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The immense impact of the Systematic Human Relations Training (SHRT) model on the contemporary helping scene is underscored and verified. The rudiments of the model and its historical antecedents are described and various technical and philosophical issues are identified.The model's uncertain theoretical status, questionable and conflicting developmental elements, the merits and hazards of graded structure, the meaning and permanency of client change, the relationship of process and outcomes, the dangers of universalizing and venerating the model's attributes, and the paradox of training for transcendence are all discussed.Truax and Carkhuff's affiliation with Rogers at the Wisconsin Psychiatric Institute less than a decade ago led them to the seemingly insoluble and awesome task of operationalizing the helping process. Ironically, in the process of systematizing and elaborating Rogers' work, Truax and Carkhuff (1967) produced a reconstructed model which was both conceptually unique and philosophically antithetical to Rogerian precepts. Truax persisted in his quest for identifying the necessary ingredients of an effective therapeutic relationship by focusing on an essentially patient population. Carkhuff's research and writing efforts have been increasingly directed toward assisting professional and lay counselors working in the school and community setting and toward solving the pressing social problems of our time through the application of his model in settings characterized by chronic failure, e.g., adult and juvenile correctional institutions and the black ghetto (schools and the hardcore unemployed). Not surprisingly, the number of counselors attracted to Truax and Carkhuff's work has grown considerably.Despite its beguiling simplicity and convincing validity, certain aspects of Truax and Carkhuff's model temper its credibility and value. In addition, Truax, Carkhuff, and their collaborators differ on a number of salient particulars in the way they construe the model. Finally, there are a number of provocative philosophical issues raised by the authors' concept of "training" and their postulation of definitive universal helping attributes. This article will describe the rudiments of the model, examine assumptions, raise questions, and assess the model's adaptability for current practice.

Despite the recent condemnations of vocational guidance, the importance of Parson's contributions for current theory and practice remains unaltered. A number of commonly held assumptions regarding the use of tests as self‐appraisal devices, classification of the work environment, primary versus vicarious experiences, sequential study of self and work, dissemination of occupational information, and modern theories of vocational development, are considered and discussed.

The "common sense approach" to organizing and administering guidance services needs to be buttressed by sound theoretical principles and the results of meaningful research. In view of the absence of such support, the contributions of the science of organizations are examined for relevant concepts and conclusions. Commonly held assumptions regarding the value of democratic supervision and participative problem-solving need ,to be qualified. In addition, effective social interactions are viewed as a function of a complex of behaviors and events involving the initiator, the recipient and their situational circumstances. The concepts of communication, organization fiction, power, and decision-making were seen as providing the administrator with additional cues for appraising and revitalizing his program and service.OST OF THE AUTHORITATIVE texts deal-