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Educational administrators at the school level can use a variety of techniques to encourage desired behavior from students. Recently, various media have carried stories about school principals engaging in some unusual behavior, such as kissing a pig at a schoolwide assembly and reading books on the school roof. For the most part, these administrators have been employing interdependent group contingencies to reinforce desired behaviors. In this article, interdependent group contingencies are described and analyzed. Applied examples are provided to make school administrators aware of strengths and limitations associated with these procedures. Recommendations are provided for implementing interdependent group contingencies in educational settings that should allow school leaders to alter the behavior of students without inadvertently occasioning inappropriate student behaviors.

In this study, client level of spirituality was examined as a potential moderater for the effectiveness of including spiritual process in the counseling process. Using an analogue design, participants were crossed on self‐reported level of spirituality and randomly assigned to 1 of 2 analogue conditions. Results suggested that a spiritual intervention was perceived similarly to a cognitive‐behavioral intervention for all respondents. Those respondents who self‐reported higher levels of spirituality rated the counselor on the analogue as more expert and more trustworthy, regardless of which of the 2 analogue conditions they evaluated. Implications for counselors are provided.

Preferences for counselor self-disclosure based on the ethnicity of both the respondent and the counselor were examined for African American and Caucasian students. Results suggested that respondent ethnicity affected preferences for certain types of information about the counselor (personal feelings, sexual issues, professional issues, and success/failure) and that there were interaction (respondent by counselor ethnicity) effects on preference for disclosure in other areas (interpersonal relationships and success/failure). Implications for research and practice are discussed.