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Measures of client and counselor autonomy, alienation and withdrawal, and guardedness, and the interaction;, of these variables between the client and his counselor were employed as predictor variables in an analysis of regression design where several estimates of counselor-client affect were offered as criterion variables. The counselor and client samples (18 and 121, respectively) were drawn from 8 university counseling centers and the measures were obtained for initial interviews only. The combined levels of guardedness of counselor and client were positively related to the combined expressions of positive affect.

The psychologist-administrator serves as a highly visible role model for graduate students in psychology with respect to adherence to the standards of ethical conduct taught in the classroom. Furthermore, the psychologist-administrator is positioned to help shape the ethical quality of the larger academic community, to develop a community of colleagues that asserts critical ethical expectations, and to model ethical conduct for fellow administrators. The implications of these roles for the training of graduate students in psychology are identified. HARRY J. CANON received his PhD from the University of Nebraska-Lincoln in 1963. He served as the counseling center director at Virginia Tech and the University of Nebraska-Lincoln before becoming vice president of student affairs at Northern Illinois University. He retired as professor of counseling and senior member of the graduate faculty at the latter institution in 1991 and is now a senior associate with Aspen Professional Development Associates.

The preceding chapters make it clear that the pursuit of ethical truths and the sustaining of ethical behaviors are intellectually demanding tasks. These efforts are also emotionally demanding; they require high levels of personal courage and a substantial measure of persistence. Thinking about ethics can be intimidating. This concluding chapter enumerates and challenges some of the prevalent myths that inhibit clear thinking about professional ethics, and it closes with an exploration of the relationship between the process of caring and our thinking about ethics. If student services professionals can discard common notions about ethics and substitute an ethics of care as the motivating core, then ethical thinking will be a natural, expected activity and thus have a profound impact on daily professional practice. Ethical MythsMyths often serve as convenient explanations for behavior. They provide a rationale for taking action or, perhaps more often in the case of ethical myths, for avoiding action. Some of the more common myths about ethics follow with brief commentary and challenge. H . J . Canon, R. D. Brown (Eds.). Applrrd Efhirr in Y u d r d Scruicrr. New Directions for Student Services, no 30 San Francisco Jossey-Bass, June 1985.

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