This book is Carl Rogers' practical book that contains a very comprehensive and rational explanation of the phases and techniques of counseling and psychotherapy.
The numerous case studies and numerous actual interview reports included in this book analyze and explain examples of the counseling process, providing a consistent framework for thinking about counseling and establishing consistent hypotheses about the components of effective psychotherapy.

This consultation was obviously very clumsy.
Why did the counselor find himself in a situation where such a debate could arise? The answer lies primarily in his complete failure to define the limits of his responsibility, either in words or actions.
The counselor took responsibility for the student's failure to meet class schedules and appointments, and promised to be available whenever help was needed.
The student accepted this, took control of the counseling situation by setting the counseling time and duration, and culminated in demanding that the counselor solve all of his problems.
Instead of helping the student recognize his need for complete dependence, a pattern already evident in his responses to class, the counselor became defensive, unwilling to shoulder too much of the burden, and began arguing with the student about how much responsibility he should take on.
It is not surprising that in subsequent interviews the student began to act as if he were a secretary to the counselor.

--- p.131-132

No matter what form of counseling is conducted or in what situation the counselor provides counseling,
The most crucial factor that ultimately affects whether or not you can help the client is
Important decisions are usually made during the first interview.
Counselors too often make these decisions almost unconsciously rather than on solid grounds.
Rather than making decisions, we too often make decisions almost unconsciously.
Decisions are often made based on "clinical feeling".
Therefore, the purpose of this chapter is to help clients
The problem that the counselor faces in the order in which he or she comes for counseling, that is, what kind of
What other situational factors determine whether treatment is feasible?
It is about finding out about the decision on whether to compose.
Also, this problem needs to be addressed further
By speaking clearly, the treatment of the client and his difficulties is not handled clumsily or based purely on intuitive grounds, but on observed, real facts.
It is to be done based on the basis of
No matter what form of counseling is conducted or in what situation the counselor provides counseling,
The most crucial factor that ultimately affects whether or not you can help the client is
Important decisions are usually made during the first interview.
Counselors too often make these decisions almost unconsciously rather than on solid grounds.
Rather than making decisions, we too often make decisions almost unconsciously.
Decisions are often made based on "clinical feeling".
Therefore, the purpose of this chapter is to help clients
The problem that the counselor faces in the order in which he or she comes for counseling, that is, what kind of
What other situational factors determine whether treatment is feasible?
It is about finding out about the decision on whether to compose.
Also, this problem needs to be addressed further
By speaking clearly, the treatment of the client and his difficulties is not handled clumsily or based purely on intuitive grounds, but on observed, real facts.
It is to be done based on the basis of

-- pp.
75

'All right.
But I...
I...
There's something I want to tell you right now, but I don't know what to say.
I enjoyed what I did here.
What I mean is...
I...
If a teacher says this to someone, the teacher will be pouring out what he has been keeping in his heart.
The things I kept in my heart...
Things that I have tried to avoid in my heart until now, and things that can be easily avoided.
But if the teacher opens the door and goes in and is proactive enough...
When the counselor is here...
If you are proactive enough to talk to him, then the teacher will talk to the counselor.
If so, then it's just...
Not only does it impress the teacher, but when the teacher talks about it out loud and hears it, the teacher thinks about it and does something about it...
'I'll do something about it.' 'Okay.
But I...
I...
There's something I want to tell you right now, but I don't know what to say.
I enjoyed what I did here.
What I mean is...
I...
If a teacher says this to someone, the teacher will be pouring out what he has been keeping in his heart.
The things I kept in my heart...
Things that I have tried to avoid in my heart until now, and things that can be easily avoided.
But if the teacher opens the door and goes in and is proactive enough...
When the counselor is here...
If you are proactive enough to talk to him, then the teacher will talk to the counselor.
If so, then it's just...
Not only does it impress the teacher, but when the teacher talks about it out loud and hears it, the teacher thinks about it and does something about it...
You'll do something about it.'

--- p.294