PurposeThis paper aims to explore a health at work initiative (“Fair Chance at Work”) for small and medium sized enterprises (SMEs) and identify opportunities for improving engagement of businesses in such activities.Design/methodology/approachA case study approach is usedFindingsTwo problems are identified ‐ engagement and participation. A model of engagement incorporating aspects of Prochaska and DiClemente's transtheoretical model of behaviour change is proposed based on findings from the case study and existing literature. It is concluded that improving the engagement of SMEs requires a greater understanding of their current needs, perceptions and attitudes towards health at work. Schemes such as the Teaching Companies Scheme could be useful in testing the model.Research limitations/implicationsThe Teaching Companies Scheme could be useful in testing the model.Practical implicationsThese findings may inform the development of health promotion projects to SMEs using an applied model behaviour change.Originality/valueThis paper is useful to health promotion workers when developing projects in SMEs.

Reproduced here is a version of the presidential address delivered at the Association for Counselor Education and Supervision (ACES) luncheon, during the American Counseling Association national convention in Atlanta on March 16, 1993. (Appendix A is a reference list the was available at the luncheon for those who found the content of the message interesting and wanted to pursue it further.)

Postmodern approaches to counseling are being used widely and creatively in counseling practice, training, and supervision. This is exemplified by the fact that inJuly 1997 at the Twelfth International Personal Construct Psychology Congress more than 150 counselors, college teachers, and researchers from more than 15 countries assembled to present and discuss contemporary applications of constructivism. Papers were delivered on diverse topics that included couple's constructivist therapy, treating chronic depression, identity formation, assessment of change in counseling, and constructivist supervision. Constructivism reflects a movement from modernism to a postmodern epistemology signaling a paradigm shift for counseling. This change coincides with an erosion in the trust of universal and scientific foundations of objective knowledge and an increasing acceptance of the multiplicity of human perspectives.Sexton (1 997) suggested that this paradigm change stems from a disenchantment with (a) contemporary theories of causation, (b) the validity of epistemological (i.e., theories of knowledge and knowing) beliefs, and (c) ontological (i.e., nature of reality) assumptions central to the scientific method. Constructivism uses concepts of second-order (i.e., core or structural) change and rejects modernist and rationalist assumptions regarding what makes counseling effective (Lyddon, 1990 66JOURNAL OF COUECE COUNSELING / SPRING 1999 / VOL. 2 approaches, narrative, solutions-focused, and other post-modern counseling strategies share the basic premise that humans actively create their own particular reality (Hayes. 1994). This article describes how college students' problems and issues can be conceptualized and counseling approaches crafted from a constructivist perspective that both activates client resources to create more useful personal constructs and works to develop new solutions to client problems. Traditional aged (i.e.. 18-22 years old) college students respond well to counseling that is interactional and collaborative. Young adults who are struggling to achieve their own autonomy especially value a counseling strategy that emphasizes joining with clients, developing a therapeutic alliance, and using client resources to cocreate more useful personal constructs and solutions. College counselors can facilitate student development as part of the process of self-construction that accompanies students' struggles to understand the self and find meaning in life (Hayes, 1994). Both constructivism and student development theory evoke a worldview that honors differences, values equality among individuals, recognizes the influence of social context on lives, and emphasizes the conditions that enhance mental and emotional growth (McAuliffe, 1997).

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