No abstract

This paper describes the nature of the transition stage and explains a possible solution in terms of a theory of congruence. Theories of group counseling do not provide for the resolution of the conflict associated with the transition stage. This critical point in the therapeutic process is defined as an incongruous situation. The incongruity involves a positive attitude toward the counselor and a negative attitude toward what the counselor expects of the client in the therapeutic relationship of group counseling. To establish congruity, the counselor communicates that personal problems should not be discussed in social groups but that the discussion of personal problems is not only acceptable but also therapeutically necessary in the normatively different context of the counseling situation.

Students taking a course in Group Guidance participated in group counseling as an adjunct experience to the course. The counseling sessions were tape recorded and later analyzed according to an affect‐topic classification. This paper presents a theoretical discussion of the development of one of the counseling groups, and the results of the analysis of the recorded group sessions.

Are scores on the Pupil Control Ideology (PCI) Form related to the teacher behavior of referring pupils to the administration for disciplinary reasons? To answer this question, PCI scores were included in a multiple regression equation after six other intercorrelated teacher measures were entered as independent variables. The PCI's unique contribution to the criterion and the implications for teacher selection and in-service training are discussed. Walter J. Foley is a Professor in the College of Education, University of Iowa, Iowa City, Iowa, and Robert Brooks is an administrator in the public schools of Iowa.

The common core concept was presented as the vehicle for developing a more adaptive educational program for the counseling profession. The communication model developed was based on the assumption of common elements of role behavior for counselors across agency settings. The model also depends upon the explication of communication and information needs necessary for adequate functioning of the counselor across as well as within settings as the basis for curriculum content. An organizational structure for implementing the communication model was explicated in a training program setting to facilitate the implementation of the model.