| Abstract: | This article describes a curriculum and presents the research results of a primary prevention model which was designed to promote the personal growth of high school students and was unlike most high school remedial counseling models. The intervention served as an operational translation of cognitive-development theory. Using a practicum-seminar format, students learned and practiced the basic counseling skills of active listening-empathic responding. The development of role taking was seen as the essential variable in the promotion of personal growth and development. |
