The author contends that school guidance coordinators should search for those people who have the helping attitude and use their talents in the guidance program. The counselor, via his leadership, becomes a catalyst in the total guidance program. (Author/BY)

Factors impeding accomplishment of the role and function of the school counselor (those of regulatory intent, those associated with employment of the school counselor, those related to counselor training, and those associated with performance of the counselor in the school setting) are described. (Author)

Investigated the relationship between age, sex, experience level, attitudes towards women, and dogmatism. Evaluated graduate students (N=544) counseling a female pseudoclient on career choice. Results indicated that counselor trainees did not demonstrate sexist behaviors in counseling. Findings suggest that nonsexist counseling is promoted by…

Assigned high or low self-esteem counselors (N=8) to high or low self-esteem sixth-grade students (N=16), who completed the Self-Esteem Inventory after four counseling sessions. Results showed students assigned to high self-esteem counselors showed greater gains in self-esteem. (JAC)

Defines seven characteristics that make a counselor indispensable to the schools of today and tomorrow: (1) humanness; (2) professionalism; (3) expertise as a program creator; (4) team player; (5) facilitator; (6) public relations expert; and (7) futurist. Counselors who work from a strong guidance program and who embody these characteristics are…

Examines rationalization in counselors' interactions with students, parents, and teachers--provides examples of each kind of interaction. Describes the dynamics of rationalization in the schools and outlines interventions that may be used with students, parents, and teachers. Also explores counselors' use of rationalization and gives examples of…