Paradoxes and Innovations in Clinical Theory and Practice Sraw moments from which self-evaluations are elf-Esteem is considered by many to be constructed by the individual, so that the a central component of personality; how-chent learns to face Problems instead of ever, it is so interwoven in the personality, it habitually avoiding them. Consequently, it is has seldom been the focus of belleved that not onl y doei f °"ei f self-esteem psychotherapy...until now.improve, but other psychological symptoms may disappear as well. S^-^^ê lf-Esteem: Paradoxes and Innova-^^fc tions in Clinical Theory and Practice ^elf-Esteem: Paradoxes and tanovadescribes a therapeutic process which shifts tions in Chnical Theory and Practice the balance of focus, making issues related °Pens new do °rs m tne fleld of Psychotherto self-esteem more central. The process ^ Take the first ste P b V orderin S y°u r does not teach self-affirmation or positive copy toda y ! self-talk, but rather intervenes in the natural,

A developmental framework for initiating group counseling and psychotherapy is presented. On the basis of existing evidence, client risk, responsibility, and group structure were postulated as basic ingredients affecting early group development. The primary thesis of this article is that client exposure to levels of personal risk and responsibility most conducive to group development can be regulated by group structure. The theoretical and practical implications of these observations are discussed.

Twenty-three studies were reviewed that evaluated the effectiveness of various treatment programs for underachieving college students. All of the studies used grade-point average as the dependent variable, and a specific treatment program intended to improve student academic performance as the independent variable. The results of the survey indicate that the treatment programs associated with improved student academic performance were characterized as (a) structured rather than unstructured, (b) lengthy rather than brief, (c) counseling aimed at the dynamics of underachievement used in conjunction with an academic studies program, (d) having high levels of therapeutic conditions (empathy, warmth, and genuineness), and (e) appropriate to the needs of the students.

Prior theoretical formulations have suggested that client exposure to levels of personal risk and responsibility most conducive to optimal group development can be regulated with group structure. The current study employed a randomized, between-subjects design with a 2 X 4 factorial arrangement of treatments to determine the effects of (a) two levels of risk-taking disposition and (b) four types of pregroup preparation on early group development. Analysis of variance results revealed a consistent Behavioral Structure X Risk-Taking Disposition interaction effect on all six dependent measures. The primary source of this interaction was the differential response of high and low risk takers to behavioral structure. High risk takers exposed to the behavioral structure condition were more involved in self-disclosure and interpersonal feedback, reported higher levels of group cohesion, and reported greater perceived depth of communications. The theoretical and practical implications of these results are discussed.

The purpose of this investigation was to determine the effects of three pregroup cognitively mediated messages on early group development. The different messages focused on (a) goal clarity, (b) behavioral instructions, and (c) persuasive explanations. After receiving different combinations of these content messages, all subjects participated in an experiential workshop on interpersonal relationships. The study employed a randomized design with a 2 x 2 x 2 factorial arrangement of treatments. Analyses of variance and co-variance procedures revealed that specific behavioral instructions were associated with higher levels of group cohesion, more favorable attitudes toward group experiences, higher frequencies of work-oriented interpersonal communications, and lower frequencies of conventional and socially appropriate communications.