Stone and Archer, in a prominent article, identified a variety of challenges that college and university counseling centers would face in the 1990s. They offered 43 recommendations, grouped by six counseling center functions, that centers could adopt to meet the challenges. Sixty-seven counseling center directors completed a survey designed to assess the extent to which Stone and Archer’s recommendations had been heeded in the 5-year period from 1990-1991 to 1995-1996. Significant positive increases ( p < .001) in adherence were obtained for 23 recommendations (53.5%) with some change found in each one of the six counseling center functions. The survey results suggest that counseling centers actively responded to the many challenges they encountered in the first half of the decade.

The rating scale used to assess the motivators of maladaptive behaviors in persons with mental retardation was the Motivation Assessment Scale. In the current study, we validated the factor structure of the scale on a sample of 118 subjects with predominately severe or profound mental retardation. They exhibited deviant behaviors such as self-injurious and tantrum behavior, aggression, and passivity. The results of the factor analysis with varimax rotation validated the assumptions of the developers of the scale that the motivators could be grouped into sensory, escape, attention, and tangible reinforcers. These four subscales are easily interpretable and should continue to provide valuable information.

This study examined the effect of inquiry technique at intake on reports of pretreatment change.There was no statistically significant difference in the percentage of clients who reported pretreatment change regardless of which format was used. The study also examined 5 client and situational variables and obtained no significant differences.hange is the essence of counseling. Regardless of the specific probem or complaint, clients enter counseling to alter themselves and their C circumstances. Investigation of various dimensions of the change process has much to offer the counseling profession. The study of change typically has been restricted to the change that occurs for clients during and after treatment. However, researchers and clinicians have become increasingly interested in another dimension of change known as "pretreatment change" (Allgood, Parham, Salts, & Smith, 1995; Beyebach, Morejon, Palenzuela, & Rodriguez-Arias, 1996; de Shazer, 1991; Lawson, 1994; Weiner-Davis, de Shazer, & Gingerich, 1987). Pretreatment change refers to improvements in the client's presenting problem that occur between the time the client makes an appointment for counseling and the first counseling session (Weiner-Davis et al., 1987). Regardless of how small, pretreatment change can be viewed as a "solution in the making" and a foundation upon which larger changes can be built (Murphy, 1997).The major impetus for examining and using pretreatment change has come from practitioners of solution-focused brief therapy (Berg & Miller, 1992; de Shazer, 1985 de Shazer, ,1991O'Hanlon & Weiner-Davis, 1989;Walter & Peller, 1992). Solution-focused counselors emphasize the benefits of applying client strengths and resources throughout the counseling process. The use of small successes and other resources that clients bring to counseling is supported by a growing body of psychotherapy outcome research (Garfield, 1994;Lambert, 1992;Lambert & Bergin, 1994;Tallman & Bohart, 1999