In 1975, Gabe Kotter introduced himself as the teacher of the Sweathogs on the television show Welcome Back, Kotter. Through the use of several timeless teaching strategies, Mr. Kotter facilitated the success of students identified by others as unruly and in need of remediation. Forty years later, these teaching strategies continue to be culturally relevant and applicable. During this presentation, the presenters will provide an overview of five timeless teaching strategies demonstrated by Mr. Kotter, show brief video clips, and discuss related literature.

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This qualitative study sought to fill the gap in existing literature on camp counselor training through the following research questions: (1) How have different summer youth camps developed counselor training specific to youth in foster care, (2) what topics and best practices are used by the summer youth camps during their training for their summer camp counselors, and (3) how have those individuals working within the camping ministry field perceived the effectiveness of the training for summer camp counselors. Semi-structured interviews were conducted with ten different camp professionals to answer these questions. The data showed a heavy emphasis on topics such as understanding the background of the campers, especially in the area of trauma and abuse. Camp counselors were more receptive to the training when it was taught in an experiential style, rather than a lecture style. Overall, camp professionals viewed the training they provided for their counselors as effective.

"Guidance renders five distinct services. 1. Services to students in groups. 2. Services to students as individuals. 3. Services to the instructional staff. 4. Services to the administration. 5. Research services. A program of services so all-inclusive is indispensible in a school program that is going to function to capacity. From the same reference we gather five basic assumptions of guidance: 1. Guidance work is not confined to guidance experts. 2. An effective guidance program is possible in a small school. 3. Guidance services cannot be superimposed upon a school but must become through a process of gradual growth an integral part of the school's program. 4. When establishing a guidance program, the range of services should be limited to functions which can be performed adequately by the available personnel. 5. The development of the program is dependent upon the speed with which the staff acquires skill in handling additional guidance tools. These five types of services and five basic assumptions afford a good resume of all the research and practical assumptions developed in this study"--Conclusion. / "August, 1952." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaves 35-36).

Case conceptualizations from 120 counselors-in-training and post-master's-level counselors were examined for inclusion of positive and negative client characteristics. Conceptualizations of clients with whom counselors felt effective were more positive than negative, whereas conceptualizations of clients with whom counselors felt less effective were more negative than positive. Differences across counseling specialization, duration of counseling experience, and counselor cognitive complexity were explored.

Case conceptualizations from 120 counselors-in-training and post-master's-level counselors were examined for inclusion of positive and negative client characteristics. Conceptualizations of clients with whom counselors felt effective were more positive than negative, whereas conceptualizations of clients with whom counselors felt less effective were more negative than positive. Differences across counseling specialization, duration of counseling experience, and counselor cognitive complexity were explored.

The profession of counseling psychology has, for a long time, realized the need for reevaluating and improving traditional methods of training counselors. The major professional demands have been (1) a science-based approach to the training counselors; and (2) a more experientially oriented approach to the training of counselors. This study represented a developmental effort geared towards the integration of the above two demands. Seven experientially oriented modular instructional units were developed for use in a counselor education program. Units were developed on (1) what counseling and psychotherapy are; (2) history of counseling and psychotherapy; (3) counselor attitudes; (4) interviewing skills (A); (5) interviewing skills (B); (6) critical incidents in counseling and psychotherapy; and (7) counselor values, and ethical and legal responsibilities in counseling and psychotherapy. The Instructional units adopted a format containing (1) specific learning objectives; (2) descriptions of learning activities; and (3) evidence of learning or criteria statements for each learning objective. The seven units were put into training manual form. An instructor's manual was also developed to enable any counselor educator to teach the course by familiarizing himself with the manuals. The modular instructional systems were field tested on a pilot group of nine graduate students in counseling psychology. The pilot group met for six hours of class time each week for ten consecutive weeks. As a result of the field testing, parts of the system were either modified, eliminated, or added. The study concluded that the systems approach to counselor education is a viable alternative to more traditional methods of counselor education. It is a science-based approach characterized by a high level of accountability, and it offers and efficient and effective method for counselor education.

The purpose of this thesis is to explore, based upon a literature survey of articles and books published primarily, though not limited to, the past fifteen years, the development of the self-concept in children during the first five years of life. This will include defining self-concept, the establishment of its significance throughout the life span, the role significant others play in the development, an examination of sex-role identity in relationship to self-concept formation, and a critique of available tests and measurements, followed by a conclusion which focuses upon implications for treatment providers.

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