bluuebunny/crossref_metadata_2025 huggingface dataset:
Real‐time PCR‐based analysis of BRAF V600E mutation in low and intermediate grade lymphomas confirms frequent occurrence in hairy cell leukaemia
Authors: Ewalt Mark , Nandula Subhadra , Phillips Adrienne , Alobeid Bachir , Murty Vundavalli V. , Mansukhani Mahesh M. , Bhagat Govind
Published: December 2011

Hairy cell leukaemia (HCL) is a rare type of B‐cell non‐Hodgkin lymphoma (B‐NHL), which is not known to be associated with any characteristic recurrent karyotypic abnormality. A recent study that used massively parallel whole exome sequencing identified an activating V600E mutation in BRAF, which appeared specific for HCL. Here, we confirm the specificity of BRAF V600E for HCL among low and intermediate grade B‐NHL and describe a real‐time polymerase chain reaction method for detecting this mutation in cases with low tumour burden. The V600E mutation does not appear to be associated with microsatellite instability, unlike the case in colorectal cancer. Thus, in conjunction with prior data, our results suggest incorporation of BRAF V600E mutation analysis in the diagnostic workup of HCL cases. Additionally, targeting the Ras‐Raf‐Mek‐Erk‐Map kinase pathway should be investigated as a potential therapeutic strategy for patients with this disease. Copyright © 2011 John Wiley & Sons, Ltd.
Differential patterns of opioid use: Defining persistent opioid use in a prescription database
Authors: Svendsen K. , Skurtveit S. , Romundstad P. , Borchgrevink P.C. , Fredheim O.M.S.
Published: December 2011

Aim

The aim of this study was to develop definitions to identify persons with clinically different patterns of persistent opioid use based on data from prescription databases.

Methods

The study is based on data from the Norwegian Prescription Database using all dispensed opioid prescriptions during 2005–2008. Three definitions of persistent opioid use were developed using the following patient criteria: different levels of dispensed opioid amounts, number of prescriptions and the number of quarters out of the year in which prescriptions were dispensed. The three definitions each have some typical patient characteristics attached to them. The strict definition describes a typical patient using opioids to achieve a continuous serum concentration in the therapeutic range, the intermediate definition represents a typical patient using opioids daily but not around the clock and the wide definition describes a typical patient who uses opioids most of the days. To study whether the definitions accurately represent long‐term use, the patient population was followed for 3 years, and the retention rate within each definition was measured.

Results

The point prevalence of persistent opioid use in Norway (4,681,134 inhabitants) as defined by the strict, intermediate and wide definitions was 0.16% (n = 7663), 0.50% (n = 23,498) and 1.08% (n = 50,791), respectively, as of 31 December 2007. At the end of the 3‐year study period, the retention within any of the definitions was 83%, 84% and 68% for patients who met the criteria of the strict, intermediate and wide definitions, respectively.

Conclusion

In the patient populations identified by the three definitions, a high rate of retention was observed, indicating that the proposed definitions can identify patients with long‐term persistent use of opioids.
Facilitating Reflective Thinking in Counselor Education
Authors: GRIFFITH BRIAN A. , FRIEDEN GINA
Published: December 2011

The authors argue that counselor educators can facilitate reflective thinking in students through the practices of Socratic questioning, journal writing, Interpersonal Process Recall, and reflecting teams. These pedagogical methods are described and applied to a counselor education program.
Teaching Group Counseling Skills: Problems and Solutions
Authors: FURR SUSAN R. , BARRET BOB
Published: December 2011

The authors discuss ethical and professional issues regarding group counseling and argue that it is challenging to meet or exceed the standards established by the American Counseling Association's Council for the Accreditation of Counseling and Related Education Programs for teaching principles and theories, leadership skills, and group counseling methods for effective group practice. This task is especially difficult for counselor education programs that do not have doctoral students who can provide instruction and group leadership. The authors present a model involving 2 courses that allow for mastery of skills and solve practical dilemmas of providing an experiential group experience and leadership opportunities.
An Interactive Approach for Developing Interprofessional Collaboration: Preparing School Counselors
Authors: Shoffner Marie F. , Briggs Michele K.
Published: December 2011

School counselors are expected to be prepared to work cooperatively with school administrators, teachers, special education teachers, and other school personnel so that they can better serve students. Currently, the various professionals in schools, including school counselors, are trained separately and have few opportunities to learn about each other's roles, responsibilities, and perspectives. The authors discuss an interactive CD‐ROM that is designed to prepare school counselors and other school professionals (e.g., teachers, school administrators) to solve problems collaboratively.
Effects of Client Race‐Ethnicity on Perceptions of Counselor Trainees: Study 1 and Study 2
Authors: Fisher Teresa A. , Matthews Linda G. , Kurpius Sharon E. Robinson , Burke Katherine I.
Published: December 2011

The authors investigated the impact that racial stereotypes have on counselor trainees' perceptions of the attributes and behaviors of ethnically diverse male clients. Two studies were conducted in which participants were counselor trainees (Study 1, N = 58; Study 2, N = 75) who received a case study in which a male student sought counseling for problems affecting his school work. No differences were revealed in Study 1. In Study 2, counselor perceptions of client attributes differed across client race–ethnicity. The results are discussed in terms of their implications for training counselors, particularly regarding multicultural courses and workshops.
Book Review of The Heart and Soul of Change: What Works in Therapy
Authors: Schwartz Robert C.
Published: December 2011

The Heart and Soul of Change: What Works in Therapy by Mark A. Hubble, Barry L. Duncan, & Scott D. Miller (Eds.). (1999).
Counselor Trainees' Perceptions of Clients Based on Client Sexual Orientation
Authors: Barrett Kathleen A. , McWhirter Benedict T.
Published: December 2011

In this analog study, the authors examined how client sexual orientation, counselor trainee homophobia, and counselor trainee gender affected counselor trainees' (N = 162) assignment of positive and negative adjectives to clients. A series of multiple regression analyses revealed that client sexual orientation, counselor trainee gender, and counselor trainee homophobia significantly predicted counselor trainees' perceptions of clients. Implications for counselor training and research are discussed.
Building a Bridge: Counselor Educator–School Counselor Collaboration
Authors: Blackman Lorie , Hayes Richard L. , Reeves Patricia M. , Paisley Pamela O.
Published: December 2011

Despite calls for collaboration between counselor educators and school counselors, little is known about how collaboratives develop and what, if any, benefits are derived by the participants. In this article, the authors describe an 8‐year collaboration between a group of university‐based counselor educators and school counselors in 1 partnership community. Interviews with selected members of the collaborative were conducted to assess the participants' perceptions of the impact of this collaborative on their professional lives. A qualitative analysis of interviews revealed that renewal, professional development, and community are central to the experience of participants. Implications for future collaborations and research are discussed.
Counselor Education and Supervision: Quality of Editorial Board Members' Evaluations of Manuscripts
Authors: Smaby Marlowe H. , Smith Michael Robert , Maddux Cleborne D.
Published: December 2011

The authors developed and used the Reviewer Quality Index to rate the performances (i.e., timeliness, thoroughness, and decision congruence) of 20 Counselor Education and Supervision (CES) reviewers during a 3‐year period of evaluating manuscripts. Six reviewer characteristics (gender, degree type, years since degree was awarded, years on the Editorial Board, academic rank, and number of manuscripts reviewed) did not affect the quality of the reviewers' ratings. This indicates that manuscripts submitted to CES are evaluated equitably. The use of quality assessment indices may help to improve and support the integrity of the peer review processes used by professional counseling journals.
Presenting Workshops on Supervision: A Didactic‐Experiential Format
Authors: Britton Paula J. , Goodman Janet M. , Rak Carl F.
Published: December 2011

Given the growing emphasis on supervision in the counseling field, mental health professionals need updated training on the varied and complex issues in supervision and introduction to emerging theoretical models. The authors present a didactic‐theoretical‐experiential model of supervision training to be used in a workshop format. Curriculum information is included, along with ideas for exercises and class discussion. The authors discuss common themes and potential challenges that have emerged from their experiences as well as from feedback from evaluations. Readers are provided with information to help develop and enrich their training skills in supervision.
Scholarly Productivity Redefined in Counselor Education
Authors: Ramsey MaryLou , Cavallaro Marion , Kiselica Mark , Zila Laurie
Published: December 2011

In this study, counselor educators responded to a survey about their scholarly productivity over a 3‐year period. Their involvement in 7 scholarly activities is reported by category and by type of institution, tenure status, academic rank, and gender. Using a more comprehensive definition of scholarly productivity, this study documents that counselor educators are involved in a much broader, more diversified spectrum of scholarly activities than prior studies of scholarly productivity have indicated. Implications for tenure and promotion decisions, along with recommendations for training and mentoring of future counselor educators as well as future directions for research, are discussed.
Sabbaticals for Counselor Educators: Purposes, Benefits, and Outcomes
Authors: Benshoff James M. , Spruill David A.
Published: December 2011

The authors investigated the purposes, benefits, and outcomes of sabbaticals for counselor educators. Forty‐five counselor educators who had taken sabbaticals within the previous 5 years completed an on‐line survey about aspects of their sabbatical leave. Sabbaticals were overwhelmingly reported to be positive and productive experiences that yielded personal and professional benefits.
A Family Counselor Practicum Based on a Deliberate Psychological Education Model
Authors: Kaiser Donna , Ancellotti Teresa
Published: December 2011

The authors describe a family counseling practicum that is based on cognitive‐developmental theory and uses a Deliberate Psychological Education (DPE) model for developing a curriculum (N. A. Sprinthall & R. Mosher, 1978). Designed to promote the growth and development of adult learners, DPE facilitates learning and the developmental growth of beginning family counselors. A brief review of the origins of the DPE model and its use in counseling settings is followed by a description of the curriculum that has been implemented and refined over the past 10 years in the New Horizons Family Counseling Center at The College of William and Mary.
Identity Development in Counselors‐in‐Training
Authors: Auxier C. R. , Hughes Frances R. , Kline William B.
Published: December 2011

Researchers used 2 rounds of individual interviews and a focus group meeting to explore the identity development experiences of master's‐degree counselor education students. Grounded theory procedures generated a tentative substantive theory that conceptualized these experiences. The theory illustrated how counselors‐in‐training used a recycling identity formation process that involved conceptual and experiential learning experiences to identify, clarify, and reclarify their identities as counselors.
Factors Influencing Counselor Educators' Subjective Sense of Well‐Being
Authors: Leinbaugh Tracy , Hazler Richard J. , Bradley Carla , Hill Nicole R.
Published: December 2011

A national survey of 230 counselor educators was conducted to examine issues that encourage or discourage these educators to continue as faculty members. Three of the 5 factors (Organizational Control, Internal Control and Rewards, and Time and Effort Management) identified in a factor analysis of the 91‐item, author‐developed questionnaire (Pluses and Minuses of Being a Counselor Educator) were found to be correlated (p < .01) with the Memorial University of Newfoundland Scale of Happiness (M. J. Stones & A. Kozma, 1994). The factors and their relationship to counselor educators' sense of well‐being are discussed in relation to potential actions for institutions and individuals.
Training School Counselors as Developmental Advocates
Authors: Akos Patrick , Galassi John P.
Published: December 2011

Counselor educators continue to debate the persistent questions of the role and function of the school counselor. School counselor education faculty can address the issue of the school counselor's role by using contemporary developmental research to train counseling students to serve as developmental advocates. The primary role of a developmental advocate is to promote positive student developmental outcomes and the research‐identified types of environments that nurture those outcomes (J. Galassi & P. Akos, in press‐a). The authors present a training philosophy, a summary of selected developmental research, and curricular examples that demonstrate a programmatic focus on Developmental Advocacy.
White Counselors' Conceptualization of Privilege and Oppression: Implications for Counselor Training
Authors: Hays Danica G. , Chang Catherine Y. , Dean Jennifer K.
Published: December 2011

The authors in this qualitative study explored how White counselors define and experience privilege and oppression. Specifically, 2 research questions were addressed in semistructured interviews with 8 counselors: How do White counselors conceptualize privilege and oppression as separate but related constructs= and What experiences do White counselors generally describe concerning privilege and oppression? The authors present a research model that represents the factors that contribute to changes in the conceptualization and awareness of privilege and oppression and the way that these changes come about. Implications for counselor training are discussed.
Clinical Competencies Specific to Family‐Based Therapy
Authors: Stinchfield Tracy Anne
Published: December 2011

Research has indicated that traditional office‐based family therapy services are not always effective with at‐risk families and that there is an increasing trend toward home‐based delivered services (W. Snyder & E. McCollum, 1999). In this qualitative study, the author explored experienced home‐based family therapists' perceptions of the competencies most salient to the provision of family‐based therapy. Several themes emerged from this study. The author presents 2 central themes: joining—including joining with the family, the family's community, and school personnel—and bridging the gap between academia and current community‐based programs.
Mock Interdisciplinary Staffing: Educating for Interprofessional Collaboration
Authors: Quealy‐Berge Diana , Caldwell Karen
Published: December 2011

Training for interprofessional collaboration is important because professionals are increasingly required to work together in a coordinated and collaborative manner to meet the complex needs of clients. However, few published reports exist on interprofessional training for community counselors and marriage and family therapists. The authors discuss the use of a mock interdisciplinary staffing with students who are training to be counselors and marriage and family therapists. This method of instruction holds promise as an effective means of introducing students to a range of issues, including the knowledge, skills, and attitudes needed for interprofessional practice.
Salience of Emotional Intelligence as a Core Characteristic of Being a Counselor
Authors: Martin William E. , Easton Crystal , Wilson Sheilah , Takemoto Michelle , Sullivan Shannon
Published: December 2011

The authors investigated the association between emotional intelligence and counseling self‐efficacy. Participants were 140 counseling students and practicing counselors who completed the Emotional Judgment Inventory and the Counseling Self‐Estimate Inventory. Emotional intelligence differentiated counselors from noncounselors (Mdn d = .6650) but provided mixed results in differentiating counseling students and counselors. Moreover, the emotional intelligence factors Identifying Own Emotions, Expressing Emotions Adaptively, and Using Emotions in Problem Solving successfully predicted counseling self‐efficacy of both counseling students and practicing counselors (R = .537). Emotional intelligence may be another marker for individuals exploring professional counseling as a career and for improving students' counseling self‐efficacy.
Applying Self‐Efficacy Theory to Counselor Training and Supervision: A Comparison of Two Approaches
Authors: Barnes Kristin L.
Published: December 2011

Counseling self‐efficacy, an individual's perception of his or her competence to conduct counseling, is an important component of understanding how counselor trainees subjectively construct their counseling and training experiences and subsequently develop into competent counseling professionals. The author describes 2 approaches to using self‐efficacy theory to develop and implement counselor training and supervision interventions: the self‐efficacy enhancement approach and the self‐efficacy in context approach. Suggestions for tailoring counseling self‐efficacy assessment to the accompanying approach are included.
An Examination of the Clinical Preparation of School Counselors
Authors: Akos Patrick , Scarborough Janna L.
Published: December 2011

Clinical training is considered the capstone experience (Council for Accreditation of Counseling and Related Educational Programs, 2001) for preservice counselors. This exploratory study examined pedagogical practice for clinical preparation in a purposeful sample of 59 school counseling internship syllabi. A qualitative analysis revealed wide diversity in content regarding supervision, student assignments, and, in particular, on‐site requirements.
Teaching a Course on the Arts and Counseling: Experiential Learning in Counselor Education
Authors: Ziff Katherine K. , Beamish Patricia M.
Published: December 2011

The authors offer a rationale, structure, and method for teaching an experientially based class in using the arts as an adjunct to counseling. They describe the benefits to counseling students, review literature documenting the effective uses of the arts in counseling, and recommend textbooks and other resources. Professional and ethical considerations are noted, suggestions for collaborative teaching are offered, and the authors' experience in piloting such a course is documented.
Building Multicultural Competencies in School Counselor Trainees: An International Immersion Experience
Authors: Alexander Charlene M. , Kruczek Theresa , Ponterotto Joseph G.
Published: December 2011

The authors describe an international cultural immersion field experience, make recommendations for counselor educators who want to establish a similar program, and present an example of a student's reflection on the experience as recorded in the personal multicultural competency portfolio.
The School Counseling Supervision Model: An Extension of the Discrimination Model
Authors: Luke Melissa , Bernard Janine M.
Published: December 2011

It is well documented that clinical supervision in school settings is underutilized. One hypothesis for this situation is the lack of fit between current supervision models that emphasize the supervision of individual counseling and the multiple roles of school counselors within comprehensive school counseling programs (CSCPs). The authors propose the School Counseling Supervision Model (SCSM) as an extension of J. M. Bernard's (1979, 1997) Discrimination Model. The SCSM uses a 3 (focus of supervision) × 3 (supervisor role) × 4 (CSCP domain) matrix. Examples are provided for potential supervision interventions using the SCSM. Implications for training, practice, and research are discussed.
Counseling Made Transparent: Pedagogy for a Counseling Theories Course
Authors: Dollarhide Colette T. , Smith Alexanderia T. , Lemberger Matthew E.
Published: December 2011

The authors describe an innovative practice in classroom pedagogy for teaching counseling theories. In an attempt to make the counseling process “transparent” for students, instructors demonstrated clinical thinking using monologue and dialogue during role plays conducted in class. Support for this approach is offered, and feedback from students in the course is presented.
“Interpersonal” Clients, Students, and Supervisees: Translating Robert Kegan
Authors: Eriksen Karen
Published: December 2011

The counseling profession prides itself on its developmental focus. However, counselors, counselor educators, and supervisors have generally applied only phasic, and not stage, theories to counseling and supervision practice and have not incorporated developmental concepts into their teaching. This article continues the effort of rectifying this situation by explicating the relevance of R. Kegan's (1982, 1994) subject‐object theory for counseling, supervision, and counselor education. The author reviews Kegan's (1982, 1994) interpersonal and institutional stages and applies the theory to promoting development beyond the interpersonal stage in 3 case illustrations: a counseling case, a counselor educator's experience, and a supervision challenge.
Multiculturalism, Diversity, and Social Advocacy: A 17‐Year Content Analysis of Counselor Education and Supervision
Authors: Smith Shannon D. , Ng Kok‐Mun , Brinson Jesse , Mityagin Evgenia
Published: December 2011

The authors summarized (a) data regarding multiculturalism, diversity, and social advocacy represented in Counselor Education and Supervision (CES) over a 17‐year period (1989–2005, Volumes 28–45); (b) type of articles (i.e., research vs. theory) represented; (c) research methodology and applications used; (d) journal editor and related terms; (e) primary contributors and related institutional affiliations; and (f) the breadth and scope of the data regarding key topics represented. Seventy‐eight articles met inclusion criteria. Data indicate the extent to which multiculturalism, diversity, and social advocacy were represented in CES.
Vicarious Traumatization, Trauma‐Sensitive Supervision, and Counselor Preparation
Authors: Sommer Carol A.
Published: December 2011

Counselor educators have an ethical responsibility to prepare counselors and supervisors to detect and resolve vicarious traumatization in themselves and their supervisees. This article reviews relevant literature on vicarious traumatization and strategies to mitigate it. Also included is a review of the American Counseling Association's (2005) ACA Code of Ethics and the Council for Accreditation of Counseling and Related Educational Programs' (2007) proposed 2009 standards as each relates to trauma counseling and vicarious traumatization. Specific counselor preparation practices are suggested.
Research Mentorship in Counselor Education
Authors: Briggs Cynthia A. , Pehrsson Dale‐Elizabeth
Published: December 2011

The purpose of this national survey was to determine whether pretenured counselor educators receive research mentorship, and if so, what instructional and relational factors occur within that relationship. Pretenured counselor educators in counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs were surveyed (N = 269). The 139 respondents (51.7% response rate) indicated that most (n / 107) pretenured counselor educators receive research mentorship. The relationship(s), most often described as cooperative (n / 84) and open (n / 70), focused primarily on navigation of promotion and tenure (n / 87) and generating refereed publications (n / 95) and presentations (n / 72).
Counseling Students' Decision Making Regarding Teaching Effectiveness: A Conjoint Analysis
Authors: Pietrzak Dale , Duncan Kelly , Korcuska James S.
Published: December 2011

The authors examined the relative importance of 4 attributes of decision making for student evaluation of teaching effectiveness: perceived knowledge base of the professor, professor's delivery style, course organization, and course workload. Participants were 234 counseling graduate students from 6 midwestern universities in the United States. Data were analyzed with classic conjoint analysis using an additive model with full‐profile method. Results indicated that decisions about teaching effectiveness are complex and based on multiple attributes. There was sufficient variability in the decision‐making process to warrant caution in overgeneralizing results. Implications for faculty development and faculty hiring are considered.
Girls' and Women's Issues in Counseling: A Theory‐Based Course Design
Authors: Choate Laura Hensley
Published: December 2011

In this article, the development of a master's‐level course regarding girls' and women's issues in counseling is described. First, the pedagogical foundation for the course design is highlighted. Second, the learning goals for the course are outlined: (a) knowledge of counseling issues pertinent to girls and women in contemporary society, (b) development of effective interventions based on gender‐informed counseling approaches, and (c) awareness of counselors' advocacy role in improving the situation of girls and women. Corresponding teaching methods and class activities are also provided.
An Exploration of Themes That Influence the Counselor Education Doctoral Student Experience
Authors: Protivnak Jake J. , Foss Louisa L.
Published: December 2011

The purpose of the present study was to explore the themes that counselor education doctoral students perceive as influencing their experience. The results of an exploratory qualitative study in which counselor education doctoral students provided their perceptions of what helped or hindered their progress are presented. Themes identified as both positively and negatively influencing their experiences were departmental culture, mentoring, academics, support systems, and personal issues. Recommendations are provided for counselor educators to consider in their work with doctoral students.
Understanding School Counseling Internships From a Communities of Practice Framework
Authors: Woodside Marianne , Ziegler Mary , Paulus Trena M.
Published: December 2011

School counseling interns are on the boundary of communities of practice. This study explored how school counselors develop competence during internship experiences by analyzing an online dialogue taking place among a small group of interns. Feelings of being on the boundary intensified with unsatisfactory supervisor‐intern relationships (lack of mutuality of engagement) or when interns experienced a sense of powerlessness to effect change at their internship placements (negotiating their repertoire). As boundary dwellers, interns turned to peers to make sense of their experiences (accountability to the joint enterprise). Implications include the importance of the supervisor‐intern relationship and the relationships among internship peers.
Prepracticum Service‐Learning in Counselor Education: A Qualitative Case Study
Authors: Jett Steven T. , Delgado‐Romero Edward A.
Published: December 2011

Prepracticum service‐learning (PPSL) was investigated through a qualitative case study of a counselor education program. Participants were PPSL instructors, coordinators, and alumni of the selected program. As it relates to the counselor education program under study, this article illustrates perceived effects of PPSL on student counselors' overall development and comparisons of PPSL and practicum training. Implications for counselor education are addressed.
Research Priorities for Mental Health Counseling With Youth: Implications for Counselor Preparation, Professional Development, and Research
Authors: Mellin Elizabeth A. , Pertuit Terry L.
Published: December 2011

Counselors encounter the needs of youth (3–17 years) in a variety of settings; however, outside of school counseling, the profession faces a lack of preparation, professional development, and research focused on mental health practice with youth. Using the Delphi method, 12 counselor educators and 15 practicing counselors were polled regarding research priorities for mental health counseling with youth. Research that considers how varying developmental stages and systems (e.g., families, schools, communities) affect the mental health of youth was identified as a priority. Implications for counselor preparation, professional development, and research are offered on the basis of these results.
Social‐Cognitive Development, Ethical and Legal Knowledge, and Ethical Decision Making of Counselor Education Students
Authors: Lambie Glenn W. , Hagedorn W. Bryce , Ieva Kara P.
Published: December 2011

Counselors are required to have high levels of social‐cognitive development, significant knowledge regarding ethical and legal practice, and sound ethical decision‐making processes to provide effective and ethical services to their clients. This study investigated the effect of two counseling ethics courses on 64 master's‐level counselor education students' levels of social‐cognitive development, ethical and legal knowledge, and ethical decision making. Students' ethical and legal knowledge scores increased significantly, and precourse social‐cognitive maturity predicted postcourse ethical and legal knowledge scores. Implications for counselor education and development are discussed.
Multicultural Counselor Training Experiences: Training Effects and Perceptions of Training Among a Sample of Predominately Hispanic Students
Authors: Dickson Ginger L. , Argus‐Calvo Beverley , Tafoya Nancy Garcia
Published: December 2011

The effectiveness of multicultural training among a sample of predominately Hispanic counseling students was examined. The results of a series of 2‐factor repeated measures analysis of variance and follow‐up paired‐samplesttests suggest that multicultural training was effective in increasing students' multicultural competencies and in improving their cognitive racial attitudes. Students' affective racial attitudes were not changed. Students' perceptions of their multicultural training suggest that students from diverse racial/ethnic backgrounds may experience multicultural training differently and unique life experiences may help explain this difference. Counselor educators may wish to use a variety of training experiences to provide multicultural training that is effective across diverse student populations.
Using Supervision to Prepare Social Justice Counseling Advocates
Authors: Glosoff Harriet L. , Durham Judith C.
Published: December 2011

Over the past several years, there has been an increased focus on integrating not only multiculturalism in the counseling profession, but also advocacy and social justice. Although the professional literature addresses the importance of cultural competence in supervision, there is a paucity of information about social justice advocacy in relation to the process of counseling supervision. In this article, the authors share a rationale for integrating a social justice advocacy orientation in supervision, discuss the connection between diversity and social justice advocacy counseling competence, address challenges faced by supervisors, and suggest specific strategies for use in supervision to prepare counselors to be social justice counseling advocates.
Personality Type and Clinical Supervision Interventions
Authors: Bernard Janine M. , Clingerman Tamara L. , Gilbride Dennis D.
Published: December 2011

In this study, the authors investigated personality type of supervisors and supervisees and interventions chosen by supervisors for 78 supervisory dyads from 9 different counselor education programs. Gender effects were also investigated. Results indicated that interventions were not influenced by supervisor personality type as measured by the Revised NEO (Neuroticism, Extraversion, Openness to New Experiences) Personality Inventory (NEO PI‐R; Costa & McCrae, 1992a), nor were they influenced by similarity or dissimilarity of supervisory dyads by type or gender. Rather, most supervision interventions were Intuitive or Perceiving as measured by the Focus of Supervision Form. One exception was when supervisees scored high on Openness on the NEO PI‐R, which resulted in supervisors choosing Judging interventions.
Interactive Training Model: Enhancing Beginning Counseling Student Development
Authors: Paladino Derrick A. , Minton Casey A. Barrio , Kern Carolyn W.
Published: December 2011

The authors propose the Interactive Training Model (ITM), a full classroom role play experience, as a method for helping student counselors develop essential interviewing and counseling skills and self‐awareness as required by the 2009 Council for Accreditation of Counseling and Related Educational Programs Standards. This pre‐post, quasiexperimental study involving 45 master's‐level students indicated that those who participated in the ITM made greater gains in supervisee development compared with those who participated in a traditional peer feedback model. Narrative student feedback regarding the use of ITM in an essential skills course is presented, and implications for counselor education are discussed.
The Fierce Urgency of Now: Diffusion of Innovation as a Mechanism to Integrate Social Justice in Counselor Education
Authors: Ratts Manivong J. , Wood Chris
Published: December 2011

The authors present diffusion of innovation theory (Rogers, 2003) as a framework for integrating social justice into counselor education. An overview of diffusion theory is provided along with how the tenets of diffusion of innovation can be used to alleviate fears and anxieties that come with adopting an innovation such as social justice in counselor education.
Food and Culture: A Pedagogical Approach to Contextualizing Food‐Based Activities in Multicultural Counseling Courses
Authors: Sommer Carol A. , Rush Lee Covington , Ingene Daphne H.
Published: December 2011

Pedagogic approaches that draw on reflective practices and experiential activities are valued for their perceived ability to enhance multicultural understanding. The use of food‐based assignments is not uncommon in multicultural counseling courses; however, the authors contend that although these activities may be experiential in nature, they are often devoid of any meaningful in‐depth discussion about related contextual elements, such as power dynamics, economic systems, familial structures, cultural values, and religious meaning. This article describes a food‐based assignment used in a multicultural counseling course incorporating firsthand experience with members of various cultures. Anecdotal evidence, as well as suggestions for practice, is included.
School Counseling Site Supervisor Training: An Exploratory Study
Authors: DeKruyf Lorraine , Pehrsson Dale‐Elizabeth
Published: December 2011

This study explored the supervision training needs of site supervisors of master's program school counseling interns via the construct of self‐efficacy. Using the Site Supervisor Self‐Efficacy Survey developed for this study, the authors surveyed school counseling site supervisors in the states of Oregon and Washington (N = 147) regarding their hours of supervision training and their supervisor self‐efficacy. Results indicated that 54% of school counseling site supervisors had little or no counseling supervision training. Supervisor self‐efficacy appeared to be relatively strong, consistently so for school counseling site supervisors with over 40 hours of supervision training. A partial correlation indicated a slightly positive relationship between the hours of supervision training received and perceived self‐efficacy regarding supervision. Implications regarding school counseling site supervisor training and future research are offered.
The Soviet School Reforms of 1984: Making Career Development a Matter of State Control
Authors: MACHULA CASEY S.
Published: December 2011

This article outlines the implementation of the Soviet School reforms of 1984 and their significance with respect to career development in the Union of Soviet Socialist Republic (USSR).
Annual Review: Practice and Research in Career Counseling and Development, 1988
Authors: SAVICKAS MARK L.
Published: December 2011

This review of the 1988 literature on career development and counseling addresses career development theories and their application, career intervention, career exploration motives and constraints, and problems in career decision making. Emphasis was given to conceptual contributions that offered new perspectives on career choice and development, research reports that stated specific implications for practice, and articles that described counseling methods or other career services.
Issues in Career Decision Making for Workers With Developmental Disabilities
Authors: HAGNER DAVID , SALOMONE PAUL R.
Published: December 2011

Persons with developmental disabilities are not usually given the opportunity to make meaningful choices concerning career options. There are, however, five types of partial involvement in career decision making they may experience. Counselors have considered client expressions of occupational preferences prior to deciding on appropriate vocational goals, have merely asked workers to sign a prepared rehabilitation plan, or—at the highest level of client participation—have involved workers and their families in team planning meetings. Several recommendations for both systemic and personal interventions to facilitate career decision‐making by workers with developmental disabilities are discussed.
Infusing Life and Vitality Into Career Counseling Classes
Authors: BEALE ANDREW V.
Published: December 2011

Familiarizing prospective counselors with basic career information resources is one of the primary goals of most career counseling classes. This article illustrates a series of novel activities that can be used to introduce students to standard career resources.
Gender Differences in Self‐Ratings of Abilities and Skills
Authors: Swanson Jane L. , Lease Suzanne H.
Published: December 2011

Students' ratings of their abilities and skills were examined in relationship to self‐esteem and to their ratings of same‐gender peers. Participants were 112 students (59 women and 53 men) who were administered the Rosenberg (1965) self‐esteem scale and a questionnaire assessing self‐ratings of 14 general abilities and 30 specific skills, as well as peer ratings of the skills. Results indicated that (a) gender differences were observed on 3 of the 14 general abilities, (b) there were significant interactions between gender, peer versus self‐ratings and skill areas, and (c) self‐esteem scores were related to some of the self‐ratings.
Chance and Careers: Normative Versus Contextual Development
Authors: Cabral Albert C. , Salomone Paul R.
Published: December 2011

Although we aspire to understand and control ourselves and our environments, most people will acknowledge the influence of unforeseen events or encounters upon their career decision making. The focus in this article is on the development of persons within various life contexts, the recognition that individuals may prepare themselves to use unexpected opportunities, and the role of counselors in the career decision‐making process.
Young Adult Predictors and Midlife Outcomes of Male Fine Art Careers
Authors: Stohs Joanne M.
Published: December 2011

The fine artist is often characterized as atypical and as one who persists with an unconventional lifestyle and career pattern because of the satisfaction derived from creating. To persevere with such an unconventional pattern over an extended period requires an unusual person. Can such a person be identified before he or she experiences this career pattern? The current study followed a group of male fine and applied artists over an 18‐year period and identified the young adult and midlife variables that differentiated the two groups. Results indicate that men in stereotypical fine art careers (labeled fluid careers) are more talented, inner‐focused, and less materialistic as young adults than their peers. By midlife, such fine artists also have significantly lower socioeconomic status than those in stable applied art careers, yet are equally satisfied with their lives. The results suggest that men who experience a fluid, fine‐art career are intrinsically oriented.
Background and Family Variables in a Causal Model of Career Maturity: Comparing Hearing and Hearing‐Impaired Adolescents
Authors: King Suzanne
Published: December 2011

The purpose of this study was to determine if differences exist in the way seven background, achievement, and family variables explain career maturity attitudes for adolescents with and without a handicap. Using path analytic techniques with data from 70 high school students with impaired hearing and from another 318 with normal hearing, the results suggested more similarities than differences in the patterns of influence among the predetermined variables. The results are discussed in terms of the amount of variance explained, the direct, indirect, and total effects of each of the predictor variables on career maturity, and the subsequent implications for career development theories.
Occupational Stereotyping of Asian Americans
Authors: Leong Frederick T. L. , Hayes Thomas J.
Published: December 2011

This study investigated the presence of occupational stereotypes in the ratings by 194 White college students of 16 occupations identified in the literature as representative of Asian‐White group differences. Three dimensions of stereotypes were measured (probability of success, qualifications for training, and acceptance by others). Questionnaires were varied by race (Oriental versus White) and gender (male versus female). Significant race and gender differences were noted on two dimensions (qualifications for training and probability of success). Both positive and negative stereotypes were found across race and gender groupings. Asians were rated as less likely to succeed as insurance salespersons but more likely to succeed as engineers, computer scientists, and mathematicians. Women were viewed as less qualified to seek training as engineers, police officers, and economists but more qualified to seek training as secretaries.
Abating Stereotypical Attitudes: Views on Career Paths of an Asian American Comedian
Authors: Fujioka Janine Midori
Published: December 2011

An Asian American comedian, William Mar, provides an insightful commentary about his career choice. He believes that the comedy stage is a useful position to comment on stereotypes inherent to the American culture. Comedians must challenge the audience to think about the joke not only as amusement, but to examine the other implications involved.
The Opinions of Minorities About Preparing for Work: Report of the Second NCDA National Survey
Authors: Brown Duane , Minor Carole W. , Jepsen David A.
Published: December 2011

A report of the 1989 NCDA survey of the perceptions of American adults of their career planning, the nature of their workplaces, and the availability of and utility of occupational information is presented. The survey, which was administered by the Gallup Organization, included an oversampling of Hispanics, African Americans, and Asian‐Pacific Islanders. Although the results for all groups including Whites are presented, the emphasis is upon the perceptions of minority groups.
Relationship Between College Women's Occupational Interests and a Single‐Sex Environment
Authors: Rubenfeld Mona I. , Gilroy Faith D.
Published: December 2011

This study investigated whether the gender composition of the home and high‐school environment in which a woman was reared has an influence upon her occupational interests. Results indicated that college women who reported attending a single‐sex high school and who also had brothers demonstrated interest in non‐traditional careers significantly more often than did their counterparts who attended coed schools. Those women from single‐sex high schools reporting having sisters only did not differ significantly from the other three groups. These results were interpreted as being useful in explaining some of the discrepant findings in the previous literature concerning the overall effect of single‐sex secondary education.
Project CHOICE: Validity of Interest and Ability Measures for Student Choice of Vocational Program
Authors: Prediger Dale J. , Brandt William E.
Published: December 2011

This project sought to determine whether interest and ability measures can help high school students identify vocational education programs in which they may experience satisfaction and success. Interest measures (6) and ability measures (15) were administered to 2,101 seniors in 19 area vocational‐technical schools. About 80% of the satisfied/successful seniors would have been referred, by a computer‐based score interpretation, to the job cluster containing the vocational program they completed. Generally, score profiles were congruent with program content. Results indicate that computer‐based interpretations can effectively and efficiently link interest and ability scores to vocational‐technical program options.
Facilitating the Career Development of Minorities: Doing it Differently This Time
Authors: Hawks Brenda K. , Muha Douglas
Published: December 2011

Although the early vocational educators were committed to social change, they inadvertently reinforced differences between social groups. Counselors today have a unique opportunity to effect social change. Demographic shifts suggest that minorities who are educationally and occupationally prepared will face fewer racial barriers in the future labor market. To prepare minority students to take advantage of anticipated demographic shifts, counselors will need to avoid the same inadvertent mistakes made by their predecessors. To accomplish this, counselors can recommit to career education and counseling, ensure equal access to their services, and alter the context of their interventions.
The Intentions of Parents in Influencing the Career Development of Their Children
Authors: Young Richard A. , Friesen John D.
Published: December 2011

Parents' intentions associated with critical incidents they undertake in the career development of their children are examined from an intentional action perspective. From interviews with 207 parents, 1,772 critical incidents were identified. Approximately half of the incidents contributed to the construction of 10 categories representing the intentions of parents; the remainder was used to substantiate the categories. The categories illustrate that parents, although not necessarily attempting to influence particular occupational choice, are active agents in influencing their children in a broad range of areas in career development.