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The relationship among substance abuse counselors' education, experience, recovery status, and cognitive development (conceptual complexity and moral reasoning levels) was examined in a simultaneous multiple regression. Significant relationships were found between counselors' level of conceptual complexity and moral reasoning and their education. Implications for counselor training are presented.

Home-based counseling is an incredibly demanding intervention, yet little is known about the counselors providing this important service. This study sought to profile ego development, conceptual complexity, and supervision satisfaction for 120 home-based counselors. Counselors scored at moderate levels on measures of both ego development and conceptual level. Most counselors (74.2%) reported dissatisfaction with supervision because they are "undersupervised." Implications for using a cognitive developmental framework for training and supervising home-based counselors are discussed.

Counseling reentry dual-career women using a cognitive development framework begins at the individual's level of cognitive functioning and assists in the creation of new cognitive frameworks within the context of sex-role socialization and gender bias. The goal is a new self-concept, awareness of multiple roles, and effective coping skills. (SK)

High-risk college freshmen (n=72), most African-Americans, who participated in a deliberate psychological education-based orientation course that addressed minority student needs and incorporated principles of student development, achieved significant increases in cognitive development, study skills, and course satisfaction. However, achievements were not significantly higher than those of controls in a traditional, lecture-style orientation course. (Author/MSE)

Professional identity is characterized by the integration of individuals' professional and personal selves. The authors used a multiple regression design to examine counselor professional ethical identity development, with specific attention to moral and intellectual development. Student counselors ( N = 59) completed the Modified Subject-Object Interview (Monson & Hamilton, ), Defining Issues Test-2 (Rest, Narvaez, Bebeau, & Thoma, ), and Learning Environment Preferences scale (Moore, ). Moral development was the most significant predictor of professional ethical identity development. Preparatory and research strategies to enhance professional ethical identity formation are discussed. [ABSTRACT FROM AUTHOR]

Hostile and unsafe learning environments persist for many lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students. Professional school counselors are uniquely positioned to spearhead systemic initiatives to create safe and supportive schools that combat such oppression; however, current counselor education strategies may fail to adequately prepare school counseling trainees for this role. Cognitive developmental theory offers a pedagogical framework to assist counselor educators in conceptualizing school counseling trainees’ meaning-making positions and scaffolding matched interventions to enhance preparation toward LGBTQ affirmative counseling. A theoretical overview is provided, including the relationship of advanced cognitive development to school counselor competence, as well as samples of didactic, experiential, and reflection strategies counselor educators may employ to promote cognitive growth. [ABSTRACT FROM PUBLISHER]

The relationship among substance abuse counselors' education, experience, recovery status, and cognitive development (conceptual complexity and moral reasoning levels) was examined in a simultaneous multiple regression. Significant relationships were found between counselors' level of conceptual complexity and moral reasoning and their education. Implications for counselor training are presented. [ABSTRACT FROM AUTHOR]