Counseling centers, along with the American system of higher education, face serious challenges in the coming decade. This article explores the challenges facing counseling centers, particularly as centers encounter a changing and unstable social and financial environment and consider undertaking a greater or lesser degree and variety of tasks. A strategic agenda is suggested for consideration in the 1990s.

Science and practice cannot continue together without a major attitudinal shiA a broadening perspective of science and practice and how these two activities can be integrated to strengthen each other. This article represents the culmination of a 2-year project that examined the roles of science and practice within counseling psychology. The central goal of the article is to present (a) specific recommendations for promoting the integration of science and practice within Division 17 and (b) suggest specific strategies for implementing the recommendations.

Effects of instructions, modeling, and rehearsal in training college students in empathic communication were investigated ina2X2X2X2 factorial design with repeated measures. In addition to the measure factor, the factors included instructions versus no instructions, modeling versus no modeling, and rehearsal versus no rehearsal. Subjects, 48 volunteer undergraduates, were randomly assigned to one of the eight training groups representing all possible factorial combinations. Training gains were assessed using written responses to the pre-and posttest administration of the Communication Index. Generalization effects were assessed using empathy ratings of a critical-incident interview. Analysis of the written responses indicated that improvement in empathic communication occurred for all training groups. Specific instructions appeared to be a critical factor in facilitating written performance. The interview results revealed that a combination of training variables facilitated empathic responses during an interview more than each variable alone. Modeling seemed to be an effective procedure for the interview task. The instructional effect did not generalize very well. Findings concerning training efficacy are discussed in relation to task structure and response mediation.

To assess the current status of informed consent among psychotherapists, a survey instrument was sent to 324 American Psychological Association members currently practicing therapy. One hundred and eighty-nine therapists returned completed surveys, yielding a response rate of 58%. Survey responses provided information on use, importance, reasons, communication, methods, and timing regarding 5 specific consent issues. These issues included confidentiality, risks, treatment length, treatment procedures, and alternatives. Results suggest similarity and variability in therapists' reported beliefs and practices. Therapists of a cognitive-behavioral orientation indicated they inform clients more often and consider the issues more important. These findings, along with the reasons given for not informing clients, highlight the complexity of applying ethical standards to practice contexts. Implications for practice and research are discussed.Many professional psychologists have called for informed consent as a means of implementing our ethical responsibility to clients (e.g.,

A national sample of counseling center (CC) directors participated in a survey concerning their centers' policies and practices as a way of assessing the validity of M. S. Chisolm's (1998) criticisms of mental health care on college campuses and opening a discussion about the future of such services. Participants completed either a traditional or an electronic (E-mail) survey. On the basis of responses from 114 CCs and clinical forms submitted by 81 CCs, results provided support for a traditional mail survey, differences between large and small institutions, and a lack of support for M. S. Chisolm's criticisms of campus mental health care. Recommendations for campus mental health services are provided.