This article reports the results of a survey of the departments of education in 50 states and the Virgin Islands. The purpose of the survey was to ascertain current teaching requirements for counselor certification and what changes states plan to make in those requirements in the future. About two‐thirds of the states presently require a teaching background; an additional fourth requires either teaching or some alternative; and one in seven requires no teaching background. Some 18 states are considering possible alternatives to their teaching requirement.

Unfortunately, a relatively large majority of teachers, school administrators, and other school personnel view the counselor and his function in a vastly different perspective than do his mentors, the counselor educators. In an attempt to bring the academic world together with the world of reality (the school community), a workshop format was developed to provide counselor educators and top‐level school administrators an opportunity to meet and to discuss issues of mutual concern. Although some of the issues generated would seem fairly commonplace in another context, here they served to bring about considerable rapport and good feeling between the counselor educator and the administrator. Indications are that further workshops be held to bring school people and counselor trainers together, to serve both the purpose of acquainting the school person with the counselor's perceived function, and to introduce the counselor trainer to the real problems of the school environment. Not of small significance are some of the misconceptions that administrators have concerning the activity of the school counselor, due in part to the lack of communication between administrator and training institution and vice versa.

This article presents a rationale for examining the effects of the T group on introverts and extroverts. Two T group styles were examined-a sensory awareness group and a verbal cognitive group. Results indicate that the sensory awareness group is more profitable to both personality types and that there is a direct relationship between personality type and profit in a T group. Although introverts profited less than the extroverts, there was reason to believe that an extended group experience might have been more profitable for the introverts. Profit was measured by quantifying emotional reactions to the ongoing group process at timed sampling intervals via Homans' social exchange model. Poker chips were used as symbolic representations of positive and negative effect.The purpose of this study was to observe the nature of the interactions of introverts and extroverts in two training group styles. In fact, several areas of investigation were created as the result of this study, and many more questions were raised than were answered. Much of the recent literature concerning the personality prescription "introvert-extrovert"

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