Counselors as environmental engineers

Professional counseling in institutions of higher education is facing a serious crisis. The crisis is not due simply to the fact that institutional administrators are asking their professional counselors to account for their activities, nor is it due simply to the fact that professional counselors have lost touch with an increasing proportion of students who are turning to self‐initiated counseling arrangements for their most immediate needs. The crisis of counselor survival arises mainly from the fact that those services that administrators expect professional counselors to perform as part of their organizational role are actually counterproductive to the establishment of trusting and meaningful relationships between counselors and students.

Section: No Place To Hidementioning

confidence: 99%

College counseling: between the rock and the hard place

Warnath

1972

Counselors and Juvenile Delinquents: Toward a Comprehensive Treatment Approach

Lee

Klopfer

1978

The complex problems experienced by juvenile offenders require a multifaceted approach to treatment. Meeting the interwoven psychological and environmental needs of delinquent youngsters involves four differential treatment functions: behaviour adjustment, growth counseling, child advocacy, and social chance. Mental health counselors and juvenile‐justice‐system workers can coordinate their efforts toward comprehensive treatment by analyzing their roles in terms of these four functions and by keeping their roles clearly understood among themselves and with their clients.

The School Counselor As Consultant: A Historical Review

Kahnweiler

1979

This article contains a historical review of the school counselor in the role of consultant. Published articles that have appeared in four APGA journals during the past 21 years provided the basis for the review. General trends in each journal and a developmental history of the consultation movement are presented. The conclusion was that a serious gap exists between the theory and practice of consultation in schools. Specific needs must be addressed for the school counselor as consultant model to be fully realized.