counseling classroom and from discipline theory. The description provided by Brack, Jones, Smith, White, and Brack (1993) is useful in this regard. Indeed, a clear notion of the psychology of counseling as a conceptual framework for any helping profession is all to the good. Further, so-called conceptual models can be a useful point of reference (Fuqua & Kurpius, 1993). However, the needs of the school counselor on the line seem far more practical. Thus, to the degree the counselor's focus is perforce on the student, it seems most useful to approach counseling services primarily from an operational perspective. For whatever the theory is, the school counselor will always have to answer the question «MDBO»What do I do«MDBO»? And this is so whether the person asking the question is the counselor or the student.
One aspect of this will be to approach the answers to these questions from the point of view of the student. For that reason, the client-centered model of counseling and psychotherapy is a useful point of departure, as Rogers describes it:
[Client-centered therapy involves] the increase in insightful statements, in maturity of reported behavior, in positive attitudes, as therapy progresses; the changes in perception of, and acceptance of, the self; the incorporation of previously denied experience into the self-structure; the shift in the locus of evaluation from outside to inside the self; the changes in the therapeutic relationship; and characteristic changes in personality structure, in behavior, and in physiological condition. . . . as revealed in clinical experience (Rogers, 1961, p. 75).
«IP0,0»It has to be noted that not all school counseling is properly directed at neurotic behavior. However, information provision as well as crisis intervention are not inconsistent with making the client and not the counselor the important enterprise of the counseling process.
«IP5,0»Thus it appears that there ...