| Abstract: | For a considerable time professionals engaged in school counseling have borrowed heavily from psychotherapeutic models in an attempt to find a theory and techniques viable in a school context. A number of factors, however, cast doubt on the applicability of any psychotherapeutic design to this setting. Among these factors are the structure of the school, training programs for school counselors, administrative attitudes, the involuntary nature of much school counseling, the limitations of time, educational objectives, the transitoriness of school counseling, and the irregularity of counseling contacts. Many psychotherapeutic models are at odds or even totally incongruent with educational objectives. Alternatives and options for generating theory and monitoring research are examined. |
