Helping Teenage Parents: The Independent and Collaborative Roles of Counselor Educators and School Counselors

In recent years, the leadership of the American Counseling Association (ACA) has posed an earnest and urgent challenge to the counseling profession to develop and apply collaborative approaches to solve the complex problems of society. Teenage parenthood is one example of a major societal concern requiring cooperative, professional interventions. The purpose of this article is to recommend independent and collaborative roles for counselor educators and school counselors in addressing the many needs of teenage parents. In addition, this article serves as a model of how the counseling specialties can work together to resolve other critical social issues.     

A Quiet Revolution: The Birth of the Genetic Counselor at Sarah Lawrence College, 1969

In 1969 Melissa Richter founded the first master’s degree genetic counseling program in the country at Sarah Lawrence College in Bronxville, New York. This article examines the myriad factors that contributed to the birth of the genetic counselor and situates this historical watershed in its social, cultural, academic, and medical context. This article highlights Richter’s prescience and path-breaking vision, evaluates the Sarah Lawrence program during the years of her directorship (1969–1972), and explores how this early foundation subsequently shaped the field of genetic counseling. Close attention is paid to the ethical issues that concerned Richter and their ongoing relevance to genetic health professionals today. This article is based on historical research in archives, consultation of primary sources, and oral history interviews with genetic counselors, geneticists, and allied professionals.     

Aversive Racism and Resistance to Affirmative Action: Perception of Justice Are Not Necessarily Color Blind

This study utilized a factorial survey design to assess attitudes toward affirmative action as a function of targeted group (Black, handicapped, or elderly persons), framing of the policy (with or without social justification), and institutional context (business, college, or social organization). Resistance to affirmative action was aroused more by policies specifying Blacks as the targeted group and by policies presented without justification. Supportive of the aversive racism framework, the level of resistance to the policies presented without justification for Blacks as the target group was higher than for all other targeted groups with or without justification. Implications for these findings for strategies to reduce negative attitudes toward affirmative action are discussed.     

Undeformable Bodies that are Not Rigid Bodies: A Philosophical Journey Through Some (Unexpected) Supertasks

Axiomathes - There is broad consensus (both scientific and philosophical) as to what a rigid body is in classical mechanics. The idea is that a rigid body is an undeformable body (in such a way...     

A Counselor Classification System: Accountable

The Wisconsin State Employment Security Division has an employment counselor classification scheme which responds to the cry for accountability. This article discusses (a) technical requirements and performance standards for three levels of employment counselors; (b) specific job duties and levels of skill for Manpower counselors 1, 2, and 3; (c) caseload size, counseling outcomes, counseling and assessment skills, community resources, job development activities, and additional performance requirements expected of the master level counselor; (d) the system of reclassifying a Manpower counselor 2 to the Manpower counselor 3 level; and (e) the use of an on-site review by a state counseling supervisor as the method of evaluating a counselor's Performance. Values of the counselor classification scheme are indicated.     

Learning to Earn Is Not Learning to Live: Student Development Educators As Meaning Makers

The article argues that student personnel professionals must become knowledgeable about the implications of the learning-earning conflict in higher education. Through the use of a case study, the authors discuss several issues related to career training in higher education. They offer an alternative model for career development that is based on helping students discover and create meaning in their studies. The principle of meaning making is an elaboration of Frankl's work and projects a new importance for student development education.     

School Counselor Selection: A Systematic Approach

This article presents an objective-based model for the selection of counselors. The model places emphasis on a systematic approach, with staff involvement and clear objectives for the process, and includes suggestions for avoiding ineffective behaviors based on traditional approaches.     

What You Expect Is What You Believe (But Not Necessarily What You Get): A Test of the Effectiveness of Subliminal Self-Help Audiotapes

Seventy-eight subjects, ranging in age from 18 to 60 years, participated in an experiment on the effectiveness of commercially produced subliminal self-help audiotapes. Upon completing pretest memory and self-esteem tests, subjects randomly received either a subliminal self-help tape designed to improve memory or increase self-esteem and were told that they had received either a memory or a self-esteem tape. After listening to the tape for 5 weeks in a home environment, subjects returned to the laboratory for memory and self-esteem tests. The results showed that the subliminal self-help tapes did not affect any of the performance measures in a manner consistent with manufacturer claims. However, subjects' perceptions of personal improvement were consistent with their expectations. Specifically, subjects who thought they had listened to a self-esteem tape were more likely to indicate that their self-esteem had improved and subjects who thought they had listened to a memory tape were more likely to indicate their memory had improved regardless of the actual subliminal content.