Toward a Developmental Counseling Curriculum

Extensive attention has been given by ACES and AACD to the unique role of the counseling profession. It is suggested that the definition of the profession lies in the association name: American Association for Counseling and Development. Counselors must integrate developmental theory systematically into the practice of counseling. Several alternative developmental models are summarized in this article, along with their implications for the future. Special attention is given to the soul of counseling, which is defined as a professional commitment to development. Counseling is not psychology, it is a specialized profession with a unique role in society.     

The Multicultural Infusion Process: A Research-Based Approach

The authors describe a research-based curriculum guide for the inclusion of multiculturalism in the preparation of master's-level counselors.     

Introduction

Instructional Science -     

A Model for On-Site Supervision of the School Counselor

This article proposes a series of linkages which can be created between counselor educators and local schools by on-site supervision. Methods and issues relating to such a possibility are discussed.     

What Do Educational Mismatches Tell Us About Skill Mismatches? A Cross‐country Analysis

The relationship between higher education and employment is commonly interpreted in terms of the extent to which the higher education sector is providing graduates with the knowledge and skills to match employment needs. It is assumed that a mismatch between working in a job and level or field of education limits the use of skills, with adverse effects on both productivity and earnings. This article examines this assumption on the basis of five countries from the European graduate survey (CHEERS data). Although the analysis shows that educational and skill mismatches are indeed related, mismatches by no means imply mismatches between available and required knowledge and skills. The results indicate that traditional approaches of mismatches have to be adapted to more flexible forms of relationships between higher education and work.     

Teaching Visual Literacy - Some Reflections on the Term

The statutory Order for art in the national curriculum identifies visual literacy as an essential aim of contemporary art education. In the Order visual literacy is located in the second attainment target. This paper suggests that, since the concept of literacy embraces reading and writing, the term visual literacy might be more usefully employed as an overarching concept embracing both attainment targets. This suggestion draws upon some of the extensive work carried out into literacy within the discipline of English. Further, the paper suggests that the ambition of the Order for art must be weighed against the dominant practices of art and design education and asks whether a curriculum which centres on painting and drawing can realistically be considered to be providing an adequate education for visual literacy in the 1990s.     

Cultural Intentionality: The Core of Effective Helping

Lloyd provides an important caution as counselors move to the centrality of multicultural awareness in counseling curricula. The primacy of culture, however, is not to be denied as the first dimension in our thinking as professional helpers. Cultural intentionality is proposed as a metagoal of the helping process—the integration of cultural awareness with the uniqueness of each individual being in relationship.