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in this paper developmental guidance and existentialism are viewed as paralel but relatively independent modes of thought. The major theoretical dimensions of developmental guidance are summarized and a brief comparison between developmental guidance and existentialism is made. Certain aspects of existential thought are related to some principles of developmental guidance. Existentialism can provide an idiographic dimension to the fundamentally nomothelic theoretical orientation of developmental guidance by complementing an. objective understanding of the individual with a subjective understanding. [ABSTRACT FROM AUTHOR]

The paper Is an attempt to point out that the literature of existential philosophy has produced a meaningful theory of vocational development. The theory not only appears to be cogent, but also lines up closely with current thinking in the field. The contrast with various authors is an attempt to illucidate through similarity the ultimate ramifications of the existential theory. An equally important aspect of this theory is that within it one discovers an explanation of work alienation. Finally, there is every reason to believe that the existentialists have produced only a small portion of the potential theoretical model. [ABSTRACT FROM AUTHOR]

Counselors frequently confuse role definition with professional self-under- standing. The role-definition approach is misleading because it is only after we achieve professional self-understanding will we be able to define ourselves in our unique situations. Too strict a position on counselor role is not desirable as it leads to arbitrary, dualistic choice models. Sigmund Freud and Carl Rogers have already provided us with a basis for perceiving alternatives to static, dualistic absolutes. Using an existential model, this paper seeks new direction through subject-object "bridge building" for achieving deeper professional self-understanding in guidance and counseling. The five subject-object bridges are concerned with: (a) ideals and reality, (b) being and becoming, (c) tentativeness and commitment, (d) the individual and society, (e) freedom and responsibility. [ABSTRACT FROM AUTHOR]

The phenomenological approach to the study of human behavior, while not new, is receiving increasing attention in psychology. Perceptual psychology especially has been influenced by phenomenology. Snygg and Combs have been the leading exponents of phenomenology in other fields of psychology. The present paper attempts to present the basic aspects of the phenomenological approach to human behavior. While the approach is perhaps dose to the common sense approach to the study of behavior, and is essentially the method adopted by literary writers, it is nevertheless capable of being applied in the scientific study of behavior. [ABSTRACT FROM AUTHOR]

This paper has examined some of the ethical and legal aspects of the Social Security Administration's use of vocational consultants in disability hearings. To clarify this new professional role, relevant literature has been drawn upon as it relates to ethical issues confronting the vocational consultant. Also brought to bear on the discussion is the practical experience which has already accumulated in this challenging, ethics-charged field. [ABSTRACT FROM AUTHOR]

The article presents information on the experience of the author at the University of New Mexico. He had been teaching two or, three rather large sections of introduction to guidance philosophy principles, and practices in guidance each semester. Various staff members had been teaching the course, some well qualified, others not particularly dedicated to guidance services. Extension courses had been and were being offered quite regular and it was quite evident that many people lay as yell as professional, were interested in guidance services. These facts along with other conditions, such as available Ford Foundation funds and an educational TV station on the campus, prompted the administration and those concerned to offer this course via TV. The course was taught exclusively on TV in 44, sessions. The only contact with students was office calls, telephone calls, letters, and the four examinations administered at a time other than the scheduled lectures. These demonstrations were very well received by the students, and the video, tapes are available for future use in regular classes or for in-service training purposes.

Modern Africa has achieved great progress in education, urbanization, and economic development. Modernization, however, brings the traditional into frequent confrontation with the modern and tends to create conflicts in the lives of individuals. Modern Africa's youth need guidance. But to be effective, guidance practice must be based on philosophies that reflect true African thinking. Foreign models will be inadequate. This article examines some African viewpoints in order to suggest elements that might be used in formulating a philosophy of guidance and a mode of practice suitable for Africa. [ABSTRACT FROM AUTHOR]

The recent national concern over the failures of education has created a demand for new programs that will promote healthy psychological and personal growth. This article examines the present status of guidance theory and practice vis-à-vis humanistic education and suggests that the movement deliberately begs the question of values tinder the guise of promoting a new bag of virtues as educational objectives. It also discusses the need for a guidance theory based on a framework from developmental psychology rather than from theories of humanistic education. [ABSTRACT FROM AUTHOR]

Mental institutions and public schools appear to have many conceptual and junctional similarities. While their intended end product is a mature, independently functioning individual, they often operate in ways that would seem contradictory to their philosophy. This article explores certain "atrocities to the self" that result from programs that are intended to be beneficial but, in reality, often result in dehumanization. [ABSTRACT FROM AUTHOR]

The nature of preparation of student personnel workers is currently under discussion. Because of the variety of settings within higher education in which student personnel workers function and the specialized nature of their functions, their preparation should be different from counseling psychologists. Consideration is given to the possible conflicting nature of the student personnel worker's commitment to the institution and his commitment to individual students. The inadequacy of a philosophy of counseling based on radical individualism is discussed. An attempt is made to formulate a consistent and integrated rationale for student personnel work. The position is taken that education as a counselor, based upon an adequate philosophy of individual development within lines that will benefit the whole society, is crucial to adequate functioning as an effective student personnel worker. [ABSTRACT FROM AUTHOR]

Most of what clients discuss about themselves in counseling is personal in nature although not necessarily secretive. its being so arouses interest or concern over the activities and behavior of counselors in their professional work among persons both directly and indirectly involved. Considerations of three sources of such interest or concern are presented: the community at large; the counselur's colleagues; and the counselor himself. These sources were termed legal, professional, and ethical, respectively. [ABSTRACT FROM AUTHOR]

The hypothesis that there is a relationship between a person's being psychologically unable and unwilling to live with something in himself and being defective in his psychologically living with the same thing in other people is presented to explain frequently observed clients' reactions The meaning of the concept of acceptance and the interpersonal and interpersonal dynamics of the defect are discussed. Four case abstracts and one example from the experiences of a psychotherapist are described as a way of giving the hypothesis and discussion additional meaning. [ABSTRACT FROM AUTHOR]

The behavioral scientist can readily agree that existentialism is a powerful and meaningful movement for the counseling profession. However, to achieve its fullest usefulness it must grow to meet the scrutiny characteristic of the behavioral scientists' methods its weakness from this point of view include the reluctance to formulate public definitions of its most prized concepts and its rejection of rigor in methodology. The possibilities of a scientific existentialism which by no means destroys the magnificence of its concepts are demonstrated in a number of available experiments. Counseling as a helping profession cannot responsibly accept existentialism wholly as it comes from contemporary philosophy but must extrapolate and develop it into an adequate science of man. [ABSTRACT FROM AUTHOR]

Confusion has resulted from a lack of clarification of the philosophical bases of group methods. This confusion increases when distinctions are made only on process. When the philosophical bases are understood, certain distinctions become evident. In authoritarian group leadership the locus of evaluation is centered in the leader. In democratic leadership the locus of evaluation is in the group within the framework established by the leader. In group-centered leadership the locus of evaluation is in the group member. The principles of learning in the authoritarian approach are based chiefly on association psychology, in the democratic mode on field theory, and in group-centered leadership on self theory. The material within the authoritarian concept is selected and presented by the leader; in the democratic it may be selected and presented either by the leader or the group and confirmed by the leader; in the group-centered the material is selected and presented by the group member(s). Question, interpretation, analysis, suggestion, acceptance, reflection, approval, clarification, and evaluation constitute the responses of authoritarian and democratic leaderships. The group-centered leader- ship responses are acceptance, reflection, and clarification. Authoritarian group leaden rely upon their skill to diagnose, interpret, and explain. The democratic leader relies upon his ability to select those issues and problems for which he believes the members have the potentialities and his willingness to allow them to use these capacities. The group-centered leader relies on his ability to understand the meaning of the response from the member's frame of reference. He also depends on the member's urge toward health and potential ability to express his ideas and feelings. The training requirements of group leaders of different orientations are similar in many respects. Knowledge and skill are essential to each type of leadership. The authoritarian must believe in his ability to select, evaluate, and present material and to initiate action in relation to his decisions. The democratic leader must believe in the ability of the members to discuss and reach a solution or understanding concerning issues that he has selected or upon which he and the members agree. The group- centered leader must believe in the ability and motivation of the group member to select and evaluate material, to integrate ideas, and to initiate a higher quality of behavior. [ABSTRACT FROM AUTHOR]

This article presents the criteria of the author while reviewing educational or psychological tests. While doing so, the author gets in three states of mind: he is seeking acquaintance with a new test on the market; or he is seeking information on a test that he has never used, or have not recently used; or he is looking for an appropriate test, or the best test, to use in some new or different task. One thing, the author appreciates, but which he considers to be frosting on the cake of an otherwise good test review, is a pleasant style of writing. If the reviewer is not blinded by it, the author prefers for him to take a stand on issues in the area of the test being reviewed. The first thing the author needs to know is whether the test is the right sort for his purpose-- or what sort of test it is. He wants the reviewer to tell him what the test author thinks his test measures and what the reviewer thinks it measures. If the author thought he was measuring reading comprehension, but the reviewer, upon examining the items and, perhaps, data, concludes that the test probably measures social science knowledge, this the author wants to know.

The article analyzes eclecticism. The work of the counselor is living work, emotionally harrowing and spiritually draining for all its rewards. Style is the instrument by which that work is conducted, and it is the protection that one employs willy-nilly in dealing with its very real occupational hazards. It is hardly shocking, then, that so much attention in the literature stresses process when one might expect the emphasis to fall on outcome. Counseling is less a kit of professional tools or a collection of skills than it is a way of life, and there may be considerable virtue in acknowledging this possibility and examining the operations of the therapist as merely a special case of the operations of a man struggling to achieve and to maintain personal integrity under difficult conditions. This conception puts some limits on what one can expect of science; it may open a wider window on the help-giving enterprise if we are willing to forego some of the trappings of science. In any case, eclecticism--the picking out of particular elements in experience and attempting to fit them into some harmonious mosaic of comprehension-- seems to have a rather new potential in such a context.

This article comments on the article "A View of Guidance From Africa," by Akpan Esen, with specific reference to guidance philosophy. Here the article author expresses his views on the content and views of Esen's article. The author finds Esen's article to be a delightfully written cross-cultural analysis. Esen's two dimensions of what is most real, the individual or the group, and the degree of freedom possessed by the individual were well chosen for a discussion of guidance philosophy. The term guidance is often used to mean counseling. Readers find difficulty in being sure what Esen means by the term African. Perhaps because Esen's own country of origin is Nigeria, he assumes that the reader understands he means the black nations. Most serious is the author's inaccurate generalization regarding the prevailing guidance philosophy of the U.S. It is easy indeed to read certain literature and not know of other literature, or to be tutored by those with a specific point of view and accept their word as final authority. Esen concludes his cross-cultural study with a set of believable conclusions, even a compromise.

This article presents the author's views on articles related to counselors and counseling that appeared in previous issues of the Feedback section of the Personnel and Guidance Journal. The author argues that more counselors are writing on philosophical themes but in the process one is getting some non sequitors like for example, researcher F. R. Styles argues that he is a directivist in counseling because he is an objectivist in epistemology. One can be an objectivist and yet avoid advice-giving and opinion-expressing in counseling on grounds of the client's ego involvement with his problem. When Styles speaks of a real world and his ability to comprehend "it," he presumably is not claiming omniscience.