Presents an interview with C. H. Patterson, describing his current views on client-centered counseling. Discusses his perceptions on ways in which client-centered therapy is misunderstood, the possibility of convergences across counseling models, research on facilitative conditions, and the importance of a client-centered perspective on…

This article explores some of the concepts introduced by Martin Buber, and their appropriateness for the training of present-day counselors. (Author)

This research effort presents (a) a model for viewing counseling theories and (b) data regarding the similarities and differences among selected counseling theorists on two dimensions: a process dimension and a goal dimension. (Author)

Assists counselor educators, supervisors, and practicing counselors to determine conditions under which high technology alone, high touch alone (based on empathic interpersonal skills), or the purposeful combination of the two may be the preferred mode of treatment. Stresses the need for counselor education programs. (LLL)

Suggests a device for bridging the gap between counseling theory and technique. Cognitive development theory provides the basis for understanding a single transaction between counselor and client. The acronyms FACTS and CRACKS suggest the structural dynamics within the client's cognitive field as the counselor performs in two counseling…

Shows how counselor educators may use the multimodal approach of Lazarus to provide students with a conceptual framework for integrating and evaluating various counseling theories and making systematic choices about appropriate interventions for their clients. (Author)

Discusses a paradigm for understanding the myriad of counseling theories and their corresponding intervention techniques. The paradigm organizes counseling theory and practice around three principles: a way of being, a way of understanding, and a way of intervening. The paradigm allows counselors to eclectically use various theories and techniques…

Forty-five counselor educators and 62 master's-level counseling students were surveyed to compare faculty members' perceptions of trainee competence with students' own views. As anticipated, students reported higher deficiency rates than did their faculty. Combined with the intervention rates reported by corresponding faculty, students' reports…

This study indicates that professional counselors of different theoretical orientations do not rate counseling sessions in a similar manner. This contradicts the findings of Fiedler (1950). (Author/PC)

No significant differences were found in terms of overall treatment effects; however, better performance (on immediate criterion tests) of subjects instructed by the two programmed instruction methods suggests the possible use of these modes of instruction as motivational and reinforcing tools in teaching a course presented in small segments.…

Presents a model hierarchy of questioning skills in counseling situations, developed to facilitate training of counseling students. Identifies question types and assesses their effectiveness along a continuum. Discusses implications of the mechanisms through which effective questions can be taught in terms of present theoretical assumptions and…

Proposes a four-stage, 16-phase synthesis to describe the counseling process. Rationale for the synthesis includes the need to (a) increase student counselors understanding of the process, (b) keep the number of phases within reason to increase use of the process, and (c) base the phases on client behaviors, particularly verbal behaviors, that…

Advocates that a history and systems of counseling course be established in counselor education programs. Identifies potential advantages. Describes five main content areas that need to be addressed in a course of this nature. (Author)

Surveyed 205 counseling clients to examine a client-counselor matching model. Predicted four preference patterns. Results did not confirm the hypothesized four-way model. Clients who preferred directive counselors were more abstract learners. Clients preferring nondirective counselors were more concrete learners. Overall, clients preferred the…

Explains methods used to teach beginning counselors four counselor responses (empowerment, decreasing power differential between client and counselor, taking a gender role perspective, and placing client issues in a sociocultural context) based on selected goals of feminist counseling. An evaluation of the approach demonstrated that counselors…