Client expectations have been studied infrequently in career counseling. This study provides preliminary data about precounseling expectations, which were conceptualized as preferences and anticipations. Ninety-two university students ( 22men and 70 women) who sought career counseling completed an open-ended questionnaire. The results suggested the following conclusions: (a) Clients have fairly clear ideas about what they want (preferences) from career counseling and about what the experience should be like; (b) clients are somewhat less certain about what the career counseling experience will actually be like (anticipations) and less optimistic about it; (c) a number of mismatches exist between clients' preferences and anticipations; (d) clients do not have well-developed expectations about their dislikes in career counseling; and (e) few differences are evident between clients who have had previous counseling and those who have not.

Values are widely viewed as central to the selection of, and subsequent satisfaction with, life roles. But because no conceptual framework has been advanced to guide the work of practitioners and researchers, values are widely ignored by both groups. This article seta forth several propositions aimed at remedying this oversight by clarifying the importance of values in both decision making and life satisfaction. VALUES DEFINEDValues are cognized representations of needs that, when developed, provide standards for behavior, orient people to desired end states

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Previous research has demonstrated that the difference between a group's potential and its actual productivity is, in part, a function of individuals exerting less effort when working as a team. This phenomenon has been labeled social loafing. Harkins and Petty (1982) have suggested that the way in which teammates think their outputs are combined to make up the team score and teammate competence may influence the social loafing effect. The purpose of this study was to examine the effects of additive, disjunctive, and conjunctive task structures on individual effort expended by rowers and nonrowers. In Experiment 1, 30 male nonrowers were assigned to dyads and performed two (alone, team) 45-sec trials on Concept II rowing ergometers. Ten subjects performed under additive, 10 under disjunctive, and 10 under conjunctive task conditions. Results demonstrated no significant effects. In Experiment 2, 30 subjects were assigned to 15 dyads with the restriction that 1 member of each dyad be a collegiate rower and 1 be a nonrower. The results revealed (a) that rowers expended more effort than nonrowers and (b) a social loafing effect for the least proficient teammate.

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The present study examined the efficacy of a 4‐week mindfulness training program offered on a university campus focused on reducing college students’ (n = 38) perceived stress. Results showed a significant reduction in perceived stress levels throughout the duration of the study. These findings provide preliminary support for the implementation of broad mindfulness‐based training in reducing psychological distress among college students. Further controlled research is needed to determine the effects of such trainings in university settings.

In response to concerns raised by Tracey (1992) and Tinsley (1992), several issues are discussed.Research in a new area should incorporate a variety of methods and philosophies including those that are more empirical or discovery-oriented in focus rather than being driven solely by borrowed theory. Failure to acknowledge the differences between personal and career counseling has hampered expectations research in career counseling. No empirical basis currently exists for selecting the best assessment format for instruments measuring expectations in counseling. Both preference and anticipations rather than a single, global expectations construct need to be assessed in career counseling, and a reliable and valid assessment instrument is currently not available for that purpose.Because expectations in career counseling has been a much neglected topic of research, we were extremely pleased by the editor's decision to publish an article about our research (Galassi, Crace, Martin, James, & Wallace, 1992) in the Journal of Counseling Psychology, as it represented an opportunity to focus attention on this area of investigation. In addition, the heuristic value of that article has been markedly enhanced by the fact that two well-known investigators have chosen to provide reactions to the issues that we raised (Tinsley, 1992;Tracey, 1992).Space restrictions make it impossible to respond to each of the points raised by the two investigators. We have chosen to emphasize what we view as the major decisions that should guide research on expectations in career counseling, as illustrated by our study (Galassi et al., 1992), and we begin with the concerns raised by Tracey.Many of Tracey's comments are concerned with the overarching assumptions on which research on expectations in career counseling is predicated. Included among his concerns are whether the research should be theory-driven, which assessment format will best capture the phenomenon of interest, and which of many data-analytic strategies will most clearly illuminate the hidden, but underlying, relationships in the data. Decisions about such matters, especially in a relatively new area of investigation, are critical as they can markedly affect the research practices and results obtained for years to come. Unfortunately, these decisions are not clear-cut, nor is there an unequivocal empirical basis on which they can be made.Tracey's criticisms about theory lack specificity. He indicated that we have incorporated little theory or past results in