New RESEARCH IN CLINICAL ASSESSMENTEdited by Edwin I. Megargee Designed as an advanced text and as an aid to the professional clinician, this volume presents recent research studies from twenty American, Canadian, and British journals, covering the issues and problems of assessment in the mid-1960's. The first part of the book focuses on general problems of assessment research; the second on the validity of specific assessment techniques. The final section deals with the integration of clinical data in assessment.

Several reviews of therapist variables in relation to therapy outcome appear to be biased and to underestimate the effects of empathy, warmth (or respect) and genuineness. These reviews are analyzed and evaluated, and reviewer biases are noted. In spite of the generally negative, or at best equivocal conclusions of these reviews, the evidence is actually supportive for the necessity, if not the sufficiency, of these therapist conditions. Considering the statistical factors militating against the obtaining of significant positive results, it is concluded that the evidence for the effectiveness of the therapist variables is far greater than is recognized by many reviewers. Research on empathy, warmth and genuineness, known as the core conditions of the counseling and psychotherapy relationship, is voluminous. It constitutes a body of research which is among the largest for any topic of similar size in the field of psychology. In the 1967 review of Truax & Carkhuff (1967), 439 references were listed. In the 1971 review of Truax & Mitchell (1971) there were 92 references. Most recent reviews contain many additional references. analyses of, and conclusions from their analyses of, the individual research studies. Consider the following points:

Multicultural counseling has been a major source of diversity. Recently, however, it has been recognized that multicultural counseling is generic in nature, and therefore that all counseling is multicultural. Thus multiculturalism has joined the movement toward a universal system of counseling.

In this paper the nature of the supervisory relationship of the counselor educator and the student m the counseling practicum is explored. It is suggested that this relationship is not the usual didactic teaching relationship, nor is it, as Arbuckle suggests, a nonevaluative, counseling relationship, though it is closer to the latter than to the former. The nature of the relationship is discussed and the implications for techniques or procedures suggested.In contrast to the extensive literature on jpervision in psychotherapy (see, e.g., Ekein and Wallerstein, 1958), and in social asework (e.g. Robinson, 1936Robinson, ,1949, there almost nothing on the supervision of junseling. The articles by Cottle (1952, 355), Korner and Brown (1952), Anderson id Bown (1955), and the study by Walz id Roeber (1962) practically exhaust the erature. The only text which deals with pervision is that of Sanderson (1954). Since most counselor educators would :ree that "the practicum is in some reects the most important phase of the 'aole process of training in counselj" (American Psychological Association, 52), it would appear to be high time it we gave some consideration to the pervising process. The value of the prac-:um depends on two things: (1) the numr and variety of clients with which the ident works and the intensity or duration .his work with them, and (2) the superion which he receives. The first is of Je value, however, unless the amount and ality of supervision is adequate. My obvation would indicate that most pracums are weak in both these areas. We 1 concerned here only with the latter, "wever.

Weinrach and Thomas (2002) have shown rather conclusively that the Competencies are irreparably flawed. The attempt to develop such a document was misguided in the first place. There is no need for such a document, and thus no purpose in attempting to remedy its flaws. In the present discussion, I consider the more general problems with multicultural counseling. In addition, I propose a general solution to the problems of counseling clients who are members of a wide variety of culturally distinct groups. The Competencies are lacking any philosophical or theoretical foundations and are based on two untenable assumptions.