If it is to survive as a significant part of the educational enterprise, school counseling must become a more rigorous and better integrated discipline. Our role in the school system must be clarified. Both our ethical and psychological assumptions must be made more explicit and subjected to logical analysis. Our psychological concepts must be tested empirically.Our major goal should continue to be that of increasing the freedom of the individual student, in a literal sense. This can best be done by helping him increase the number of significant courses of action available to him at important decision points in his life. The counselor's efforts, therefore, should focus on the decision‐making process. Counselors should teach students to search for more rather than fewer alternative solutions to their educational, vocational, and personal problems and to evaluate the probable consequences of each alternative in terms of both the external events that are likely to follow and also the individual's own internal reactions to those events. Some of the implications of this view for counselor training are explore