Vistas Online Archive, 2016

The present study compared outcome measurements on the Antisocial and Borderline scales of the Personality Assessment Inventory (PAI) with those on the Milion Clinical Multiaxial Inventory (MCMI-III) when both were used with a criminal justice population. Significant positive correlations were found between the Antisocial scales on the PAI and MCMI-III, as well as between the Borderline scales of both assessments, indicating that in an evaluation process it would be sufficient to use only one assessment. It is suggested that the MCMI-III is the better option to save costs and time while preserving the clinical accuracy of the testing protocol for use with a criminal justice population to make appropriate treatment recommendations.

This study examines the contribution of social support, self-regulation, and Big Five personality traits in explaining the variance in depressive symptoms among college students based on self-determination theory (SDT). Measures were completed by 235 college students. Results indicated autonomous self-regulation significantly predicted lower levels of depressive symptoms, while controlled self-regulation significantly predicted higher levels of depressive symptoms among the participating students. The informants higher in neuroticism reported significantly more depressive symptoms. However, the strongest predictor of the students’ depressive symptoms was the quality of their relationships with others.

Holland’s RIASEC theory is one of the most influential and recognized theories in the career development field. In the present study, the RIASEC theory was used to examine data provided by the Bureau of Labor Statistics for the 30 occupations projected to grow fast (percent), big (numerical), and large (numerical + replacements) from 2012-2022. Visuals and graphs are presented to aid in understanding content and specific trends. Implications for practice and teaching, as well as limitations, will be addressed.

There has been increasing recognition of the complex nature of career across the lifespan and the multiple supports and barriers that an individual can encounter during their unique career development. This understanding has allowed counselors, particularly in rehabilitation settings, to help clients optimize their supports and overcome their multiple barriers to achieve gainful employment. Disability programs and spending are growing at a much faster rate than the population, and there is concern about the impact that disability compensation may have on an individual’s return to work. An important topic for discussion is the supports and barriers to employment unique to rural areas and how these variables differ between disabled and non-disabled residents.

This article examines generalized anxiety disorder (GAD) using a new holistic case conceptualization model, the Temporal/Contextual Model, which was first presented in the authors’ book, Case Conceptualization and Effective Interventions for Counselors. Clients with GAD can present a challenge for counselors because of their deeply ingrained belief systems, the pervasiveness of the anxiety symptoms, and problems with emotional regulation, which may be long-standing. Having a thorough understanding of both the symptoms of the disorder and the environmental factors contributing to the development and maintenance of the disorder are critical for gaining an understanding of the client’s problems, establishing a strong therapeutic alliance, and helping the client confront and begin to recover from a disorder that impacts many aspects of the client’s life. However, counselors are often overwhelmed by the volume and breadth of information needed to understand a client with GAD and struggle with making sense of precipitating and contributing factors. In this article, we describe a new case conceptualization model that helps counselors compile, organize, and analyze intake information, examine the various biopsychosocial factors that put individuals at risk for anxiety disorders or help maintain them, and thus more effectively help clients dealing with the challenges of GAD.

Infertility affects 15% of the world’s population. It is a deeply intimate matter, often deemed as taboo to discuss publically, with pervasive social and psychological consequences. Over the last few decades, research has enlightened our understanding of the biomedical causes and treatment options of infertility and the psychological impact of the experience. However, less attention is given to counseling implications of these psychological studies, not to mention even less consideration of an infertile person or couple’s social context, including the cultural and religious factors. In this article, we aim to impart a comprehensive overview of the multicultural implications in working with clients coping with infertility, including the roles culture and religion play in the etiological interpretations, the experience, and the possible resolutions to infertility. We conclude with tangible counseling implications for professional counselors.

The high school dropout rate, a national concern, is strongly related to adolescent pregnancy and indirectly to sexual identity questioning. In addition to a higher dropout rate for adolescent parents, early parenting reduces the likelihood adolescents will continue to college. School counselors are poised to support students’ healthy sexual decision making, thus potentially reducing barriers to students’ successful educational outcome. In this article, we present a systemic, ecological counseling systems approach to addressing risky adolescent sexual behavior in the complex ecology of the school. Using the ecological systems model, we highlight ways to reduce school dropout rates by examining school counselors’ roles as collaborators, leaders, and student advocates. A primary aim of this article is to draw attention to school counselors’ current and potential roles and professional practices as they relate to helping students who are exhibiting risky sexual behavior or sexual questioning. The authors call for school counselors to recognize and act upon the alignment of professional standards and professional counseling roles as advocates, change agents, collaborators, and key resources for other school personnel. Implications for ethical decision making, training, and research are addressed.

It is predicted that every 4.5 minutes an infant is born with a birth defect, and, on average, 1 in 33 infants are born with some type of birth defect. The rehabilitation literature is replete with studies signifying the importance of adjustment to disability among clients and consumers and their families. Discussions surrounding maternal empowerment, maternal adjustment, and trauma associated with traumatic birth, birth defects, and childhood disability and related clinical implications follow.

Overlooking critical aspects of a client such as race, culture, and perception of societal treatment is harmful and emotionally devastating to clients of color (Butler & Shillingford-Butler, 2014). For Black clients specifically, this type of treatment can lead to feelings of invisibility and isolation, resulting in what Ellison (1947/1990) defined as “The Invisible Man.” This article examines this idea of invisibility in the Black client and proposes suggestions and framework for counselors working with this population.

Curanderismo is a traditional Mexican American healing system that holistically treats disorders through religious, spiritual, and health-related means. This practice is an important cultural phenomenon for many Mexican American clients and may cause misdiagnosis and misunderstandings in the client- counselor relationship. Ethical counselors must consider the cultural implications of curanderismo if they are to communicate clearly and advocate for clients adhering to this practice (ACA, 2014). Consequently, this article conveys a basic understanding of curanderismo and offers a brief explanation of the types of curanderos and curanderas, the nosology of curanderismo, and the treatment approach of curanderismo. The authors detail a case study involving an actual experience with and reflection of curanderismo.

The transition from elementary to middle school is a critical time that is considered to be one of the most difficult for students due to environmental adjustments, psychological distress, and developmental changes. The following study explores whether a basic transitional program, in comparison to a minimal transitional program, would be beneficial to students transitioning from elementary to middle school. Public, aggregated attendance records, office discipline referral records, and students’ Criterion-Referenced Competency Tests (CRCT) math and reading scores were examined using a convenience sample of two comparable middle schools’ sixth-grade classes in Middle Georgia. A chi- square was used to see if implementation of a basic transitional program was statistically significant. Two out of three null hypotheses were rejected: The first hypothesis, regarding the positive impact of a basic transitional program on academics, was very statistically significant, and the third hypothesis about the effect of the basic transitional program on students’ suspension rates was also extremely statistically significant.

The Council for Accreditation of Counseling and Related Educational Programs (CACREP) standards for accreditation (2016) mandate that counselor education programs include curricular instruction focused upon issues of social and cultural diversity. Nonetheless, many Korean Americans continue to view the counseling profession and related professional services with skepticism and uncertainty. The purpose of this pilot study was to test the effects of three counseling interventions and to determine pre- and post-intervention perceptions of Korean American adolescents related to depression, anxiety, family, and the counseling process.

Cyberbullying, bullying via technology, is prevalent on college campuses. Despite its occurrences, there is limited research among this population. Utilizing a Qualtrics online survey, this study examined undergraduate students’ experiences and/or participation cyberbullying: 21.47% of participants reported rarely being victims of cyberbullying; 93.29% reported rarely cyberbullying others. Overall, there was a low prevalence rate for cyberbullying at this university.

Research has shown that mainland Chinese international students, as the largest and fastest-growing international student body in the United States, face high rates of mental health concerns but demonstrate low levels of help-seeking behaviors, such as seeking professional counseling services. Three major areas regarding this phenomenon have been discussed: transcultural adjustment, attachment and relationship issues, and coping and help-seeking preferences. The authors provide an overview of current studies on mainland Chinese international students’ mental health issues and, using a resilience lens, offer recommendations for practice and future research.

The present investigation is a pilot study that examines the efficacy of a group intervention aimed at helping college students with ADHD better adjust to and cope with the demands of college and prepare for future employment. An 8-week psychoeducational group counseling intervention based on cognitive behavioral and psychosocial theoretical orientation was developed. Forty college students with ADHD participated in the study. A pre-test/post-test design was used to examine changes in participants’ reported quality of life, acceptance of disability, college self-efficacy, symptom distress, and grade point average. Preliminary results indicate significant increases in quality of life and college self-efficacy, and a significant decrease in symptom distress. Implications for counseling college students with disabilities and future research are discussed.

This article describes a brief couples counseling model that conceptualizes conflicted relationships as the result of partners thinking of one another as enemies. The model emphasizes renegotiation of the relationship in ways that enable partners to think of one another not as enemies but as “misguided friends” who can be helped to understand and negotiate desired behaviors with one another.

As society continues to globalize, increasing numbers of our clients are having to live and function within multiple cultures. Third culture kids (TCKs) and adult third culture kids (ATCKs) spend a significant part of their formative years in another country or countries due to the work choices of their parents. TCKs and ATCKs share a distinct experience that lies within the idea of a third culture, which is neither the home nor the host culture. TCKs and ATCKs experience many transitions. These transitions are intensified because they are not only changing locations, but in many cases, cultures as well. We as counselors must be prepared to work with this population in a culturally competent manner. This article, which focuses on this population in adulthood, seeks to (a) increase the knowledge base of professional counselors in their work with ATCKs, (b) define the ATCK transition experience, and (c) offer culturally competent counseling strategies.

Many veterans have spent most of their adult lives immersed in the military culture and require support in their transition to civilian life. Equine-assisted learning is an experiential treatment that can provide psychosocial and vocational transitional skill building for the military veteran population, especially for those who acquired a disability in the service.

The current study sought to determine whether practicing counselors and counseling students at the end of their program were prepared to treat survivors of brain injury. The researchers gathered both quantitative and qualitative data via a Web-based survey. Quantitative findings indicated that 1) respondents reported an average score just below the median on all items, indicating that they were neither very confident nor did they lack complete confidence, and 2) the number of experiences of working with people with TBI significantly impacted respondents’ comfort, knowledge, and skill level. Qualitative findings from two open-ended survey questions indicated that counselors and counseling students felt that patience, understanding of brain injury, and knowledge of community resources were critical to working effectively with this population of clients, among others.

A counseling practicum student’s use of Facebook to gain information about a client is presented as a platform for discourse on the ethical issues counselor educators face when discussing client right to privacy, virtual relationships with clients, and supervisor responsibilities with their supervisees. Using the American Counseling Association’s Code of Ethics (2014) and Kitchener’s (1984) foundational ethical principles, the author reveals how Forester-Miller and Davis’ ethical decision-making model (1996) was employed to resolve this ethical dilemma.

The increase in numbers of immigrants from many different language groups to the United States in the 21st century presents challenging language issues to professional counselors and counselor educators. The aim of this manuscript is to help counselor educators become more aware of the different cultures and language populations with whom they will be dealing on a professional basis and to provide practical suggestions for preparing monolingual, bilingual, and multilingual counselor education students to be effective with clients whose native language (L1) may be different from that of the counselor (L2).

Professional Counselor Supervisors have the task of ensuring the competence of new counselors entering the profession. Because of the push towards a more uniform counselor identity, the authors examined the similarities and differences of pre-licensure requirements and counselor supervisor requirements in all 50 states and Washington, D. C. The authors present the findings as well as discuss the challenges regarding inconsistencies across the United States concerning professional counselor and supervisor requirements.

In 2013, nearly 50 million Americans were living at or below the poverty line. Current research reflects that impoverished individuals are 2–3 times more likely to exhibit psychological distress than are their middle and upper class counterparts. Researchers also suggest that individuals living in poverty who seek counseling services often drop out or do not complete treatment for a number of reasons. This paper will explore the multifaceted difficulties impoverished individuals often face when seeking mental health counseling services including both systematic barriers and counselor bias. The authors of this paper posit that a major source in preventing early termination or drop out is to provide the appropriate training for addressing the complexities of poverty in relation to mental health to counselors while in counselor training programs. Two main training methods will be discussed: the CARE model and multicultural training (MCT). The authors will discuss limitations of the current training models, along with implications and recommendations for counselor training programs based on the current literature and supported research findings surrounding the CARE model and MCT.

The reflecting team offers a valuable process for counselors-in-training to try out new ideas and skills while offering a powerful intervention for clients. This article will describe the reflecting team process and how it is used to teach counseling skills in a graduate counseling practicum class.

Limited research has examined counselors’ subjective understandings of ethicality and variables affecting ethical constructions and decision making. Through content analysis, this pilot study explored three counselors’: (a) constructions of ethicality and ethical behavior, (b) general factors influencing ethical constructions and decision-making processes, (c) role of ethical codes on ethical decision-making processes, and (d) role of personal values on ethical decision-making processes. Identified emergent themes included: ambiguity in definitions of ethics and personal values; ethical constructions influenced by ethical codes and personal values; and peer consultation and professional resources as tools that introduce multifaceted ethical conceptualizations.

Student satisfaction and retention are key issues that have been understudied in graduate education programs. More specifically, it is unclear if the known factors that impact retention and satisfaction at the undergraduate level are similar for counselor education programs. This article presents results from a qualitative study exploring a first-year social integration program designed to impact program satisfaction and retention among students in their first year of a Master of Arts in Counseling program. Implications for graduate education programs are discussed.

The professional counseling field has in the past few years seen legal cases stemming from unethical behaviors exhibited by counseling students. Specifically, values conflict has been discussed at length. This paper uses a qualitative case study to apply the 2014 ACA Code of Ethics to a values related dilemma that occurs during the field placement of a counselor trainee. An ethical decision making model is used and discussed, gaps are identified and addressed, and implications for counselor education programs, field placement supervisors, and counselor trainees are also discussed.

The counselor’s wisdom has been identified as an essential ingredient to culturally relevant counseling. The Ignatian pedagogical paradigm (IPP) is a promising avenue for developing wisdom traits in counselors. Cultural relevance and openness to different perspectives are integral to IPP in terms of the use of focused reflection on personal context, the person’s relationship to the world, action taken in response to experience, and reflection on that experience. Character traits of wisdom are defined and the relevance of wisdom in the development of effective, culturally relevant therapeutic relationships is established. The five components of IPP are described and related to the development of the counselor’s knowledge, skills, and attitudes. It is theorized that wisdom in the self of the counselor is developed as the IPP is applied in counselor education. Applications of IPP are discussed in relation to clinical practice, leadership roles, and counselor education programs.

Establishing constructive counseling goals and objectives are key themes addressed in this article. Effective communication of expectations between the counselor and client help create clear goals. This collaborative process helps create a framework of accountability to monitor progress throughout counseling sessions. A review of the literature reflects limited attention to goal setting for counselors, though specific objectives are critical for sustained success. This article offers a rationale for developing behaviorally stated goals and objectives, provides information on their effective construction, and suggests ideas and examples to teach this skill to counselors-in-training and supervisees.

Tablet-based “eye-bug supervision” is an intervention method for live supervision that can be used by counselor education training clinics, skills course simulation exercises, as well as distance supervisors. This live supervision method replaces previous live supervision modalities such as phone-in or bug-in- the-ear. Eye-bug supervision allows for the counselor-in-training to receive supervisor guidance visually, discreetly, and to choose when and how to incorporate the guidance, which builds autonomy. Equipment and technological applications (i.e., “apps”) associated with eye-bug supervision, advantages and disadvantages of this supervision intervention modality, comparison with other live supervision intervention modalities, recommendations for its implementation, and areas for future research are examined.

An interpretive phenomenological qualitative research design was used to explore student counselors’ experiences in live supervision, with specific attention to ego development as a potential lens shaping student counselors’ experiences. Participants (N = 9) completed the Washington University Sentence Completion Test (WUSCT) and semi-structured interviews. Three primary themes emerged: (a) roles, (b) processes, and (c) outcomes. Findings were considered from the perspective of ego development. Implications for counselor preparation and future research are suggested.

Counseling supervision is considered a fundamental instructional tool for the counseling profession. Despite the existence of supervision guidelines and standards, researchers continue to report that a majority of supervisors (especially administrative and on-site supervisors) lack formalized supervision training, leading to inconsistent and confusing training experiences for counselors-in- training (CIT). It is recommended that the counseling profession examine research-based leadership models (including situational leadership, servant leadership, and transformational leadership) in order to present a competency- based method for providing supervision to CITs. Recommendations for administrative supervisors, on-site supervisors, and counselor educators are included.

The purpose of this study was to investigate the development and psychometric properties of the Professional Disposition Competence Assessment (PDCA), a rubric based on the inclusion approach and designed to aid counselor educators in admissions processes, conducting mid-program progress reviews, and monitoring student dispositions throughout the academic program. The authors describe the development, piloting, and revision of the PDCA and report on the establishment of content validity, inter-rater reliability between assessors, and construct validity.

Counselors-in-training often experience performance anxiety and have difficulty with emotional boundary setting when working with clients during their practicum experience. Both of these issues can impact the building of positive therapeutic relationships. Clinical supervision can assist in the reduction of counselor-in-training anxiety and in the setting of appropriate boundaries. However, due to the evaluative nature of supervision, counselors-in-training may be reluctant to discuss these issues during practicum supervision. The use of equine-assisted learning as part of a practicum course may enhance the development of skills and decrease problem areas for counselors-in-training.

Successful staff development in counseling agencies requires responsive strategies that address each employee’s readiness for change. This article presents an integrative model of staff development based on a combination of the transtheoretical model of change with widely recognized principles of authentic leadership. This model is designed to create a holistic work environment that promotes organizational integrity, individualized supervisee development, and client-centered care.

There is a paucity of professional literature on counseling students who may experience a unique set of stressors and barriers to wellness. This article identifies potential barriers to wellness and self-care for counseling students. Implications for counselor education programs, including suggestions on removing barriers to wellness, are discussed.

The experiences of six counseling students as they encountered their first clinical practice was explored in a qualitative study at a university in the Southwestern United States. This phenomenological study examined the struggles and overall experiences of these students as they transitioned from academic coursework to clinical practice. Five themes emerged from the data analysis: inside my head, the relationship, uncertainty, supervision, and practical experience. Analysis of the data found students experienced difficulty using counseling skills due to lack of confidence and practical experience with clinical skills. Participant themes also supported the importance of supervision, the client-counselor relationship, and the need for ongoing development of counseling skills and identity.

Many Black students opt out of postsecondary education programs due to feelings of microaggressions, psychological distress, cultural mistrust, and a loss of a sense of self-worth. Self-identity can be instrumental in addressing obstacles that hinder the academic success of Black doctoral students in counselor education programs at predominately White institutions (PWIs). The relationship between positive self- identity, academic success, and the psychological well-being of Black students is explored through a literature review. When Black students strongly identify with their cultural heritage, there is an increase in their self-esteem, self-efficacy, and academic motivation. This phenomenon is important to the academic and professional development of Black students at PWIs. The authors present recommendations to address the disparities of Black doctoral students in counselor education programs. Strategies for counselor education programs and Black student recruitment and retention in counselor education doctoral programs are discussed as well as implications for further research.

Suicide claimed the lives of 41,149 individuals in 2013, which is equivalent to 113 suicides a day or one every 13 minutes. Research suggests that with suicide occurring so frequently, mental health professionals are likely to encounter suicidal clients; therefore, professionals must be prepared to address this form of crisis. This article examines mental health professionals’ self-efficacy regarding suicide assessment, intervention, and management and the inadequate preparation in graduate programs. Implications for practitioners in effectively assessing suicidal clients are explored.

Professional school counselors play an important role in the education of all students. As a result, school counselor trainees need to be properly prepared to work with students with exceptionalities. This paper reviews laws impacting students with exceptionalities, discusses various roles of school counselors in the education of students with exceptionalities, and focuses on several educational strategies utilized by one professor in order to better prepare school counselor trainees for working with students with special needs. Examples of in-class activities, assignments, and field experiences are provided to help counseling faculty members improve the preparation of the school counselor trainee when working with students with exceptionalities.

Autism spectrum disorder (ASD) is a profound diagnosis that affects 1% of the world’s population (Centers for Disease Control [CDC]; 2014). The CDC (2015b) has recognized ASD as an important public health concern and must be addressed by the counseling profession. With the diagnosis on the rise (CDC, 2015a), many professional counselors will be faced with the joys and challenges of working with children diagnosed with ASD and their families. Thus, information about the treatment of ASD is needed within the field to promote effective practice. To address this, the article will provide an overview of: (a) challenges facing those with ASD, as well as their families; (b) individual treatment interventions that have been successfully utilized; (c) a conceptual model of individual treatment interventions for addressing the child diagnosed with ASD; and (d) ethical obligations and considerations for professional counselors.

In this article, we describe the application of acceptance and commitment therapy (ACT) on clients coping with grief and loss. As a theoretical approach to grief counseling, we examine how ACT’s six core processes can be applied. ACT’s philosophical foundation and six core processes work effectively within the context of the grief counseling session. We suggest ACT strategies for working with clients who have experienced loss.

Attachment literature is rooted in child development with focus on the relationship that develops between infant and caregiver for the first few years of life. Research demonstrates that attachment style and subsequent working models developed in childhood impact later adult relationships, particularly romantic relationships. This paper asserts that both members of a couple bring attachment styles and working models that reciprocally impact sexual functioning and ongoing attachment. Therefore, application of the techniques offered in this paper may increase secure attachment and positive working models that may increase the likelihood of increased intimacy and sexual functioning.

Current research on animal-assisted interventions (AAI) is expansive and rapidly growing, affirming a host of physical, physiological, and psychological benefits when integrated into the counseling process. This modality harnesses the power of the human-animal bond, providing benefit to the client and the counselor- client relationship. Given the mental health needs of the juvenile justice population, the use of innovative, creative modalities is needed. By integrating counseling theory and AAI, this manuscript grounds the practice of AAI while highlighting examples with adjudicated youth.

School-based mental health professionals such as counselors, social workers, and psychologists have collaborated on behalf of students for several decades. Most recently, this trio of school-based mental health professionals provides recommendations for students receiving tiered services. Often, students receiving tiered services experience challenges in achieving academic success and are at risk of dropping out of school. Results of a qualitative study examining the practices of counselors implementing a dropout prevention program indicate that school-based mental health professionals contribute to improving graduation rates by collaborating and forming working partnerships with families and community members. As described in this study, the graduation team served as the working partnership and resembles school/family/community collaboration models. Implications for school counselors and other school-based mental health professionals are presented and have the potential to impact K–12 student achievement issues. Future research directions examining the role of the school counselor in dropout prevention are also discussed.

This article examines the impact of social justice initiatives developed within a high school support/ally group for lesbian, gay, bisexual and transgender (LGBT) students to address inequities in power, privilege, and access to resources for LGBT students in the school and community settings. Quantitative research results illustrate the impact on student and teacher participants in the areas of attitude change, level of participation in social justice action, and willingness of participants to advocate in the future. A survey of both students and teachers illustrated a positive impact on attitudes towards acceptance of LGBT students.

Antisocial personality disorder is common in people receiving services in prison and substance abuse treatment centers. Symptoms of the disorder have contributed to clinical cynicism and a negative outlook for treating this population. Although there is no agreed upon specialized treatment modality for this population, programs serving this population can benefit from adapting their approach to meet the unique needs of clients with antisocial personality disorder. Special considerations for programs serving this population may help provide effective and efficient treatment and promote optimism for treatment providers.

Supportive adults wield great influence over adolescent decision-making practices. Counselors, teachers, and administrators who appear caring and accessible are important factors in the retention rates of at-risk students in the P– 12 educational system. In this article, the dropout rate, risk factors, theoretical implications, and specific strategies that school counselors, teachers, and administrators can use to decrease dropout rates among at-risk students are discussed.

Since the passage of Public Law 94-142 in 1975, professional school counselors have been serving an increasing number of students with disabilities. This article suggests best practices for improving the collaborative efforts of professional school counselors and special education teachers.

The number of mental health disorders in adolescence is growing, and counselors must apply appropriate counseling techniques that meet the developmental needs of this specific population. Counselors are turning towards expressive interventions, such as sandtray, as a way to connect and engage with adolescent clients, who are between childhood and adulthood. Sandtray interventions assist in creating a collaborative relationship between the counselor and client, as well as fostering autonomy and freedom of expression for adolescents in the therapeutic setting. The authors explore the utilization of sandtray as an expressive technique with the adolescent population by highlighting the uniqueness of adolescent development, defining the sandtray technique, and providing a case example from a private practice setting under the service of a Licensed Professional Counselor (LPC).

The aging population is growing at a significant rate in the United States, doubling by the year 2050. Advances in medicine, health care, and technology have extended the human life expectancy. Exploring ways to address the subjective well-being of this population is important as the experience of subjective well-being has been linked to early death and disability. Group counseling is an intervention modality shown to be effective with the aging population. However, there is little research integrating the Indivisible Self Model within a group counseling format for this population. The authors will examine information regarding the subjective experience of well-being in the aging population and describe a group, Living Well into Later Years (LWLY) that was conducted by the authors. LWLY used the Indivisible Self Model a theoretical framework. Practical suggestions for duplicating the LWLY are addressed.

The shared decision-making model represents a paradigm shift that invites the client to act as an equal partner in his or her recovery in a manner that is collaborative and empowering. There is some research indicating shared decision making in the treatment of individuals with psychiatric disabilities results in patient satisfaction. The shared decision-making process incorporates the client’s culture and values in formulating a treatment plan and utilizing interventions. It is important that mental health practitioners utilizing the shared decision-making model have some knowledge of clients’ culture when co-developing treatment plans and choosing counseling interventions.

Ethnic identity can play an influential role during the adolescent development stage. The impact of ethnic and racial identity formation has been explored in past research and is certainly an area that should be more thoroughly examined. This study explored the relationship between academic self-efficacy, ethnic identity, sex, and socioeconomic status with academic performance. Ethnic identity and socioeconomic status were not found to be statistically significant. This finding was contrary to some previous research findings that found ethnic identity to play a significant role in the increasing or decreasing of adolescents’ academic success. Due to this knowledge, the researchers will focus on how ethnic identity can play an influential role in the academic performance of adolescents.

Professional counselors are ethically bound to provide culturally responsive counseling services. Multicultural competence is an ongoing process and requires one to continually improve in three main areas: knowledge, attitudes and skills. While the literature provides an extensive amount of information on many minority populations, information on the English-speaking Caribbean population remains largely nonexistent. Likewise, despite the growing numbers of Caribbean college students in the United States, Caribbean mental health is still not addressed in graduate counseling programs. This dearth of information on Caribbeans may negatively impact a counselor’s ability to provide culturally appropriate services to Caribbean college students. This article provides a brief overview of the Caribbean culture in an effort to equip counselors with the resources needed to increase knowledge, improve skills, and examine their attitudes towards this population. Therapeutic interventions and recommendations for working with Caribbean college students are also addressed.

The current literature review aims to examine research findings on the various risks experienced by African refugees, address sources of resilience in African refugees, and provide suggestions for future research. Because of the occurrence of mental health problems such as post-traumatic stress disorder, anxiety disorders, and depression in some refugee populations, a medicalized approach and trauma-focused treatment models have dominated research with this population. At the same time, there has been an emergence of research examining resilience in refugees. Some researchers have argued that, despite the negative experiences during different phases of migration, not all refugees develop mental health problems. Instead, and in spite of the risks, some refugees manage to be resilient. Against this background, this review seeks to (a) examine what is known about resilience in African refugees and (b) provide suggestions for future research.

This paper describes a collaborative approach wherein master’s-level school counseling students provided online group counseling to at-risk virtual high school students. This project describes the utility of collaboration between master’s-level school counseling students and a state-approved virtual high school to employ group counseling to promote student success. The collaborative project met the following needs: (1) School counseling master’s students received experiential training and supervision leading online groups for at-risk high school students; and (2) at-risk, virtual, high school students participated in an 8-week educational and process counseling group emphasizing academic success. Implications for school counseling and counselor education are discussed.

School crises are daunting for professional school counselors (PSCs) because such events are unanticipated, and it is challengng to prepare for the circumstances. Regardless, expectations are that PSCs are the first line of support when a crisis event strikes a school community The author proposes a crisis intervention model and evaluates three school crisis intervention programs: Nonviolent Crisis Intervention ® and Prepare Training® (CPI, 2010), P-SAEF (Wachter, Minton, & Clemens, 2008), and School Crisis and Survival Guide (Petersen & Straub, 1991). In addition, the author shares a school shooting incident as a case example of PSCs responding to a major crisis.

Undocumented students and their families constitute a large segment of the U.S. population. Research has shown that these students face many obstacles, especially as it relates to their academic, socio-emotional and career/college advancement. The authors discuss the various obstacles faced by undocumented students as they pursue public K–12 education and college access. School counselors are critical to undocumented students’ success; therefore, the authors describe several strategies to use when working with this population.

School counselors have a pivotal role to play in the identification, assessment, intervention, and prevention of alcohol and other drug use (AOD) issues among high school students. This article surveyed the perceived competence of 97 Illinois high school counselors when working with students’ AOD issues. Findings revealed that school counselors believed they lacked competence in screening/assessment, group counseling, and teaching curriculum and that they rated individual counseling, consultation, and screening and assessment as significant training needs.

The purpose of this article is to provide a rationale for the integration of behavioral school consultation and behavioral family therapy theories. There are several common assumptions within the two models including the idea that all behaviors are learned, functional interactions are a critical focus of change, and assessment is needed to quantifiably observe and evaluate that change. This article presents the theoretical parallels between the two theories and provides a case study to demonstrate how the two ideologies are easily merged to establish a more comprehensive model for school counselors to use when working as liaisons between school and family.

Mentoring is the process of one person with more experience helping another person reach goals. In recent years, efforts to help children who are both in the criminal justice system and Alternative Behavior Units (ABU) in public schools have moved to using mentoring programs to help them change their current paths in life. The purpose of this manuscript is to describe a faith-based mentor training program that was developed to support the implementation of a faith-based mentoring program. The program was for students in grades two through eight who were having problems both in school and out of school resulting in poor academic and behavioral performance. All mentors volunteered through the outreach efforts of a local Christian church. The mentor training process and some outcomes of the training program are presented. Implications of the training and the need for additional research are presented.

There is growing awareness of Eastern meditative approaches in recent years in the West, and more people are turning to these practices for their health and wellness needs. Falun Gong presents as one such mind-body meditative practice. Little is known about the practice, its beneficial effects, and potential use in counseling. Based on the author’s dissertation research, the primary purpose of this paper is to introduce Falun Gong to the counseling community and to present a summary of this pioneering study completed under the auspices of the University of South Australia as partial fulfillment for the Doctor of Counseling degree. Dubbed the ‘Australian survey,’ the study explores the health-wellness effects of Falun Gong. Findings revealed that Falun Gong respondents are more likely to report excellent health, little or no use of medication, and less medical and health expenses than their friends and family who do not practice Falun Gong. Falun Gong respondents are also more optimistic about their health- wellness statuses. Data elicit interesting implications for our ageing population and counseling integration possibilities.

Military members and veterans make up a small portion of the U.S. population, yet counselors are likely to encounter military members and veteran clients in both civilian and military-operated treatment settings. Like their civilian counterparts, military members and veterans may struggle with substance use disorder before, during, or after their service. Previous research has demonstrated that utilizing spiritual beliefs or practices can be a positive coping strategy for individuals in substance use recovery. This manuscript examines the use of spirituality as a coping strategy specifically for military members and veterans recovering from substance use disorders. Current literature is reviewed, in addition to case examples.

College students sometimes struggle with feeling connected to their peers on college campuses, as college is often a time of transition. However the widespread use of social media provides new and more accessible opportunities to facilitate social connections. The current article explores student use of social media on college campuses and provides recommendations, highlighted through a case vignette, for college counselors to assist their clients in using social media as a tool to enhance sense of belonging on campus.

The number of youth presenting with self-injurious behaviors has increased over the past several years. For school counselors, this has brought a need for relevant information, training, and treatment strategies. This article offers pertinent information on self-injury such as a definition, the DSM-5 diagnostic criteria, common misconceptions, prevalence, risk factors, cultural differences, the cycle of self-injury, ethical and legal considerations, and concludes with treatment options.

Crisis counseling is critical when natural and man-made crises occur. Crises are also inevitable in clinical settings. Trauma induced by crisis is the primary concern for victims and counselors (Jones & Cureton, 2014; Knezevic & Olson, 2014). However, the literature indicates that counselor preparation falls short on crisis counseling training (Allen et al., 2002; Minton & Pease-Carter, 2011; Morris & Minton, 2012). In this study, the course descriptions of 654 CACREP- accredited counseling programs were examined to determine the number of programs that required crisis counseling courses. Among the 654 CACREP- accredited counseling programs examined, 192 (29.4%) required students to take a stand-alone crisis counseling course. Our findings reflect current practice and support a call for enhancing crisis counseling training in counselor preparation programs.

Animal-assisted interventions (AAI) is an interdisciplinary term to describe interventions that integrate various species of animals into the care and well- being of human beings. When implemented with the appropriate education and training, AAI offers several key benefits that are central to trauma-informed care, including: reducing treatment anxiety, facilitating development of strong therapeutic rapport, decreasing feelings of detachment, and offering a non-verbal avenue for expression and processing. In this manuscript, the authors propose two ways AAI can add to trauma-informed care: animal-assisted therapy in counseling (AAT-C) and animal-assisted crisis response (AACR). Authors will discuss relevant literature, provide examples of appropriate interventions and techniques, and offer resources for further information.

The International Classification of Functioning, Disability and Health (ICF) is a conceptual framework that was developed by the World Health Organization (WHO). The framework offers a new perspective from which to view a condition or disability in terms of components such as body functions and structures, activities, participation, environmental factors, and personal factors. In an effort to explore the experiences of women with post-traumatic stress disorder (PTSD), risk factors for them will be explored using the ICF as a conceptual framework. The environmental factors and personal factors on the ICF will be matched in order to tailor support services and resources for women with PTSD in counseling settings.

College counselors are often tasked to implement substance use programs with athletic teams, as athletes are both influenced by and typically use substances with teammates. However, interventions have typically been designed for individual athletes only. This manuscript will present a collaborative program based in motivational interviewing for the entire team.

In the United States, adolescent cannabis use is a major public health problem that if left untreated can potentially have devastating consequences in an adolescent’s life. Evidence-based counseling treatments are established through the use of randomized controlled trials whereby adolescents with substance use issues are typically randomly assigned to one of two counseling treatments to identify which is most effective in reducing cannabis use at termination and at follow-up evaluations. Counseling practitioners are ethically bound to maintain their professional competence with adolescents with cannabis use issues by keeping current with the professional research literature on treatment interventions that have established efficacy and effectiveness for this counseling population. However, for the average practitioner, keeping current with the counseling intervention research literature can be a daunting and arduous task as many research studies and systematic reviews are written for the researcher rather than the practitioner and emphasize research design and statistical issues and deemphasize the clinical implications. The purpose of this study is to review and summarize for the practitioner 24 randomized controlled trials involving counseling treatments for adolescent cannabis use and identify which counseling treatments work for which adolescent populations for cannabis use.