Counselor Signals

A humorous comparison of athletic and counselor signals is made, and the authors note unique aspects of counseling that make it more than a sport.     

Group Counseling Intervention for Solving Problems on the Job

This article reports the effects of a group counseling intervention on the social problem solving by and employment preparation of Grade 9 and Grade 10 students. Mathematics teachers implemented the intervention on problem solving on the job within a unit on mathematics problem solving. The intervention used a cognitive approach to counseling, specifically cognitive strategy instruction with teacher modeling and students' thinking aloud to a partner. Both pretest and posttest scores and analyses of interviews with 4 students showed the success of the intervention. An interview with the peer coach of the teachers highlighted teacher experiences in implementing successful group counseling.     

How to Speak “Counselnese”

The origin of “Counselnese,” the limited professionl language spoken by counselors, is examined. All fourteen words in the language are defined and misconceptions cleared up.     

Group Facilitation of the Grieving Process With Those Bereaved by Suicide

People bereaved by suicide receive less sympathy and support from society than do those bereaved by other causes. By using Yalom's curative factors, Parkes's stages of grief, and Worden's tasks of grief resolution, a structured group model can be constructed to facilitate movement through the grieving process of participants bereaved by suicide.     

Developing Instruments for Use in Counseling

This article describes the author's experiences and roles in developing four career-oriented measures. The first effort, translating the Ramak into English, proved to be a failure. The second and third efforts, the development of the Career Decision Scale and the Occupational Stress Inventory (OSI), have been more successful. The fourth, the Task Specific Scale of Occupational Self-Efficacy, is still underway, and its usefulness remains to be seen. In sketching these experiences, an attempt is made to show both how proper test development steps are to be followed as well as to indicate that research and development activities can logically grow out of one's personal experience.     

THE MORAL STATUS OF ENABLING HARM

According to the Doctrine of Doing and Allowing, it is more difficult to justify doing harm than it is to justify allowing harm. Enabling harm consists in withdrawing an obstacle that would, if left in place, prevent a pre‐existing causal sequence from leading to foreseen harm. There has been a lively debate concerning the moral status of enabling harm. According to some (e.g. McMahan, Vihvelin and Tomkow), many cases of enabling harm are morally indistinguishable from doing harm. Others (e.g. Foot, Hanser) support the Equivalence Hypothesis, according to which enabling harm is morally equivalent to allowing harm. Here I argue that there is every reason to embrace, and no reason to reject, the Equivalence Hypothesis.