Both practicing counselors and counselor education students persistently complain that school counselors do not function in roles they prepare for. Instead, counselors schedule students into classes, administer and score routine tests, and perform numerous clerical and non-professional functions. And while the counselor sits in his office, assaults on teachers, assaults on students by students, acts of vandalism, and academic failure increase. We continue to categorize students and place some in remedial classes, but most remain in classrooms characterized by tension, fear, boredom, rigidity. Another significant indicator of needed change in America's public schools, different ethnic minorities seem unable to live together harmoniously in school environments.1 According to Hill, Hayes, and Young, school counselors must recognize sociological data and trends.2 Major urban areas in this country are becoming black cities as more affluent Americans continue to depart for suburbs. A significant percent of non-white adults in eleven major cities we classify as functionally illiterate (10 to 18 percent). As society becomes more technological, employment patterns shift. If increasing crime and violence in public schools, ethnic group conflicts, and academic failure mean anything to educators, they may mean students do not feel good about themselves, about teachers, about schools, that the schools do not prepare students to function in a literate, technological, culturally pluralistic society. Psychological education, with education rather than remediation as its goal, we recognize as the counselor's function.3 Dinkmeyer views the counselor as a catalyst for humanizing the child's educational experience and for stimulating the total school staffs development.4 For school counselors to function in these emerging roles, counselors must possess special competencies in human development and human relations.