Using Values Clarification in Counseling Settings

Values clarification began as a counseling tool. Raths's famous seven questions about values have their origin in Socratic questioning and also owe a debt to Emerson and Dewey. Numerous strategies have been developed for the learning of values awareness. Counselors have found the clarifying question helpful in individual counseling, and they discovered clarifying strategies useful in individual and group counseling. Furthermore, values clarification has been used successfully to personalize instruction. Finally, the counselor can take advantage of values clarification for personal and professional growth. The question of research in values clarification is addressed. Leona Tyler , in reaction to this article, recalls other techniques for values discrimination.     

Clarification of Religious Issues in Treatment Through Peer Supervision

This paper will review The Orthodox Jewish community's attitude towards mental health treatment, factors that facilitated attitudinal changes in the past decades, and the efficacy of a peer supervision group for therapists treating this population. A clinical vignette is included.     

A Reconceptualization of Values Clarification: Values Conflict Resolution

Values Clarification (VC) waxed during the 1970s and waned during the 1980s. Today, psychology lacks an empirically based intervention for helping individuals to clarify their values. In this article, the meteoric rise and then precipitous decline of VC are first described. Conservative religious and political criticisms as well as conceptual flaws within VC are discussed. A reconceptualization of VC that addresses the criticisms and flaws is then proposed. The goal of the reconceptualization is to revitalize the topic of values conflict and clarification, to stimulate a new generation of research, and to establish an empirically based guidance for practice.     

Elementary School Counseling and Peer Relations

It was the purpose of this study to compare the effects of counseling and selected guidance techniques upon 5th and 6th grade elementary school students' peer relationships. Sociometric status and teacher ratings of their students' social skills were selected as criteria. Subjects were selected from students who were in the lower half of their classes in sociometric status and who indicated that they wanted to get along better with their peers. From each of 7 classrooms an equal number of subjects was randomly assigned to each of 3 treatment conditions: (1) counseling, (2) teacher-guidance, and (3) control. When the treatment conditions were compared, no statistically significant differences were found among them.     

Values in Counseling and Psychotherapy

The purpose of this article is to consider the various ways that values enter into counseling or psychotherapy, with particular attention to the goals of the process and the methods or procedures by which the counselor or therapist implements the process.     

Peer Attributions and Action Plans for Underachievement: Implications for Peer Counseling

Students playing the role of peer counselors blamed failing students for their poor performances by attributing them to internal, controllable factors.