The author offers his perspectives about the experiences that are associated with being a college or university counseling center director.

In the online interview presented in this article, two Korean counselors offer comments to questions regarding issues faced at a Korean University. They reflected on their roles and some of the many topics faced that included: (1) student misunderstanding about counseling needs, and how counseling questionnaires and the counselor helps them; (2)…

College counselors regard themselves as teachers and educators, but they are something else as well. They are links between the location of childhood and the larger, more risky terrain of first adulthood. College counselors prepare students for an actual, not merely figurative, journey, the prospect of which fill students and their parents with…

In recent years, not only have the roles of the high school counselor and the college admissions officer changed, but in some ways they have almost reversed themselves. This has called for major adjustments on the part of both, but overall the prospects are promising and positive. (Author)

Presents "upstream", a model for the utilization of professional counseling services in the residence halls, encompassing developmental, preventive, and remedial approaches. Suggests that the professional counselor can assist in four capacities in the actualization of these approaches: as a therapist, as a consultant, as a change agent,…

In a period of declining college enrollments, it is important to serve all qualified students, especially disabled students who may not be attracted to a college unless the college is responding to their needs. The role of the counselor is to translate awareness of needs into positive action for the disabled student. (Author)

Provides counselors with an introduction to the role of psychosocial processes in the experience of pain and offers assessment and intervention recommendations based on a cognitive-behavioral therapy approach to pain management. (JPS)

Replies to Dryden (1990) and De Jager (1992), exploring the role of organized counseling psychology in challenging, maintaining, or promoting apartheid. The role of counselors should be informed by an acknowledgment of the central involvement of race and politics within counseling psychology so that appropriate organizational interventions can be…

Describes the relationship between a college psychotherapist and dean of students. Defines counseling and therapy, discusses the issues of agency and confidentiality, suggests methods of referral and consultation, and emphasizes the need for support and trust within a school community. Case studies illustrate the benefits of mutual trust,…

Discusses how close we are, in 1984, to an Orwellian world, and the role of counselor educators in combating an Orwellian philosophy. Suggests that counselors must assist society in reaching higher goals of personal, intellectual, and social development, and discusses strategies for improving counselor education. (JAC)

Notes that counselor educators, supervisors, and practitioners who communicate to students and trainees the importance of being caring, respectful, warm, flexible, honest, and personally competent, sometimes act in ways that contradict these significant beliefs and values. Discusses issues related to counselor educator's, supervisor's, and…

Responds to Lionel Nicholas (1993), suggesting that more direct confrontation on the response of counselors to apartheid is needed. Notes the relevance of the debate to counselors outside South Africa, and the need to deconstruct the implicit political agendas. (JPS)

The author elaborates on five areas college placement officers must concern themselves with. Those areas are: (1) the college environment; (2) the student environment; (3) the employer recruitment environment; (4) the government environment; and (5) the value of the college degree. (Author)

Offers a proposal for reform in admission. Critiques the multiple application system. Shows how counselors can be the movers and shakers of reform, suggesting a five-year plan. (KS)

Responds to Caple's self-organization paradigm with interest in methods of promoting student growth and maturity. Finds use of a continuum with developmental and self-organization theories at opposite ends unnecessary, believing that growth takes place in a state of equilibrium or disequilibrium. Considers closed systems theory, as well as Caple's…