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Counselor educators must prepare school counselor trainees to celebrate diversity. Via confirmatory factor analysis and item response theory, this research indicates school counselor multic...

A qualitative phenomenological inquiry was utilized in this exploratory study to investigate the impact of interprofessional education on the development of collaborative practice for five participants training to be professional clinical mental health counselors and eight students training to be speech language pathologists. Global implications for counselor training, interprofessional education, collaborative practice, and future research are provided.

This article explored counselor development within the entry transition into counselor education programs using 4 interviews and interpretive dialogues with 8 beginning counselors. Six categories resulted from the authors' grounded theory analysis: Anticipation, Evolving Identity, Growth and Learning, Coping, Choosing to Trust the Process, and Interacting With Feedback.

Despite counseling's increased focus on issues of multiculturalism and social justice, the d/Deaf population continues to be underrecognized and underserved. (For the purposes of this article, the term d/Deaf is used to denote individuals who have an auditory loss as well as individuals with an auditory loss who also identify with Deaf culture.) The Western Interstate Commission for Higher Education (2006) estimated that approximately 8.6% of individuals 3 years and older in the United States report having hearing problems. Furthermore, it was estimated that there are over 5 million people who are deaf in the United States who are in need of mental health treatment every year; of these 5 million individuals, only about 2% receive appropriate treatment for their mental illness. The discrepancy between mental health need and effective service provision requires counselors to be more competent in meeting the needs of clients who are d/Deaf. The lack of attention to the Deaf culture in our professional standards, research, training programs, and supervision contributes to the inequities d/Deaf individuals experience in receiving mental health services. A review of the research showed that d/Deaf individuals appeared to have more mental health concerns than hearing persons (Peters, 2007) and that d/Deaf children were two to three times more likely to experience physical and sexual abuse than their hearing peers (Critchfield, 2002). Thus, there is a paramount need for qualified professionals who are knowledgeable in the area of counseling services as well as in the area of Deaf culture and sign language fluency. Most counselors and supervisors in mental health professions are not fluent in sign language and are also unaware of Deaf culture, thus leading to possible misunderstandings and frustrations for the d/Deaf consumer and mental health professional (Peters, 2007). One way of alleviating some of the misunderstandings and lack of cultural awareness is to hire a qualified interpreter to assist in the counseling and supervision process. Another strategy to alleviate potential misunderstandings is to prepare counselor trainees who are d/Deaf. Both strategies for addressing the gap in services require counselor educators and supervisors to be more cognizant and knowledgeable about the interplay between themselves, a d/Deaf counselor trainee, and a sign language interpreter. The unique supervision situation of a hearing supervisor working with a d/Deaf counselor trainee, by way of a sign language interpreter, has gone unexamined in the supervision literature. Although there have been multiple research studies, professional writings, and professional journals focused on supervision in general (Bernard & Goodyear, 2013; Fuertes, 2004; Hird, Cavalieri, Dulko, Felice, & Ho, 2001; Magnuson, Norem, & Wilcoxon, 2000) and some research and literature focused on issues relating to deafness (de Bruin & Brugmans, 2006; Feldman, Kluwin, & McCrone, 2005; Freeman & Conoley, 1986; Haley & Dowd, 1988; Peters, 2007; Porter, 1999; Roe & Roe, 1991), we found no research exploring the unique interplay of supervisory dynamics with counselors who are d/Deaf. This qualitative case study begins to address the dearth of research and professional knowledge in the realm of supervision with a d/Deaf counselor trainee. The Need for d/Deaf Counselor Trainees As a result of legislative events such as Section 504 of the Rehabilitation Act of 1973, mental health counseling has become more feasible and available to individuals who are d/Deaf (Roe & Roe, 1991). Researchers have found a clear preference by d/Deaf clients in counseling to have a counselor who is also d/Deaf (Freeman & Conoley, 1986; Peters, 2007; Steinberg, Sullivan, & Loew, 1998). Because of this desire to find a counselor similar to the d/Deaf individual seeking counseling services, the need for d/Deaf counselors becomes apparent, especially given the higher rates of disorders among the d/Deaf population (Pollard, 1996). …

Job satisfaction based on familial and institutional factors was explored for 157 female counselor educators. Results indicate that female associate professors had lower levels of intrinsic rewards domain after controlling for institutional type. Parental responsibility and partnership status were equivocal, with significant interaction effects after controlling for Carnegie Classification.

The authors present the argument that professional counseling is philosophically grounded in humanism. As evidence, 5 major presuppositions of professional counseling--relationality, development, empowerment, wellness, and social justice--are situated as fundamental to the understanding of humanism. These tenets are presented as a foundation to ground professional counselor identity as humanistic, and thus position humanism as synonymic with professional counseling. Keywords: humanism, humanistic, professional counseling ********** Historically, scholars and theorists have positioned the humanistic philosophy as the third force of counseling, situated between behaviorism and multicultural counseling. However, humanism can arguably be best understood as a metaparadigmatic framework that guides the identity and the enactment of the professional values of counselors. The synonymic nature of professional counseling and humanism emerges from the emphasis counselors place on relationality, development, empowerment, wellness, and social justice. These five tenets of professional counseling ground our professional identity in humanism and provide the foundation for presuppositions that guide our work as counselors. Across this article, the aforementioned five presuppositions will be presented to elucidate how humanism is a metaparadigm that is synonymous with the values of professional counseling. Essential to a professional counseling identity is the value of relationships, a developmental perspective of growth and change, a holistic wellness paradigm, and a commitment to client empowerment through social justice (Carney, 2007; Chung & Bemak, 2012; Day-Vines & Holcomb-McCoy, 2007; Myers & Sweeney, 2005; Perepiczka & Scholl, 2012; Seccombe, 2002). Therefore, professional counselors can be seen as nurturers of relationships, wellness, development, and social justice, and as contributing to the foundational aspects of the existence that emerges through the enactment of humanism. Humanism has often been presented as a way of being (Rogers, 1961) and as a way of becoming--or evolving--into one's ideal self. At its core, professional counseling is grounded in a humanistic paradigm. While introducing us to the I and thou, Buber (1970) extrapolated the difference in personal attitude toward the individual versus an object. In doing so, he revealed a fundamental value of professional counseling: a foundational attitude toward individuals as a relation between, and to things as a connection with objects. According to Buber, these attitudes represent the basic twofold situation of human life, in which the relation to thou knows no bounds, whereas a relation to it or to object has bounds. From a professional counseling viewpoint, a comprehensive understanding of human behavior involves consideration of growth and developmental transitions. According to Vontress (1996), people, including professional counselors, are trying to make sense of life and in this quest develop a philosophy of existence. Within the philosophy of the professional counselor, the ideal is to assist the client in making meaning of existence in the context of growth and developmental transitions. The counseling profession's emphasis on human growth and development is demonstrated through action, education and training, and scholarship. In terms of action, professional counselors view growth and development as a normative process in which each individual engages via social, contextual, and ecological environments, which are grounded in culture, history, and experience; these aspects relate to, and provide the rationale for, social justice as an important aspect of both humanism and counseling. Professional counseling is grounded in two critical tenets of humanism: the individual is always in a fluid state of development, and the awareness that we as humans cannot be reduced to a series of parts (M. …

Understanding the process of substance abuse is often difficult for counselors-in-training who have no personal knowledge of the trajectory of addiction. This article outlines a beginning addiction course class activity that is based on narrative teaching pedagogy and is entitled Book Club: Client Assessment Profile. Details of the class assignment are provided, along with student feedback regarding the usefulness of the activity in understanding addiction. Implications for the use of nonfiction to teach addiction concepts in counselor education are discussed.

Multiculturalism has been a topic of scholarly discourse and inquiry for the last three decades. As the philosophical commitment to multiculturalism continues to be endorsed by the counseling field, it is becoming increasingly imperative that we integrate theory, research, and practice in an applied and compelling manner. This article provides the results from a quantitative study exploring the dispositional and programmatic variables that influence the level of self-perceived multicultural competence among a sample of counselor trainees in the United States of America. The research contributes to a foundation for discussing the current status of multicultural counseling competence as well as generating creative strategies for enhancing future competence in counselors.

In recent years, the use of culturally appropriate humor as a tool for change within the parameters of counseling has grown within the literature. In comparison, the art of storytelling has had little attention within the literature as a tool for strategic change. This article outlines a framework for the use of humor and storytelling as innovative approaches for successfully counseling African American men. In addition, the growing research on the socialization of men is used to assist in the development of culturally appropriate strategies that help African American men utilize their inherent strengths within the counseling process.

Triadic supervision has been considered a credible and effective form of clinical supervision within counselor education programs since being included in the 2001 standards for the Council for Accreditation of Counseling and Related Educational Programs (CACREP). A phenomenological study was conducted to examine the experiences of masters-level counselor trainees in practicum with triadic supervision. Several transcendent themes emerged, namely: Initial Apprehensions, Shared Developmental Process, Vicarious Learning, Multiple Perspectives, and Safety through Trust and Relationship. The results of this study are discussed as they impact the field of counselor education and supervision.

The hyperactivity and impulsivity experienced by children who are diagnosed with attention deficit/hyperactivity disorder (ADHD) can pose challenges for families, teachers, and mental health counselors (Barkley, 2000). The authors present an integrative model of Adlerian play therapy and adventure-based counseling (ABC) that extends beyond traditional talk therapy, fosters a strength-based perspective, and is action-oriented and dynamic. Specific ABC treatment activities for working with children and families affected by ADHD are presented in the context of the four phases of treatment in Adlerian play therapy.

In higher education, occupational satisfaction is influenced by the environment as well as by the dispositional variables explored for occupational satisfaction in general. Within the context of counselor education, there are no empirical studies that explore the occupational satisfaction of counselor educators. This article provides an overview of the empirical research exploring group differences based on gender, tenure status, and minority status in occupational stress, coping strategies, and personal strain ratings for counselor educators. Implications for counselor education and future research are discussed.

Many mental health counselors identify adolescent clients as the most "difficult" clients with which to work because it is a challenge to engage them in the counseling experience (Church, 1994; Hanna et al., 1999; Gil, 1996). At-risk youth tend to be ill equipped to engage in traditional counseling interventions, which require them to be verbal and to disclose thoughts and feelings (Hanna et al., 1999; Davis-Berman & Berman, 1994). Wilderness therapy, a specialized approach within adventure-based counseling (Fletcher & Hinkle, 2002), provides an alternative treatment modality that maximizes the client's tendency to spontaneously self-disclose in environments outside the counseling office (Hanna et al.). This article provides an overview of wilderness therapy as a treatment modality and identifies the associated therapeutic factors in an effort to inform mental health counselors.

Current Council for Accreditation of Counseling and Related Eduational Programs (CACREP; 2001) standards promote the use of triadic supervision by counselor educators and supervisors. However, conceptual models of triadic supervision do not presently exist in the supervision literature. This article describes the process and structure of 1 model of triadic supervision (D. M. Kleist & N. R. Hill, 2003). This model provides a vehicle for implementing triadic supervision in response to changes in the CACREP standards and adds to the literature on triadic supervision. Implications for counselor educators and supervisors, as well as future research, are conceptualized.

The purpose of the present study was to determine the perceptions of expectations and practices that contribute to decisions regarding promotion and tenure for counselor educators. Council for Accreditation of Counseling and Related Educational Programs liaisons for 74 counselor education programs responded to an Internet-based survey about perceptions of promotion and tenure practices in their programs and institutions. The responses indicate that relatively equal emphasis is placed on teaching, scholarship, and service. Implications for defining promotion and tenure criteria are discussed, and recommendations for further research are provided.

Current research on blended families is summarized to address blended family development, communication strategies, and relationships between stepparents and stepchildren. Considerations for family counselors and blended families are addressed. Implications for future research opportunities include multicultural issues within blended families and stepmothers’ relationships with their stepchildren.

Women in higher education encounter unique challenges that influence their occupational satisfaction and quality of life (J. Mirsa, I. Kennelly, & M. Karides, 1999; J. Oleck & R. McNatt, 1999; S. M. Park, 1996; M. D. Sorcinelli, 1994; J. A. Winkler, 2000). This article reports data from a national survey of female counselor educators. The data illustrate factors that may encourage or discourage female counselor educators from remaining in professorial roles. Implications for the counseling profession are also presented.

Pretenured faculty members experience unique challenges as they respond to the demands and opportunities of an academic appointment (A. E. Austin & R. E. Rice, 1998; M. D. Sorcinelli, 1994). Given the emphasis on wellness within the counseling framework, it is imperative to identify and address the experiences of pretenured counselor educators. This article offers an overview of some of the challenges that pretenured faculty members encounter and provides recommendations for promoting their wellness and success in academia.

A national survey of 230 counselor educators was conducted to examine issues that encourage or discourage these educators to continue as faculty members. Three of the 5 factors (Organizational Control, Internal Control and Rewards, and Time and Effort Management) identified in a factor analysis of the 91-item, author-developed questionnaire (Pluses and Minuses of Being a Counselor Educator) were found to be correlated (p < .01) with the Memorial University of Newfoundland Scale of Happiness (M. J. Stones & A. Kozma, 1994). The factors and their relationship to counselor educators' sense of well-being are discussed in relation to potential actions for institutions and individuals.

The author discusses the rationale for counselor education programs' promotion of the development of multicultural counseling competence in counselor trainees. The current status of multicultural counseling competence is discussed, and recommendations are made regarding how counselor education programs and faculty can enhance multicultural competence. An Appendix provides specific action-based recommendations.

Introduction As humans acquire skills there are dramatic changes in brain activity that complement the profound changes in processing speed and effort seen in behavioral data. These changes involve learning, developing new representations, strategy shifts, and use of wider cues and approaches. Experts differ from novices in terms of their knowledge, effort, recognition, analysis, strategy, memory use, and monitoring (e.g., see Chi, Chapter 2; Feltovich, Prietula, & Ericsson, Chapter 4). In the last decade, there have be major advances in our ability to noninvasively track human brain activity. There are now over a hundred experiments tracking learning or expert performance. Patterns are beginning to emerge that show that learning and skilled performance produce changes in brain activation – and different types of changes – depending on the brain structure and the nature of the skill being learned. In this chapter, we will review the changes that occur in the brain as skill is acquired. We will detail the anatomy and processes involved. We will provide a brief summary of the methods employed. We will review the nature of learning of skills, resource utilization, and performance of experts. The reader who wishes to learn more details regarding these methods might examine a current introductory chapter (Schneider & Chein, 2003) or current textbooks of cognitive neuroscience (Gazzaniga, Ivry, & Mangun, 2002), brain imaging (Jezzard, Mathews, & Smith, 2001), and cognitive neuroscience modeling (O'Reilly & Munakata, 2000).

Children with 22q11.2 microdeletions (Velocardiofacial Syndrome; VCFS) have previously been shown to exhibit learning deficits and elevated rates of psychopathology. The aim of this study was to assess regional brain abnormalities in children with 22q11DS, and to determine the relationship of these measures to neurocognitive and behavioral function. Thirteen children with confirmed deletions and 9 demographically matched comparison subjects were assessed with a neurocognitive battery, behavioral measures, and high-resolution MRI. Twenty-two qllDS children showed a nonsignificant 4.3% global decrease in total brain volume as compared to healthy controls,with differential reduction in white matter, and significantly increased sulcal cerebrospinal fluid (CSF) in temporal and posterior brain regions. In 22q11 DS subjects, but not controls, bilateral temporal gray and white matter volumes were significant predictors of overall cognitive performance. Further, reduced temporal gray matter was associated with elevated Thought Problems score on the CBCL. Results indicate that global alterations in brain volume are common in children with 22q deletions, particularly those with low IQ and/or behavioral disturbance. Although preliminary,these findings suggest a possible underlying pathophysiology of the cognitive deficits seen in this syndrome,and provide insight into complex gene-brain-behavior relationships.

A great deal of psycholinguistic research has focused on the question of how adults interpret language in real time. This work has revealed a complex and interactive language processing system capable of rapidly coordinating linguistic properties of the message with information from the context or situation (e.g. Altmann & Steedman, 1988; Britt, 1994; Tanenhaus, Spivey-Knowlton, Eberhard & Sedivy, 1995; Trueswell & Tanenhaus, 1991). In the study of language acquisition, however, surprisingly little is known about how children process language in real time and whether they coordinate multiple sources of information during interpretation. The lack of child research is due in part to the fact that most existing techniques for studying language processing have relied upon the skill of reading, an ability that young children do not have or are only beginning to acquire. We present here results from a new method for studying children's moment-by-moment language processing abilities, in which a head-mounted eye-tracking system was used to monitor eye movements as participants responded to spoken instructions. The results revealed systematic differences in how children and adults process spoken language: Five Year Olds did not take into account relevant discourse/pragmatic principles when resolving temporary syntactic ambiguities, and showed little or no ability to revise initial parsing commitments. Adults showed sensitivity to these discourse constraints at the earliest possible stages of processing, and were capable of revising incorrect parsing commitments. Implications for current models of sentence processing are discussed.