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In this investigation, a sample of counselors-in-training's (CITs) work values, occupational engagement, and professional quality of life were explored at pre- and post-completion of a career counseling course. In relation to work values, participants highly valued balance, support, helping, and honesty within their careers, while power, competition, and risk-taking were least valued. Overall, participants increased their levels of occupational engagement from pre- to post-assessment over the span of the career counseling course. Finally, participants experienced moderate levels of compassion satisfaction and experienced low levels of burnout and compassion fatigue in relation to their professional quality of life. Implications of these findings for counselors, counselor educators, and CITs include: (a) incorporation of constructivist pedagogy; (b) discussion of essential counseling-related factors (e.g., burnout, compassion fatigue, compassion satisfaction); (c) the importance of wellness support; and (d) incorporation of assessments in counseling classrooms.

When providing clinical services for late talkers, determining an appropriate interventionist is a key early decision. Although researchers have noted the effectiveness of parent-implemented interventions for some populations, few have specifically addressed late talkers. Late talkers are of considerable interest to early service providers and parents due to limited evidence-based intervention components with this population and the notion that early language deficits are significant risk factors for many disorders. The present study purpose is to describe general features of current research and ascertain intervention providers' effectiveness. A systematic literature review resulted in eight studies reporting on seven data sets (N = 175 participants). Findings indicate treatment provided by either parents or clinicians can improve late talkers' communication skills. Parent-implemented intervention emerged as potentially more effective than clinician-directed service provision based on outcome measures of targeted skills following treatment dosage. Factors limiting generalization of these findings should be addressed in future investigations.

Due to the competing demands of school and sport, college student-athletes may have reduced time for academic and career planning potentially limiting their successful transition out of sport. Coaches provide substantial support to athletes and few studies have explored coaches 'perspectives on academic and career-related supports/programming. The purpose of this qualitative investigation was to examine the transition experiences of Division I college student-athletes from the perspective of coaching staff. This exploratory phenomenological study followed Schlossberg's Transition Theory. Fourteen coaches participated in semi-structured interviews. Data analysis revealed four major themes: I) satisfaction with current practices (supports), 2) preparation for transition (situation), 3) transferable skills (self), and 4) resources needed for a successful transition (strategies). Recommendations are offered for supports and programming targeted toward student-athletes transitioning from college, including the establishment of formalized mentoring programs between both beginning and advanced student-athletes, as well as between current and former (alumni) student-athletes., Part of being a college student involves learning how to balance school and nonschool responsibilities while developing into an independent adult (Evans, Forney, Guido, Patton, & Renn, 2010). College student-athletes [...]

In this investigation, a sample of counselors-in-training's (CITs) work values, occupational engagement, and professional quality of life were explored at pre- and post-completion of a career counseling course. In relation to work values, participants highly valued balance, support, helping, and honesty within their careers, while power, competition, and risk-taking were least valued. Overall, participants increased their levels of occupational engagement from pre- to post-assessment over the span of the career counseling course. Finally, participants experienced moderate levels of compassion satisfaction and experienced low levels of burnout and compassion fatigue in relation to their professional quality of life. Implications of these findings for counselors, counselor educators, and CITs include: (a) incorporation of constructivist pedagogy; (b) discussion of essential counseling-related factors (e.g., burnout, compassion fatigue, compassion satisfaction); (c) the importance of wellness support; and (d) incorporation of assessments in counseling classrooms. [ABSTRACT FROM AUTHOR]

The Occupational Engagement Scale–Student (OES-S)—a 9-item measure of occupational engagement in college students—was developed and initial validity evidence is presented. Using two samples of college students, exploratory and confirmatory factor analyses supported the measure’s unidimensionality. Criterion validity was supported via the OES-S predicting (a) vocational identity, (b) academic major satisfaction, (c) gains in personal development, (d) gains in vocational competence, and (e) gains in general education. Implications for practice, theory, and future research are discussed. [ABSTRACT FROM PUBLISHER]