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The employee counsellor has one of the most difficult counselling jobs, and has a thin line to tread between the organization and the individual. The “organizational” counsellor is, in addition, trainer, consultant, organizational agent of change, counselling manager, informant, advocate, advice‐giver and diplomat. Maintaining all these roles with clear demarcation lines, acceptable boundaries, and supportive relationships, calls for maturity and training.

Discusses the need for counselling in the workplace, the recognition of that need, and the requirements for counselling schemes. Considers the definition of counselling, counselling in the work setting, trade unions, and the choice of counselling scheme. Concludes that the success of a counselling scheme depends on the commitment of senior management to the values of counselling, the design of the scheme, and on the counsellors working effectively in the organisational setting.

Draws distinction between the use of counselling skills, being a professional counsellor, and using professional counselling as one role among others, as a way of isolating the counselling content of outplacement consultancy. A matrix connecting five teaching strategies with five client needs is offered to clarify the role of counselling in outplacement work and as a possible training model for outplacement counsellors. Counselling is viewed as an essential component of good practice within outplacement agencies and can be utilized to help clients to work through their personal reactions to a number of areas connected to job‐loss.

The purpose of this study was to construct a mind counseling ontology to efficiently facilitate the diagnosis of the diseases of mind. To determine the structure of mind counseling ontology, this study conducted analysis on structural forms available in counseling books and other related fields and adopted essential ones in the explanation of counseling. The processing of the diseases of mind was divided into three stages: cause, symptoms and counseling. The stages were analyzed one by one in terms of process, functional elements and relevant technique necessary at each stage.

In the mind counseling list, there are 12 different diagnoses of diseases of mind that are classified into four classes. Thus, the causes, symptoms, prescription and medical history for 12 diseases of mind are defined as a higher rank concept of mind counseling ontology. The causes, symptoms, prescription and medical history consist of definition, affective characteristics and related factors, while the potential diagnosis consists of definition and risk factor. This information does specify detailed notions in the diagnosis of diseases of mind, but considering the limitation of not being able to represent all the diseases, this study enables a counseling center to give and use individual definitions of diagnostic terminology of their own.

This study adopted the top-down approach, in which mind counseling ontology defines a higher rank concept, the terminology in diagnosing diseases of mind, based on the list of terms from the counseling record that specifies the abstract concepts of the diagnosis. The bottom-up approach was also incorporated, which defines the diagnostic terms extracted from the counseling record as a subordinate concept of the mind counseling ontology. Thus, the development of the mind counseling ontology involves the combination of top-down and bottom-up approaches to the construction of ontology.

This research has significance in that it deals with the fundamental problem of the mind aiming for a true change and healing of it, which is the ultimate purpose of this ontology, especially in the circumstances where research on ontology in diagnosing the diseases of mind is unprecedented.

Discusses four ways of conceptualising counselling: as a set of skills, as a relationship, as a means of attaining outcomes, and as a set of definable tasks. Considers the issues arising from the BAC definition of counselling, Patterson′s (1974) approach, and the debate about counselling versus psychotherapy. Surmises that the four conceptualisations of counselling are not mutually exclusive, but it is important to examine the exact nature of counselling in order to do the job well.

Addresses the deficit of the generic and social psychological components in the way Business Counselling has hitherto been considered. Utilising models developed by Egan and Reddy a model of counselling applicable to Business Counselling is developed. Practical suggestions are made for the implementation of the model.

Examines how counselling can be useful in terms of the contribution it can make to organisational and individual development. Considers the reasons why counselling should be more central to organisational activity – stress, change, and career shifts – as well as generic qualities of counselling, and ways of making counselling more accessible. Surmises that counselling reduces absenteeism and improves morale and motivation, to the financial benefit of the company.

Observes that line managers are the group most concerned with success at their jobs. Looks at how being an effective line manager is of the utmost importance. Argues that managers cannot be counsellors but they need to build up counselling skills even though remaining a manager. Shows that line managers will not find counselling in the workplace comes easy for them.

In this chapter, we explore group counseling interventions for Black males and explain the Achieving Success Everyday (ASE) group model for racial and mathematical development. We use critical race theory (CRT) as a framework to analyze school counseling (SC) and mathematics literature that focuses on Black male students to inform the reconceptualization of the ASE group model for school counselors. We examine the programs and interventions that have been published with Black male participants in school settings within the SC literature. We also examine programs and interventions that have been specially designed to improve Black males' mathematics skills. We specifically focus on gathering findings that provide successful outcomes for Black males in public schools. We examine literature that reflects the role school counselors (SCs) take when supporting Black male students' academic, social, emotional, college, and career identity development. We believe uncovering ideas to capture Black males' experiences in school settings could shed light on how to foster Black excellence. Gaining an understanding of programs and interventions for Black male students through a CRT lens could inform future research, policy, and practice in SC while combating ongoing racism that continues to persist.

This paper examines a premarital genetics program focusing on congenital deafness, conducted in Israel with a Bedouin minority group characterized by consanguinity, a religious ban on abortion, and high prevalence of genetic diseases. Building on interviews with counselors and counselees as well as observations of the interactions between them, the analysis describes the professional, communal, public and private arenas of negotiation that surround the process of genetic counseling.