Counseling Today: Foundations of

Professional Identity, 2nd Edition Darcy

Haag Granello & Mark E. Young
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Ethical, Legal, and Professional Issues in Counseling

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Table of Contents
1. Welcome

A. Welcome

B. Copyright

C. Dedication

D. About the Authors

E. To Our Students

F. Preface

G. Contents

2. 1: Who Are Counselors?

A. Introduction: Who Are Counselors?

B. Professional Counseling and Professional Identity

C. What Is Counseling?

D. The Helping Professions Today

1. Psychiatry

2. Psychology

E. Counseling Yesterday: The History of the Counseling

Profession

1. The values of equality, social justice, and client

advocacy, and the importance of career

2. The potential for personal growth

3. The belief in science

4. The influence of health, human development, and

biology: Is biology destiny?

F. Brief History of the American Counseling Association

G. Summary
H. End-of-Chapter Activities

3. 2: What Do Counselors Do?

A. Introduction: What Do Counselors Do?
B. Counseling: A Multi-Faceted Profession

1. Counselor as K–12 Guidance Curriculum Expert

2. Counselor as Diagnostician

3. Counselor as Consultant
 4. Counselor as Documenter or Record Keeper
5. Counselor as Learner

6. Counselor as Crisis Interventionist

7. Counselor as Prevention Specialist

8. Counselor as Advocate or Agent of Social Change

9. Counselor as Member of Professional

Associations
C. Summary
D. End-of-Chapter Activities

4. 3: How Are Counselors Trained and Regulated?

A. Introduction: How Are Counselors Trained and

Regulated?
B. How Many Counselors Are There?

C. The Education of Counselors

1. Professional orientation and ethical practice

2. Career development
3. Assessment

4. Research and program evaluation

D. Counseling Licensure and Certification
1. School Counselor Licensure

E. Counseling Associations and Organizations

1. The Divisions of ACA

2. Other counseling organizations

3. Chi Sigma Iota

F. Summary
G. End-of-Chapter Activities

5. 4: How Do Counselors Integrate Personal and Professional

Identity?

A. Introduction: How Do Counselors Integrate Personal and

Professional Identity?
B. Who are Counseling Students?

C. Why Do People Become Counselors?

 D. What Types of People Become Counselors?
E. What are the Characteristics of Effective Counselors?

1. Counseling Controversy ARE COUNSELORS

BORN OR MADE?

2. Counselors have the capacity for self-denial

F. How Do People Determine Their Personal and

Professional Fit with the Counseling Profession?
G. What is the Personal Journey Toward Becoming a
Counselor?

1. Models of Counselor Development

H. How Do You Make Sure You Continue to Develop?
1. SNAPSHOT
I. Summary
J. End-of-Chapter Activities

6. 5: How Do Counseling Students Get the Most from Their

Graduate Programs?
A. Introduction: How Do Counseling Students Get the Most
from Their Graduate Programs?

B. Preparing for Success in your Graduate Program

C. Getting Ready to Start
1. Prepare Your Physical Space
2. Prepare Your Mind
D. The Successful Graduate Student

1. Successful Relationships with Faculty

2. Successful Interactions with Counselors and the
Professional Community
3. Success in the Classroom

E. Next Steps: Life After Graduate School

F. Summary
G. End-of-Chapter Activities
7. 6: How Do Counselors Use Theories?

A. Introduction: How Do Counselors Use Theories?

 B. Theories of Change: Counseling Theories
1. Other Approaches

2. Dimensions of Personality Applied to Counseling

Theories
3. Focusing Your Search for a Theory
C. Behavioral, Cognitive, Eclectic/Integrative, and
Rogerian/Person-Centered Theories

1. Cognitive Therapy
2. Eclectic/Integrative Counseling
3. Rogerian/Person-Centered Theory
D. How do Counselors Choose a Counseling Theory?

E. Summary
F. End-of-Chapter Activities
8. 7: How Do Counselors Use Research?
A. Introduction: How Do Counselors Use Theories?
B. Why Counselors Use Research

1. The Proactive Approach—Responding to Internal

Pressures
2. Research as Form of Social Justice
C. How Counselors Use Research

D. Understanding the Major Classifications of Scholarly

Research
1. Quantitative Research
2. Qualitative Research

3. Program Evaluation
E. Engaging in Your Own Research as a Counselor
F. Summary
G. End-of-Chapter Activities
9. 8: What Happens in a Counseling Session?

A. Introduction: What Happens in a Counseling Session?

B. What Counseling Is Like for the Client
 1. Hopes and Dreams: The Client’s Belief in the
Process of Counseling
C. What Counseling Is Like for the Counselor
1. Responsibility

D. A Roadmap of the Counseling Process: The Shared

Journey of Counselor and Client
1. Stage IV Intervention and Action
E. The Skills of Counseling
1. Skills to Work on Now

2. Things to Eliminate Now

F. Summary
G. End-of-Chapter Activities
10. 9: Where Do Counselors Work?

A. Introduction: Where Do Counselors Work?

B. Who is in the Room?
C. Counseling Modalities
1. Family Counseling, Including Multiple Family
Groups

D. Counseling Specializations
1. Counseling Specializations Based on Setting
E. Counseling Settings: The Environment Where
Counseling Takes Place

1. A Traditional Counseling Office

F. Summary
G. End-of-Chapter Activities
11. 10: How Do Counselors Promote Social Justice and Engage in

Culturally Competent Counseling?

A. Introduction: How Do Counselors Promote Social Justice
and Engage in Culturally Competent Counseling?
B. You: A Culture of One
C. Counseling and Social Justice

D. The U.S. Population: A Testament to Diversity

 1. Gender
2. Religion/Spirituality

3. Language
E. Multicultural and Social Justice Counseling
1. Strategies to Enhance Your Own Multicultural
and Social Justice Competence

F. Summary
G. End-of-Chapter Activities
12. 11: How Do Counselors Collect and Use Assessment
Information?
A. Introduction: How Do Counselors Collect and Use

Assessment Information?
B. What Kinds of Assessments Do Counselors Use?

C. Why Should Counselors Spend So Much Time on

Assessment?
D. What Should Counselors Assess?

1. Assessment in Mental Health Counseling

E. Steps in the Assessment Process

1. Interpreting Assessment Data

2. Personality Assessment Theories

3. The “Big Five” Theory of Personality and NEO

Personality Inventory

4. John Holland’s Self-Directed Search (SDS):

Personality in Career Choice

F. Ethics in Assessment
1. Ethical issue #4: Using photocopies of tests

G. Summary

H. End-of-Chapter Activities
13. 12: How Do Counselors Make Legal and Ethical Decisions?

A. Introduction: How Do Counselors Make Legal and

Ethical Decisions?
B. The Purpose of Ethics in the Practice of Counseling
 C. The Role of Personal Ethics and Values

D. Major Ethical Issues in Counseling

1. Rules Related to Professional Relationships

E. Ethics and the Law

F. Major Legal Issues in Counseling

1. Legal Principle: Privileged Communication and

Confidentiality

2. Legal Principle: Documentation and Records

3. Other Legal Requirements for Counselors

G. When Counselors Violate Ethical and Legal Requirements

H. Ethical Decision-Making in Practice

I. Summary

J. End-of-Chapter Activities
14. 13: How Do Counselors Support Wellness in Themselves and

Their Clients?

A. Introduction: How Do Counselors Support Wellness in

Themselves and Their Clients?

B. A Brief Historical Sketch of Wellness in Counseling

C. Definitions and Dimensions of Wellness

1. Dimensions of Wellness

D. Wellness in Counseling
1. Strengths-based assessment and counseling

E. The Stress of Counseling and Potential for Burnout

F. Maintaining Your Wellness as a Counseling Student

1. Intellectual Wellness

G. Summary
H. End-of-Chapter Activities

15. 14: Counseling Tomorrow

A. Introduction: Counseling Tomorrow

B. Global and Societal Trends

1. Health, Healthcare, and Aging

 C. The Experimental Prototype Counselor of Tomorrow
(EPCOT)

1. Culturally Aware and Competent

2. Technologically Competent
3. Able to Read and Evaluate Research

D. In the Crystal Ball

1. A Focus on Health, Wellness, Prevention,

Complementary and Alternative Medicine, and

Using Discoveries in Neuroscience

E. Concluding Comments: Where’s My Jet Pack?

F. End-of-Chapter Activities
16. References

A. References

17. Video and Interactive Resources

A. Video and Interactive Resources

18. Print Version

A. Print Version
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Library of Congress Cataloging-in-Publication Data

Names: Granello, Darcy Haag, author. | Young, Mark E., author.

Title: Counseling today : foundations of professional identity / Darcy

Haag Granello, The Ohio State University, Mark E. Young, University of

Central Florida.

Description: Second edition. | Boston : Pearson, 2019. | Includes

bibliographical references and index.

Identifiers: LCCN 2017042453| ISBN 9780134816425 | ISBN 0134816420

Subjects: LCSH: Counseling—Vocational guidance—United States. |

Educational counseling—United States. | Counselors—Professional

relationships—United States.
Classification: LCC BF636.64 .G73 2019 | DDC 158.3023—dc23 LC record

available at https://lccn.loc.gov/2017042453

1 18
ISBN 10: 0-13-481642-0

ISBN 13: 978-0-13-481642-5

To my dad, Douglas M. Haag, who gave me

my roots, and to my husband, Paul, who gives

me my wings.

—DHG

To J. Melvin Witmer, Professor Emeritus, Ohio

University, with deep respect.

—MEY
About the Authors
Darcy Haag Granello, PhD

Darcy Haag Granello is Professor of Counselor Education at The Ohio

State University, a Licensed Professional Clinical Counselor in Ohio, and

Director of The Ohio State University Suicide Prevention Program. She

has published over 70 articles, co-authored three books, made more than

200 national and international presentations, and secured more than $2

million in grants and funding. Darcy’s research and interests are in the

areas of suicide prevention and assessment and in methods to promote

the cognitive development of counselors and counselors-in-training. She

has received state and national awards for her research in counselor
development, and she seeks to find ways to enhance the training and

education of counselors to promote the development of professional

identity and cognitive complexity. She is founder and listowner for

COUNSGRADS, the national listserv for graduate students in counselor

education.
Mark E. Young, PhD

Mark Young is Professor of Counselor Education at the University of

Central Florida in Orlando. For more than 20 years, he worked as a

counselor in community mental health, college counseling centers,

private practice, and corrections. He has been a state and national leader

in counseling. For the past 14 years, he has conducted research and

provided services for couples at the UCF Marriage and Family Research

Institute. His writing is focused on practical issues that counselors face,

including maintaining their personal wellness, understanding clients’

religious and spiritual perspectives, developing a theoretical orientation,

and understanding the client/counselor alliance. His most recent books

are Learning the Art of Helping (2017) and Counseling and Therapy for
Couples (2007).
To Our Students
Welcome to the profession of counseling! As counselors, we are always

excited to see people follow their passion in life. We know that our

profession offers unlimited opportunities for you to evolve into the

professional you want to be and to have a career filled with meaning and
purpose. It is our hope that you will find the profession of counseling a

lifelong career that challenges you to learn and grow.

We think it only fair to let you know that you are in for quite a

challenging journey. Becoming a counselor changes you and tests you.

Counseling is not just something that you do, it is someone you become.

Counseling requires you to work on yourself as you constantly gain new

knowledge and skills. In your graduate program, you will be asked to

read books, write papers, and take tests. But even if you master all of

these academic skills, you will not have everything you need to be an
outstanding counselor. Ultimately, you will need to integrate everything

you are learning with the person you already are as you endeavor to

become the counselor you wish to be.

As you begin your professional journey, we encourage you to strive to

become more intentional—to be clearer about what you want from your

graduate education, from your career, from your relationships with

others, and from yourself. To do this, you will need to adopt a self-

reflective approach. This means periodically stopping to think about what

the material you are learning means to you. A self-reflective approach can

help guide you to develop clarity about your goals. Rather than just

allowing life (or classes, or counseling skills) to happen to you, it is

important that you take control of your own experiences and learning.

During your journey give yourself permission to be in the moment, to

learn new things, to take risks, and to not know. We encourage you to

allow yourself time to explore ideas and options, and not to rush to a

decision or conclusion. It’s okay to relax, take a deep breath, and think

before you respond. Moreover, try not to hold yourself to unrealistic

expectations about what you “should” know or how fast you “should”

learn. Your journey will require patience.

Our intent in writing this book is to share our passion and enthusiasm for

counseling, to give you an understanding of how your graduate training

can help shape you into a counselor, and to take a strong stand that all
counselors need to be trained to the highest possible standards. The

world needs you to be the absolute best counselor, with the strongest

sense of professional identity and the highest level of professional

integrity that you can possibly have. You, and your future clients, deserve

no less.

Darcy Haag Granello

Mark E. Young
Preface
Helping students in counseling programs learn to develop a sense of

professional identity is one of the most important tasks that educators

face. As students learn about the profession of counseling, they must also

begin to see themselves as professionals. To do this, they must learn, and

then begin to internalize the knowledge, standards, ethics, and skills that

are at the foundation of the profession. We believe that this sense of

internalized, professional identity can be strengthened with an

intentional and self-reflective approach to learning that can begin from

the very first course a student takes in the counseling program. Thus, this
book is intended to help set a solid foundation for the student’s journey

toward becoming a professional counselor.

In this book, we use a developmental perspective that encourages

students to take a self-reflective stance toward becoming counselors.

Counseling students who are self-reflective continually stop and think

about what the material they are learning means to them; they consider

how their own personality, beliefs, values, thoughts, and experiences

influence the way they look at the world, and they reflect on their own

development as professionals. Throughout the book, we offer ideas and

suggestions for students to adopt a self-reflective approach to the topics

that we cover. This approach to self-discovery, however, should not stop

at the end of this text or even at the end of graduate school. Professional

counselors who are self-reflective spend their entire careers seeking to

better understand themselves and their work so that they can continually

improve the care that they provide to others. Self-reflection, then, is an

ongoing process of self-evaluation and self-awareness that enhances both

our personal and professional lives. Helping counseling students learn

the skills and habits of self-reflection is a core idea that is infused

throughout this text.

One of the primary goals of this text is to get students excited and

energized about the counseling profession and to help them begin to see

it as a vibrant, ever-changing field that is populated with people who are

trying to make a difference. Thus, the text does not merely repeat static

information about the profession that will most certainly be covered in

depth in other classes. Instead, the text helps students envision

themselves as part of the profession by providing the context for

application of their learning to their own lives. For example, the chapter

on theories of counseling (Chapter 6 ) is not simply a recitation of

existing counseling theories. Instead, this chapter discusses the major

underpinnings of counseling theories and then helps students understand

why counselors need theories, how counselors choose a theory, and what

steps they can take to begin to develop their own theoretical stance. In

short, the book provides content and then focuses on the application of

that information to the world of the counselor.

New to the Second Edition
We have made significant updates and additions to the content of this

new edition.

Clear learning objectives for each chapter list what students should

know and what they should be able to do at the conclusion of each

chapter.

2016 CACREP Professional Orientation and Ethical Practice

Standards are listed in the Advance Organizers and Reflective

Questions sections at the beginning of the chapters where chapter

content supports those standards. In addition, we have provided a

correlation table on page xii to provide a quick reference to which

standards are applicable to those chapters.

Direct and clear links to issues of social justice and advocacy are
provided in every chapter (for example, A Social Justice Approach to
Choosing a Theory in Chapter 6 ; Research as a Form of Social Justice in

Chapter 7 ; and A Social Justice Approach to Understanding Client

Expectations in Chapter 8 ).

The latest information about state licensure requirements, updates to

the ASCA National Model, and a discussion of licensure portability

are included.
This new edition provides even more first-person stories from diverse

counselors and counselors-in-training, including a first-person

Snapshot of a Marriage and Family Therapist (Chapter 2 ), a

counselor in a RAMP Certified School Counseling Program (Chapter

11 ), twins enrolled in a graduate program in counseling (Chapter
4 ), and a counselor operating from a Gestalt perspective (Chapter

6 ).
Chapter 4 , now entitled How Do Counselors Integrate Personal and

Professional Identity?, is completely revised to help students

understand the personal aspects of becoming a counselor and to
encourage them to take control of their own personal and
professional development.

Chapter 5  includes a section on success in online education for

counseling students learning in distance education programs,

including a list of tips and strategies compiled from counseling

students enrolled in online counseling programs.

Chapter 10 , now entitled How Do Counselors Promote Social Justice
and Engage in Culturally Competent Counseling?, is completely revised
to link to the most recent Multicultural and Social Justice Advocacy

Counseling Competencies.
Chapter 13 , How Do Counselors Support Wellness in Themselves and
Their Clients?, is completely revised to help counseling students
develop a foundation for wellness during their graduate training that
can extend into their work with clients.

Chapter 6  includes an updated Spotlight on Pastoral, Biblical, and

Christian Counseling to help students understand the role of
counseling from these perspectives.
Chapter 14  includes updated connections to the role of technology

in counseling and the use of technology for graduate students in

training, including an updated Snapshot by a counselor who uses
advances in technology in counseling training and practice.
New Counseling Controversies, including Coaching vs. Counseling,
Online Counseling, and High Stakes Testing, keep students engaged

with the latest trends and issues in the field.

More than 300 updated reference citations help ground the text in the
most up-to-date research on counselor professional identity
development, counselor training, and the practice of counseling.
Organization of This Book
Our organizational framework for the text first introduces students to the
profession of counseling by helping them understand how the profession
fits within the greater context of the helping professions (Chapter 1 ). It
then focuses on helping students build an understanding of the many

facets of the counseling profession. We are surprised to find that

foundations textbooks do not typically include information on what
counselors actually do. Therefore, we spend several chapters discussing
the many roles of the counselor and what a counseling session might look

like in practice (Chapters 2 , 8 , and 9 ). Also included are chapters to

help students place the different content areas in context, for instance,
chapters on how counselors use theories (Chapter 6 ), engage in
research (Chapter 7 ), work in a diverse society (Chapter 10 ), and
apply ethics (Chapter 12 ). We also have included a chapter specifically

designed to help counseling students get the most from their graduate
programs (Chapter 5 ). Finally, because the process of becoming a
counselor can be emotionally as well as physically draining, we include a
chapter on maintaining wellness and balance in life as students go

through the journey toward becoming professional counselors (Chapter

13 ). The following provides a brief overview of what you’ll find in each
chapter:

Chapter 1  provides a brief historical overview of the profession of

counseling through a discussion of the key ideas and values that have
emerged and moved the profession forward. Students are encouraged
to understand how counseling differs from other helping professions
as well as how their own values and beliefs might coincide with—or

differ from—those at the foundation of the counseling profession.

Chapter 2  highlights the many roles of the counselor. This chapter
highlights 20 different counseling roles, stories from practicing
counselors about how they engage in these roles, and opportunities
for students to reflect on how they might fit in these roles.
Chapter 3  moves to a discussion of professional identity through an
exploration of the education and professional qualifications of

counselors and an introduction of the professional counseling

associations.
Chapter 4  introduces students to the developmental journey of
professional counselors. The chapter helps students understand the
complexity of mixing personal and professional identities, and

provides a perspective on lifelong learning and growth.

Chapter 5  helps students get the most from their graduate
programs. The chapter provides strategies for learning and then
focuses on helping students have healthy interactions with faculty,

peers, and professionals as well as setting appropriate expectations

for relationships with family and friends.
Chapter 6  gives students a framework to understand how
counseling theories can inform practice and helps students grapple
with the decision that counselors make as to whether or not they

need to choose a theory at all. Students are exposed to several major

dimensions of counseling theories that can help them explore the
ever-changing role of theory in practice.
Chapter 7  introduces students to the connection between research

and practice. With the introduction of a practitioner-scientist model,

students see how keeping up with the current research, as well as
conducting their own outcome studies, can enhance their counseling
programs and the care they give to their clients.

Chapter 8  gives students a peek into the counseling session.

Students are exposed to the counseling process from different
perspectives, including a first-person account by a counseling client
about what she thought was beneficial about the counseling process.
Chapter 9  introduces students to the many different settings where

counseling takes place. Through stories of visits to various counseling

offices as well as first-person accounts by those who work in these
settings, students learn that counseling is truly a diverse and exciting

profession.
Chapter 10  challenges students to think about the diverse world in
which they will practice. Although multicultural and social justice
perspectives are infused into every chapter, this chapter encourages

students to stop and reflect on their own cultural identity, to learn

about the counseling profession’s efforts to encourage a multicultural
perspective, and to consider the important role of social justice and
advocacy.
Chapter 11  helps students understand the important role that

assessment has in counseling. Students learn that effective counseling

is based on a full understanding of the client’s problems and

strengths.

Chapter 12  encourages students to understand the important role of

ethics and the law in the counseling profession and introduces the

concept of aspirational ethics. Students are introduced to several

ethical decision-making models to help them make appropriate

ethical choices.

Chapter 13  reminds students that to help our clients, we must also

take care of ourselves. This chapter encourages students to develop

their own individualized wellness plans and provides resources and

ideas for staying mentally, emotionally, and physically healthy during

graduate school and beyond.

Chapter 14  is a glimpse into the future of counseling. Students

reading this text represent our profession’s future, and we provide

some insights and ideas about where the profession might be headed,

including a first-person account from a counselor (and his Web-based

avatar) about the role of technology in counseling.
Special Features
There are many special features throughout the text that help provide

differing perspectives and approaches to counseling. We believe it is

important to share these diverse ideas and expose students to the

complexity of the counseling world. Students need to understand these

complexities so that they are prepared to meet these challenges head on.
To help convey these complexities, we include the following in each

chapter:

Words of Wisdom provide advice and guidance from experienced

counselors, clients, and famous people whose words can inspire.

Spotlights highlight current trends and important viewpoints that

help readers develop a sense of professional identity.

Snapshots are first-person stories by real counselors who work in the

field and have influenced the profession as well as counseling

students who will help shape the future of the profession.

Fast Facts offer interesting snippets of data about counseling and

counselors.

Counseling Controversies feature two sides of an issue that is

currently being debated in the field, such as, “Should counselors

engage in diagnosis of mental and emotional disorders?”

Informed by Research provides brief overviews of important research

studies to help students recognize the relationship of research to

practice.
Also Available with MyLab Counseling
This title is also available with MyLab Counseling, an online homework,

tutorial, and assessment program designed to work with the text to

engage students and improve results. Within its structured environment,

students see key concepts demonstrated through video clips, practice

what they learn, test their understanding, and receive feedback to guide

their learning and ensure that they master key learning outcomes.

Learning Outcomes and Standards measure student results.

MyLab Counseling organizes all assignments around essential

learning outcomes and national standards for counselors.

Video- and Case-Based Exercises develop decision-making skills.

Video- and Case-Based Exercises introduce students to a broader

range of clients, and therefore a broader range of presenting

problems, than they will encounter in their own pre-professional

clinical experiences. Students watch videos of actual client-therapist

sessions or high-quality role-play scenarios featuring expert

counselors. They are then guided in their analysis of the videos

through a series of short-answer questions. These exercises help

students develop the techniques and decision-making skills they need

to be effective counselors before they are in a critical situation with a

real client.
Licensure Quizzes help students prepare for certification.

Automatically graded, multiple-choice Licensure Quizzes help

students prepare for their certification examinations, master

foundational course content, and improve their performance in the

course.
Video Library offers a wealth of observation opportunities.

The Video Library provides more than 400 video clips of actual client-

therapist sessions and high-quality role plays in a database organized

by topic and searchable by keyword. The Video Library includes
 every video clip from the MyLab Counseling courses plus additional

videos from Pearson’s extensive library of footage. Instructors can

create additional assignments around the videos or use them for in-

class activities. Students can expand their observation experiences to

include other course areas and increase the amount of time they

spend watching expert counselors in action.

Instructor’s Supplements

Online Instructor’s Manual with Test Bank

The Instructor’s Manual with Test Bank is a comprehensive resource
available to adopting instructors. For each chapter, there is a chapter

overview, discussion questions, and sample test items with an answer

key.

Online PowerPoint Lecture Slides

These lecture slides highlight key concepts and summarize key content
from each chapter of the text. Both the online Instructor’s Manual with

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Instructor Resource Center at www.pearsonhighered.com. To access

these materials, go to www.pearsonhighered.com and click on the

Instructor Resource Center button. Here professors can log in or

complete a one-time registration for a user name and password.

Acknowledgments
During the writing of this book, we were blessed by encouragement,

support, and care from family, friends, and colleagues. Chief among these
are our spouses, Paul Granello and Jora Young, both writers themselves,

who offered their love and opinions. We must also acknowledge Kevin

Davis, our first editor, who saw and immediately understood the vision
for this rather unconventional text. We also want to thank our newest

editor, Rebecca Fox-Gieg, who shepherded the book through its final
stages.

We also wish to recognize our colleagues in counselor education who

share our passion for creating a strong sense of professional identity and

upholding the highest professional standards among future generations of

counselors. We hope that this text provides you with a starting place for

these important conversations with your students. We are particularly

indebted to several colleagues who have been instrumental in the

development of the ideas in this book, including Colette Dollarhide, Kara

Ieva, Jonathan Ohrt, Daniel Gutierrez, Marisol Tobey, and especially

Tracy S. Hutchinson, who worked on so many of the special features in

this text. We would also like to thank the reviewers who added insight

into updating this new edition: Jennifer Baggerly, University of North

Texas at Dallas; Erika Raissa Nash Cameron, University of San Diego; and

Nancy Nolan, Vanderbilt University.

Finally, we wish to extend our heartfelt gratitude to the many students

who have been part of our counselor education programs over the years.
You have shared your excitement and passion with us, and you have

taught us through your learning. It is through you that we have defined

and refined our ideas, and it is because of you that we know that our
profession is in good hands.
2016 CACREP Standards
This text addresses all of CACREP standards listed in Section I,

Professional Orientation and Ethical Practice. In each chapter that

addresses specific standards, the corresponding standards are included at

the start of the chapter. In addition, the chart below lists all of the

standards for Professional Orientation and Ethical Practice and lists the
corresponding chapter in which the standards are addressed.
Standards CHAPTER

in which

the

standard

is

addressed

1. PROFESSIONAL ORIENTATION AND ETHICAL

PRACTICE:

a. history and philosophy of the counseling 1

profession and its specialty areas

b. the multiple professional roles and functions of 2

counselors across specialty areas, and their

relationships with human service and integrated

behavioral health care systems, including

interagency and interorganizational collaboration

and consultation

c. counselors’ roles and responsibilities as 2

members of interdisciplinary community outreach

and emergency management response teams

d. the role and process of the professional 2

counselor advocating on behalf of the profession

e. advocacy processes needed to address 10

institutional and social barriers that impede access,

equity, and success for clients

f. professional counseling organizations, including 3

membership benefits, activities, services to

members, and current issues

g. professional counseling credentialing, including 3

certification, licensure, and accreditation practices

and standards, and the effects of public policy on

these issues

h. current labor market information relevant to 3

opportunities for practice within the counseling

profession

i. ethical standards of professional counseling 12

organizations and credentialing bodies, and

applications of ethical and legal considerations in

professional counseling

j. technology’s impact on the counseling profession 14

k. strategies for personal and professional self- 4

evaluation and implications for practice

l. self-care strategies appropriate to the counselor 13

role

m. the role of counseling supervision in the 2

profession
Contents
Chapter 1 Who Are Counselors? 

Professional Counseling and Professional Identity 

What Is a Professional Identity? 

Reflecting on What You Are Learning 

This Text Is a Field Guide to Counseling 

What is Counseling? 

The Helping Professions Today 

What Is a Counselor? 

Psychiatry 

Social Work 

Marriage and Family Therapy 

Psychology 

Comparing the Helping Professions 

Counseling Yesterday: The History of the Counseling

Profession 

The Big Ideas of Counseling 

Brief History of the American Counseling Association 

Summary 

End-of-Chapter Activities 

Chapter 2 What Do Counselors Do? 

Counseling: A Multi-Faceted Profession 

 Counselor as Therapist (Direct Service Provider) 

Counselor as Group Leader 

Counselor as K–12 Guidance Curriculum Expert 

Counselor as Diagnostician 

Counselor as Assessor 

Counselor as Consultant 

Counselor as Administrator or Program Planner 

Counselor as Documenter or Record Keeper 

Counselor as Researcher or Scientist 

Counselor as Learner 

Counselor as Teacher or Educator 

Counselor as Supervisor or Supervisee 

Counselor as Crisis Interventionist 

Counselor as Advisor 

Counselor as Expert Witness 

Counselor as Prevention Specialist 

Counselor as Businessperson or Entrepreneur 

Counselor as Mediator 

Counselor as Advocate or Agent of Social Change 

Counselor as Member of Professional Associations 

Summary 
 End-of-Chapter Activities 

Chapter 3 How Are Counselors Trained and Regulated? 

How Many Counselors are There? 

The Education of Counselors 

Educational Requirements 

Core Curriculum 

Beyond Graduate School 

Counseling Licensure and Certification 

Mental Health Counseling Licensure 

School Counselor Licensure 

Certification 

Counseling Associations and Organizations 

The American Counseling Association 

The Divisions of ACA 

Chi Sigma Iota 

Summary 

End-of-Chapter Activities 

Chapter 4 How Do Counselors Integrate Personal and Professional

Identity? 
Who are Counseling Students? 

Why Do People Become Counselors? 

What Types of People Become Counselors? 

What are the Characteristics of Effective Counselors? 

 How Do People Determine Their Personal and Professional Fit
with the Counseling Profession? 

What is the Personal Journey Toward Becoming a Counselor? 

Counselor Professional Identity Development 

Models of Counselor Development 

How Do You Make Sure You Continue to Develop? 

Self-Reflection 

Summary 

End-of-Chapter Activities 

Chapter 5 How Do Counseling Students Get the Most from Their

Graduate Programs? 

Preparing for Success in your Graduate Program 

Getting Ready to Start 

Prepare Your Attitude 

Prepare Your Support Network 

Prepare Your Physical Space 

Prepare Your Schedule 

Prepare Your Mind 

The Successful Graduate Student 

Successful Peer Relationships 

Successful Relationships with Faculty 

Successful Interactions with Counselors and the Professional

Community 

Success in the Classroom 

 Success in Online Education 

Success in Navigating the Program Culture 

Success in Maintaining Your Own Mental Health 

Next Steps: Life After Graduate School 

Preparing Your Resume 

Getting a Ph.D. 

Seeking References 

Summary 

End-of-Chapter Activities 

Chapter 6 How Do Counselors Use Theories? 

Theories of Change: Counseling Theories 
What Are the Major Theoretical Positions? 

Psychodynamic Theories 

Behavioral/Cognitive Theories 

Humanistic/Existential Theories 

Eclectic/Integrative Theories 

Other Approaches 

A Social Justice Approach to Counseling Theory 

Dimensions of Personality Applied to Counseling Theories 

Focusing Your Search for a Theory 

Behavioral, Cognitive, Eclectic/Integrative, and Rogerian/Person-

Centered Theories 
Behavior Therapy 
 Cognitive Therapy 

Eclectic/Integrative Counseling 

Rogerian/Person-Centered Theory 

How do Counselors Choose a Counseling Theory? 

On What Basis Should I Choose a Counseling Theory? 

Summary 

End-of-Chapter Activities 

Chapter 7 How Do Counselors Use Research? 

Why Counselors Use Research 
The Reactive Approach: Responding to External Pressures 

The Proactive Approach—Responding to Internal Pressures 

Research as Form of Social Justice 

Resistance to Research: Why Counselors Don’t Engage in

Research 

How Counselors Use Research 

Using Existing Research and Scholarship to Inform Practice 

Understanding the Major Classifications of Scholarly Research 

Literature Reviews or Position Papers 

Quantitative Research 

Qualitative Research 

Program Evaluation 

Other Types of Articles and Research 

Engaging in Your Own Research as a Counselor 

 Summary 

End-of-Chapter Activities 

Chapter 8 What Happens in a Counseling Session? 

What Counseling Is Like for the Client 
Before Counseling Begins: The Decision to Seek Counseling 

What Clients Expect from Counseling 

Using a Social Justice Approach to Understanding Client

Expectations 

Hopes and Dreams: The Client’s Belief in the Process of

Counseling 

Secrets and Lies: The Client’s Struggle to Open Up 

What Counseling Is Like for the Counselor 

The Joys and Satisfactions of Being a Counselor 

Some of the Dissatisfactions of the Counselor Role 

Responsibility 

Countertransference 

A Roadmap of the Counseling Process: The Shared Journey of

Counselor and Client 

Stage I. Establishing the Relationship 

Stage II Assessment 

Stage III Treatment Planning 

Stage IV Intervention and Action 

Stage V Evaluation and Reflection 

The Skills of Counseling 

 The Skills of the Therapeutic Relationship 

Skills You Will Learn 

Skills to Work on Now 

Things to Eliminate Now 

Summary 

End-of-Chapter Activities 

Chapter 9 Where Do Counselors Work? 

Who is in the Room? 

Counseling Modalities 

Group Work Including Group Counseling, Group Psychotherapy,

and Psychoeducation 

Couples Counseling 

Family Counseling, Including Multiple Family Groups 

Classroom Lessons (Also Called Classroom Guidance) 

Counseling Specializations 

A Social Justice Approach to Counseling Specializations 

Counseling Specializations Based on the Interventions Used 

Counseling Specializations Based on Setting 

Counseling Specializations and Specific Training Requirements 

Counseling Settings: The Environment Where Counseling Takes

Place 

A Traditional Counseling Office 

Other Settings Where Counseling Takes Place 

 Summary 

End-of-Chapter Activities 

Chapter 10 How Do Counselors Promote Social Justice and Engage in

Culturally Competent Counseling? 

You: A Culture of One 

Counseling and Social Justice 

The U.S. Population: A Testament to Diversity 

Counseling and Diversity 

Diversity and Oppression in the Lives of our Clients 

Multicultural and Social Justice Counseling 

Strategies to Enhance Your Own Multicultural and Social Justice

Competence 

Summary 

End-of-Chapter Activities 

Chapter 11 How Do Counselors Collect and Use Assessment

Information? 
What Kinds of Assessments Do Counselors Use? 

Interviewing 

Questionnaires, Surveys, and Rating Scales 

Standardized Tests or Instruments 

Measures of Program Accountability or Counseling Effectiveness 

Why Should Counselors Spend So Much Time on Assessment? 

Let’s Start with a Case Study: What’s Wrong with Raymond? 

What Should Counselors Assess? 

Strengths and Positive Psychology 

 What Is Assessed Varies by Client Problem, Population, and

Setting 

Assessment in School Counseling 

Assessment in Mental Health Counseling 

Assessment in Marriage, Couples, and Family Counseling 

Steps in the Assessment Process 

Selecting Good, Developmentally and Culturally Appropriate, and

Comprehensive Methods 

Establishing a Relationship 

Administering the Assessment 

Interpreting Assessment Data 

Writing Up Assessment Results and Generating Suggestions for

Intervention 

A Social Justice Approach to the Process of Assessment 

What Do You Do After You Have Collected Information? 

Assessment of Personality 

Personality Assessment Theories 

What Are Personality Theories? 

Galen’s Four Temperaments (Example of a Type Theory) 

Phrenology 

Sheldon’s Body Types: Type Based on Body Shape 

The “Big Five” Theory of Personality and NEO Personality

Inventory 
 John Holland’s Self-Directed Search (SDS): Personality in Career

Choice 

Implicit Theories 

Ethics in Assessment 
Ethical Issues to Practice Now 

Summary 

End-of-Chapter Activities 

Chapter 12 How Do Counselors Make Legal and Ethical Decisions? 

The Purpose of Ethics in the Practice of Counseling 

Professional Codes of Ethics 

The Role of Personal Ethics and Values 

The Role of the Counselor’s Personal Values 

When Personal and Professional Values Collide 

Understanding Ethical Practice from a Social Justice Perspective 

Major Ethical Issues in Counseling 

Rules Related to Professional Responsibility 

Rules Related to Competence 

Rules Related to the Counselor’s Own Moral Standards and

Values 

Rules Related to Confidentiality 

Rules Related to the Welfare of the Client 

Rules Related to Professional Relationships 

Ethics and the Law 

Major Legal Issues in Counseling 

 Legal Principle: Counselor Competency 

Legal Principle: Client Rights and Informed Consent 

Legal Principle: Privileged Communication and Confidentiality 

Legal Principle: Documentation and Records 

Other Legal Requirements for Counselors 

When Counselors Violate Ethical and Legal Requirements 

Ethical Decision-Making in Practice 

Summary 

End-of-Chapter Activities 

Chapter 13 How Do Counselors Support Wellness in Themselves and

Their Clients? 

A Brief Historical Sketch of Wellness in Counseling 

Definitions and Dimensions of Wellness 

Dimensions of Wellness 

Wellness in Counseling 

Strengths-Based Counseling 

The Stress of Counseling and Potential for Burnout 

A Social Justice Approach to Preventing Burnout 

Insulating Yourself Against Stress and Burnout 

Maintaining Your Wellness as a Counseling Student 

Physical Wellness 

Emotional Wellness 

Intellectual Wellness 
Another random document with
no related content on Scribd:
Eindrahter wurden geschmackvoll als »Topfstricker-Kolonne«
bezeichnet.
Jeder, welcher den Herd, mochte es dienstlich oder anders
begründet sein, betrat, selbst die Herren Ministerialdirektoren waren
nicht ausgeschlossen, mußte mit seiner Fußbekleidung in ein
Becken mit Petroleum treten – dies wiederholte sich auch beim
Verlassen des Herdes. Auf diese Weise sollte die Verschleppung der
Reblaus gehindert werden – auch ein sorgfältiges Abbürsten der
Oberkleider mußte man darum über sich ergehen lassen. Aus
gleichem Grunde wurde auf den Herden sogar eine Nachtwache
bezogen, die leider von der Bevölkerung in der ersten Erbitterung
tätlich angegriffen wurde. Auch wir Hilfssachverständigen wurden
auf dem Heimwege von unserer anstrengenden Tätigkeit (acht
Stunden stehen auf geneigtem Gelände!) des öfteren mit
Steinwürfen bedacht.
 Aufnahme von Joh. Hartmann
Abb. 6 Verbrennen der Reben und Rebpfähle

Welch ungeheuere Verseuchung einzelne Berge aufwiesen mag

das Beispiel des von mir untersuchten Weinberges des
Kammerherrn Exzellenz von Minckwitz zeigen. Dieser Berg zählte
allein über dreitausend infizierte Stöcke. Hierbei fanden sich nicht
bloß die Nodositäten an den jungen Wurzeln; auch das alte
Wurzelholz zeigte knotige Anschwellungen, sogenannte
Tuberositäten (Abb. 2g), welche oft honiggelb überzogen waren, da
Laus an Laus, Eigelege an Eigelege saß.
Auf die »Topfstricker« folgte die Schätzungskommission. Diese
hatte die durch gekalkte Rebpfähle kenntlich gemachten
verseuchten Stöcke, und gesondert, die in den Herd einbezogenen
gesunden Reben auszuzählen, sowie den Wert der daran
befindlichen Trauben abzuschätzen. Die durch die Vernichtung
entgangene Traubenernte und die in dem Herde befindlichen
»gesunden« Rebstöcke wurden vom Staate den jeweiligen Besitzern
oder Pächtern nach besonderen »Bonitätsklassen« vergütet.
Nunmehr trat die Vernichtungskolonne in Tätigkeit.
Wagen fuhren die zur Bodendesinfektion und zum Verbrennen der
Rebpflanzen und Rebpfähle nötigen Petroleummengen in Fässern
heran, später auch die Schwefelkohlenstoff-Behälter, und es
entstand ein oft recht bedeutendes Stofflager in der Nähe des
betroffenen Weinbergsgeländes.
Es wurden alsdann im Herde die Rebpfähle gezogen, die
Rebstöcke und etwa vorhandenen Bäume herausgehackt, die
Zwischenkulturen, meist Erdbeeren, aber auch Gemüse
herausgerissen. Alles wurde zu einem Scheiterhaufen geschichtet,
der, mit Petroleum besprengt, schließlich entzündet wurde, so daß
allenthalben von den Bergen die Rauchsäulen emporstiegen, als
Zeichen, daß dort eine hundertjährige Weinkultur mit all ihrem
Mühen und Hoffen zu Grabe geleitet wurde (Abb. 6).
 Aufnahme von Joh. Hartmann
Abb. 7 Bodendesinfektion mit Schwefelkohlenstoff

Dieses Autodafé hat den Herzen der Bewohner und dem Reiz des
Landschaftscharakters tiefe Wunden geschlagen.
Der nunmehr von allen Pflanzen geräumte Herd wurde alsdann
teils durch Überbrausen, teils durch Eingießen von Petroleum in
etwa fünfzig Zentimeter tiefe Löcher desinfiziert. Der später
verwendete Schwefelkohlenstoff wurde mit besonderem Apparat
dem Boden eingespritzt (Abb. 7).
 Abb. 8 Verödete Weinberge in Oberlößnitz

Das Petroleum durchdrang leider den Boden nicht gleichmäßig, so

daß man eine leicht vergasende Flüssigkeit, welche alle Erdporen
gleichmäßig durchdrang, erstrebte. Diese schien im
Schwefelkohlenstoff gegeben. Derselbe wirkte aber im Übermaß als
Wurzelgift; so daß seine Verwendung außerordentlich vorsichtig
gehandhabt werden mußte. Ein sicherer Fortschritt in der
Reblausbekämpfung lag in dem Bestreben, die
Schwefelkohlenstoffgaben so zu bemessen, daß die ungeheuere
Vermehrung der Reblaus geschwächt wurde, ohne dabei das
Gedeihen des Stockes zu schädigen. Dieses sogenannte
»Kulturalverfahren« hat bei einzelnen Bodenklassen, z. B. in dem
Muschelkalkgelände des Unstrutgebietes guten Erfolg gezeigt. Bei
uns in Sachsen wurde ihm von Anfang an mit Mißtrauen begegnet,
um so mehr, als dadurch die vom Staate gewährte Entschädigung
für befallene Stöcke in Wegfall kam. Ich bin der Überzeugung, daß
bei geeigneten Versuchen für sächsische Verhältnisse ein
brauchbares Kulturalverfahren hätte ausgearbeitet werden können.
Die von mir auf Brabschützer Flur, gegenüber der Lößnitz, mit
Erlaubnis des Ministeriums ausgeführten Versuche mit
Schwefelkohlenstoffemulsionen hatten sehr guten Erfolg. Leider
stockten diese Versuche, da im Jahre 1907 von der Reichsregierung
das sächsische Weinbaugebiet als unheilbar verseucht erklärt
wurde, sodaß die sächsische Regierung die kostspieligen
Untersuchungs- und Bekämpfungsarbeiten zum größten Teil
einstellte.

Abb. 9 Erdbeerkulturen auf früheren Reblausherden

Trotz sorgfältigster Untersuchung und gründlicher Bekämpfung

hatte alljährlich die Reblauskalamität wie ein glimmendes Feuer
weiter um sich gefressen, so daß nach einem Jahrzehnt die grünen
Rebenhänge verschwanden. Öde, mit Unkraut bestandene
Geländewunden starrten uns entgegen (Abb. 8), denn erst nach
einer vier- bis fünfjährigen Quarantänezeit durften die geräumten
Herde wieder bepflanzt werden.
Reben wurden aber auch dann nicht wieder angepflanzt, denn die
geschädigten Besitzer hatten Lust und Mut verloren; die alten
Winzer mit ihren weinbaulichen Erfahrungen starben ab, – und der
Weinbau der Lößnitz schien auf immer begraben zu sein. Erdbeer-
und Obstkulturen (Abb. 9), oft auch Gemüseflächen erhoben sich
zwar an Stelle des grünen Rebenkleides, konnten aber das
ursprüngliche, an die schönsten Gegenden des Rheines erinnernde
Landschaftsbild mit seinem Rebenzauber nicht wieder schaffen.
Immer blieben unschöne Ödstellen, die das früher so liebliche
Gelände schändeten.
Erst eine neue Bekämpfungsart unter Verwendung amerikanischer
Reben als Wurzelunterlage sollte der landschaftlichen Schönheit der
Lößnitz wieder aufhelfen.
Überall sieht man schon auf amerikanischer Unterlage veredelte,
üppig gedeihende Neuanlagen, so daß wir hoffen dürfen, allmählich
die frühere Anmut der Lößnitz wieder erstehen zu sehen. Von
tüchtigen Weinbausachverständigen beraten, beginnt auch die
Kellerwirtschaft sich zu heben, so daß bei guten Jahren uns ein
trinkbarer Tropfen winkt, ein Tropfen, viel viel besser als sein Ruf.
Möchten dann die Sklavenketten, mit denen das Ausland uns
fesselt, gefallen sein, so daß wir bei funkelndem heimischen
Rebensaft frohen Herzens jubeln können:
Heil dem freien Deutschland, heil unserem Sachsenland!

Fußnoten:
[2] Z. B. Weinstuben von Julius Papperitz, Dresden,
Scheffelstraße.
[3] Frankreich: Champagne. Spanien: Barcelona. Schweiz: Zürich
und Genf. Italien: Lago Maggiore, Calabrien. Österreich:
Steiermark, Niederösterreich, Dalmatien. Ungarn: Tokaier Lagen.
Kroatien 13,5%. Rußland: Kaukasus bei Batum. Rumänien: 31%.
Serbien. Bulgarien. Türkei. Außerdem Süd-Amerika: Brasilien,
Uruguay. Afrika: Kap. Australien.
[4] In den südlichen Ländern wird außer der Wurzelreblaus eine
oberirdische Form: die Blattreblaus in kugeligen Blatt- und
Rankengallen gefunden.
 Die Rotalge Hildenbrandia rivularis
(Liebm.) Bréb., ein ausgestorbenes (?)
Naturdenkmal Sachsens
In dem 1922 erschienenen Heft 2 Band IX die Beiträge zur
Naturdenkmalpflege (herausgegeben von der Staatlichen Stelle für
Naturdenkmalpflege in Preußen) berichtet A. v. Lingelsheim über
diese bemerkenswerte Rotalge des Süßwassers, die in Deutschland
nur an wenigen Stellen, so in einigen Bächen des Riesengebirges,
im oberen Rhein, in der Werra und Fulda, im Dieksee in Holstein und
nach einem Bericht von R. Wollny aus dem Jahre 1886 in einem
felsigen Waldbach bei Niederlößnitz in Sachsen vorkommt. Die Alge
ist ein Naturdenkmal von hervorragender Bedeutung; abgesehen
von ihrem örtlich sehr beschränkten Vorkommen, ist sie »die einzig
wirklich rote Süßwasserfloridee«; bei den übrigen herrscht Blaugrün
oder Violettgrün vor. Infolgedessen zeigt das Bett der Gebirgsbäche,
wo die Alge reichlich vorkommt, prachtvoll bräunlich »blutrote«
Überzüge der Gerölle oder der anstehenden Felsen. Ferner aber
gleicht sie in Wuchsform, Mikrostruktur und anderen Punkten ihrer
nächsten Verwandten, Hildenbrandia rosea Kütz aus dem
Atlantischen Ozean, welche in ganz ähnlicher Weise rote, krustige
Beläge auf Steinen oder Muscheln bildet. An Hildenbrandia sehen
wir somit sehr deutlich, daß bei ihr der Übergang in ein ganz anders
geartetes Medium jedenfalls habituell nicht die geringsten
umgestaltenden Einflüsse bewirkt hat. Der Geruch der absterbenden
Alge gleicht völlig jenem eigenartig dumpfveilchenartigen
»Seetanggeruch«, wie er den Bewohnern der Meeresküsten bekannt
ist. Unsere Alge selbst ist ferner in den Subtropen (Nordafrika) und
Tropen (Niederländisch Indien, Jamaica, Kongogebiet) vertreten.
Wir haben also in Hildenbrandia rivularis eine Pflanze vor uns,
deren ganz nahe Verwandtschaft zu Meerespflanzen erwiesen ist,
ohne daß es bisher gelungen wäre, diesen Zusammenhang
aufzuklären. Aus der Beschaffenheit der verschiedenen Standorte
hat v. Lingelsheim festgestellt, daß die Rotalge ihrem gewissen
Wärmebedürfnis nach dem atlantischen Florenbezirk angehört. Sie
stellt weniger Ansprüche an die chemische und optische Reinheit
ihres Wohngewässers, vielmehr scheinen »physische Faktoren, wie
festes Substrat zur dauernden Fixierung, eine gewisse Stärke der
Wasserbewegung, sowie eine genügende Durchlüftung des
Wassers« für ihr Leben ausschlaggebend zu sein. Weiter wurde
festgestellt, daß die Alge den Schatten liebt und sich an belichteten
Stellen auf die Unterseite des Gesteins usw. zurückzieht oder wohl
gar abstirbt. Mit Vorliebe bewohnt sie tiefe Gewässer, so kommt sie
im Gardasee noch in neunzig Meter Tiefe vor. Sie siedelt sich auf
Gestein verschiedener Art an, meidet jedoch kalkhaltigen Boden.
Ihre Vermehrung ist noch nicht aufgeklärt, v. Lingelsheim hält es
jedoch für wahrscheinlich, daß sich losgelöste Thallusfäden
anderwärts festsetzen und so der Verbreitung dienen.
Vor einiger Zeit durchsuchte ich das in Frage kommende
sächsische Gebiet nach Hildenbrandia rivularis. Meine Bemühung
war erfolglos und so glaube ich zunächst annehmen zu müssen, daß
dieses Naturdenkmal bei uns ausgestorben ist. Ich vermute wohl mit
Recht, daß unter dem felsigen Waldbach der »Lößnitzbach« zu
verstehen ist. Da seine Quelle im Dippelsdorfer Teiche liegt, kommt
das Wasser genügend durchwärmt in die kurze enge Talschlucht, so
daß das Wasser den gestellten Ansprüchen genügen würde. Die
einst dicht bewaldete, unwegsame Schlucht wird auch den von der
Alge bevorzugten Schatten gespendet haben. Die Pflanzenseltenheit
wurde im Jahre 1886 festgestellt. Welche Veränderung ist aber seit
dieser Zeit im Lößnitzgrunde vorgegangen! Die Erbauung der
Eisenbahn und der Promenadenwege brachte eine Lichtung des
Tales mit sich. In den letzten Jahren zumal sind die einst bewaldeten
Talhänge beim Kurhaus Friedewald völlig kahlgelegt worden. Auch
die vielfache Bebauung des Tales mag das Aussterben beschleunigt
haben. Beim Kurhaus und bei der Meierei Lößnitzgrund sind
Gondelteiche angelegt worden, die der Lößnitzbach durchfließen
muß. Selbst wenn sich die Alge im Oberlauf des Baches noch einige
Zeit gehalten hätte, würde eine Neubesiedelung des Unterlaufs
dadurch unmöglich geworden sein, da die in die Teiche gelangten
Thallusfäden unter der Einwirkung des Lichtes und der mangelnden
Durchlüftung des Wassers sicher zugrunde gegangen sind.
Hildenbrandia rivularis ist also wahrscheinlich ein Opfer der in den
letzten Jahrzehnten in den Lößnitzgrund getragenen »Kultur«
geworden. Oder sollte die Rotalge doch noch in einem meiner
Nachforschung entgangenen unscheinbaren Bächlein des Gebiets
ein verstecktes Dasein fristen? Wer hilft suchen? Algen sind
botanische Naturdenkmäler, deren Standortgeheimnisse der
Öffentlichkeit wohl unbedenklich preisgegeben werden können; sie
fallen Pflanzensammlern kaum zum Opfer, was man von anderen
Gewächsen leider nicht immer behaupten kann.
v. Lingelsheim vermutet, daß die Rotalge wahrscheinlich auch an
anderen Orten noch hin und wieder vorkommt und ein unbemerktes
und unbekanntes Dasein fristet. Vielleicht hat auch Sachsen noch
einen Standort, nachdem der Lößnitzgrund anscheinend dafür nicht
mehr in Frage kommt.
Klengel.
 Vom neuen Weinbau
Von Carl Pfeiffer, Hoflößnitz
In den Jahren 1886 bis 1889, teilweise etwa 1892, hat der alte
sächsische Weinbau aufgehört irgendeine wirtschaftliche Bedeutung
zu haben. Mit dem Reblauskampfe waren wohl auch manche
Weinberge aus Mangel an Pflege eingegangen. Fehlende Technik,
Führung und erlahmtes Interesse haben nur noch kleine Reste alter
Weingärten kleineren Besitzes im Lande zerstreut erhalten lassen.
Einige verbleibende Kernpunkte der Orte Kossebaude, Mobschatz,
Merbitz, Leuteritz im bäuerlichen Besitz, das alte von Haagensche
Stadtgut zu Meißen, die Rote Presse von Langelätze Sörnewitz mit
kleinen Resten bäuerlichen Weinbesitzes, der Krassoberg der Stadt
Meißen, kleinere Weinflächen der Bauern von Rottewitz, Zadel,
Diesbar, Seußlitz und der Schloßweinberg von Seußlitz, wohl noch
zwanzig Morgen groß, der Johannisberg des Herrn Nacke am
Kroatengrund, Naundorf, der Eckberg des Herrn Böhme,
Niederlößnitz, mit wenigen kleinen Nebenliegern haben den
Grundstock erhalten, aus dem der neue Weinbau emporgediehen
ist.
Die ersten Versuche, den alten Weinbau wieder neu aufleben zu
lassen, wurden von den Amtshauptmannschaften Dresden-N. und
Großenhain veranlaßt. Amtshauptmann Dr. v. Hübel, der bekannte
Förderer des Heimatschutzes, berief die Winzer der Lößnitzorte zu
gemeinsamer Arbeit zusammen, der verstorbene Großenhainer
Amtshauptmann Dr. Uhlemann tat das gleiche für die Seußlitzer
Pflege. Beide Arbeiten begannen im Jahre 1907, und zwar im
ersteren Falle durch Anregung der alten Winzer und in Großenhain
durch die Anpflanzung der ersten, auf amerikanischen Reben
gepfropfter Setzlinge, deren Widerstandsfähigkeit gegen die Reblaus
im preußischen Weinbau an der Pfropfanstalt zu Naumburg an der
Saale bereits erprobt gewesen ist. Den ersten dieser rekonstruierten
Weinberge legte Baumeister Reinhold Bahrmann zu Seußlitz,
Amtshauptmannschaft Großenhain, an.
Das erfolgreiche Gedeihen dieser Pfropfreben in Seußlitz
veranlaßte den damaligen Vorsitzenden des Landesobstbauvereins
(heute Landesverband Sachsen für Obst- und Weinbau,
Vorsitzender Forstmeister Timaeus) Geheimen Regierungsrat Dr.
Uhlemann, Großenhain, die dem Landesverein angeschlossenen
Bezirksobstbauvereine der Lößnitz und Meißen ebenfalls gepfropfte
Reben versuchsweise anzupflanzen. Diese Anregung war nun in der
Lößnitz, wo Geheimer Regierungsrat Amtshauptmann Dr. von Hübel
bereits großes Interesse geweckt hatte, auf fruchtbaren Boden
gefallen. Der Böhmesche Eckberg (heute Dr. Tiedemann) erhielt
eine größere Pflanzung dieser Pfropfreben, die Geheimrat Dr.
Uhlemann aus der preußischen Pfropfanstalt Naumburg bezogen
hatte. Viele Mitglieder des Bezirksobstbauvereins der Lößnitz
erhielten gleichfalls einige solcher Reben.
Dieser erste Versuch, unter Gewährung kleiner Staatsmittel,
wurde nun ständige Einrichtung. In jedem Frühjahr wurden vom
Landesobstbauverein eine Anzahl Pfropfreben aus Naumburg
bezogen und an Mitglieder der Bezirksobstbauvereine der Lößnitz
und Großenhain kostenlos abgegeben, während sich Meißen noch
zurückhielt.
Man hatte mit diesen ersten Rebenbezügen zunächst nur die
Anregung und den Kleinversuch im Auge, bis dann 1912 von Dr.
Goldschmidt, Niederlößnitz, zirka fünftausend, von Kaufmann
Günther, Oberlößnitz, dreitausend Reben in einer Fläche als
Weinberg angelegt worden sind.
 Abb. 1 Weinberge der Hoflößnitz
Der Bezirksobstbauverein der Lößnitz hatte 1911, um dem
steigenden Rebenbedarf zu folgen, in Erwägung gezogen, eine
Rebenveredlungsanstalt einzurichten, war aber bei der Regierung
mit seiner Vorstellung um Gewährung von Beihilfen abschlägig
beschieden worden. Diese Anregung des damaligen Vorsitzenden
Ahrends, Niederlößnitz, hatte der Bezirksobstbauverein zu Meißen,
unter dem Vorsitz des Amtshauptmanns von Oer, aufgegriffen und
sich für Schaffung einer Rebschule staatliche Mittel verschafft, so
daß dort 1914 die ersten veredelten Reben verfügbar, aber, da nicht
genügend vorgearbeitet worden war, keinen leichten Absatz fanden.
In der Lößnitz war inzwischen 1913 auf Anregung von Geheimrat Dr.
Uhlemann eine Vereinigung zur Förderung des Weinbaues der
Lößnitz und Umgebung mit etwa dreizehn Mitgliedern und dem
Weinbergbesitzer Max Böhme als Vorsitzendem gegründet worden,
die es sich zur Aufgabe machen wollte, den Weinbau zu fördern.
Diese Vereinigung arbeitete sehr rege durch Aufklärung,
Neuanpflanzung von Weinbergen, Errichtung einer
Rebenveredlungsstation, zu deren Einrichtung auf Anregung des
Amtshauptmanns von Dresden-Neustadt, Geheimrat Dr. von Hübel,
das Ministerium dreitausend Mark Beihilfe bewilligte. Der
Landesobstbauverein trug zu den Kosten der Rebschule jährlich
etwa eintausendzweihundert Mark, eine gleiche Summe bewilligte er
der Meißner Schule. Die Leitung der Rebschule lag in Händen des
Rebschulausschusses unter Vorsitz von Oberingenieur Brückner,
Radebeul. Einen nicht unbedeutenden Anteil an der Einrichtung
hatte die 1912 gegründete Hoflößnitzgesellschaft, durch Gestellung
ihres Gärtners für Durchführung der Veredlungen, kostenlose
Benutzung des Hoflößnitzgeländes von zunächst viertausend
Quadratmeter und Errichtung der Unterstützungsgestelle für Anzucht
der amerikanischen Reben.
Die nun bis dahin geleistete Kleinarbeit hatte besonders bei den
alten Lößnitzern, die nun ihren Weinbau wieder haben sollten, sehr
befruchtend angeschlagen und auch links der Elbe, in Kossebaude
war Vater Tielemann der erste Neuwinzer, nicht minder die
Kleinwinzer von Diesbar, Seußlitz. Meißen hielt sich noch zurück.
Erst als der Landesobstbauverein den Mangel geeigneter Führung
feststellte und 1912 den Weinbaulehrer, der bis dahin zwölf Jahre in
dem Hauptweinbaugebiet am Rhein und an der staatlichen
Weinbauanstalt zu Oppenheim am Rhein war, nach Sachsen berief,
wehte frisches Leben durch den neuen Weinbau.
Der Stadtrat von Meißen begann nach einem vor dem gesamten
Kollegium durch den Weinbaulehrer gehaltenen Vortrage mit der
Rekonstruktion seiner Weinberge. Es wurde sachgemäße Düngung
eingeführt, geringwertige Berglagen durch neuzeitliche Pflanzungen
ersetzt und zur Durchführung aller Belange ein Oberwinzer vom
Rhein angestellt. Ebenso hat Herr von Harck den neuen
Weinbaufachmann herbeigezogen, den Winzern von Diesbar,
Seußlitz gute Lehren erteilen lassen, in größeren
Rebenschnittkursen einen sachgemäßen Schnitt der Reben
eingeführt und so den Ertrag der Weinberge gehoben. Nach
wenigen Jahren wirkte sich diese Arbeit so aus, daß z. B. der
Bahrmannsche Weinberg seine Erträge von sieben Zentner Trauben
im Herbst auf vierundfünfzig Zentner gehoben hat. Mit diesem
Zeitpunkte begann auch die Hebung der Kellerwirtschaft, die ihre
größten Erfolge im Keller des Herrn Baumeister Bahrmann, Seußlitz,
hatte.
Im Jahre 1916 begann ein erneuter Abschnitt für den neuen
Weinbau, nachdem bereits 1913, 1914, 1915 recht bedeutende
Neuanpflanzungen der Herrn Günther, Dr. Goldschmidt,
Wackerbarths Ruhe; Kammerherrn von Minckwitz, Niederlößnitz;
Gasch und Fährmann in Rottewitz; Bahrmann, Seußlitz; Kupfer,
Kossebaude, entstanden waren und ihre Entwicklung vorbildlich, die
Erträgnisse in seltener Höhe ausfielen. Man muß diese
Musterpflanzungen neuer Art gesehen haben. Das Jahr 1916
brachte für die Weiterentwicklung des Weinbaues die Erweiterung
der Rebenveredlungsstation zu Schloß Hoflößnitz, die Übersiedlung
des bis dahin in Meißen stationierten Weinbaulehrers und die
Einrichtung von Musterweinbergen, für Sortenprüfung, Prüfung der
Widerstandsfähigkeit gegen Krankheiten, Prüfung des
Kellerergebnisses aus neueingerichteten Düngungsversuchen,
Geräteprüfung und die Einrichtung laufender Lehrgänge über
Weinbau, Kellerbehandlung der Weine und Bekämpfung von
Krankheiten und Schädlingen.
 Aufnahme von P. Georg Schäfer, Dresden
Abb. 2 Weinberge Wackerbarths Ruhe, Niederlößnitz

Diese Lehrgänge, vom Landesverband Sachsen für Obst- und

Weinbau und der Lößnitzer Weinbaugesellschaft werden laufend gut
besucht.
 Aufnahme von P. Georg Schäfer, Dresden
Abb. 3 Winzerhaus im Weinberg Eckberg mit Jakobstein (zu Wackerbarths
Ruhe, Niederlößnitz, gehörig)

Mit diesem Zeitpunkte wurde in Hoflößnitz die Anzucht veredelter

Reben sehr gehoben. Neben den hier gewonnenen amerikanischen
Unterlagsreben bezog die erweiterte Anstalt verschiedene
Waggonladungen solchen Amerikanerrebenholzes aus den
Rebenzuchtstellen Preußens zu Oberlahnstein und Engers und der
Bayrischen aus Regensburg, der Badischen Augustenberg.
 Abb. 4 Weinbergsmauer am Kroatengrund, Naundorf-Kötzschenbroda
(aus dem Heimatschutzarchiv, Dresden)

Um diese großen Posten Veredlungen – siebzig- bis

zweihunderttausend Stück – rechtzeitig und gut herstellen zu
können, war zur Veredlungszeit im Frühjahre die Einstellung von
fünfzehn bis sechzehn Akkordveredlern aus Dresdener
Baumschulen nötig geworden. Das Rebenvortreibehaus mußte
wiederholt beschickt werden, so daß die letzten Veredlungen erst in
den ersten Junitagen zur Auspflanzung gelangten.
 Aufnahme von P. Georg Schäfer, Dresden
Abb. 5 Bergaltar mit Kastanie im Weinberg »Johannisberg«,
Naundorf-Kötzschenbroda
Diese Massenvermehrung ist vorübergehend zurückgetreten, weil
mit dem immer stärker werdenden Vordringen der Reblaus im
Rheinweingebiet dort alle vorhandenen Aufzuchten für eigene
Vermehrung verwendet werden müssen. Es sind daher in den
letzten Jahren nur die den eigenen Zuchtgärten entnommenen
Rebenhölzer zur Veredlung gelangt. Aber auch nach dieser Richtung
ist Neumaterial bezogen und als Zuchtgarten aufgepflanzt worden,
so daß bald wieder in gleichem Ausmaße herangezüchtet werden
kann.
Mit regem Eifer hat sich hier etwas entwickelt, was kein Mensch
geahnt hätte. Noch viel mehr hätte aber geschehen können, wenn
die freudige Arbeit sich auf Hilfe hätte stützen können. Der Krieg mit
seinem Vernichten hat auch diesen Arbeiten den kleinen
Jahreszuschuß von 1200 bis 1800 Mark entrissen, so daß seit den
Kriegsjahren alle Arbeiten der neuen Weinbauanstalt aus eigenen
Einnahmen bestritten werden mußten. Dieses Missen hat auch nach
neuen Einnahmen geschaut und so ist daraus die Schaffung eines
Kellereibetriebes zur Kelterung der in den Versuchsweinbergen
geernteten Trauben hervorgegangen. Hier soll bei den Lehrgängen
durch das Beispiel Erzeugung von Rebensaft, Verlauf der Gärung
und Erzielung edler Weine gezeigt werden. Auch das ist gelungen,
wie bereits durch die von hier ausgehende Beratung in privaten
Kellern ein Weg gewiesen worden ist, der dem Sachsenwein alle
Ehre macht.