bluuebunny/crossref_metadata_2025 huggingface dataset:
Sexual Contact During and After the Professional Relationship: Attitudes and Practices of Male Counselors
Authors: Thoreson Richard W. , Shaughnessy Peter , Heppner P. Paul , Cook Stephen W.
Published: December 2011

The authors of this article surveyed a national sample of male counselors and educators (N = 366) on both attitudes toward and participation in sexual misconduct with clients, students, and students under supervision. Although relatively few respondents (1.7%) reported having engaged in sexual misconduct with clients during a professional relationship, the prevalence rate increased to 17% when the definition of sexual misconduct was expanded to include (a) students and students under supervision and (b) occurrences of sexual misconduct after the professional relationship. Respondents who indicated that erotic sexual conduct may not constitute professional misconduct were more likely to report having engaged in such behavior.
Substance Abuse in Persons With Disabilities: Treatment Considerations
Authors: Helwig Andrew A. , Holicky Richard
Published: December 2011

In this article the authors examine the issues and needs of individuals who are physically disabled and have substance abuse problems. Reasons for the high rate of substance abuse among individuals who are physically disabled are explored. Treatment considerations for such individuals are addressed and include individual, family, and educational counseling. Prevention issues are examined, and the importance of the Americans with Disabilities Act (ADA, 1990) is assessed.
Disciplinary Counseling in Higher Education: A Neglected Challenge
Authors: Stone Gerald L. , Lucas Julie
Published: December 2011

A survey about disciplinary counseling elicited responses from a national sample of counseling center directors. Information about demographics, referrals, goals, reference material, and issues related to disciplinary counseling are discussed. Conceptual distinctions between disciplinary therapy and education are noted.
Child and Adolescent Mental Health: Building a System of Care
Authors: Collins Barbara G. , Collins Thomas M.
Published: December 2011

According to recent studies, large numbers of children and adolescents with serious emotional or behavioral disorders receive either no mental health treatment or treatment inappropriate to their needs. In this article the authors examine the problem of unnecessary hospitalization and the inadequacy of community‐based systems. They discuss the barriers that impede improved mental health service systems for children and their families and present the Child and Adolescent Service System Program (CASSP) “system of care” model as an alternative. Last, counseling and development's role in promoting and fostering positive changes in the mental health system serving children and adolescents is discussed.
Identifying Pretreatment Change
Authors: Lawson David
Published: December 2011

In this article the author addresses the possibility of pretreatment change as a viable first intervention for solution‐oriented counseling approaches. Using the interview questions and format of Weiner‐Davis, de Shazer, and Gingerich (1987), 82 clients were surveyed to ascertain if a change in their problem context had occurred between the time an appointment was made for counseling and the time they come to the first session. The results indicate that most of the clients can identify desirable pretreatment change with the assistance of a counselor. Bateson's (1979) “difference that makes a difference” and client expectancy are posited as explanations for the client's perceiving pretreatment change as significant.
Clinicians and Diagnosis: Ethical Concerns and Clinician Competence
Authors: Hamann Edward E.
Published: December 2011

In this article the author discusses diagnosis. He addresses the need for and usefulness of diagnosis by clinicians in general, with an emphasis on related ethical concerns and clinicians' competence in diagnosis specifically.
The Adult Persistence in Learning Model: A Road Map to Counseling Services for Adult Learners
Authors: MacKinnon‐Slaney Fiona
Published: December 2011

The Adult Persistence in Learning (APIL) model focuses on personal issues of the individual adult learner, learning process issues, and environmental issues related to the particular institution to guide counseling services for adult leaners. Factors that facilitate a realistic approach to adult learning provide the focus: self‐awareness, willingness to delay gratification, clarification of career and life goals, mastery of life transitions, sense of interpersonal competence, educational competence, intellectual and political competence in learning, information retrieval from the institution, awareness of opportunities and impediments in the environment, and perceptions of the compati‐bility of the learning environment. Counseling interventions for individuals and groups based on the factors in the model can aid retention of adult learners.
A Strategic Plan for AACD's Future: The Precursors of ACA
Authors: Nejedlo Robert J. , Hansen L. Sunny , Myers Jane E.
Published: December 2011

The authors provide an account of the strategic planning process that the American Association for Counseling and Development (AACD; now the American Counseling Association [ACA]) used beginning in 1988 in developing the association's first 3‐year strategic plan. It includes a description of the strategic planning process itself and a historical account of how AACD embarked on strategic planning, as well as documentation of the informal and formal data‐gathering processes through which a values statement, an identity statement, mission statement, and goals were established.
Emotional, Social, and Academic Adjustment of College Students: A Longitudinal Study of Retention
Authors: Gerdes Hilary , Mallinckrodt Brent
Published: December 2011

Prior to initial enrollment, undergraduates completed surveys assessing expectations about their college adjustment, and later completed a second survey assessing actual adjustment. Six years later inspection of academic transcripts revealed which students had dropped out and whether they had been in good academic standing or poor academic standing. Results indicated that two different sets of items best discriminated among good‐standing students, the persisters (n=113) and the leavers (n=29), and among poor‐standing students, persisters (n=36) and leavers (n=30). Generally, emotional and social adjustment items predicted attrition as well or better than academic adjustment items.
George Gazda: Steps Ahead of the Group
Authors: Rotter Joseph C.
Published: December 2011

Dr. George Gazda has been and remains a pioneer in the counseling profession. During the past several decades, he has been instrumental in several movements and has influenced the direction of the field of counseling. His leadership in bringing group counseling to the respected status it holds today is a remarkable feat. The development of the comprehensive and practical “Life Skills Model” has influenced the way many counselors work with clients. In this brief interview, he talks of the significant people in his professional development, and some of the many people he has touched speak to his caring and commitment to his chosen profession. This short synopsis of Dr. Gazda's career hardly does justice to his many contributions. He is indeed a remarkable professional and person. The counseling profession, in may ways, owes him considerable credit for where we are today and for where we may strive in the future. His dreams provide a true vision for the rest of us.
Duty‐to‐Warn Guidelines for Mental Health Counselors
Authors: Costa Luann , Altekruse Michael
Published: December 2011

There are few clear definitive guidelines for counselors to implement regarding duty‐to‐warn cases. In addition, ethical codes do not specifically address duty‐to‐warn issues. A tentative model to use as a guide in making clinical judgments in such cases is provided as well as case examples to exemplify possible ethical dilemmas in the practice of counseling.
Characteristics of Therapist Self‐Disclosure in the Counseling Process
Authors: Edwards Carla E. , Murdock Nancy L.
Published: December 2011

A survey was sent to practicing therapists to investigate their uses of self‐disclosure in counseling and psychotherapy. A total of 46% returned surveys, and most indicated that they used at least some self‐disclosure in their work with clients. Overall, respondents reported disclosing about professional qualifications and experience most often and indicated that they disclosed mainly to increase similarity between themselves and clients.
Quality and Correlates of Parental Attachment Among Late Adolescents
Authors: Kenny Maureen E.
Published: December 2011

The value of attachment theory (Ainsworth, Blehar, Waters, & Wall, 1978) in describing parental relationships of late adolescents (N = 139) in trade and technical school programs was explored. Overall, students described positive attachments to parents, viewing them both as facilitating their autonomy and as being available as a source of emotional support. Male students who were attending schools farther away from their parents' homes described their parental attachments more positively than did students who attended schools closer to their parents' homes. Parental facilitation of autonomy was associated with self‐reports of assertion for female students.
Nonconsensual Sexual Experiences in Precollege Women: Prevalence and Risk Factors
Authors: Himelein Melissa J. , Vogel Ron E. , Wachowiak Dale G.
Published: December 2011

The authors of this study examined the prevalence of nonconsensual sexual experiences in dating situations among a sample of 330 incoming female college students. Results indicated that 38.5% of women reported experiencing at least one form of sexual victimization in dating, ranging from unwanted sexual contact to rape. Victimization was related to history of childhood sexual abuse as well as previous consensual sexual activity. Discussion focuses on the need for education and prevention programs during the secondary school years and counseling assistance for college‐age victims.
The Perceived Roles of Bullying in Small‐Town Midwestern Schools
Authors: Oliver Ronald , Hoover John H. , Hazler Richard
Published: December 2011

Middle and high school students (N=207) in small‐town midwestern schools were surveyed regarding factors that motivate and sustain bullying. Students failed to endorse statements that bullying teaches about behavior unacceptable to the group and that making friends with a bullied person would result in lowering one's social status. Students agreed that victims brought it on themselves, teasing was mostly done in fun, and that bullying helps people by making them tougher. Girls, but not boys, tended to agree that bullies held higher social status than did victims.
Youth at Risk: In Search of a Definition
Authors: Tidwell Romeria , Garrett Susan Corona
Published: December 2011

The term youth at risk has been defined in numerous ways. A review of these definitions, their perspectives on predisposing conditions, and the implications for counseling are discussed.
Faculty Development in the 1990s: What It Is and Why We Can't Wait
Authors: Millis Barbara J.
Published: December 2011

Faculty development efforts are vitally needed in higher education today. Changes in expectations about the quality and assessment of undergraduate education, societal needs, technology, the student populations, and paradigms about teaching and learning argue for viable, credible, and creative programs. The author explores the nature and need for faculty development, discusses some faculty development options, and provides a selected number of resources.
Pursuing a Comprehensive Faculty Development Program: Making Fragmentation Work
Authors: Watson George , Grossman Louis H.
Published: December 2011

Arizona State University (ASU) serves as a case study of a comprehensive faculty development program in a large university characterized by numerous overlapping and fragmented resources and services. In this setting, the task of faculty development is to provide the leadership that is necessary to mold these fragments into a coherent vision and mission that promotes the aims of the university and supports the needs of the faculty. Programs based on the consortium, the cooperative, and the distributed models make fragmentation work for, rather than against, the program. In addition, faculty development must work to establish an academic environment that values teaching, research, and scholarly outreach—the constituent elements of a comprehensive program.
Peer Consultation: Faculty and Students Working Together to Improve Teaching
Authors: Heppner P. Paul , Johnston Joseph A.
Published: December 2011

The authors describe the specific steps of the Faculty Peer Consultation Program that provides faculty members with feedback from students in their classroom. In addition, evaluative data are provided from faculty and students that provide preliminary evidence for the utility of the program. Moreover, minor problems are identified, and possible modifications are suggested.
Who Should Do Faculty Development and What Should It Be?
Authors: Nathan Peter E.
Published: December 2011

In the face of widespread public dissatisfaction with higher education, faculty development programs—especially semester‐ and year‐long leaves—have become more important than ever before as a means of helping faculty broaden their scholarship and enhance their teaching. Department chairs should play an important hand in decisions on faculty development assignments. Given that they also have other important responsibilities, however, ways must be found to entice department chairs to become as involved in faculty development as they are in promotion and tenure, curriculum review, and decisions on merit salary increments. The particular value of faculty development programs for women and members of minority groups must also be recognized. These two groups of faculty may experience special problems in adjusting to faculty life, which make faculty development opportunities even more valuable to them than to others.
Group Supervision of Novice Clinical Supervisors: Eight Recurring Issues
Authors: Ellis Michael V. , Douce Louise A.
Published: December 2011

The authors describe one approach to the supervision of novice clinical supervisors. A central feature of this group approach to supervising supervisors is the eight recurring supervisory issues: supervisor anxiety, intervention choices, group cohesion, responsibility, parallel process, power struggles, individual differences, and sexual attraction. Our experience suggests that assessing and successfully confronting these supervisory issues seem to be an integral part of supervisor supervision. Suggestions for addressing these issues are offered.
Problem‐Solving Appraisal, Health Complaints, and Health‐Related Expectancies
Authors: Elliott Timothy R. , Marmarosh Cheri L.
Published: December 2011

The authors examined the relation of problem‐solving appraisal to health complaints and health‐related expectancies among 321 undergraduates. Results indicated that self‐appraised effective problem solvers reported fewer current physical symptoms during the 3 weeks prior to assessment and fewer health problems on the day of assessment than did ineffective problem solvers. Self‐appraised effective problem solvers also had greater internal and lower chance expectancies for health outcomes than did ineffective problem solvers. Ineffective self‐appraised problem solvers reported more negative health perceptions 3 months later during the week of final examinations. Personal control over emotional experiences when engaging in problem solving was significantly predictive of health perceptions. Results are integrated with theoretical models of problem solving and behavioral health. Implications for counseling are discussed.
Response to the Lazarus and Beutler Article “On Technical Eclecticism”
Authors: Gilliland Burl E. , James Richard K. , Bowman James T.
Published: December 2011

The article titled “On Technical Eclecticism,” by Lazarus and Beutler (Journal of Counseling & Development, March/April 1993), distorted the work of Gilliland, James, and Bowman (1989) by using an incomplete contextual quotation. This article represents a reply to set the record straight. A discussion of key elements of a modern eclectic system of counseling and psychotherapy is presented.
Substance Use Among Native American Indian Youth: A Selected Review of Causality
Authors: Herring Roger D.
Published: December 2011

The author presents a selected review of substance use causality among Native American Indian youth. A review of selected empirical research relative to substance use is given. In addition, selected examples of research‐oriented implications and practical suggestions are offered.
A Cognitive‐Behavioral Educational Workshop to Combat Sexual Harassment in the Workplace
Authors: Barak Azy
Published: December 2011

Various measures have been implemented for coping with the problem of sexual harassment in the workplace. Although much of the effort has been provided for special legislation, proper grievance procedures, or actions for organizational change, few attempts have been made to prevent sexual harassment through the application of appropriate training procedures based on effective psycho‐educational methods. The author describes a workshop based on cognitive‐behavioral techniques and is designed to provide women workers with understanding about sexual harassment at work and equip them with various response alternatives to sexual harassment attempts. Preliminary findings support the positive impact of the workshop.
Applying Primary Prevention Precepts to Campus Substance Abuse Programs
Authors: Conyne Robert K. , Wagner Donald I. , Hadley Thomas D. , Piles Melinda A. , Schorr‐Owen Valerie , Enderly Michael T.
Published: December 2011

The authors identify five primary prevention programming precepts dealing with perspective, targets, methods, intentionality, and ethic. They describe how the United States Department of Education's Fund for the Improvement of Post Secondary Education (FIPSE) sponsored University of Cincinnati substance abuse prevention project was developed by following these precepts. They hope that this information will aid others in their development of primary prevention programs in college substance abuse (i.e., alcohol and other drug abuse) or in other areas.
Hindering Events in Interpersonal Relations Groups for Counselor Trainees
Authors: Doxsee Deborah J. , Kivlighan Dennis M.
Published: December 2011

A taxonomy of hindering events that have a negative impact on the group therapy process is identified in this analogue study, A total of 40 critical incident reports collected from various times across the lives of six different interpersonal relations groups were used for the study. Student group participants completed the critical incident reports after each session and described the most hindering event occurring in each group session: the reports were then sorted into categories by judges, and the sorted categories were combined on a proximity matrix for use in cluster analysis. Eight discrete categories of hindering events were identified: absence, discounted‐misunderstood, withheld self‐disclosure, member disconnection, member attack, leader actions‐interventions, unwanted activity, and late group.
Midlife Care Givers: Effectiveness of a Psychoeducational Intervention for Midlife Adults With Parent‐Care Responsibilities
Authors: Schwiebert Valerie L. , Myers Jane E.
Published: December 2011

The purpose of this study was to develop, implement, and evaluate a psychoeducational group intervention that addressed the needs of adult children caring for aging parents. The intervention consisted of four 2‐hour sessions and included 70 care givers, 54 to 72 years of age, who were currently caring for a parent 60 years of age or older. A delayed‐treatment, control‐group design with follow‐up after a 4‐week interval was used to study three primary variables identified through an extensive literature review as essential for care givers. These included knowledge, care giver burden, and skill development. Skill development did not change following participation, nor did care giver burden variables measured. Significant increases were found at the .05 level for knowledge, overall coping resources, and self disclosure following group participation.
Examining the Association Between Self‐Reported Multicultural Counseling Competencies and Demographic Variables Among Counselors
Authors: Pope‐Davis Donald B. , Ottavi Thomas M. , Ottavi Thomas M.
Published: December 2011

The authors examined the association between demographic variables and self‐reported multicultural counseling competencies among counselors. A national sample of 220 counselors affiliated with university counseling centers participated in this investigation. Counselors responded to 40 Likert‐type statements about multicultural awareness, knowledge, skills, and relationships. Results from a series of multivariate and univariate analyses indicated that Asian American and Hispanic counselors reported more multicultural knowledge than did White counselors, and African American, Asian American, and Hispanic counselors reported more competence in multicultural awareness and relationships than did White counselors. No effects were found for other demographic variables. Implications of these findings are discussed.
Relationship Between Counselors' Clinical Hypotheses and Client Ratings of Counselor Effectiveness
Authors: Morran D. Keith , Kurpius DeWayne J. , Brack Greg , Rozecki Tbaddeus G.
Published: December 2011

The authors assessed the relationship of counseling students' hypothesis formation skill levels to counseling effectiveness. Hypothesis rating scales were selected to assess skill in using a comprehensive range of client data, integrating multiple client dimensions, and forming questions for hypothesis testing. Results indicated that higher ratings of hypothesis formation skill were associated with higher client ratings of counselor effectiveness. A combination of four hypothesis skill ratings predicted more than 60% of the variance in total Counselor Rating Form‐Short version (CRF‐S) scores, and one or more hypothesis formation skills were predictive of each CRF‐S subscale score.
Power Motivation and Youth: An Analysis of Troubled Students and Student Leaders
Authors: Freeman Brenda
Published: December 2011

The n affiliation, n achievement, and n power of five clusters of ninth‐grade students and the differences between the motivational profiles of ninth‐grade troubled youth and recognized student leaders were investigated in this study. The participants were grouped through the use of a cluster analysis of variables related to at‐risk and leadership characteristics. The Picture Story Exercise (Burruss, 1980), a derivative of the Thematic Apperception Test (TAT), was used to measure n power, n achievement, n affiliation, and activity inhibition. A discriminant analysis of the groups indicated that n power discriminates between troubled students and recognized student leaders, whereas n achievement and n affiliation are not statistically significant in the analysis of the maximal differences between these two groups. Implications for counselors are discussed.
Understanding Workaholism: A Review of Causes and Counseling Approaches
Authors: Seybold Karen Colapietro , Salomone Paul R.
Published: December 2011

Is workaholism an addiction or a rewarding work style and life‐style that may be harmful to one's family and co‐workers? This central question directed the review of definitions and causes of workaholism. Thereafter, the authors discuss the role of “Type A” and obsessive‐compulsive traits on the behavior of some workaholics, review the effects of workaholism on workaholics themselves and on others, and suggest counseling approaches that might be helpful to workaholics.
Reentry Women: A Literature Review With Recommendations for Counseling and Research
Authors: Padula Marjorie A.
Published: December 2011

This article is a comprehensive literature review of the research regarding reentry women for 1980 to 1990, with recommendations for counseling and research. The article is divided into the following sections: (a) reentry trends; (b) general characteristics; (c) reasons for reentry; (d) personality; (e) role, values, and family; (f) satisfaction in the student role; (g) career choice; (h) reentry women after graduation; (i) research limitations; (j) research recommendations; and (k) conclusion. Research replications were found to be very limited and restricted to four areas: (a) reasons for reentry, (b) personality, (c) family variables, and (d) career choice.
Treatment Techniques for Adult Female Survivors of Childhood Sexual Abuse
Authors: Pearson Quinn M.
Published: December 2011

The author reviews recent empirical, case study, and conceptual literature that examines or discusses treatment techniques for adult female survivors in individual therapy. These techniques are divided into the following 11 categories: relationship‐building techniques; questioning: family‐of‐origin techniques; writing techniques; gestalt work, role playing, and psychodrama; transactional analysis and inner‐child work: hypnotherapy and guided imagery; cognitive techniques; behavioral techniques; life‐skills training; and other techniques. The author concludes with implications for researchers and practitioners.
Accreditation Standards for University and College Counseling Centers
Authors: Kiracofe Norman M. , Donn Patsy A. , Grant Charles O. , Podolnick Edward E. , Bingham Rosie P. , Bolland Herbert R. , Carney Clarke G. , Clementson Judith , Gallagher Robert P. , Grosz Richard D. , Handy Lee , Hansche Janet H. , Mack Judith K. , Sanz Donald , Walker Lilly J. , Yamada Kerry T.
Published: December 2011

The accreditation standards outlined in the article are used by the International Association of Counseling Services, Inc., as the basis for the formal accreditation of college and university counseling programs throughout the United States and Canada. They reflect the program elements and practice standards that are deemed essential in a counseling center that provides high‐quality services to students.
Teaching Counselor Trainees a Divergent Versus a Convergent Hypothesis‐Formation Strategy
Authors: Wantz David W. , Morran D. Keith
Published: December 2011

Hypothesis‐formation skills were assessed for 40 graduate counseling students randomly assigned to training in either a divergent or convergent hypothesis‐formation strategy. Rating scales assessed skills in accounting for a comprehensive range of client information and for questions used in hypothesis testing. MANOVA results indicated that trainees in the divergent‐training condition cited significantly more units of hypothesis information and more supportive information units and posed more hypothesis‐testing questions than did trainees in the convergent training condition. Findings suggest that trainees using a divergent strategy were able to formulate more comprehensive and multidimensional clinical hypotheses. Implications for training and research are presented.
Demands for Privacy Among Adolescents in Multimodal Alcohol and Other Drug Abuse Treatment
Authors: McGuire John M. , Parnell Teresa F. , Blau Burton I. , Abbott David W.
Published: December 2011

Adolescent clients' perceptions of the limits of confidentiality, as well as their privacy demands within the counseling relationship, were assessed. A total of 30 adolescents involved in individual, group, and family counseling for alcohol and other drug abuse served as participants. Participants were asked to respond to vignettes of confidentiality issues in terms of what they believed the counselor should do and what they would prefer the counselor to do. Results suggested that adolescents generally want higher levels of confidentiality than they expect to receive. This group of adolescent clients, however, made clear distinctions in their privacy expectations and demands according to specific situations.
Current Vocational Assessment Models for Students With Disabilities
Authors: Levinson Edward M.
Published: December 2011

The author addresses the importance of vocational assessment for students with disabilities, discusses the legislative and governmental impetus for the development of vocational assessment programs in the schools, and presents several current vocational assessment models. The transdisciplinary vocational assessment model developed by the author, school‐based models that have been developed in four states, and a traditional rehabilitation‐based model are presented.
Assessing White Racial Identity: The White Racial Consciousness Development Scale (WRCDS)
Authors: Choney Sandra K. , Rowe Wayne
Published: December 2011

Prior to the ready availability of Helms and Carter's (1990) White Racial Identity Attitude Scale (RIAS‐W), Claney and Parker (1989) developed the White Racial Consciousness Development Scale (WRCDS). Using this device they reported finding a curvilinear relationship between the stage of racial identity or consciousness of Whites and their comfort with African American persons. Recently, the WRCDS seems to be gaining acceptance by scholars working in the area of White racial identity. Data, however, are presented suggesting that the WRCDS lacks adequate reliability and concurrent validity and that the findings and future use of the instrument should be questioned.
DSM‐IV: WhatY's New
Authors: Hohenshil Thomas H.
Published: December 2011

The significant differences between the Diagnostic and Statistical Manual of Mental Disorders (DSM‐III‐R; American Psychiatric Association, 1987) and the DSM‐IV (American Psychiatric Association, 1994) are described, focusing on the types of mental disorders counselors frequently diagnose and treat. These include several disorders included in the children's section as well as Adjustment Disorders, Substance‐Related Disorders, Mood Disorders, Anxiety Disorders, and Personality Disorders.
Norman C. Gysbers: A Proponent of Comprehensive School Guidance Programs
Authors: Good Glenn E. , Fischer Ann R. , Johnston Joseph A. , Heppner P. Paul
Published: December 2011

Norman C. Gysbers has been a major contributor to the field of counseling and guidance for more than 30 years, not only through scholarship, but also through leadership. Gysbers is best known for his work in comprehensive school guidance and for his many national leadership positions. In this article, he discusses both his life and the evolution of counseling and school guidance programs.
Cultural Shock and Adaptation
Authors: Winkelman Michael
Published: December 2011

Multicultural domestic and international relations create cultural shock for both immigrant and resident groups. This article addresses the nature, stages, and causes of cultural shock to provide broad guidelines for managing cultural shock experiences in a variety of circumstances. Cultural shock is described from psychophysiological and sociocultural perspectives. The nature of cultural shock experiences suggests that resolution be addressed through cognitive orientation and behavioral adjustment involving recognition of cultural shock characteristics and implementation of strategies for its resolution. Adaptive strategies for guiding constructive interventions are summarized from an integration of literature on cultural shock adaptation, cross‐cultural training effectiveness, and intercultural effectiveness.
Preventing Depression Among Young Adolescents: Preliminary Process Results of a Psycho‐Educational Intervention Program
Authors: Rice Kenneth G. , Meyer Aleta L.
Published: December 2011

The authors present a psycho‐educational group intervention designed to help youth manage the transition to and through adolescence. The program attempts to help adolescents learn skills that will decrease their susceptibility to depression during adolescence. Some preliminary results are also reported regarding the implementation of this program in three schools. The process variables of interest include the number of sessions attended, group cohesion, the degree to which the program was implemented as intended, and leader‐rated impressions of session effectiveness. The article concludes with the potential uses of process results for informing the design, implementation, and revision of psycho‐educational programs.
Evaluation of a Coeducational Interactive Rape Prevention Program
Authors: Frazier Patricia , Valtinson Gale , Candell Suzanne
Published: December 2011

This article illustrates one way in which counselors can contribute to victim services on campus besides providing direct remedial services. Specifically, the authors describe a project in which they designed, implemented, and evaluated a rape prevention program. The program was coeducational and interactive and was presented to members of sororities and fraternities. Those who participated in the program endorsed fewer rape‐supportive attitudes than did the control group immediately following the program, although the two groups no longer differed at the one month follow‐up. Recommendations are provided for counselors interested in developing and evaluating similar programs.
Masculinity, Femininity, and Hispanic Professional Women's Self‐Esteem and Self‐Acceptance
Authors: Long Vonda O. , Martinez Estella A.
Published: December 2011

The literature suggests that whereas women experience unique challenges with self‐esteem, Hispanic professional women experience an additional challenge of balancing majority culture values with a more family‐oriented ethnic identity. This study investigated differences in self‐esteem, self‐acceptance, masculinity, femininity, and locus of control among Hispanic professional women, non‐Hispanic professionals, scientists, college students, clients, and victims of domestic violence. Masculinity scores were significantly higher for Hispanic professional women, and self‐acceptance scores were significantly lower than for other women professionals.
Twenty Counseling Maxims
Authors: Fontaine Janet H. , Hammond Nancy L.
Published: December 2011

Beginning counselors typically experience difficulty in transitioning from classroom‐based counseling skills and theory training to their initial clinical experience. Current training models fail to provide a conceptual bridge of practical value to assist in this transition. Three organizing processes, illustrated through 20 counseling maxims, were developed for skills‐trained novice counselors to provide a conceptual foundation for their clinical decision making.
The “Salad Bowl” is Big Enough for Us All: An Argument for the Inclusion of Lesbians and Gay Men in Any Definition of Multiculturalism
Authors: Pope Mark
Published: December 2011

The author argues for an inclusive definition of multiculturalism and that gay men and lesbians must be part of any definition of multicultualism.
Multimodal Therapy With an Aggressive Preadolescent: A Demonstration of Effectiveness and Accountability
Authors: Martin‐Causey Tamara , Hinkle J. Scott
Published: December 2011

Practitioners often employ therapeutic interventions with their clients without a systematic method for evaluating the effectiveness of such procedures. This is typically due to the imprac‐ticalities of true experimental designs in the clinical setting. The authors present a case in which multimodal therapy is applied to an aggressive preadolescent in a high‐management residential setting. Methods of data collection, analysis, and interpretation are demonstrated using a single‐subject accountability model. A practical and usable method of determining the clinical significance of multimodal therapy is employed.
Gender Roles and Self‐Esteem: A Consideration of Environmental Factors
Authors: Burnett Jeffery W. , Anderson Wayne P. , Heppner P. Paul
Published: December 2011

Much empirical research has examined the psychological well‐being of individuals with varying gender role orientations. This research has typically shown masculinity to be a strong correlate of self‐esteem and femininity to be relatively unrelated to self‐esteem. This research has often failed to consider the relative environmental influences impacting this process. This study examines the relationships of masculinity and femininity to self‐esteem and environmental presses for each of these sets of behavioral characteristics. Results indicate a stronger press for masculine characteristics than feminine characteristics. The person‐environment interaction suggests that a masculine environment may place women who are low in masculinity at particular risk for low self‐esteem. Implications for both research and practice are discussed.
Teaching the History of Counseling: Training the Next Generation
Authors: Heppner P. Paul , Kivlighan Dennis M. , Wright Gail E. , Pledge Deanna S. , Brossart Daniel F. , Bellatin Anna Maria , Wang Li‐fei , Kinder Mark H. , Hertel James B. , Hendricks Frederica M. , Kim Hoyoung , Durham Roxann J. , Berry Thomas R. , Witty Thomas E. , Krull Lori A.
Published: December 2011

The authors describe a teaching activity using a poster‐session format to teach first‐year counseling psychology doctoral students the history of counseling. Evaluative data suggest that the format was an effective and powerful tool to teach beginning counseling psychology students the history of the profession. The implications of the evaluative feedback are discussed in terms of teaching and preparing the next generation of counselors.
Publishing Your Research Results: Some Suggestions and Counsel
Authors: Thompson Bruce
Published: December 2011

Success in publishing research results in counseling and other journals can determine whether professionals obtain or retain jobs and also impacts what knowledge is or is not disseminated in the literature. The author presents suggestions for being successful in publishing research results and also explores strategies for disseminating results once they are published.
The Facilitation of a Gay/Lesbian/Bisexual Support‐Therapy Group by Heterosexual Counselors
Authors: Chojnacki Joseph T. , Gelberg Susan
Published: December 2011

The authors discuss the development of a unique support‐therapy group, composed of a mix of gay/lesbian/bisexual persons and cofacilitated by heterosexual counselors. They describe the structure of the group as well as the developmental implications of such a group for both participants and counselors.
Precursors of Vocational Psychology in Ancient Civilizations
Authors: Dumont Frank , Carson Andrew D.
Published: December 2011

The authors examine philosophical theories produced by two ancient civilizations (Eastern Mediterranean and Chinese) for applications to an applied psychology of work and conclude that they possessed recognizably “modern” elements of an effective vocational psychology.
A Cognitive‐Skills Model for Counselor Training and Supervision
Authors: Morran D. Keith , Kurpius DeWayne J. , Brack Catherine J. , Brack Greg
Published: December 2011

This article describes a model for training counselors in cognitive skills that can be used to supplement any systematic training approach to behavioral skills. The four phases of the training model are designed to teach counselor trainees cognitive skills and self‐instructional strategies related to (a) attending to and seeking information, (b) forming hypotheses and conceptual models, and (c) intervention planning and self‐instruction. Instructional techniques and exercises are described for each training phase.
Legal and Ethical implications of HIV and Duty to Warn For Counselors: Does Tarasoff Apply?
Authors: Stanard Rebecca , Hazler Richard
Published: December 2011

The Tarasoff decision has been used as a benchmark in the professional literature for arguments on a counselor's duty to warn individuals who are sexually intimate with a client diagnosed as having HIV infection. Implications of the current application of Tarasoff principles to those cases are considered and conclusions are drawn that question such an application. The counseling profession's ethical standards related to these issues and the professional literature are reviewed with regard to current legislative and case law. Potential alternate courses of action that would be indicated by a broad application of Tarasoff are presented.
Becoming a Secondary Survivor of Sexual Assault
Authors: Remer Rory , Ferguson Robert A.
Published: December 2011

A model of secondary‐survivor (R. Remer & Elliott, 1988a, 1988b) healing is presented based on the experiences of male partners attending a support group. The focus is on both the resources and strengths required for becoming a secondary survivor and the difficulties often encountered in coordinating individual and relationship aspects of healing. Particular stress is given the need to develop and maintain a balanced, interdependent perspective, one that is fair to both secondary and primary victims engaged in the healing process. The role of counselors and therapists in promoting optimal interaction is also suggested.
Validity of Beck's Cognitive Theory of Depression With Nonreferred Adolescents
Authors: Moilanen Donna L.
Published: December 2011

This study investigated the validity of Beck's cognitive theory of depression in a sample of nonreferred adolescents, ages 14 to 18 years. In support of the theory, students' greater levels of depressive symptomatology on the Beck Depression Inventory were found to be most significantly associated with higher scores on both the Dysfunctional Attitude Scale and Hopelessness Scale. The results were less consistent with regard to the relationships between the students' levels of depressive symptomatology and their recall of positive and negative self‐referent adjectives on an incidental recall task. The implications of the study and directions for future research are discussed.
Cross‐Sectional and Longitudinal Examination of Attachment, Separation‐Individuation, and College Student Adjustment
Authors: Rice Kenneth G. , FitzGerald David P. , Whaley Teddi J. , Gibbs Cynthia L.
Published: December 2011

This article examined stability and change in late adolescent attachment relations and the interrelationship among attachment, separation‐individuation, and college adjustment variables. Two studies are reported. In the first cross‐sectional study, freshman and upperclassmen college students completed self‐report measures of attachment, separation, and adjustment. In the second study, students completed measures of attachment in their freshman year and 2 years later as juniors. In junior year, students also completed several measures of separation and adjustment to college. The results of both studies suggested stability in attachment to parents, over time, for both men and women. Security of attachment proved to be inversely related to independence from parents in cross‐sectional and prospective/longitudinal analyses. Security of attachment to parents was positively and pervasively associated with a variety of concurrent indexes of college student adjustment. Secure attachment assessed in freshman year also was positively associated with academic and emotional adjustment in junior year, although the longitudinal results were not as pervasive as the cross‐sectional findings. The results supported the importance of current and past perceptions of attachment for understanding late adolescent development and adjustment.
Crisis Intervention With Survivors of Natural Disaster: Lessons From Hurricane Andrew
Authors: Shelby Janine S. , Tredinnick Michael G.
Published: December 2011

Crisis intervention has typically been conceptualized as seeking a return of clients to a state of equilibrium. Our work with Hurricane Andrew survivors in south Florida, as part of the Disaster Mental Health Services team of the American Red Cross, has led us to appreciate the importance of several further considerations. In our work, we developed a proactive approach, attempting to recognize and extend clients' preexisting strengths. We offer a number of pragmatic interventions, focusing particularly on children's issues and we draw attention to sensitive multicultural issues.
Relationship Between Intelligence and Occupational Adjustment and Functioning: A Literature Review
Authors: Morris Terry W. , Levinson Edward M.
Published: December 2011

This article reviews 50 years of research investigating the relationship between intelligence and various aspects of occupational and vocational adjustment as they relate to both exceptional and nonexceptional individuals. Trends in this research are identified and summarized, and implications for counselors involved in vocational programming are discussed.
The Effect of Nonverbal Skills Training on Counselor Trainee Nonverbal Sensitivity and Responsiveness and on Session Impact and Working Alliance Ratings
Authors: Grace Melissa , Kivlighan Dennis M. , Kunce Joseph
Published: December 2011

Counselor trainees (N = 18) were randomly assigned to treatment (nonverbal sensitivity) or control (empathy training) conditions. Trainees saw a recruited client before (first 2 weeks) and after (last 2 weeks) a 15‐week counseling methods class. Trainees rated their sensitivity to nonverbal behaviors, counseling self‐efficacy, and the extent to which they focused on client nonverbal behavior. Clients filled out the Session Evaluation Questionnaire and Working Alliance Inventory at pre‐ and posttesting. Trained raters viewed videotapes of the counseling sessions and rated the extent that counselors focused on client nonverbal behavior. As hypothesized, trainees in the treatment condition, when compared with those in the control condition, increased their focus on client nonverbal behaviors. In addition, clients of treatment condition counselors showed significant differences in working alliance ratings. Trainees in both conditions increased their rating of nonverbal sensitivity and self‐efficacy from pre‐ to posttesting. Implications are discussed.
Youth at Risk: Another Point of View
Authors: McWhirter J. Jeffries , McWhirter Benedict T. , McWhirter Anna M. , McWhirter Ellen Hawley
Published: December 2011

In this rejoinder to Tidwell and Corona Garrett (1994), the authors discuss three important aspects of the term at risk that help to clarify its meaning.
Placing Our Counseling Texts in Context: A Reply to Lyddon
Authors: Steenbarger Brett N.
Published: December 2011

Following Lyddon (1995), contextualist understandings of development, including dialectical change and cognitive construction, are distinguished from organismic perspectives on the basis of the distinction between formal and final causation. Life‐span developmental and postmodern contextualist trends are offered as a viable framework for emerging counseling theories that seek to capture the diversity of human development.
Things Unsaid in Group Counseling: An Empirical Taxonomy
Authors: Wheeler Jan L. , Kivlighan Dennis M.
Published: December 2011

Two studies were performed to examine things unsaid in group counseling. In Study 1, 28 group members described 317 things they had left unsaid during group counseling sessions. Cluster analysis identified 10 categories of things unsaid. In Study 2, the derived clusters were used by trained raters to categorize a new set of things unsaid by 28 group members. In addition, the relationships between the type of things unsaid, the stage of group development, and participant sex were examined. As hypothesized there were more advice and outside things unsaid during the orientation‐inclusion stage and more positive feeling and empathic things unsaid during affection‐cohesion stage of group development. There were also a number of significant interactions between participant sex and stage or group development for several categories of things unsaid. Implications for counseling are discussed.