Presents a reaction to major contribution articles from this issue of "The Counseling Psychologist" (2000, [this issue]). Congratulates the authors for providing an impetus to strengthen a prevention initiative in the practice and science of the counseling psychology profession. Urges counselors to maintain a commitment and resolve to…

Provides a response to the reactants of the authors' articles (2000, [this issue]). Praises the reactants' comments, particularly their additional incentives to give prevention greater prominence and significance in the profession. Comments on the issue of primary and secondary prevention, and presents five Call to Action proposals. (GCP)

Responds to criticism by Levy, Wong, Benbenisty, and Mattaini (1996) of Rubin and Knox's (1996) article (CG 548 550) concerning data analysis in single-case evaluations. Asserts that the intention of the article is to project concerns about current perspectives and teaching modalities related to single-system research designs, and to emphasize the…

Presents a response to the six articles on training in counseling psychology in this issue of "The Counseling Psychologist" (2000). Suggests that counseling psychologists rethink their training programs and create new visions of training as knowledge, expertise, and job market expectations change. Argues that it is essential to maintain the core…

Presented in this article is one therapist's testimony to the importance of self-discovery. Personal therapy experiences, as well as educational and therapist training experiences, provide the basis for recommendations regarding training future therapists in a managed care world.

In this article the author traces the history of inner subjective experiences (ISE) as a focus of the counseling profession and discusses the implications of this history for the identity of the profession and counseling practice. He outlines the history of ISE in the counseling profession by discussing (a) the valuing of ISE as the foundation of…

Counselor educators and students share an ethical accountability for the quality of service that these students will one day provide to their client populations. In this article, the author discusses how assessment can be understood as part of the contract educators make not only with their students, but also with the individuals they will…

Although supervisors report important commonalities among beginning and more advanced psychotherapy trainees, individual differences in supervisees' background, personality, and ability are influential factors affecting the nature of the supervision process. For students who are just beginning to do psychotherapy, the overriding task is to manage…

Raises questions and recommends modifications for preparing student development specialists in the next decade. Insists that the profession be responsive to changes in students, in the role and function of practitioners, in society, and in the art of education for the helping professions. (Author/BP)

Responds to Holloway and Roehlke's article on training counseling psychologists by questioning whether psychology is maintaining its viability in the midst of changing professional times and whether psychologists are being prepared to meet the ever-changing needs of society. (ABB)

Comments on Watkins' article describing problems with the current training of counseling psychologists. Addresses Watkins' central arguments, and proposes other solutions to the problems. (ABB)

Presents interview with Robert O. Stripling, a leader in counselor education in the development of standards of preparation and the procedure for accreditation, discussing his personal development, the development of his principal works, and his thoughts about important issues in counselor education. (Author)

Outlines Cornell University's Employee Assistance Education and Research Program, which uses an academic curriculum and field experience to further develop the Employee Assistance Program (EAP) profession. Addresses the dilemma of personnel executives in ensuring quality in EAP programs and staff. (JOW)

Responds to Biggs' article on the case presentation approach in clinical supervision, commending the author for drawing together two areas of psychology: case presentation in counselor supervision and cognitive development. Discusses three major contributions of, and three concerns with, Biggs' model. (NB)

Reports that textbooks and counseling approaches studied by prospective counselors largely omit information on biological foundations of human behavior, although biological factors often affect human behavior profoundly. Uses case study examples to show importance of biological factors. Recommends that counselor educators understand biological…