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Women's educational needs and the viability of postsecondary institutions are inextricably bound. Women are in transition. Increasingly entering the labor force, women see postsecondary institutions as a means of accomplishing new occupational goals. Now a postsecondary student majority, they are, because of their age, part-time status, and large numbers, considered nontraditional. While some exemplary programs for women exist at British Columbia's postsecondary institutions, most nontraditional learning opportunities are ad hoc, peripheral, fragmented and demonstrate a lack of institutional commitment. An institutionally based Women's Access Program should be adopted. Planning and implementation guidelines for such a program have been developed and are included in this report. Program goals are to assist women in obtaining access to postsecondary institutions and community services and resources, and to assist institutions in modifying practices which present barriers to women. Recommendations to the Ministry of Education and a plan to assist institutions achieve these goals have been formulated. Hopefully, institutions will adopt policies which accommodate the needs of women learners. (Author/CSS)

This paper provides a personal account of the difficulties a supervisee, counseling a male Asian immigrant, encountered with a supervisor. The account helps to address what graduate students should do if they experience racism. It also delves into the deeper issue of whether the influence of supervisors' cultural backgrounds determines how they respond to supervisees and if it limits the types of advice they offer. The paper then discusses the dilemma graduate students face when they must decide between following the rules of their supervisor and thinking more critically about alternative solutions to cultural issues with clients. It offers suggestions on what would be helpful attitudes for supervisors in these situations and what students can do to counter the racist attitudes with what they know to be right. (JDM)

In this paper, development during the adolescent period is considered from a counseling perspective. Although many of the issues of young adults continue to confront older adults, this paper discusses the issues that are special to this age group. It suggests that the emotional and social domain is best represented by the theory of Erikson, which states that the young adult stage focuses on the need to form significant personal relationships. The intimacy versus isolation dichotomy explained by Erikson represents a well-accepted view of one the major critical issues of this period. The works of Piaget and Arlen are used to discuss cognitive and intellectual development and how the young adult's thinking and learning process change and mature. Super's developmental theory of careers, which stresses the need to establish job stability, is used to describe one of the most important tasks of young adulthood. The moral and ethical domain also undergoes further maturation during the young adult period. Works by both Gilligan and Kohlberg are presented to show how moral thinking changes with age for both males and females. (Contains 15 references.) (JDM)

The field of psychology has offered many theories to explain the phenomenon of ethnopolitical conflict. Some psychologists have taken aspects of these theories from the research laboratory and have begun to develop and implement strategies for clinical application. In this regard, this paper suggests three distinctive roles for clinical psychologists, at three stages of ethnopolitical conflict, providing a continuity of care model that employs an adaptation of Ivan Boszormenyi-Nagy's Contextual Family Therapy approach as an overarching model for ethical intervention. The applicability of the contextual approach lies in its focus on addressing each stage of conflict through constructive dialogue and due consideration. Under the umbrella of this approach the author suggests that clinical psychologists, through careful coordination of their roles as policy liaison specialists, community consultants, and direct service providers, can take an active role as members of multidisciplinary teams in making a valuable contribution in the pursuit of peace and the prevention and mediation of ethnopolitical conflict. (Contains 2 figures and 83 references.) (Author/JDM)

This paper focuses on the use of emptiness in therapy and the importance of the counselor's comfort with the space and timing of interventions within that emptiness. It addresses spirituality from three different standpoints--creating a space that includes room for the suffering of the client, journaling, and use of the Rapha belief system. The purpose of Rapha is to provide professional counseling that focuses on the physical, psychological, and spiritual dimensions of the person in need. The information included is drawn from the literature, as well as the authors' experience as counselors, in terms of the use of spirituality in addressing the emptiness in their clients and in themselves. Suggestions are presented for spiritual counseling techniques to address these existential issues in themselves both as individuals and as counselors, as well as in the counseling setting and the classroom. The use of beliefs is addressed in terms of applying these views to counseling settings. (Contains 13 references.) (MKA)

In this paper, the author, who identifies himself as HIV positive, discusses his work as a counselor and advocate for people with AIDS. Background information on AIDS, from the first reported case in 1981 to current treatments, is provided. The use of revitalization counseling with AIDS patients, that is counseling that brings new life to an individual, is discussed. Counselors who work with AIDS patients are encouraged to use life-affirming, motivational methods that will help clients reach their goals, and therefore live longer. The lack of services available for AIDS patients, the stigmas placed by society on AIDS patients, and employment discrimination are some of the reasons why the need exists for advocacy. The author discusses how, through his own experiences as an advocate, he has been able to educate others who have as a result of these encounters changed policies to be nondiscriminatory, learned more about law, and become more confident in his advocacy abilities. This paper suggests that through advocacy, counselors can aid their clients in becoming empowered to help themselves and others, and thus counselors enhance their own effectiveness as practitioners and human beings. (MKA)

This paper examines the process of change, which includes internal affective and cognitive elements, leading to new perspectives, cognitions, and behaviors in regard to attitudes towards and relationships with others who are ethnically and culturally different from themselves. It emphasizes the necessity of lifelong development of counselor educators, as they are the role models for their students and trainees. It examines the complex change process, including how to motivate for change. It utilizes Multicultural Counseling Competencies as the standard by which to begin the discussion, and Robert Kegan's constructive-developmental theory of meaning-making as the framework for examining this process. The paper concludes that the change process can be exhilarating and painful. There are times of greater growth and periods of stasis, but continual attention and ongoing work is needed for counselors to internalize and actualize the embodiment of Multicultural Counseling Competencies in a genuine, authentic manner. (Contains 12 references.) (JDM)

Multiple sources predict that the next generation of high school graduates is likely to have more severe emotional and physical problems than any previous generation. As their needs have intensified with complaints of stress, violent outbursts, thoughts of suicide, and feelings of malaise, so has their need for counseling. Students attending college will arrive on campus with very high expectations for personalized service. This paper suggests that technology can assist the counseling profession in meeting the challenges presented by these students. Examples of new technology that can assist include computerized data management of records to help track clients from intake through follow-up, biofeedback equipment to assist students in dealing with stress, and internet home pages for information sources. The paper also considers the ethical and confidentiality issues that have been created by the use of technological services. (JDM)

School counselors are usually the first ones to encounter students who are having problems. From interviews with students and parents in crisis, communication between them is the primary concern. This paper describes Communication Anxiety Therapy (CAT), a process used to help develop communication within families. It states that CAT is filled with process strategies that encourage, engage, and empower students and families to positively deal with the stress in their lives. Each CAT session is designed to take its team members through a series of developmental learning phases. The sessions involve warm-up activities to help set the tone of the group, problem-solving activities, followed by assessing individual roles and group responses. The paper explains that it is participatory communication led by professional school counselors in their emerging role of providing counseling to the family unit. (JDM)

The paper discusses the development of counseling and psychotherapy in China. These have developed rapidly for more than ten years, with special technique integration, varied methods, and the spread of concepts. But measured by scientific criterion, it still is in the primary stage of development. Although the number of diversified forms of counseling and psychotherapy increased very fast, there still lacks a unified administration. The paper states that the cause is from a lack of an assessment and examination system of qualification for the counselors or therapists, therefore quality of service cannot be guaranteed. It recommends the founding of a supervision and training system in order to ensure the consistent, effective direction and systematized training for counselors and therapists. In light of the fact that there are still many prejudices against counseling and therapy, it recommends efforts be taken to publicize general knowledge about mental health, counseling, and psychotherapy to make people not be ashamed of it but believe in the strength of science. (Contains 13 references.) (JDM)

The knowledgeable professional who works with special children recognizes that the parents of special children have an important effect in the children's development. The paper states that in China, parent involvement in special children's education has been limited by the parents' need to work and their lack of counseling experience with special needs children. With the development of Chinese special education, more professionals now are aware of the gravity of the situation. The paper suggests that through behavior counseling, parents can create healthy parent-child interactions, get involved positively in their child's education, and contribute more to the growth of their child. The assumption of behavior counseling is that most human behavior is learned and can be changed. Studies have shown that special children have many problem behaviors. The paper also suggests that teaching parents the principles and skills of behavior management can bring about specific changes in their child's behavior. It describes behavioral counseling as having four essential stages: (1) understanding the feelings of parents; (2) developing a close relationship with parents; (3) helping parents learn and apply behavioral principles; and (4) keeping in touch with parents. (JDM)

The complex interpersonal process that makes up counseling includes dimensions of interviewing skill, assessing the present concerns of the client, understanding dynamics of behavior and change, and the employment of a repertoire of techniques and appropriate interventions. This complexity requires integration, either explicitly in a theoretical or methodological context or at an implicit functional level. This paper proposes an integrative model that is constructed to help train the beginning counselor, as well as more experienced counselors and therapists, to utilize the essential elements of the process, and to apply a flexible and relevant repertoire of skills to formulate appropriate responses. The model identifies the integrated conditions of the therapeutic process that need to be systematically accounted for to create change, and a bridging mechanism to connect specific process skills to the desired therapeutic change objectives. The mechanism for this change is mediated learning experience (MLE). The paper argues that integrating MLE criteria with the dimensions of the counseling process holds promise of enabling counselors to better understand therapeutic interactions, and to plan appropriate responses and interventions in a systematic and effective manner. (JDM)

This paper provides some definitions of the components of prejudice, including aspects of counselor prejudice. The paper contends that counselors should use this definition to increase awareness of their own feelings, attitudes, and behaviors associated with levels of prejudice. Since these prejudices can influence counselors' belief systems, counselors must examine prejudices in-depth. Counselors have a responsibility to learn more about which groups receive the most prejudice and oppression in our society and that they should acknowledge members of those groups. By resolving to be role models and leaders, by helping clients, students, and colleagues learn more about prejudice, and by facilitating subsequent constructive change through integration and understanding of the dynamics of prejudice into all aspects of professional and personal realms, counselors can develop the necessary courage to more authentically examine their own behaviors and attitudes and to change on all levels once new information is learned. (MKA)

This paper discusses issues and offers recommendations related to drug/alcohol counseling and drug/alcohol abuse prevention for postsecondary school personnel who work with deaf or hard-of-hearing students. The paper discusses characteristics of the target population, the lack of appropriate treatment services, communication modes of the target population, cultural aspects of deafness, prevention approaches of colleges and universities, the need for support groups, and types of substances being used. A comprehensive chemical health model is recommended that includes program development, intervention, education, and training. (JDD)

Effective ethics training requires more than being knowledgeable about the code of ethics. Ethical decision-making requires higher order cognitive skills and an examination of personal values. Didactic course work establishes a foundation, but it must be supplemented with experiential activities that will provide the student with first-hand experience with ethical dilemmas, and by classroom discussions that expand cognitive awareness. It is important for students to have first-hand experience in working with contemporary ethical issues before they finish their graduate training. While ethical vignettes are one way to simulate clinical contexts, real life examples that place students in situations where they will personally experience ethical issues is recommended. Nine experiential teaching strategies that are appropriate for an ethics and professional issues course are discussed. Some suggestions include students completing a family genogram; developing a professional disclosure brochure; researching ethical decision-making models; and participating in a professional growth group. (Contains 11 references.) (JDM)

The following article provides a look at the creative process through the eyes of positive psychology. It describes first how creativity fits into the theory behind this field, then goes on to trace how a positive psychologist might consider this construct: observing how it functions therapeutically in the natural environment, then theorizing about how that process could be enhanced, supported, instigated, or developed through therapeutic intervention. Finally, the article pinpoints some advantages to a therapeutic approach utilizing the creative process over traditional techniques. (Author)

Supervision of psychologists in training continues to be a valued component of teaching skills and professional development and continues to be researched as part of the professional commitment to process and treatment outcomes. Concomitantly, mentoring within training venues and professional peer consultative venues is gaining recognition as an essential element of professional development. Surprisingly, supervision and mentoring have not been viewed in any integrated or related way in our continued exploration and investigation of each as a construct or as process variables in training. This presentation illuminates some of the fundamental values and elements of mentoring and supervision and offers suggestions for movement toward an integrated perception of the two functions in training and professional development. Ethical implications of mentoring in training are identified and addressed. (Contains 16 references.) (Author/JDM)

This personal essay highlights a disturbing trend in the increasing divorce rates not only in Nigerian society, but also across the entire globe. The paper notes many cultural differences between how Nigerian society and the Western world perceive divorce, emphasizing that, worldwide, children are always the victims. Of particular concern is the impact that this trend is having on the welfare of children in these broken families. Children of broken families are susceptible to a range of developmental issues that will require careful monitoring and perhaps intervention. The essay recommends counseling as a method of helping family members cope with whatever changes the dissolution of a marriage will bring. (GCP)

As the Navajo nation undergoes rapid assimilation and modernization, counseling needs of the Navajo children have changed in ways similar to counseling needs in developing or "Eastern Block" nations. An adolescent sub-culture, full of at-risk behaviors, is epidemic worldwide. The paper states that a multicultural perspective can provide part of the answer. Abraham Maslow's Transpersonal Psychology can provide both a multicultural and spiritual approach to support clients on their journey towards a better future. It suggests that what is needed is an approach to consciously and deliberately foster self-actualization in the midst of adversity, and Transpersonal Psychology is a tool to accomplish this. Some methods and tools from Transpersonal Psychology include dream work, meditation/relaxation, affirmations, simple rituals, prayer, and therapeutic touch. (JDM)

A major concern of educators, counselors, and parents in the United States and throughout the world has been the costs and consequences of the high number of at-risk and dropout minority students. The intent of this paper is to explore the hypothesis that school counselors must know the implications of multicultural students' varied learning styles for both counseling and teaching. It states that this goal will ultimately assist counselors and educators in successfully reversing underachievement among culturally diverse students, and will assist multicultural adolescents with diverse learning styles. It suggests that counselors, using the DDLSI (Dunn and Dunn Learning Style Inventory, 1989), could assist adolescents and children in determining their learning style preference using appropriate interventions to help in understanding the students' strengths, and to help make accommodations for their diagnosed weaknesses. The role of the school counselor is seen as a proactive component of this concept: seeking to integrate this concept into the overall culture of the school, assisting with training of the faculty, administering the DDLSI to students and teachers, using follow-up meetings with students and parents to explain the material, and implementing strategies for accommodation. (Contains 12 references.) (JDM)

This paper is based on two interrelated themes concerning the problems arising from counseling at-risk youth in the push for world-class education and the unique cultural, social, and political conditions of each country and community. The first theme concerns guidelines for building relationships with at-risk youth. The critical assessment of differing cultural perspectives and social and political conditions can be very useful in development of indigenous helping models that are responsive to emerging global problems. Details are given of ten guidelines that provide direction for the training of counselors and youth workers, guidelines that can be translated into policies and practices for schools and residential youth treatment facilities. These guidelines protect the dignity of even the most troubled youth, and promote the responsible involvement of alienated youth in the creation of just and caring communities. The second theme stresses the importance of transnational caring in the development of work with alienated youth. It reports that there is a critical need for incorporating culturally sensitive caring into modern counseling practices because people around the world increasingly experience technologized and dehumanized services in which real care is lacking. The lack of caring and cohesive communities increases the likelihood that youth will engage in destructive behavior. Therefore, it is especially important that this care be built into relationships with at-risk youth. (JDM)

Public relations sequence heads have the luxury of a strong and supportive foundation on which to build a program of instruction. The field has a rich collection of thinking and recommendations relating to public relations education. The Association for Education in Journalism (AEJ) and the Public Relations Society of America (PRSA) conducted a study in 1975 that arrived at the following conclusions: (1) a public relations program should include the arts, the humanities with special emphasis in communication and public relations; (2) a master's degree is highly desirable; (3) the program should be located in a school of journalism or communication; (4) 74% of the coursework should be in liberal arts and sciences and 25% in the major. The report was particularly hard on public relations educators, most of whom had no professional experience. A number of other studies, articles, and analyses arrived at similar conclusions including the 1987 AEJMC/PRSA study, the 1990 IPRA Gold Paper No. 7, the 1991 PRSA Task Force study, the 1992 Public Relations Journal Special Issue, and the Public Relations Professional Career Guide. The major shifts discerned in these studies are away from simple message preparation and towards managing relationships. Marketing and research were added as requirements in the late 1980s. Staff management became a priority in 1992. A year later, computer layout was seen as a requirement for entry-level practice. Finally, the IMC group added counseling to the list of skills necessary for modern practice. (Contains six tables, one figure, and eight references.) (TB)

To better serve people in a counseling relationship, it is useful to understand them not only culturally, but demographically as well. This paper traces historical, religious, demographic aspects and treatment of alcohol abuse in African Americans. Historically, alcohol abuse and alcohol dependence have varied for African Americans. During the 1840s and 1850s a Black temperance movement made abstinence from alcohol synonymous with freedom from slavery and moral uprightness. However, in the early 1900s the temperance movement became associated with Black disenfranchisement and White supremacy, so African-Americans began to withdraw from the movement. Black migration of the 1920s and 1930s, coupled with economic recession and unemployment, involved more Black people with alcohol. From this period onward, alcohol progressively became a public health problem in the Black community. By the early 1980s seven U.S. cities accounted for 50 percent of all cirrhotic deaths occurring in Blacks. Churches have in the past and continue to be a strong influence on the lives of African Americans. Black religious leaders have usually preached against the use of alcohol. Approximately 43.7% of African Americans use alcohol regularly. African American women have a lower rate of alcohol use than White women. African Americans are somewhat over-represented in treatment programs, and enter treatment later in the disease process than Whites. Contains 10 references. (JBJ)

This paper examines issues concerned with the administration of programs for gifted and talented students, especially those in Ohio. The problem of defining giftedness is considered noting expansion of the Ohio definition to include 12 percent of the student population of which only 48 percent are currently being served by any special program. Economic and political concerns about the role education for the gifted should play are discussed and criticisms of gifted programs (e.g., curriculum is often disjointed and fragmented) identified. Alternative approaches to serving the gifted are briefly compared including pull out grouping practices, serving gifted students in the regular classroom, teaching creative thinking, and compacting the regular curriculum. Other specific administrative concerns are addressed including staff development, program image, evaluation of programs for the gifted, and counseling for gifted students. Programs for the gifted are seen to positively impact regular education. Administrators of programs for the gifted are encouraged to collaborate with other educators to gain their support. (DB)

The intention of those in the helping professions is to support and heal those who seek out their professional assistance. Ethics are based on the ongoing collective development of professional experience, the natural outflow of desire to care effectively for the needs of fellow human beings. Ethics help define what is and what is not an effective means of providing professional care. This document examines several ethical issues pertaining to telemental-health. It first considers this topic from the perspective of professional organizations. It then explores numerous specific ethical issues pertaining to the use of e-mail by individual professional helpers and offers suggestions for awareness and action. (Contains 11 references.) (Author)

As a child psychologist based at New York University in Manhattan, Dr. Robin Goodman is well-placed to understand the myriad ways children have been affected by the September 11, 2001 terrorist attacks, and the many strategies they have found to cope or to avoid dealing with the trauma. This article presents an interview with Dr. Goodman in which he urges the benefits of listening and watching for clues as to how kids are coping-- and recommended some ways to ease childrens fears. (GCP)

Recent studies suggest that children who witness violence in their homes and neighborhoods may not be as resilient as medical and mental health specialists once believed. This article presents an interview with Betsy McAlister Groves, director of the Child Witness to Violence Project at the Boston Medical Center, one of the first programs in the country to provide counseling, advocacy, and outreach services for children age 8 or younger who have witnessed violence, particularly in their families. Topics discussed include how children are referred to the program, symptoms of a child who is suffering, the effects of witnessing violence on a childs development, the ability for children to heal, and how state and federal agencies are reacting to this new information about children who witness violent acts. (GCP)

This chapter discusses three emerging national trends that could serve as catalysts for fundamental change in student services programs. First is the concept of the learning organization, which offers a superior model for enhancing the effectiveness of institutions and the people within them. Second is the movement away from standardization and uniformity toward greater personalization and individualization of services in both the private and public sectors. Third is the pervasiveness and power of technology and its effect on standard operating procedures in all areas of life. The authors maintain that if student services programs learn to function as a critical component of a learning organization, if they focus on providing more personalized services, and if they capitalize on the potential of more technology, they will undergo significant changes between now and 2021. (Contains 18 references.) (GCP)

Autobiographies are typically included along with self-help books on resource lists for mental health clients. Although first-person narratives may have advantages of reader identification with the protagonist, little research has been done on this issue. One problem is that book categories overlap, e.g., some novels are autobiographical, and some autobiographies have been fictionalized. In view of this overlap, exclusive reliance on any single book type has limited clinical justification. What is needed is an anthology of recent first-person accounts of mental disorders based on the potential benefit of selections for clients and families. Outcome research is required on use of prescribed reading of autobiography during therapy. Another unexplored area of research is the use of a journal by clients in therapy. Ethical issues associated with this are discussed. (JDM)

In 1998, the San Francisco Board of Education granted a charter to Edison Schools, Inc., to manage the Edison Charter Academy. In 2001, it commenced a formal investigation of complaints that Edison had materially violated its charter and notified the school of its intent to revoke the charter. This briefing traces the events from the commencement of the investigation to the development of a parent advocacy group. It discusses a possible role for the state in addressing the situation and describes the growing divide between liberal education reactionaries and the minorities they purportedly represent. The major charges included material violations in matters concerning teacher turnover, charter governance, bilingual education, academic achievement, and counseling out of African American, low-income, and special education students. The investigation found that from 1999-2000 the school's academic achievement scores rose at a greater rate than nearly all of the district's 73 elementary schools; African American and Hispanic students improved their scores by 25 percent and 15 percent, respectively; most parents and teachers signed a petition supporting the charter; the shift in minority student populations followed a uniform district-wide trend; and the board could not provide names of African American parents who were counseled out. (Contains 36 endnotes, 5 tables, and 1 figure.) (SM)

Narratives exist within the African cultural ethos then and now in a variety of contexts. For African Americans, one function of the narrative has been the therapeutic effect of ameliorating oppression. Current literature on narrative therapy provides a foundation for discussing the healing power of narratives in the African American community. Narrative interventions such as the Story Circle exercise are considered culture-centered because of its intentional use of African-based mores (e.g., emphasis on community, intergenerational focus, and circularity). Counselors considering culture-centered narratives for work with African American clients need to consider the effective forms of resilience within the African American community. This will allow them to replicate and generalize these forms of resilience within the counseling session. (Author)

The incorporation of published outcome data into clinical practice plays a significant role in determining appropriate treatment interventions and the efficacy of various modalities. If practitioners are willing to conduct their own outcome research, the results will enhance the quality of care for clients and improve the quality of information provided to funding sources. When simple measures of effectiveness are implemented, the demonstrated outcomes from such research can be a very effective tool for providing evidence of treatment success. To begin outcome research, counselors must have an understanding of efficacy studies and effectiveness studies. Counselors can use published efficacy studies to make initial choices about treatment interventions, and then conduct effectiveness studies on their own practice to measure the success of their treatment. The results of effectiveness studies can be useful in helping with allocation of resources and in marketing programs to community and health care organizations. (Contains 28 references.) (JDM)

Although critics claim that testing is no longer an important function of counselors, studies indicate that counselors in most settings interpret the results of psychological assessment instruments. Tests are increasingly being employed in an attempt to solve educational and social problems. In educational settings, the counselor is the professional most likely to have training in the interpretation of tests, and teachers and administrators frequently rely on them to do so. The assessment course in the graduate level curriculum continues to be necessary and must equip counselors-in-training for this function. The content needs to consider the many types of tests and test results administered for other purposes. It must be emphasized that counselors use tests primarily to assist individuals in developing their potential to the fullest. (Contains 26 references.) (JDM)

There are two central issues that must be addressed when counseling multiracial and multiethnic children in the United States. The first is that, although the United States is fixated on race, only single-race group membership is recognized. The second issue is that multiracial children growing up in the United States experience a variety of cues that tell them they do not belong and that tell them they are different. For this discussion, multiracial and multiethnic children are defined as those whose parents or grandparents crossed traditional racial and ethnic lines to have children. Among the models that describe the development of racial identity in multiracial and multiethnic children are: (1) M. P. P. Root's model (1990); (2) W. Poston's model; (3) J. Jacobs's model (1992); and (4) F. Wardle's ecological and developmental model (1992). Some specific guidelines are given for counselors working with multiracial and multiethnic youth. These center around recognition of the unique nature of each child. The most important goal of counseling multiracial youth is to increase their awareness of their total heritage and to enhance the dignity and respect given that heritage. (Contains 10 references and 6 resources.) (SLD)

This article discusses three issues concerning the field of psychology: modern psychology and its definition of mental health; Japanese ideology and its definition of mental health; and applicability of Western methods of psychotherapy to other cultures. There are at least two different definitions of good mental health and most psychotherapies in use today have developed in response to a need to promote healthy adjustment. There are at least two main problems with the definition of good mental health in modern psychology. First, the definition diminishes the value of human relationships, and second, it is not healthy for everyone in the world to follow a pre-determined ideology housed within a specific culture. The Japanese definition of mental health also has its unique problems, and some traditions within the Japanese culture have a tremendous impact on an individual's mental health. In summary, every definition of mental health has its own particular strengths and weaknesses, just as each society has its own strengths and weaknesses. If psychology is going to move towards a more international approach, the most important thing may be to acknowledge the validity of each definition and each value system. (Contains 21 references.) (JDM)

This manuscript presents a chronological interview recently conducted with Dr. C.H. Patterson, a pioneer in the area of person-centered counseling and counselor education. It details many of the serendipitous events that led him from a child of poverty to a life rich in academic achievements and social rewards. This interview details many of his contributions to the counseling and educational literature, as well as his early life influences, including that of Carl Rogers. Dr. Patterson's views on person-centered counseling and psychotherapy, based on Rogers' philosophy, are still widely debated. This chronicle of the life experiences of C.H. Patterson provides a context for understanding his support of the person-centered approach, as well as an insight into his significant life events. (JDM)

This introduction and outline correspond to a presentation at the American Counseling Association (ACA) 1999 World Conference. The author recounts his psychotherapeutic work with young gay men diagnosed with AIDS and his increasing awareness of their movement toward psychological health and the development of a deeper spirituality. His quest became one of finding a theoretical explanation for this movement toward psychological health. The conference presentation with accompanying handout speaks to the outcome of this research. Cognizant of the gay culture, the author approached therapy with this group from an existential theoretical model. To explore the success of the existential approach, the author turned to the writings of Carl Jung and his followers. The integrated model presented at the conference combines the archetypal developmental stages of Carol Pearson and the spiritual developmental stages of Ken Wilber. Tenets of existentialism are presented as the foundation for the counseling process, which facilitated accelerated movement through the integrated developmental model. Appendix C provides a summary of the relationship between the three models, i.e., Pearson, Wilber, and Existentialism. The presentation of the model was followed by an overview of the stages of counseling that one could expect to encounter when using the model with HIV/AIDS diagnosed individuals. The final aspect of the presentation was a dramatization of dialogue taken from therapy sessions illustrating the archetypal/ existential concepts. (Contains 32 references and 3 appendixes.) (GCP)

It is imperative that counselors understand the difference in their personal perspective of what constitutes a family and the perspective of others, as well as the difference in personal perspective and "scientific knowledge". Beginning to acknowledge these differences is the first step in integrating diversity into counseling skills. This article presents a class exercise to assist students in becoming aware of their own idea of family as well as a tool to use with clients in order to determine their definition of family. In addition, it presents results of a survey that determined what the concept family means in theoretical terms. One distinctive finding was that American students tended to define family in relationship to the appearance of children in the household, which did not hold true for other populations. The pastoral counseling group tended to define family by blood ties that inhabit the same physical structure. Malaysian students overwhelmingly defined family within the context of their religious and cultural beliefs in which only those individuals who are related by blood or marriage are considered family. The recommendation is that counselors continue to examine what family means to various populations and cultures since counseling clients from other countries is becoming more common. (JDM)

More and more people are touched daily by genetic information. Even with the technological accomplishments generated by the Human Genome Initiative, genetic information will continue to produce uncertainty. It is this uncertainty that gives rise to many of the complex clinical dilemmas facing genetic and psychology professionals today. Some of the issues facing genetic research today include: (1) how genetic information influences the development of personality and identity formation of people with genetic diseases compared to individuals at risk; and (2) how knowledge about genetic information and the potential of having a life-threatening disease influences family relationships and life expectations. It suggests that overall, psychologists will need to better attend to the clinical presentation of genetic issues with clients. Given the logistics and training limitations of genetic counselors, psychologists must be prepared to work with individuals, couples, and families to explore how the impact of genetic information influences coping, adjustment, and understanding of oneself. They must be open to exploring the intrapsychic issues related to uncertainty, risk perception, and decision-making. (Contains 20 references.) (JDM)

Arab Americans share a culture which places religious beliefs firmly at the core of all aspects of life. A brief description of what an Arab is and the historical background of the Arab world are provided. This background is placed in context of Arabs' immigration to the United States and the views of the West by Arabs and of Arabs by Westerners. The article also describes Arab values, beliefs, and customs including the relationship of church and state, the patriarchal family structure, the role of women, and spouse selection and marital relations. Counselors working with Arab Americans benefit from an awareness of these cultural beliefs. A competent counselor could never ignore the influence of the Islamic religion in the life of an Arab. Furthermore, Western counselors must certainly be aware of the influence of family and the roles men and women are expected to play in society. Counselors also benefit from an awareness of the certain cultural differences that may stand in the way of open communication. For example, Arab Americans should be given the opportunity to meet with a same-sex counselor. (Contains 18 references.) (JE)

Since there is virtually no legal ground protecting coaches who give help and advice to students, coaches must be willing to weigh the consequences of their actions. Confidentiality is a sticky issue in the university setting because "privileged communication," a formal legal confidentiality applying to priests, lawyers, and physicians, does not extend to teachers and coaches. So what happens when information revealed to the coach violates a university, local, or state law? Coaches have absolutely no legal grounds for disclosing or not disclosing private information about a student. No matter how close coaches get with their students, those confidential relationships are not protected by law; a coach could be asked to testify in a court of law. While it may seem like a hopeless situation, the advantage to not having to adhere to the privileged communication law is that it allows coaches to report what they see to proper persons when the situation arises--without the worry of breaking laws. How should the coach decide when to disclose information and when not to? The guidelines used by clinical psychologists are useful. Under those guidelines, disclosure may occur when the student consents to it (preferably in writing). Also, disclosure may occur when there is clear and present danger to the counseled person or to others. (TB)

Describes scenarios of what work and personal life may be like in postmodern-postindustrial society and how societal changes may impact on lives of people. Based on futuristic observations, offers suggestions about how counseling can be revised to prepare counselors to more adequately meet needs of clients in postindustrial societies. (Author/NB)

While international students contribute to the diversity and add to the cultural and intellectual aspects of the university's environment, they also provide challenges for administrators, faculty, and students. This booklet provides guidance to graduate deans, faculty, and administrators who work with international graduate students. Academic, administrative, educational, technical, and socio-political issues that are unique to international students are reviewed and discussed. Topics covered include: the relevance of American graduate curricula; admission of international graduate students; the purpose of standardized tests; English language competence and the international teaching assistant; financial support; immigration requirements in both the United States and Canada; academic standards and advising; international student counseling services; international students as postdoctoral/visiting scholars; and responsibilities of the scholar, the sponsoring faculty member, and the institution. Appendices include sample university admission documents for foreign graduate students, addresses of 11 organizations referenced in the guide and a bibliography of recommended sources. (LPT)

This monograph deals with normative ethics, or the application of ethical principles in judging the rightness or wrongness of actions. Specifically, the monograph addresses normative ethics in the use of automated systems in the field and practice of counseling and guidance. It is noted that the immense growth planned for computer applications in guidance and counseling suggests the potential value in looking at ethics from the perspective of philosophical analysis, or metaethics. These legal issues in the use of computers in counseling are discussed: confidentiality; reliability; records; research; security; and networks. These ethical issues are discussed: screening of clients; literacy; testing and interpretation; popular misconceptions; counselor intervention; system access; unattended access to software; software bias; freedom of choice; climate of integrity; confidentiality within and among groups; notes and records of client sessions; orientation to expectations and limitations; and experimentation and research. These professional issues are discussed: learning styles; decisionmaking and planning; graduation requirements, tracking, and determination; professional renewal; systems evaluation; purchase guidelines; video enhancements; informed consumerism; conflict with counselor advice; and individual and computer scoring. The monograph concludes with the recommendation that new ways must be found to take advantage of technology in order for counselors to have more supportive, insightful, private time with clients. (ABL)

In the traditional African society (TAS), the child is allowed to interact with learning materials and situations. Consequently, learning becomes relevant, meaningful, and purposeful in relation to the individual and the society. In the modern African society (MAS), education has been at best an experiment that is marked with inconsistencies in education systems. As a result, the youth are left confused as they are swept from one system to another without the benefit of counseling. In the TAS, the youth are specifically prepared for the occupations they will take when they become adult members of the society. It facilitates their identification process. The youth are given an academic education only as they grow up in the MAS. Therefore, they flock into urban areas seeking employment as soon as they terminate their academic education. They are disappointed at not finding employment because they lack necessary skills. In the TAS, all adult members of society have a "natural" mandate to correct and counsel youth at any time they find them making mistakes or having problems. On the contrary, parents are expected to correct their youth in the MAS. They pass that responsibility to teachers who understand their responsibility as that of giving youth academic education. Youth problems are ignored by both parties. (Author)

Beginning with the contention that the principal is the pivotal person in bringing about school improvement, this paper reviews several of the trends discussed in John Naisbitt's "Megatrends" and assesses their significance for public education in general and for the role of the principal in particular. These trends include (1) the shift from an either/or society to one where multiple options are the rule; (2) the change from a centralized to a decentralized society; (3) the move from the family to the individual as the basic unit of society; (4) the trend from representative to participatory democracy; (5) the shift from short-term to long-term thinking; and (6) the change from a national to a global economy. A review of these trends is followed by a discussion of the current public concern over the quality of education and an evaluation of some of the more popular proposals for school improvement, including merit pay, teacher testing, differentiated staffing, and partnerships with business. In conclusion, five general suggestions for school improvement are offered: (1) tougher academic standards, (2) instruction geared to individual learning styles, (3) expanded counseling programs, (4) professionalization of teaching, and (5) responsibility training for students. (TE)

For many practitioners, reading about or doing research is not seen as a viable means by which to learn about human behavior. In reaction to the non-utility view of research, a number of writers have questioned the validity of the scientist-practitioner model, or reinterpreted the model, or asked psychologists to reconsider the philosophy of science. Another alternative is for educators to examine and evaluate their training goals. Students may not be adopting research in their behavior repertoire and may not be acquiring a philosophical perspective on the value of research. There are several methods for training doctoral students in counseling psychology in the use of research findings. Research training could be improved by: (1) teaching applications; (2) teaching how to retrieve research findings; (3) improving comprehension of research; (4) encouraging regular reading of research; (5) emphasizing preparation for doctoral comprehensive examinations; (6) developing research practica; and (7) developing research teams. Research and the scientific approach can be useful to a broad range of professionals within counseling psychology. If research is perceived as irrelevant, this may reflect on the quality of the research or on ineffective training. Educators must examine the effectiveness of the research training they receive and incorporate into their professional behavior, and be willing to restructure training programs to help students base their practice in and on research. A four-page list of references concludes the document. (NRB)