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We used prototype theory to illustrate the concept of social justice in school settings, particularly as it might inform the education of school leaders. Using expert input, we developed descriptions of school setting actions predicted to be perceived as prototypical of social justice in education, as well as of actions that were predicted to be either peripheral or antithetical to the construct. Panels of (a) social justice education faculty and (b) students in social justice-oriented school leadership doctoral programs rated the extent to which each of these resulting 46 actions characterized social justice. Data were analyzed to map the concept.

This study tested a model of counseling supervisory process and outcome across two cultural contexts: one in the United States (U.S.) and one in South Korea. We hypothesized that (1) the supervisory alliance and supervisee nondisclosure would mediate the relationship between supervisor style and supervisee satisfaction and (2) the path coefficients of the model in the U.S. samples and South Korean samples would differ. Participants included 299 U.S. supervisees (mean age 30.25 years) and 334 South Korean supervisees (mean age 34.42 years), all of whom were engaged in counseling supervision. Self-reported measures were used to collect the data by using both online survey and paper-pencil survey. Results of structural equation modeling demonstrated that both the proposed model and path coefficients were statistically significant. In addition, we identified a stronger relationship between the supervisory working alliance and both supervisee nondisclosures and supervisee satisfaction in the U.S. sample in comparison to the South Korean sample. The attractive, interpersonally sensitive, and collaborative supervisory styles were differentially related to both supervisory alliance and supervisee satisfaction across U.S. and Korean samples. Implications for counseling supervision, training, and research are described.

This study examined 78 counseling and psychology supervisees' perceptions of supervision practices and processes focused on identifying and managing countertransference (CT). They reported that most supervisors paid some attention to CT. They (a) rated supervisors who neglected it entirely as lower on effectiveness and (b) rated supervisory alliance higher when CT was addressed in at least 50% of the sessions. The study also categorized respondents' reports of (a) what cues had signaled a CT event to them (12 categories: clustered into those concerning feelings, cognitions, and in-therapy behaviors) and (b) how their supervisors had responded to that event (seven categories). [ABSTRACT FROM AUTHOR]

Academic journals are the primary mode of communication among researchers, and they play a central role in the creation, diffusion, and use of knowledge. This article updates previous attempts to identify a core set of journals that most education scholars would acknowledge as consequential sources. On the basis of nominations from a panel of experts, 11 primary journals were identified; 3 of these--"American Educational Research Journal," "Educational Researcher," and "Review of Educational Research"--were nominated by at least one third of the respondents. The impact of these journals is assessed using a number of alternative metrics. In addition, differences in impact on policy and practice versus scholarship are considered. (Contains 2 tables.)

The authors examined changes in the profession of counseling psychology by comparing results of similar surveys of Society of Counseling Psychology (SCP) members administered 15 years apart (in 1985 and 2000). The authors found the roles and settings of SCP members were relatively stable across this period but observed that notably fewer respondents were engaged in vocational counseling or vocational assessment and that the proportion of women SCP members nearly doubled over this time period. Year 2000 data also included the responses of counseling psychologists who were not SCP members. Numerous differences emerged from a comparison of SCP members and nonmembers. For example, members were more likely than nonmembers to (a) be employed in university settings, (b) identify as academics, (c) be either an American Psychological Association (APA) fellow or an American Board of Professional Psychology (ABPP) diplomate, and (d) publish in professional outlets. (Contains 10 tables.)

This study determined how multiple ecodevelopmental domains influenced dysphoria in a community sample of Latina adolescents. Risk factors tested include childhood maltreatment, parental alcohol-related problems, and polysubstance problems. Protective factors include general self-efficacy, social conformity, and family connection. Female participants ( N = 904) were recruited from the Los Angeles area. Many significant correlations were found between the ecodevelopmental domains and dysphoria. The strongest unique protective factor was family connection; others were social conformity and general self-efficacy. The only unique risk factor that emerged was physical neglect. (Contains 3 tables.)

Despite strong indicators of the robustness of counseling psychology, the specialty seems somewhat vulnerable, as evidenced by the fact that several solid programs have been forced to phase out or to convert to combined-integrated programs. In fact, analyzing the trends among counseling psychology programs reveals that 30% of programs that have been accredited have been phased out. This article provides a context for understanding the accreditation history of counseling psychology programs. We then offer solutions and strategies to reduce this particular vulnerability. The proximal and distal solutions that are presented may help ensure the continued flourishing of counseling psychology across institutional, programmatic, and national levels.

This article provides an overview of the research approach called concept mapping at conceptual, methodological, and practical levels. The relevance of the approach to counseling psychology research is discussed, and the approach is located conceptually in the realm of qualitative methods available to counseling psychology researchers. To illustrate ideographic concept mapping, the authors collect, present, and discuss data from 2 psychologists regarding their conception of the scientist-practitioner construct.

The three reactions in the September 2005 issue of "The Counseling Psychologist" provide a context for extending and deepening our understanding of key issues surrounding counseling psychology training programs. This rejoinder (a) comments on their reflections and suggestions, (b) offers a tabular summary of the suggestions made by the various contributors and discussants, and (c) concludes with the hope that this collection of articles and reactions will contribute to an ongoing process of development that will help ensure counseling psychology's continued viability.

The three main articles in the Major Contribution of the September issue of "The Counseling Psychologist" address academic training programs in counseling psychology, focusing on their institutional contexts and commitments. Each article examines one key issue, provides empirical data concerning this issue, and traces the practical implications of these data for future research, training, or policymaking in the field of counseling psychology.

Despite an early shared history with school counseling, counseling psychology has, over time, distanced itself from the schools. Current circumstances with regard to public education and questions about the relevance of counseling psychology's graduate training programs within schools and colleges of education have resurrected consideration of a partnership between school counseling and counseling psychology. In this response, the authors question the motives and sincerity of counseling psychology's embracing school counseling as a partner, as well as the feasibility of the proposed partnership.

Goodyear, Wertheimer, Cypers, and Rosemond refine Ronnestad and Skovholt's counselor development model and some of its implications. Fouad's reaction to the articles in this issue describes how counselors' careers develop and the implications for training. Contains 16 and 9 references respectively. (SK)

Data from a community sample of 493 pregnant Latina teenagers were used to test a mediated model of mate selection with 5 classes of variables: (a) male partner characteristics (antisocial behaviors, negative relationships with women, harm risk, and relationship length), (b) young women's psychosocial variables (antisocial behaviors, drug use, social competence, and psychological distress), (c) social connectedness (healthy attachment, cultural pride, and positive neighborhood perception), (d) childhood experiences (abuse, neglect, and satisfaction with childhood), and (e) a structural variable (age). Multiple pathways predicted the women's choice of male partner. Psychological distress was strongly related to choosing partners with negative relationships with women, confirming W. B. Swann's (1983, 1990) self-verification hypothesis. Counseling implications are discussed.

Employees a concept-mapping procedure to develop a classification of young men who have been responsible for one or more teen pregnancies. Results confirm that it is possible to cluster these men into different types according to their motivations and other attributes. Discusses how school counselors may use these results to develop appropriate programs and intervention. (Contains 30 references.) (GCP)

Examines the contribution of developmental and psychosocial factors to the number of teen pregnancies for which young Latino men have been responsible. Results indicated that men's involvement in teen pregnancy was mediated not only by sexual activity, but that it was also affected by developmental factors, gender-related attitudes, and emotionality. (Author/JDM)

Argues that Weinrach et al. (1998) made unwarranted claims about the number of psychologists publishing in the "Journal of Counseling and Development" during 1978 to 1993 as well as their membership in the American Counseling Association. Discusses methodological and conceptual problems with the Weinrach et al. article and discusses the authors' claims in the context of the counseling-counseling psychology relationship. (Contains 17 references.) (Author/GCP)

Larson's Social Cognitive Model of Counselor Training is located among extant training and supervision models. Three general observations about SCMCT are made, and five specific elements relating to supervisor functions are discussed: (1) modeling; (2) social persuasion; (3) supervisor feedback; (4) supervisor self-efficacy; (5) declarative and procedural knowledge. (EMK)

To develop a more competent clinical supervision workforce, the Chinese clinical and counseling psychology leadership in 2015 formed a collaboration that included two Chinese professional organizations and three US psychologists. The authors describe the context for this collaboration and the resulting program, which has now trained more than 600 supervisors. We describe ways in which program content and pedagogy continually are being adapted to better ensure relevance to a Chinese audience. We also discuss the collaboration itself, including implications for those who might want to participate in a similar, cross-national collaboration. [ABSTRACT FROM AUTHOR]

Investigated the effects of supervisor and trainee gender on verbal interactions and on perceptions of trainee skill levels. Results based on 44 supervision dyads show that male supervisors paired with male trainees exhibited more task-oriented discourse than did other dyad configurations. No significant differences emerged in how male and female trainees rated their own skill levels. (RJM)

Reviews four decades of research on test interpretation. No clear evidence favors one interpretation modality over another, though clients seem to prefer individual interpretations. Also examines client and counselor variables that alone and in interaction may affect test interpretations. Discusses issues that merit attention by both researchers and research consumers. (Author/TE)

Every psychologist participates in clinical supervision during various aspects of his or her training. Many psychologists also provide supervision to less experienced colleagues and to those in training. But what makes for an effective and competent supervisor? Psychologists need to know because substandard or ineffective clinical supervision may have far-reaching consequences for the developing professional and for those be or she treats. This contribution provides key information on clinical supervision and related competence issues. A number of questions are raised that must be addressed by individual psychologists and the profession alike. Then, 3 invited expert commentaries are offered to address these issues, further this important discussion, and attempt to answer the challenging questions raised. Attention to the issues raised and recommendations made will hopefully lead to enhanced clinical competence and effectiveness by clinical supervisors. Keywords: supervision, clinical supervision, competence, competencies, ethics

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.chiabu.2005.10.017 Byline: Christopher Hodson (a), Michael D. Newcomb (a), Thomas F. Locke (b), Rodney K. Goodyear (a) Keywords: Child abuse; Family environment; Eating disorders; Substance use; Latinas Abstract: Although many studies have identified associations between childhood maltreatment and later substance use and disordered eating, few have examined causal or explanatory pathways, and whether victim characteristics predict the development of one versus the other of these outcomes remains uninvestigated. Furthermore, relatively little childhood maltreatment research has examined Latino samples. To address these gaps, this study examined among Latina adolescents the effects of sexual abuse, physical/emotional abuse, neglect, disconnection from family, and parental alcohol problems on poly-substance use and disordered eating, and whether five individual characteristics explain or differentiate these outcomes. Author Affiliation: (a) Department of Counseling Psychology, University of Southern California, Los Angeles, CA, USA (b) Department of Psychology, University of California Los Angeles, P.O. Box 951563, Los Angeles, CA 90095-1563, USA Article History: Received 1 May 2003; Revised 28 September 2005; Accepted 4 October 2005 Article Note: (footnote) [star] This article is based on a dissertation written by Christopher Hodson in partial fulfillment of the requirements for the degree of doctor of philosophy, University of Southern California. Grant No. DA01070 from the National Institute on Drug Abuse and a grant from the California Wellness Foundation provided support for this research.

Feedback is defined as a response to an action that shapes or adjusts that action in subsequent performance. Though its pervasiveness in human behavior is noted, feedback in clinical practice is a deliberate psychological intervention that has two essential functions, information and influence. Feedback can be descriptive, evaluative, emotional, and interpretive. The role of feedback in promoting change through interpersonal influence and the role of resistance in the feedback process are discussed. We present practical examples and suggestions for maximizing the effectiveness of feedback and responding therapeutically to resistance. Current outcome research on feedback as a major component of treatment is reviewed and discussed. Implications of the feedback literature for practice are provided. Keywords: feedback; psychotherapy; psychotherapy outcome; psychological tests; assessment

Doctoral training programs in psychology are accredited by the American Psychological Association in four areas: Clinical, Counseling, School, and Combined-Integrated (C-l) psychology. Each area of doctoral preparation in psychology has its own council, which represents its interests within the field and to external constituents. Despite the fact that Combined-Integrated training programs have existed since the mid-1970s, the Consortium representing this area's interests only formed in the past two years. The purpose of this article was to obtain input from representatives of all five training councils regarding the role of the newly formed council in relation to the other councils and the role of Combined-Integrated training. We begin with a brief description of each of the five councils. We then summarize the representatives' responses to narrative questions regarding advantages and disadvantages associated with meeting to discuss the combined model. Finally, common and divergent themes across the councils in training psychologists are presented, and the future role for Combined-Integrated programs is discussed. Keywords: Combined-Integrated psychology; training councils

Although group supervision is practiced extensively, research on the subject remains scant. This study identified group supervision phenomena that hinder learning. Counseling and counseling psychology graduate students identified 61 group supervision experiences that they felt interfered with their learning. Then, 14 of the 49 original participants sorted the 61 phenomena on the basis of similarity. Hierarchical cluster analysis was used to identify 5 types of hindering phenomena: between-member problems, problems with supervisors, supervisee anxiety and other perceived negative affects, logistical constraints, and poor group time management. Implications for supervisors, supervisees, and training programs are discussed.

Psychotherapists (60 female, 60 male), 80% of whom were psychologists, responded to one of two 8.5-min segments of a simulated therapy session in which the client disclosed sexual attraction toward the psychologist. The therapist either was noncommittal about his or her own feelings or disclosed that attraction to the client while also indicating they would not act on their mutual feelings. The depicted therapist-client configuration was either male-female or female-male. The self-disclosing condition was rated as less therapeutic for the client, and the psychologist offering it was rated as less expert. Women therapists were perceived as more expert, regardless of condition.