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This study investigated the effect of nature-based guidance lessons on anxiety and connection to nature among elementary students using a pretest post-test with control group experimental design. N...

Extensive research has documented associations between childhood abuse and neglect and adolescent mental health. This exploratory study adds the examination of differences in types of adverse childhood experiences (ACEs), including abuse, neglect, and household dysfunction, with a little studied population, those in therapeutic residential care. Also documented were the differences between types of treatment categories per the Youth Comprehensive Risk Assessment (YCRA) and adverse experiences, as well as the adolescent strengths of empowerment and social competence related to adverse childhood experiences in therapeutic residential care. Data was generated from 139 youth in two adolescent therapeutic residential care centers. The most commonly reported adverse experiences were emotional abuse (79.9%) and physical neglect (76.3%). Those with lower empowerment and social competence had significantly higher ACEs in the areas of abuse, neglect, and total ACEs. Youth categorized as high risk to others but not to self, had significantly fewer adverse childhood experiences than others. Study findings support broadening the current discourse on types of adverse events and challenges when considering pathways toward strength building and treatment type, especially related to social competence.

Administrators of youth Therapeutic Residential Care (TRC) centers are faced with unique staffing challenges. The current study aims to investigate these challenges and the ways in which administrators at one agency face them, emphasizing specifically, staff motivation and staffing patterns. To do this, we assessed youth workers and cottage coordinators (administrators) at a rural therapeutic residential care center in the Rocky Mountain region of the United States by measuring a) what motivates staff to work at the agency as measured by the Manifest Needs Questionnaire (MNQ), b) what are the staffing patterns by performance and turnover, and c) what is the interrelationship between performance, turnover and MNQ needs. The results indicate that cottage coordinators exhibited significantly higher needs for achievement (as measured by the MNQ) than youth workers. Additionally, cottage coordinators were significantly higher on autonomy than youth workers. Lastly, both indicated low/moderate dominance and moderate/high affiliation with little difference between the two groups. Based on these results, we present recommendations on recruitment, training and teambuilding for TRC centers.

The challenges to higher education institutions resulting from the COVID-19 pandemic are placing new and demanding pressures on the academic deanship. A leadership role focusing on guiding teams of professionals toward meeting internally defined goals now requires critical examination. This study analyzes the impact of the pandemic on higher education institutions and particularly the academic deanship. A model for the deanship in a post pandemic institution is included.

This study explored challenges and stressors facing academic deans within higher education. The study analyzed, via step-wise multiple regression, the degree to which current challenges and related stress were associated with the well-being measures of effort-reward imbalance and over-commitment as measured by the Effort/Reward Imbalance scale (ERI); hardiness, as measured by the Dispositional Resilience Scale (DRS); and aspects of burnout, as measured by the Maslach Burnout Inventory (MBI). Results indicated that the stress related to certain challenges (e.g., balancing financial resources, creating a clear vision, promoting change) have particularly powerful influences on aspects of work well-being. Implications and recommendations are included.

This study was undertaken to investigate the treatment outcome differences between youth offenders from the joint commission accredited residential treatment center (RTC) and youth from a non-accredited center. Results showed that youth from the accredited center reported significantly more progress.

This quantitative pilot study examined changes in counseling students' professional attitudes in 3 master's-level core courses. Results indicated significantly more change occurred during an ethics course than during the other courses. Changes occurred in attitudes consistent with humanistic philosophy, including self-awareness, professional impairment and self-care, healthy professional relationships, empathy, and multicultural awareness. ********** The development of professional attitudes among counselors is considered a cornerstone of the counseling profession (Corey, Corey, & Callahan, 2005). Humanistic counseling is based on fostering the development of the whole person and rests on the understanding that the capacity for personal growth and change comes from within the human being. Counselors working within a humanistic theoretical framework seek to assist clients in personal growth through the exploration of values, meaning, healthy relationships, self-awareness, and self-actualization. Therapeutic practice requires the counselor to incorporate and use her or his own personality to guide client change (Corey et al., 2005). Thus, professional attitudes of the counselor are an integral part of the humanistic counseling process because the quality of the therapeutic relationship is fundamental to the promotion of client growth and development. Because a significant part of a counselor's role is to facilitate client self-examination and self-awareness, counselors need to be willing to "live in accordance with what they teach [because it] is what makes counselors 'therapeutic persons'" (Corey et al., 2005, p. 36). Thus, it is essential for those seeking to become humanistic counselors to explore their own experiences, attitudes, relationships, multicultural awareness, and capacity for caring and empathy. According to Corey et al. (2005), knowing the theory and possessing diagnostic and interviewing skills do not necessarily make a person a good counselor. Rather, individual aspects of the counselor such as personal attributes, self-awareness, and attitudes regarding self-care, health, and lifestyle affect one's ability to function in the professional counseling role. This is particularly true for the humanistic counselor. Because the humanistic counselor serves as a model of growth, development, and change for the client, it is important to emphasize, as part of counselor education (Crutchfield, Baltimore, Felfeli, & Worth, 2000), the development and awareness of humanistic attitudes (e.g., working toward one's full potential) that may affect the counseling relationship. The exploration and development of professional attitudes consistent with humanistic philosophy is a fundamental component of counselor identity development during training because these attitudes affect the counseling relationship and the professional counselor. Research indicates that counselor attitudes predict burnout, fatigue, and stress (Yager & Tovar-Blank, 2007). Teaching students to recognize the importance of self-awareness and self-care may buffer them from these difficulties. Thus, cultivating the importance of self-awareness is essential for the maintenance of counselor balance, self-care, and humanistic practice. Research suggests that core courses offered as part of the counselor education curriculum have a significant impact on the personal growth of counseling students (Coll, 1993; Woodside, Oberman, Cole, & Carruth, 2007). For example, Woodside et al.'s (2007) qualitative study found that prepracticum students' learning about their own core beliefs and attitudes was an important component in the process of learning to be a professional counselor. Another important component identified was developing self-awareness about counselor boundaries that are balanced by the need for "being with" the client and learning to empower the client rather than merely giving advice. Similarly, Coil's (1993) research examining changes in professional attitudes occurring during an ethics course found that master 's-level counseling students reported an increase in self-awareness and an increased understanding of healthy professional relationships, professional impairment, and multicultural issues through the ethics course work. …

In rural western states (e.g., Wyoming, Idaho, Montana, Utah) that are large geographically and small in population, it is unrealistic to expect to have comprehensive mental health and substance abuse professional support in most rural communities. One viable idea is for mature and distinguished treatment facilities in those geographic areas to expand their delivery system.

This study used a multimethod approach to evaluate the relationship of alexithymia (as measured by the 20-item Toronto Alexithymia Scale and the 30-item Emotion Awareness Questionnaire), psychosocial development (assessed with the Measure of Psychosocial Development), and risk behavior (as measured by the Youth Comprehensive Risk Assessment) in 67 adolescents (85% from rural communities) in a rural residential treatment facility. Results revealed that both measures of alexithymia demonstrated good internal consistency and convergent validity. The EAQ-30 demonstrated stronger convergent validity over the TAS-20 with psychosocial measures of shame, inferiority, and role confusion and was more robust in differentiating risk behavior among males and females. Adolescent females scored higher on measures of alexithymia than males and demonstrated significantly more shame, diminished bodily awareness, and risk to self; whereas, males demonstrated significantly more risk to others. Overall, this study contributes...

This study evaluated the efficacy of a web-based personalized normative feedback program targeting heavy drinking in first-year intercollegiate athletes. The program was offered through the Athletic Department first-year seminar at a National Collegiate Athletic Association (NCAA) Division I university. Athletes were randomly assigned to either a web-based feedback group or a comparison condition. Results indicated high-risk athletes receiving the intervention reported significantly greater reductions in heavy drinking than those in the comparison group. Additionally, intervention effects were mediated by changes in perceptions of peer drinking. Findings support the use of web-based normative feedback for reducing heavy drinking in first-year intercollegiate athletes.

Although substance abusing clients may not be the primary treatment population that most counselors serve, it is nearly inevitable that at one time or another, the vast majority of counselors will ...

The study compared psychosocial risk behaviors of adolescents who were deaf or hard of hearing with those of their hearing peers in a residential treatment facility. Statistically significant differences emerged between groups. The adolescents who were deaf or hard of hearing demonstrated clinically higher scores than those of their hearing peers on the psychosocial risk behaviors of risk to others, social and adaptive functioning, need for structure, aggression toward people and animals, destruction of property, theft and deceit, and rules violations. Implications and suggestions for helping professionals are included.

This study compared heavy drinking and alcohol-related consequences between freshman student-athletes (n = 137) and nonathletes (n = 318). Differences in high-risk drinking between the fall and spring terms were also examined. Results indicated that student-athletes reported heavier drinking and higher levels of alcohol-related consequences than did nonathletes. In addition, student-athletes reported the highest levels of drinking and alcohol-related consequences in the spring term. Implications for college counseling prevention programming are discussed.

This study examined differences in psychosocial development of adolescent offenders in a residential treatment program between early adolescents and midadolescents and boys and girls. The study also evaluated gains after 6 months of treatment. Results suggest focused developmental treatment for early adolescents and specifically targeted treatments for boys and girls. ********** Juvenile delinquency is one of the United States's most pressing social problems (Tarolla, Wagner, Rabinowitz, & Tubman, 2002). In 1998, juveniles accounted for 18% of all arrests, 17% of all violent crime arrests, and 33% of all property crime arrests (Snyder, 1999). For both boys and girls, arrest rates for violent crimes increased dramatically after 1989, with homicide rates increasing dramatically over the last 20 years (Snyder, 1999). Tarolla et al. noted that considering the prevalence, stability, and detrimental impact of juvenile offending, the development of effective assessment, treatment, and evaluation is of utmost importance. One of the significant gaps in knowledge for understanding and treating juvenile offenders identified by Tarolla et al. is in the area of "delineating developmental pathways" (p. 138), that is, discovering differences in progression of psychosocial development (e.g., for male, female, delinquent, nondelinquent adolescents), examining changes related to life transitions, and considering developmental issues when attempting to develop a more multidimensional treatment perspective. PSYCHOSOCIAL DEVELOPMENT During the last 20 years, there has been increased interest in developmental concepts, including psychosocial development (Drum & Lawler, 1988; Vernon, 1993). Psychosocial development is one of the three domains of development (along with biological and cognitive) and includes emotional, personality, gender, and social development and is influenced by the family, the community, the culture, and the larger society (Berger, 1994). An understanding of psychosocial development for adolescents, typically divided into three categories (early adolescence, ages 12-14), (midadolescence, ages 15-17), and (late adolescence, ages 18-22), is particularly important to counselors because it is probably the most challenging and complicated period of life (Berger, 1994). Berger asserted that "psychosocial changes during the second decade of life show even greater diversity than biological and cognitive changes, because adolescents develop their own identity, choosing from a vast number of sexual, moral, political, and educational paths" (p. 367). Relating to parents with new independence, to friends with new intimacy, and to oneself with new understanding is the key for attaining adult status and maturity (Berger, 1994). This study focuses on early and midadolescence as well as on gender differences at these stages. Early Adolescence Early adolescence begins at approximately ages 12 to 13, lasting until about age 14, and is considered the most volatile stage of adolescence (Vernon, 1993). Characteristics of early adolescence typically include defensive, sensitive, and temperamental behaviors, often masking vulnerability (Berger, 1994). Other psychosocial characteristics, as outlined in Vernon (1993), often include egocentricity, selfconsciousness, and feelings of invincibility. Early adolescents also begin to put peer relations in a dominant role and start the search for self (Berger, 1994). Midadolescence Vernon (1993) noted that "in mid-adolescence, which corresponds to the high school years ages 15-18, the 'yo-yo' nature of early adolescence is replaced by greater stability, for the most part" (p. 143). Midadolescence is often described as a period when teenagers try out adult roles. Major psychosocial tasks include acquiring a masculine or feminine gender role, developing appropriate peer relations, developing emotional independence from parents, preparing for a career, and achieving socially responsible behavior. …

This study explored which risk factors are associated with degrees of relational and purpose development in youth offenders. Results indicate that those with the poorest development particularly struggled with substance abuse, lack of family support, and risky behaviors to self. Several treatment recommendations and clinical strategies are included. ********** During the last 20 years there has been increased interest in developmental concepts, including psychosocial development (Drum & Lawler, 1988; Vernon, 1993). Psychosocial development is one of the three domains of development (along with biological and cognitive) and includes emotional, personality, and social development with influences of family, community, culture, and the larger society (Berger, 1994). An understanding of psychosocial development for adolescents (ages 13-18) is particularly important to counselors because it is probably the most challenging and complicated period of life (Berger, 1994). Berger asserted, "psychosocial changes during the second decade of life show even greater diversity [than biological and cognitive], as adolescents develop their own identity, choosing from a vast number of sexual, moral, political, and educational paths" (p. 367). Relating to parents with new independence, relating to friends with new intimacy, and relating to oneself with new understanding are the keys for attaining adult status and maturity (Berger, 1994). Psychosocial development for adolescents can often be difficult, and such development for youth criminal offenders is probably even more challenging (Capuzzi & Gross, 2004). A review of the professional literature reveals several studies that address youth offenders and moral development, with effective treatment strategies emerging from the results (Blatt & Kohlberg, 1975; Kohlberg, 1978; Samenow, 1998). Some studies of youth offenders have explored significant psychosocial problems, such as poor social behaviors (Dishon, Loeber, Stouthamer-Loeber, & Patterson, 1984; Kaplan & Arbuthnot, 1985) and difficulty making friends (Selman & Schultz, 1990). Yet there appears to be a dearth of information about youth offenders and psychosocial development. Investigation of adolescent psychosocial development of youth offenders is becoming increasingly important. Weiss and Lopez (1999) noted that there is an urgency to promote positive youth development, especially with troubled youths, while also addressing the growing number of problems facing young people today. Indeed, focus on developmental assessment is now highly encouraged and considered the critical (and of ten missing) part of a balanced, accurate assessment process for troubled youths (Blyth, 1999; Brendtro, Brokenleg, & Van Bockern, 1998). Brendtro et al. (1998) noted two major psychosocial developmental "ecological hazards" (p. 8) in the lives of today's youth offenders: destructive relationships and loss of purpose. Concerning destructive relationships, they noted that troubled youths today expect rejection, largely due to primary caretakers failing to meet their basic needs. A long-term consequence is often that these youths lack the ability and desire to establish and maintain close relationships. Brendtro et al. (1998) also argued that at-risk youths today often live with a "misery of unimportance" (p. 38) due to adults paying a shrinking amount of attention to them. The consequence here is often a sense of purposelessness and "feeling like hapless pawns following somebody else's script, rather than authors who can write the drama of their own destiny" (p. 39). These authors concluded that specific assessment and treatment in these areas are crucial in helping troubled youths. The support for more psychosocial developmental assessment has another practical value because of increasing needs and costs of services for delinquent adolescents (Lyons, Kisiel, Dulcan, Cohen, & Chester, 1997). …

In this component of the evaluation, the Circles of Care grantees assessed the feasibility of their model systems of care. The goal of the Feasibility Assessment was to assure that each model system of care was well designed with careful consideration of project goals, community resources and readiness, cultural competence and measurable outcomes.

The Association for Assessment in Counseling's Committee on Assessment and Training in Addictions Counseling conducted a survey of Master Addictions Counselors (MACs) certified by the National Board for Certified Counselors. The intent of the survey was to identify which standardized assessment instruments were most frequently used by MACs and perceived to be most important in their substance abuse practices. This article describes survey results and provides training and practice recommendations.

This study assessed the progress of students involved in a collaborative early warning intervention conducted by counseling services and a teacher preparation program. Results indicated that counseling services increased both students' academic and social integration and their confidence in their ability to teach and perform the duties of a teacher. Findings and implications are discussed. ********** Effective college counseling services today include extensive student outreach, deep integration with the institution's academic mission, and evidence of ongoing contributions to student academic success (Archer & Cooper, 1998; Davis & Humphrey, 2000). One of the ways in which counseling services can better assist colleges and universities in meeting their aims is through prevention initiatives designed to enhance the retention of students. Student retention is a long-standing challenge that institutions continue to address (Braxton, Bray, & Berger, 2000). Research has found that retention rates increase when students are academically and socially integrated into the university or college environment, when they have positive regard for their academic performance, and when they value the supportive relationships they have established at the institution (Pascarella & Terenzini, 1983, 1991). College and university counseling services can positively affect each of these predictor variables by collaborating with a cademic programs to increase student retention and success. In this study, the role of counseling services in increasing student academic and social integration was explored. Specifically, this study involved a partnership between the faculty coordinator of a multiple-section Introduction to Education course, who identified students who were at risk of academic failure, and the Counseling Education Department, which provided customized counseling services to the at-risk students to increase their academic and social integration. Expanding the role of traditional counseling services, the intervention examined here emphasized prevention and interagency collaboration based on Tinto's (1975, 1993) model of college student retention. Tinto's (1975, 1993) model of college student retention described a process in which students undergo changing commitments and experiences that affect their integration into the educational institution and, ultimately, their decision to withdraw from or to continue in the institution. The underlying assumption of the model is that students enter an institution with certain specifiable background characteristics and with a measurable level of initial commitments. Students interact with the college environment, and they become (more or less) integrated into the academic system over time (Stage, 1989; Tinto, 1993). Interactions between individuals and the academic system, along with social interactions, continually modify goals and institutional commitments in ways that lead to persistence or to varying forms of dropout (Stage, 1989; Tinto, 1993). As Stage noted, "Theoretically for two students of similar backgrounds and the same levels of initial commitments, a higher degree of integration into the system for o ne would mean greater subsequent commitment to the institution and to the goal of college completion" (p. 387). This model of college student persistence and withdrawal, with its core constructs of academic and social integration, has long been considered the most comprehensive and empirically valid (Shurr, Ruble, Palomba, Pickerill, & Moore, 1997; Stage, 1989). According to Tinto's (1993) model, it is the interface between college students' predispositions (e.g., self-image, social skills) and their college experiences that influence academic and social integration (Shurr et al., 1997; Stoecker, Pascarella, & Wolfle, 1988). Thus, college counseling must consider each student's unique inventory and provide individualized programming focused on student growth and development. …

The purpose of this study was to compare student drinking of those attending a community college that offers extensive alcohol education programming and student drinking at a similar college that provides no related programming. Results indicated that the sample of students enrolled at the college with alcohol education programming drank alcohol significantly less frequently.

A survey of community college counselors was conducted to determine current and preferred supervision practices. Results indicated that although most respondents want clinical supervision, few receive it.

This study was undertaken to investigate the perceptions held by developmental educators and counselors—student affairs professionals of current procedures for working with students with learning disabilities in community colleges. Current knowledge of students with learning disabilities and perceptions about their academic success were also examined. Implications for practice based on the results of this study were included.

This study, an investigation of adult children of alcoholics (ACOAs) on two community college campuses, showed: a higher number of ACOAs at those community colleges than typically at 4-year colleges and universities; a significant number of high risk ACOAs-those who grew up in disruptive and conflictual homes-at those campuses; and a higher proportion of the ACOA students had problems associated with drinking than their non-ACOA student peers.

The author reports results of a study designed to gather information about the severity and frequency of community college student problems.

The purpose of this study was to investigate ethical attitude changes in counselors in training related to specific topics during a 16-week, two-credit counseling ethics course. This study indicated that significant attitudinal changes occurred related to professional ethics and self-awareness, dual relationships, impairment, and multiculturalism.

This article describes a framework for the comprehensive evaluation of counseling programs and functions within the community college, using Astin's student success conceptualization. Some evaluative results using this framework are included. With such a framework, counselors can clearly show their contributions to the community college and the students they serve. The topic of counselors as sources of pertinent information about campus students in general is also discussed.

Mandatory student psychiatric withdrawal from college has recently become a major legal and ethical consideration for college counselors. This article reviews mandatory psychiatric withdrawal from college in terms of specific legal violations for public higher education institutions. Suggestions for appropriate uses of psychiatric withdrawal procedures and recommendations are offered.