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This article discusses problems in developing counseling and guidance programs. The systems approach is presented as an approach founded on scientifically based principles which counselors might consider in planning effective and efficient programs. The systems concept, analysis and synthesis, systems design, behavioral objectives, feedback, and flowcharting are briefly explained, followed by the application of the systems technique for a generalized model for the establishment, operation, and maintenance of a counseling and guidance program.

The fact that only 12 of 1100 inmates were identified by staff as having sexually assaulted other inmates over a 12-mo. period suggests that sexual assault may not be a frequent problem in federal prisons. However, implications regarding the racial compositions of the assaulters and victims noted in the present study may represent a problem more in need of study than is that of sexual assault per se.

This study evaluated the effects of three different feedback procedures on counselor trainees' interviewing behaviors that were judged by their supervisors as being inappropriate in a counseling session. In addition to informing each trainee in writing o f t h e specific target behavior(s) he or she was to attempt to improve, the feedback conditions consisted of either (a) self-observation of edited videotapes of appropriate-only behavior (entitled self-as-a-model), (b) self-observation of unedited videotapes of appropriate and inappropriate behaviors, or (c) practice without video feedback. T h e results indicate that all three feedback strategies promoted the reduction of inappropriate interviewing behaviors. Only the self-as-a-model technique (self-observation of appropriate-only responses), however, c onipletely extinguished the occurrence of inappropriate interviewing behaviors. Of the seven inappropriate behaviors monitored for the group using self-as-a-model, five were completely extinguished after only three practice sessions. R q E . Hoqord w a professor (4 Counseling Psychology and Mark E. Johnson is a doctoral student inthe Counseling Psychology Program at