The counselor-consultant and the effeminate boy.

This article presents a case study of an effeminate boy in an elementary school. Rather than counseling the boy directly, the counselor consulted the child's teachers regarding strategies for change. Following experimental procedures, significant changes were recorded in behavior and attitude as measured by fire- and post-experimental measures: playground behavior, lunch room behavior, physical education activities, class sociogram, and a Semantic Differential. The case demonstrates how deviant children, such as this effeminate boy, can be aided through consultation with teachers and through learning experiences within the regular school program. [ABSTRACT FROM AUTHOR]