Fathers and mothers of 95 children 5-7 years old completed the Locke-Wallace Scale, the Interpersonal Checklist, and the Children's Behavior Checklist to assess marital satisfaction, congruence of self-and mate-perceptions, and agreement in parents' perceptions of their child and child adjustment, respectively. All variables were significantly, positively intercorrelated. Strongest association was between congruence in parents' perceptions of the child and child adjustment. Similarity in partners' selfconcepts and psychological empathy were significantly associated with marital satisfaction and child adjustment. A general dimension of family harmony (vs. conflict) is seen as contributing to children's social adjustment.

Although few academic advisors have had extensive training in counseling, we can nonetheless function as an early warning system to mobilize institutional resources on behalf of troubled students. For many advisors, knowing when a referral is appropriate, knowing what protocols to follow, and knowing whom to refer students to can present a daunting array of obstacles. The authors provide a systematic, commonsense overview of basic information for advisors to use in approaching these matters.

The authors describe the process by which one counseling center developed a series of self‐help brochures. In addition to the intended service benefits to students, the brochures present a positive image of the counseling center to numerous campus constituencies. Costs, benefits, and strategies for marketing the brochures are also discussed.

This article is adapted from a chapter in Giving Advice to Students: A Roadmap for College Professionals, * by Howard K. Schein, Ned Scott Laff, and Deborah R. Allen. It will appear in the summer 1987 edition of American College Personnel Association Media Publication No. 44, published by the American Association of Counseling and Development. Inthis adaptation, the authors offer root concepts and critical thinking skills as the solution—the “common ground”—to the disparate interests and concerns of academic affairs and student affairs professionals. Further, it provides the academic advisor with a variety of advising strategies to assist advisees in learning how to make well-informed decisions about their future.