Psychological Counseling in a Small College. By Eugenia Hanfmann, Richard M. Jones, Elliot Baker, and Leo Kovar. Cambridge, Mass.:  Schenkman Publishing Company, Inc., 1963. pp.  xi+131.: The Anarchy of Feeling. Man's Struggle for Freedom and Maturity. By Alexander A. Schneiders. New York:  Sheed and Ward, Inc., 1963. pp.  ix+202.

The rapidly increasing numbers of students entering college and the limited availability of personal counseling to meet the emotional needs of these students (only 19 per cent of smaller colleges provided such service in 1961) underscore the importance of the first book. To help other institutions, the authors tell how a counseling service was organized

at Brandeis University, what problems were encountered, and how these were solved.

In a chapter on organization, Eugenia Hanfmann asks and answers a number of questions, among them the following: Should the mental health center be placed under the jurisdiction of an administrative or of an academic dean? What should be the ratio of psychiatrists to psychologists, and how should each function? How are cases to be referred? How much counseling time should be made available? How do the sexes differ with regard to participation in counseling and in the nature of initial complaints?

That establishing a psychiatric service in a college is not without drama and excitement is vividly described by Leo Kovar. Mutual distrust can develop between the counseling service and the medical department. Administration is likely to become concerned over the issue of confidentiality in the face of disturbed or anti-social behavior by students.

The largest section describes specific features of therapy on a small campus—the initiation of counseling, the pre-counseling period, the course of treatment, and termination. When one is made to realize that the small college is a closed community with a semi-familial environment and all that fact implies in the transference, and with the therapists, clients and their friends, instructors and administrators inevitably reacting and interacting, one begins to appreciate the complications in the work of the campus counselor. Brief case descriptions clearly delineate the types of cases counseled.

In another section, Jones discusses “the specific implications for the work of counseling of certain psychol