time. Delaying one's reaction can be helpful to the youth advisor while he waits for this process to occur.
In summary, I appreciate having had this opportunity to reflect on some of the ways I have used general semantics in my current position. In past educationally related work I have used general semantics productively in counseling junior high school students and in teaching college students. From my experience, it seems whether one counsels, teaches or administers, the formulations of general semantics can be most useful in doing a more effective job.