An approach to training in counseling and psychotherapy integrating the didactic-intellectual approach which emphasizes the shaping of therapist behavior with the experiential approach which focuses upon therapist development and growth was successfully implemented with both a group of graduate students in clinical psychology and a group of lay hospital personnel, including 3 attendants, a volunteer worker, and an industrial therapist. The program relied heavily upon scales which in previous and extensive research had been predictive of positive patient outcome in estimating levels of therapist empathy, positive regard, and congruence and patient depth of self-exploration. It was found that the trainees could be brought to function at levels of effective therapy quite commensurate to those of more experienced therapists in less than 100 hours of training.

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PROBLEMThe retarding effects of counselor race upon the responses of Negroes have been hypothesized in the areas of counseling and psychotherapy(6, '), test-examination(aB 6, and education(*). This study attempted to determine the effects upon eight Negroes in initial clinical interviews of an inexperienced Negro counselor and three white counselors of varying degrees of experience and types of training. METHODFour counselors were involved : Counselor A, an inexperienced 20-year old Negro senior undergraduate student who had taken only an undergraduate course in "Counseling Theory and Practice" oriented toward counseling as a communication process between two parties to a relationship(2); Counselor B, a relatively inexperienced 25-year old white second-year graduate student who had previously seen several clients in a counseling psychology program oriented in the same manner; Counselor C, a relatively experienced, 25-year old white third-year graduate student in a separate guidance counselor education program of a differing orientation who had had a year of experience in guidance activities but who also had taken the same undergraduate course as the Negro counselor; and Counselor D, a 32-year old white Ph.D. with eight years' experience from a nationally prominent program with a traditional trait-and-factor counseling system not oriented toward counselorclient differences. The three white counselors were selected by two experienced clinicians to match the personal attractiveness, intelligence, politeness, quietness, and apparent sincerity of the Negro counselor. The Negro counselees included four male and four female undergraduate students at the University of Massachusetts.I n a counterbalanced design, during consecutive weeks, each counselee saw each counselor for an initial clinical interview. Each counselee was given the following instructions: "All of us, in the present or during the past year or so, have had a number of experiences or problems which have been difficult for us. If you feel that the person you will be seeing is helpful, please feel free to discuss these experiences." Most of the problems discussed involved the difficulties in making an adjustment in the educational setting. The counselors were instructed to be aa helpful aa they could with the counselees. The interviews were recorded, and following each interview the counselees filled out inventories on each counselor and following all interviews answered questions concerning all of the counselors.Random excerpts were taken from the tapes and rated by trained raters on five 5-point scales (4) assessing the following dimensions of interpersonal functioning which have been related to constructive client changes in counseling and psychotherapy: Counselor empathy (E) ; counselor respect ( R ) ; counselor genuineness (G) ; counselor concreteness or specificity of expression (C) ; client depth of self-exploration (Ex) (4). E ranges from level 1, where the counselor is unaware or ignorant of even the most conspicuous surface feelings of the counsele...

An attempt to describe a view of supervision which integrates the didactic and experiential forms of supervision. Training in counseling and psychotherapy is viewed as a therapeutic process: a learning process which takes place in a particular land of relationship leading to self-exploration. The view is implemented in a therapist training program which is currently in progress and which relies heavily upon the use of tape recorded psychotherapy and measurement scales growing out of research designed to quantify essential aspects of the therapeutic relationship in the context of a meaningful relationship.Supervision or training programs in the fields of counseling and psychotherapy have been formulated traditionally in terms of a didactic-intellectual approach which emphasizes the shaping of therapist behavior or the experiential-accepting approach which focuses upon therapist growth and development. The present paper is an attempt to describe a view of supervision or training which would integrate the ex-