Search

Developmental Counseling and Therapy offers an approach to the fourth Diagnostic and Statistical Manual of Mental Disorders classification systems that enables the reframing of severe client distress as a logical response to developmental history. Specific suggestions for positive case management and practice, multicultural issues, etiology, and treatment are discussed. (Author/EMK)

Comments on article by Blakeney and Blakeney in which they offer metatheoretical perspective for counseling and therapy that gives primacy to developmental issues and to understanding worldview of client. Goes on to further demonstrate holistic and integrative nature and potential of Blakeney framework, using Developmental Counseling and Therapy as method of translation. (Author/NB)

Contends the time has come for counseling and development to claim its space as a first-class profession in its own right, distinct from but incorporating important aspects of the related professional disciplines of counseling psychology, clinical psychology, and social work. Attempts to define counseling and development. (ABL)

Claims the educational-developmental model allows a profession to work with the many contributions of the medical and psychological models but still to remain distinct. Recommends professional identity of counseling and development be defined more clearly to counselors and others. (ABL)

Discusses the unique role of the counseling profession. The definition of the profession lies in the association name: American Association for Counseling and Development. Suggests counselors integrate developmental theory systematically into the practice of counseling. Summarizes alternative developmental models along with their implications for the future. Special attention is given to the professional commitment to development. (Author/KS)

Presents interview with Hans Zacharias Hoxter, a counselor with a wide influence on counseling internationally. Discusses how the American counseling movement affects and is affected by multinational and multicultural conceptions. (Author/ABL)

There is rapid growth in Greece's professional and research activity in counseling, despite the lack of a clear professional identity for the field. It is hoped this will be overcome through the newly started graduate programs. Opportunities, objectives, and strategies for counseling's advancement should be directed toward close and essential collaboration at a European and at an international level, which will blend elements of original and host cultures with academic knowledge and professional counseling experience. [ABSTRACT FROM AUTHOR]

This article summarizes a presentation focusing on basics of neuroscience with special attention to implications for social justice. Participants' questions and suggestions for action are presented [ABSTRACT FROM AUTHOR]

The article discusses the uses and advantages of Developmental and Counseling Therapy (DCT), an integrative theory of counseling and therapy. It enumerates the reasons why philosophy, psychology and science affect the evaluation of DCT and its uses. It includes tables that focus on the basic world views of Plato, Avicenna and Jean Piaget on DCT and the four cognitive or emotional styles of DCT.

The Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.; American Psychiatric Association, 2000) represents a medical model that can be reframed for more effective use in counseling. To achieve this goal, the authors describe how they can shift from client diagnosis to case formulation. In describing this shift, the authors offer an example of a theory-based etiology and relate case formulation to specific counseling interventions. [ABSTRACT FROM AUTHOR]

Culture-specific counseling has been proposed as a supplement to cross-cultural and multicultural approaches. In the culture-specific approach, we start with the culture and its peoples and search out natural helping styles. In contrast with the conventional approach of adapting existing counseling theory to "fit" a new culture, the culture-specific method seeks to generate new theory and technologies of helping. This preliminary study uses a case model drawn from African-Igbo culture and applies anthropological constructs that seek to discover a more culturally sensitive approach to counseling theory, to training in counseling skills and knowledge, and in using evaluative research techniques. The methods used in this report may be useful in generating a new set of theories more relevant to many different cultural groups. [ABSTRACT FROM AUTHOR]

The facilitation of development may be considered the primary goal of counseling and therapy. Developmental theory, however, remains relatively divorced from direct clinical work. Developmental therapy is oriented toward identifying how to use basic developmental theory in clinical consultation. Developmental therapy differs from life span developmental psychology in emphasizing specific process of change, growth, and development rather that outcomes and life stages. Thus, developmental therapy supplements life span theory and provides specific suggestions for clinical-counseling interventions that may be used to assess the developmental level of a client on a specific task, select counseling skills and theory to match client cognitive-developmental level, and obtain feedback on the effectiveness of the intervention that will enable one to change counseling style to meet client needs. Basic to developmental therapy is a modern adaptation of Platonic and Piagetian constructs that allows the systematic integration of counseling and therapy theory. Implications of the model for training and practice are discussed. [ABSTRACT FROM AUTHOR]

A meta-model based on genetic epistemology for interviewing structure is presented. Developing rapport, gathering information, determining outcome, exploring alternatives and confronting incongruity, and generalizing and transferring training are discussed. It is proposed that the model is useful for counselors in planning sessions, developing interviewing summary notes, and generating longer-term treatment plans. The metamodel is also presented as a system for teaching different types of theoretical frameworks and for examining cultural differences in interviewing structure. A simple, integrative model may be of conceptual benefit to the counseling field, much as attending behavior has illustrated commonalities and differences among helping modalities and cultures. [ABSTRACT FROM AUTHOR]

Discusses the role of the applied psychologist in counseling practice. Conference in Vail, Colorado on the future of applied psychology; Participation of the United States National Institute of Mental Health and the American Psychological Association; Recommendations from the conference.

Argues the need for a reconstructed theory and practice of counseling and psychotherapy. Reality of a multicultural world; Ponterotto symposium of the 1990 American Psychological Association convention; Eurocentric construction of the helping process; Deconstruction; The cultural-identity movement; Fourth force and feminist theory; Cultural relevance and contextual orientation; Dialogical and relational approaches.

The article focuses on an effective way of teaching and understanding psychological education and psychosocial problems. A new definition of the counselor role is advocated: that of the psychological educator who actively intervenes in the life of institutions and teaches healthy skills to others. Four statements of intent characterize this new counselor role. These four statements of intent are Goals, Strategies, Tactics and Demystification. The metagoal of psychological education is to increase individuals' intentionality: their capacity to anticipate alternative experiences, choose among them, and attain their desired goals. Intentionality should be taught in the most inclusive and effective ways possible. The system of education needs as much guidance as do individuals. "Helping" cannot and should not be licensed. It should be taught to the widest possible audience. The article as a whole indicates a variety of specific actions that counselors may take if they wish to become psychological educators.

The article focuses on internalization of psychological education and provides practical suggestions to help psychological educators, counselors, and teachers systematically evaluate the important long-term effects of their work. To increase the effectiveness of psychological education, there is a need to develop and use a measure of internalization--when a skill, idea, value, or motive has been voluntarily incorporated into a person's repertoire to such an extent that the behavior has become the person's own. In extensive research on achievement motivation training for adolescents, a five-step sequence that maximizes long-term internalization has been identified: (a) get the student's attention, (b) provide a unified, intense experience of the skill, concept, or motive, (c) develop a clear conceptualization, (d) relate the learning to other important aspects of the student's life, and (e) get the student to practice in ways that are meaningful and satisfying to him. In psychological education, the grapevine is a good way to seek and obtain data on the follow-up of uses of the course or experience.

The skills of the counselor are too important to be used only in the guidance office. The counselor should move in to the school and the community to teach others the various skills of conselling and interpersonal communication. Microcounseling is a systematic method for teaching counseling skills in a short period of time. The author explains the relationship of microcounseling and counselor education to the role of the practicing counselor. He believes that conducting systematic training programs in such skills as microcounseling should become an important role for counselo us. [ABSTRACT FROM AUTHOR]

Vocational guidance has been traditionally too concerned with helping individuals choose an occupation. There is need for more awareness of change in vocational life. The concept "career process" stresses the continual changes and the varied developmental tasks in occupational life. Implicit in the career process concept is that no final choicepoint in vocational behavior exists; rather, counselors should help the individual learn key developmental tasks that will ultimately better equip him to face the realities of change as a part of vocational life. [ABSTRACT FROM AUTHOR]

Comments on key issues relevant to proposals to change the name of the organization, American Personnel and Guidance Association (APGA). Reasons for changing the name of the association; Pros and cons to the name change; Focus on the APGA publication focusing on counseling and psychology.