Biblical models in pastoral counseling

This paper contributes to current discussions regarding the development of Biblically-informed methods of pastoral counseling. It identifies three Biblical models of pastoral counseling and shows that each has its own particular understanding of the process of personal change and each invites a different understanding of the counseling task. The paper further contends that two of these models (called thepsalmic andproverbic) are favored by the pastoral counseling approaches that have dominated the field for some years. It argues, therefore, for greater attention to the third model (theparabolic).     

Sexual counseling and therapy

Abstract

This article is an edited version of four interviews conducted with Dr. Ivan Boszormenyi-Nagy in the Spring of 1980. The interviews ranged in content from Dr. Nagy's early training and influences to the theoretical and clinical foundations of contextual family therapy. This article focuses on the major constructs of contextual family therapy. Since this approach is often viewed as highly theoretical and conceptual in nature, it may be helpful to the practitioner to see how Dr. Nagy uses these constructs in a clinical situation. As a practitioner, I have found his theory extremely useful in conceptualizing the family system, and also in developing a treatment strategy. Hopefully, the questions asked of Dr. Nagy in these interviews will be of interest to other family therapists who are concerned with the clinical aspects of family therapy theories.     

Peer counseling in an urban high school setting

Peer counseling, an educational strategy in which students counsel and help facilitate the growth and development of other students, was implemented in an urban high school. Auniors and seniors, selected for their high leadership and character traits, participated in the 32-session training program. The training program focused on five areas: team building and the development of group cohesion; development of understanding and awareness of self and others; development of more effective communication skills; development of effective feedback procedures; and development of leadership, problem solving, and intervention skills. Lectures, task exercises, simulated problem situations, role-playing group discussions, expressive and creative activities, and audio-visual aids were employed for the dissemination of information. Peer counselors were assigned between five and 10 students for counseling for approximately nine weeks. In general, the counseless gained an ability to relate more effectively with both peers and adults and in problem solving and communication skills.     

Variables related to contacting/not contacting counseling services recommended by school psychologists

A study was conducted analyzing 132 referrals made by school psychologists to families for counseling outside of the school setting. Thirty-three variables were explored as having possible relationships with the outcome of the referral recommendation. Findings of this study were discussed in light of previous research, implications for practice were detailed, and study limitations noted.     

Gestalt therapy interventions for group counseling

Much interest has been focused on Gestalt therapy in recent years. Many counselors, however, are unfamiliar with this style of therapeutic intervention. The author offers a brief introduction to some of the basic tenets of Gestalt therapy, noting goals that are similar to those in counseling theories. He also suggests several interventions from Gestalt therapy to be considered for group counseling and discusses their applications.     

Consumer response to theoretical role models in school psychology

This 1972 investigation analyzed differential perceptions and preferences of teachers, principals, and school psychologists to three models of interview style: clinical, phenomenological, and social learning. A simulated psychologist-teacher interview was videotaped for each model. A sample of principals, teachers, and school psychologists evaluated each type of interview with a Q sort of statements designed to represent theory-related practices revealed in psychologist behavior. Analysis of variance of Q sort items revealed significant (p. < .001) differences in preferences. Psychologists most preferred social learning and rejected the clinical role. Teachers preferred the phenomenological approach. Principals did not indicate a preferred model. Validity of the Q sort as a measure of theoretical orientation was also demonstrated (p. < .001). The conclusion that school psychology is on a behavioristic path not yet endorsed by educators was strongly supported.     

Contingency counseling by school personnel: an economical model of intervention

An Attendance Counselor contacted adults (mediators) who controlled reinforcers for six chronic nonattenders (targets); agreements (deals) were made between mediators and targets that reinforcers would be provided, contingent on school attendance. Absence of the Attendance Counselor from school for a two-week period constituted a reversal condition, after which the "deals" were reinstituted. Results showed a significant increase over baseline in school attendance during the time in which deals were in effect. A second study involved 20 chronic nonattenders for whom deals were arranged as in Study One (contingency counseling), and 15 nonattenders provided more traditional attendance counseling (contact counseling). Contingency Counselors achieved results with the 20 nonattenders similar to those achieved in Study One. An experienced Contact Counselor did not achieve improved school attendance among her group of 15 nonattenders.     

The role of group therapy in incest counseling

The use of group therapy is an essential component in the treatment program for victims of incest, their families, and offenders at the Center Against Sexual Assault in Phoenix, Arizona. Four types of groups are conducted on a continuous basis: (a) adults who were victims as children, (b) families of victims, (c) offenders, and (d) child victims. Group therapy is the predominant treatment modality for the 400 incestuous families seen at CASA. Details of each of the four groups are given in this article.     

Student counseling groups in senior high school settings: An evaluation of outcome

This paper reviewed the studies which evaluated counseling groups in senior high school settings. A methodological evaluation was conducted within four areas: subjects, counselors, treatment, and outcome criteria. The studies were reviewed according to the type of outcome measure: achievement, attitude and personality, behavioral, and vocational. Three levels of voluntariness (voluntary, semivoluntary, and nonvoluntary) were examined in relation to outcome. Subjects who were free to volunteer for the group experience achieved greater gains than subjects who were coerced into participation. Overall, behavioral and directive groups achieved greater success than nondirective or client-centered groups. The time spent on topics relating to treatment goals appeared to be an important factor for success. Future researchers should assess the effects of treatment on each participant instead of relying upon group mean changes.     

Evaluating the efficacy of short-term counseling on adolescents in a school setting.

This study evaluated the efficacy of short-term school-based counseling with forty-two high school adolescents (twenty-seven males, fifteen females) by measuring pre- and posttest scores on a self-report, self-esteem measure. While there was a significant decline in self-esteem ratings after counseling in the areas of social acceptance, job competence, and close friendship, counseled students showed a significant improvement in the consistency between their adequacy ratings and their judgments about what competencies they valued. Specific gender differences emerged, as females appeared to have benefited more from the counseling experience than did males.     

Transpersonal approaches to counseling

The transpersonal movement is concerned with expanding the personal boundaries of individuals to facilitate mind and body self-control through various unusual modes, such as autogenic feedback, hypnosis, yoga, and meditation. This article discusses transpersonal approaches to counseling with emphasis on the possibilities of using suggestion, relaxation, hypnosis, imagery, and dreams. The author offers a concept of transpersonal counseling in which children would be trained to control their own mental, emotional, and physiological processes.