view of counseling research and practice has developed. The traditional distinction between outcome and process research is presented, with representative studies and conclusions of each type. The author gives particular emphasis to the need for including input, or pre-treatment variables, in counseling research. These include: (1) client variables: demographic, aptitude, cognitive style, expectancy, achievement, personality style, and motivation; (2) counselor characteristics: demographic, personality style, aptitude, cognitive style, expectancy, and level of training and experience; and (3) contextual or situational variables: Physical setting, referral source, psychological setting, ecological factors, and fee. Finally, a systems model delineating some of the major components of counseling performance is presented. (Author/SES)

This investigation had as its objective to collect relevant information in a systematic fashion concerning the actual, implemented four-quarter program. The investigators sought to identify what was currently operational in cooperating metropolitan school systems and to assess the degree to which the operational four-quarter plan meets the objectives upon which the plan was formulated. Factual data were gathered in a series of interviews with central office personnel, and with the principals and counselors of numerous secondary schools. Related literature, including unpublished documents and working papers of the cooperating school systems, was reviewed; and a survey instrument was designed, tested, and implemented. Responses were received from the students and professional staffs of 31 high schools from four Metropolitan Atlanta school systems. Analysis of the results indicate a wide diversity between systems and among schools within the systems in their achievement levels relative to the objectives for the ideal four-quarter plan. (Author)