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Calls to integrate social justice principles and training into programs pre- paring practitioners in various mental health fields are now well established within the professional literature (Bemak, Chung, Talleyrand, Jones, & Daquin, 2011). Counselors are increasingly expected to operate from a social justice orientation to promote wellness for their clients and students (AmericanCounselingAssociation, �2014). �T odothis, �counselorsmusthave� the ability to (a) recognize discrimination and oppression across the micro- and macrosystems in which people live; (b) understand the impact that discrimination and oppression have on the development and well-being of clients; and (c) intervene competently across multiple contexts to promote justice, equity, and access with and on behalf of students and clients (Lewis, Arnold, House, & Toporek, 2002; Sue, Arredondo, & McDavis, 1992; Toporek, Lewis, & Crethar, 2009). Attention to these skills requires counselor train- ing programs to change the way that counselors are prepared (Odegard & Vereen, �2010; �T oporeketal., �2009). In response to the call for social justice counselor education, scholars have articulated and endorsed specific advocacy competencies (Ratts, Toporek, & Lewis, 2010), written and published texts to promote social justice advo- cacy in counseling students (e.g., Chung & Bemak, 2012; Ratts & Pedersen, 2014), �andpublishedmanuscriptsthatillustratehowgraduatetraining� programs can incorporate social justice initiatives (e.g., Ali, Liu, Mahmood, & Arguello, 2008; Bemak et al., 2011). Despite increased attention in this area, few studies have provided evaluative data on the effectiveness of social justice training practices (e.g., teaching strategies) in counseling preparation programs; most of the work in this area is theoretical (Manis, 2012; Murray, Pope, �& �Rowell, �2010; �Nilsson �& �Schmidt, �2005; �Odegard �& �V ereen, �2010).

Aims: Alcohol problems (AP) contribute substantially to the global disease burden. Twin and family studies suggest that AP are genetically influenced, although few studies have identified variants or genes that are robustly associated with risk. This study identifies genetic and genomic influences on AP during young adulthood, which is often when drinking habits are established. Design: We conducted a genome-wide association study of AP. We further conducted gene-based tests, gene ontology analyses and functional genomic enrichment analyses to assess genomic factors beyond single variants that are relevant to AP. Setting: The Avon Longitudinal Study of Parents and Children, a large population-based study of a UK birth cohort. Participants: Genetic and phenotypical data were available for 4304 participants. Measurements: The AP phenotype was a factor score derived from items from the Alcohol Use Disorders Identification Test, symptoms of DSM-IV alcohol dependence, and three additional problem-related items. Findings: One variant met genome-wide significance criteria. Four out of 22880 genes subjected to gene-based analyses survived a stringent significance threshold (q

The world has changed dramatically in the past 150 years, so much so that the common artifacts of the 21st century would make life hardly recognizable to someone from the early 1900s. In contrast to the great advances that have been seen in technology, health care, and engineering, the educational system in the United States has changed very little since the early 1900s (Heckman & Monterra, 2009). Grounded in the segmented, linear, and time-bound paradigm of the industrial revolution, many public schools operate similar to a factory (U.S. Department of Education, n.d.), where students are raw products that are run through the assembly line of education, exposed to different teachers who work independently to add their piece to the developing student before moving that student along to the next stop on the assembly line (Ayers, 2009). These schools-as-factories have a clear vision of what the final products should look like, and this final product is assessed and evaluated in an attempt to ensure that all graduates meet the same standards. Students who do not match these standards or who do not move through the process on time are deemed to be deficient and are eventually discarded (or allowed to discard themselves) from the system. The industrial model of education has grown stale and, too often, discourages innovation, collaboration, and shared leadership (U.S. Department of Education, n.d.). This approach, which values linear processes over cyclical processes, efficiency over quality, and uniformity over uniqueness, leads to an undemocratic system that asks a group of unique individuals to engage in a process that will attempt to make them more uniform and closer to a standardized vision of a "good student" and graduate (Angus, Mirel, & Vinovskis, 1988). As William Ayers (2009) put it, the message to the students is, "You are not important or unique; be only malleable and productive in terms established by a higher authority" (p. 390). One danger inherent in the industrial model of education is the number of students who do not fit the model's vision of a successful student. In an ever-changing world where people from different backgrounds must work together and where new technology is being introduced at incredible rates, the concept of a standardized learner is simply no longer relevant. Schools and school systems that operate under the belief that learning should take place in ordered, time-bound chunks and that knowledge remains static through time will not produce the graduates and, therefore, the workers and community members that an increasingly multicultural and technology-driven world demands (Angus et al., 1988; U.S. Department of Education, n.d.). Moreover, at a time when student alienation from schools is a serious problem (Schulz & Rubel, 2011; Sciarra & Ambrosino, 2011), educators who internalize the industrial model's vision of a successful student and place those expectations on their students may be exacerbating students' beliefs that school is not for them. In addition, counselors who cling to a rigid perspective of successful students rather than understanding the cultural values inherent in that vision are missing a key piece of being a culturally responsive counselor (Brown & Trusty, 2005; Locke, 2003); they are also more likely to participate in troublesome practices such as inequitable scheduling and advising (Holcomb-McCoy, 2007). What is needed is a new paradigm that appreciates diversity and is more responsive to the changes that characterize the 21st-century world. Because of their training in leadership, advocacy, and collaboration skills and their ability to think and work systemically, professional school counselors may be in a unique position to help initiate this change. In fact, professional school counseling has already started this process. Efforts to transform school counseling practice in order to address educational inequity and be more responsive to the needs of all students have taken root. …

The American Psychiatric Association estimates that 3 to 7 per cent of all school aged children are diagnosed with attention deficit hyperactivity disorder (ADHD). Even after correcting for general cognitive ability, numerous studies report a negative association between ADHD and educational achievement. With polygenic scores we examined whether genetic variants that have a positive influence on educational attainment have a protective effect against ADHD. The effect sizes from a large GWA meta-analysis of educational attainment in adults were used to calculate polygenic scores in an independent sample of 12-year-old children from the Netherlands Twin Register. Linear mixed models showed that the polygenic scores significantly predicted educational achievement, school performance, ADHD symptoms and attention problems in children. These results confirm the genetic overlap between ADHD and educational achievement, indicating that one way to gain insight into genetic variants responsible for variation in ADHD is to include data on educational achievement, which are available at a larger scale. (C) 2014 Wiley Periodicals, Inc.