Data concerning school counselor credibility often emphasize shortcomings rather than achievements; counselors who support students' self-exploration may be evaluated less favorably than counselors who make decisions for the students. Two theoretical approaches to school counseling are the guidance of student personnel services approach and the counseling psychotherapeutic approach. If credibility data are collected according to the criteria of the guidance orientation, but counselors employ a psychotherapeutic approach, the results become meaningless. Yet these results are often used for decisions concerning the support for counseling. Counselors, overwhelmed by the scope of their field, may seek panaceas and resort to fads as the answer. In reality, better communication is needed between counselors and their boards of control. Future counselors must be trained not only in educational psychology, developmental psychology, and counseling techniques, but also in philosophy, humanities, and community study and assessment. To help students become self-directing, creative persons, counselors must contribute to the development of curriculum materials and join with teachers in observing and recording the experiences that support active creativeness in students. (NRB)