Counselor Education 2000: Extinction or Distinction?

The supply of qualified counselor educators is diminishing in proportion to present and future demands. The authors explore historical perspectives, present concerns, and potential solutions to this growing problem.     

Training of Support Personnel in Three Human Relations Skills: A Systematic One-Year Follow-Up

This article reports a systematic, one-year follow-up of trainees taught three human relations skills. Results support the conclusion that response-contingent behavior decreases when supervisor reinforcement is not present. The results and their implications for training support personnel and counselors via the microcounseling paradigm are discussed.     

The Effects of Assertive Training on Counselor Trainees

It has been suggested that the addition of assertive training as an integral part of counselor education programs would be desirable. Although this study indicates that assertive training is effective in reducing counselor discomfort and anxiety, such training has no significant effect upon client or supervisor ratings of counselor effectiveness. Therefore, the addition of such a training experience seems, at best, to be open to question.     

Counseling Self-Efficacy and Counseling Competence in Prepracticum Training

Counseling self-efficacy and counseling skills were examined over time in a graduate prepracticum class. Efficacy increased with training, but its relationship to performance of skills was weak.     

Spiritual Issues in Counseling: A New Course

A new course designed to explore spiritual issues that occur in counseling is described. Topics such as understanding spirituality, assessing client spiritual needs, and Identifying spiritual issues in counseling are discussed within a multicultural framework.     

Developing a Social Advocacy Model for Counselor Education

This article describes how the faculty of a counselor education program developed and implemented a social advocacy model of counselor preparation.     

After Friendship

The loss of friendship can be a frequent occurrence for children as they explore their social worlds and navigate their way through the demands of particular relationships. Given that friendship is a relationship of special regard, and associated with a particular partiality to our friends, the ending of friendship and the subsequent interactions between former friends, can be difficult areas for schools to deal with. Whilst there has been considerable research on the formation and maintenance of friendship, a consideration of what happens after friendship has had surprisingly limited attention. Much of our current understanding of issues on moral behaviour fails to fully address the positioning of former friends in our moral thinking particularly as regards matters arising from the priority of attachment. Recent empirical research seems to indicate that the memory of prior encounters has a far greater influence on future reciprocal exchanges (such as those found in friendship) than previously accepted. This paper considers suggests that this view of memory can be played out in two contrasting ways. First, a prudential view suggests that as our former friends were previously given access to our intimate secrets and confidences, self‐interest would seem to indicate that we treat them well. Secondly, a residual duties view suggests that some obligations remain after the friendship has ended based on the history of the relationship. Finally, I then draw out some of the implications this may have for schools and the education of children.