Rounding Out the Cube: Evolution to a Global Model for Counseling Centers

This article discusses the present realities of college and university counseling centers as the bases for proposing a more adaptive and interactive model of the original Cube developed by W. H. Morrill, E, R. Oetting, and J. C. Hurst (1974). The article conceptualizes an evolved model of the Cube, here termed the global model, which allows counseling centers to function, in light of current and future demands, with greater flexibility, interdependency, and collaboration vis-á-vis the campus community.     

Organizational factors influencing consultation in schools

A key variable in successful consultation is the consultant's skill in assessing the organization in which he is working or contemplating working. This paper presents a framework for gathering and organizing data related to organizational phenomena in a school or school district. The implications of these data for the consultant in determining priorities, assessing strengths and weaknesses, generating problem-solving strategies, and predicting consequents are discussed. In addition, the dilemma of the school psychologist, caught in complex and rapidly changing environmental pressures, is explored and some alternative role models are suggested.     

Increasing and decreasing intrinsic interest with contingent rewards: A test of cognitive evaluation theory

The study examined Deci's (Deci, E. L. Intrinsic motivation. New York: Plenum Press, 1975) hypotheses regarding the effects of contingent rewards on intrinsic task interest. Seventy-two male university students worked on a series of puzzles and were given either a high value reward ($1.50) or a low value reward ($.45). The money was given either contingent upon the simple execution of the task (task-contingent), contingent upon the ostensible attainment of a performance criterion level (criterion-contingent), or noncontingent and unexpected (control). Compared to the high payment control subjects, subjects who received the task-contingent high reward rated the task as less interesting, while subjects who received the criterion-contingent high reward rated it as more interesting. Also, subjects expressed less interest in the task after receiving the high task-contingent reward than the low task-contingent reward, but indicated greater interest after receiving the high criterion-contingent reward than the low criterion-contingent reward. It was concluded that substantial support was obtained for Deci's (1975) cognitive evaluation theory.     

Teaching the Design,Leadership, and Evaluation of Structured Groups

Although structured group formats have become increasingly popular, few articles have been written describing the training sequences or strategies for the leaders of these groups. The authors describe a class that used a structured model to teach the design, leadership, and evaluation of structured groups. Thus, the class was designed to be a model structured group experience. Specific segments of the 16 class segments are outlined and described.     

Suicide prevention in the genetic counseling context

Utilizing a case report, this paper explores psychosocial aspects of suicidal intent in a woman seeking prenatal diagnosis. Using knowledge and practice of appropriate assessment, referral, and intervention procedures, the therapy team of genetic counselor and psychotherapist facilitated successful identification and management of this potentially suicidal client. The main counseling goals for the genetic counselor are to assess the situation adequately, decrease the immediate danger, and, with supervision and/or consultation, stabilize the seriously suicidal person until that individual can be triaged to mental health or medical professionals for treatment. The prevalence of suicide issues in genetic counseling contexts is unknown and reports mentioning suicidal ideation unusual in the genetic counseling literature. Is this reported case a rarity among genetic counseling referrals? Systematically collected information on the prevalence and resolution of suicidal issues in genetic counseling contexts would be helpful for those setting curricula for genetic counseling training programs, standards for professional certification exams, and policy and procedures manuals for clinical units.