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Today’s world of exponential change, global connectedness, a deepening divide of “have” and “have-not,” and constant uncertainty means that tomorrow’s workers must be prepared to design their lives following indistinct and/or elusive maps while preparing for uncertain and insecure employment. This means that we can no longer wait to implement career development programming in high school and beyond, but instead must begin in early childhood to nurture children’s career development and adaptability. Towards this end, the first part of the chapter provides information on the importance of understanding career development as a lifelong process beginning in childhood. The second part considers influences on childhood career development through the lens of an ecological model and the third section discusses career adaptability. The fourth part of the chapter provides practical implications using both the ecological model and the 4Cs of career adaptability as organizing frameworks and is followed by a short concluding section.

Feminist readings of cyborgs have analyzed at length the socially constructed nature and socio-political consequences of gender, race, class, and sexuality, but not many have lingered on their apti...

The Community Readiness Mode/(CRM) is a change mode/that measures the readiness of communities/institutions to meet the needs of diverse clientele and to guide strategy development. This article presents model implementation with one long-term care facility interested in enhancing their ability to serve gay, lesbian, bisexual, and transgender older adults. ********** Today, there is an estimated 1 to 3 million gay, lesbian, bisexual, and transgender (GLBT) individuals over the age of 65 in the United States (Grant, 2010). This number may reach 4 million by the year 2030, and it seems that our social institutions might be ill-prepared to provide the necessary services to this aging population (Grant, 2010). Historians generally regard the Stonewall Riot in Greenwich Village on June 29, 1969, as the start of the gay liberation movement when gay rights became an emergent social issue in the United States. Many modern day older adults spent their young adulthood before the Stonewall years and carry with them internalized shame and fear because, during their formative years, homosexuality was highly criminalized, pathologized, and stigmatized (Grossman, D'Augelli, & Connell, 2003; Hollibaugh, 2004). In addition, many GLBT older adults continue to report trepidation and fear about their treatment within societal institutions, particularly retirement facilities and long-term care facilities (Brotman, Ryan, & Cormier, 2003; Heaphy, Yip, & Thompson, 2004; McFarland & Sanders, 2003). Seventy three percent of GLBT adults in one recent study perceived that discrimination against GLBT older adults exists in retirement care facilities (Johnson, Jackson, Arnette, & Koffman, 2005). This means that perhaps up to 2,920,000 GLBT older adults in the year 2030 will be seeking services from facilities that they believe do not have their best interests in mind. Therefore, it is imperative that counselors and other service providers understand the culture of these institutions and their openness to serving GLBT older adults. Relatedness, or connection to others, has emerged in recent research as an important protective factor for older adults facing transitions into long-term care facilities (Jungers, 2010). GLBT older adults are less likely to have others available to assist in advocacy because of their diminished social networks (Brookdale Center on Aging and SAGE [Senior Action in a Gay Environment], 1999). GLBT older adults are twice as likely to face aging alone, 4.5 times more likely to have no children to call on in a time of need, and are 2.5 times more likely to live alone than are their heterosexual peers (Hollibaugh, 2004). This lack of formal and informal social support leads to a myriad of problems for these older adults, including depression, substance abuse, unnecessary institutionalization, and premature death (Hollibaugh, 2004). Disconnection from a social network introduces a conundrum in which GLBT older adults find themselves relying more heavily on historically heterosexual institutions, the institutions that they fear because of discrimination and bias (Brotman et al., 2003; Grant, 2010; McFarland & Sanders, 2003). Gay and lesbian older adults are 5 times less likely to access services than are their heterosexual peers, albeit this underuse of services is not likely to continue as the Stonewall GLBT baby boomer generation, who has acquired significant advocacy skills, emerges (Grant, 2010; Hollibaugh, 2004). OLDER ADULT DEVELOPMENT Even though the landscape of service access is changing, the needs of older adults, including GLBT individuals, remain rather constant. Several developmental aspects of aging are salient to successful transition to long-term care. It is essential that those who care for older adults recognize the importance of both the physical and the emotional well-being of these individuals as they progress through continued stages of human development. …

Relational theory encourages women to be connected in relationships. The authors used qualitative methodology to explore the interactions of a nonfamilial intergenerational group of 7 female adolescents (13-15 years) and 5 older women (62-80 years) in a structured retreat. Findings indicated that the participants experienced increased connectivity and feminine identity. ********** Feminist scholars have promoted relational theory as a more inclusive approach to therapeutic change (Gilligan, 1982; Goldner, 2002; Jordan, Kaplan, Miller, Stiver, & Surrey, 1991; Miller, 1976). These same theorists have advocated the concept that the female sense of self is relational, and this relational connection is a crucial aspect of a woman's identity. Jean Baker Miller (1976) articulated a theory of women's psychology based on relation and connection. Her life experiences led her to embrace the need for women to have affiliations and opportunities for intellectual and creative self-expression. This, in turn, resulted in her development of relational theory, which promotes feminine developmental tasks through relational contexts. We developed this qualitative study to examine how a group of adolescent and older adult females might develop relationships through the sharing of life stories and future plans. We used an intergenerational group to establish connections between five older women and seven female adolescents through their discussion of female developmental issues. Participants were not related and had no acquaintance with each other outside of same-age peer groups. A weekend retreat brought the participants together for 48 hours. The older women shared with the adolescents personal experiences from their lives, spent time building relationships, and established connections during the retreat. The adolescents discussed, described, and reflected their own experiences by sharing their own journeys. This article discusses literature relevant to women's developmental issues, the design for the intergenerational storytelling group retreat, and the information learned through the analysis of qualitative data that was gathered. CONCEIVING THE IDEA FOR THIS STUDY During a clinical internship on an inpatient geriatric psychiatric unit in a large hospital, the second author provided counseling to older women. Groups were conducted twice a week at this facility. Bits and pieces of the older women's personal stories began to emerge and were shared within the group. For these women, personal exchanges in the group setting appeared to be a healing encounter, as suggested by Banks-Wallace (1998). As the groups progressed, these women were asked if they shared their stories with the young people in their respective families. The most frequent answer was no. The women expressed that young people today were too busy. In addition, the women reported they were reluctant to think that anyone would be interested in hearing about their life. The writer Alex Haley said, "The death of an old person is like the burning of a library" (Pipher, 1999, p. 11). In a similar vein, the Omaha Tribe believes that "when you lose an older person, we lose our history. They teach us our songs, keep our language" (Pipher, 1999, p. 288). These sentiments ring true. A wealth of rich information and experiences represented by the women in these groups was being lost because of intergenerational disconnection. It was sad to think that no one else would hear about the experiences of these women. Reflection on these sentiments of the older adult women combined with professional experience in counseling female adolescents with heightened anxiety and stress issues inspired the concept for a research project. What would happen if an environment were created providing both groups of females with the opportunity to share their individual stories? Would they develop a connection? Would the adolescents gain insight concerning their impending developmental issues through hearing the stories of the older women? …

Aggression and defiant behavior in preschool children have been linked to lower self-esteem (Scott, 1998), and a lack of core social and emotional competencies (Giles & Heyman, 2004). This study concerned the implementation and evaluation of an educational/guidance group with one preschool class. The intervention focused on self esteem, emotional awareness, and appropriate social skills. Effects were measured using the Emotional Identification Measure (EIM), and the Achenbach Child Behavior Checklist: Caregiver-Teacher Report Form for Ages 2–5 (CBC). Results indicated that emotional awareness and positive coping behaviors were increased from pre-intervention to post-intervention and generally maintained through follow-up evaluation.

Annie Sullivan. Feral Child. Water-pump. W-A-T-E-R. These are the images associated with Helen Keller, part of the pictorial mythology surrounding a beloved historical figure whose image has been co-opted to deliver a sentimental tale about perseverance over adversity. The pictorial mythology keeps Keller frozen in adolescence, ignores the radical pursuits of her adult life, and renders her into an asexual and a passive participant in her own narrative. Of course, the impulse to depict people with disabilities as passive and asexual is not new. As Mitchell S. Tepper explains, “Neglect of the pleasurable aspect in the discourse of sexuality and disability is perpetuated by the assumption that people with disabilities are child-like and asexual” (287). Women with disabilities are particularly susceptible to an erasure of sexuality, because “Sex is portrayed as a privilege of the white, heterosexual, young, single and non-disabled” (285). As Rosemarie Garland-Thomson observes, “women are the proper object of the male gaze, while disabled people are the proper object of the stare” (“Reshaping” 9). The “gaze” objectifies, while the “stare” dehumanizes (“Reshaping” 9), and representation of disabled women not only shapes how we are viewed by society, but how women with disabilities see ourselves, and the consequences go way beyond just perception.

A conceptual matrix for the development of professional identity as a counselor educator is presented as a method of promoting self-management for doctoral-level counselor education students. Seven areas of intentionality are discussed, suggested activities are provided in each category for a 4-year program period, and implications for current and aspiring counselor educators are presented. ********** A number of counselor education students enter the doctoral-level training program with some degree of professional experience. This professional experience may be in the counseling field, or it may be in another related field such as educator or community officer. In the transition from community professional to student to university professional, it is essential that counseling students maintain contact with the professional piece of their career identity (Johns, 1996). Furthermore, it is important that counselor educators, as well as students, understand the implications of the dynamics within these transformations (Skovholt & Ronnestad, 1995; Wilkins, 1997). Advisers to counseling students and other department members assist students who are transitioning toward the professorate. Too often these advisers rely solely on their own experiences or use literature from various noncounseling disciplines, because there is little literature in the counseling field regarding this transition process (Warnke, Bethany, & Hedstrom, 1999). Principally, counseling students are responsible for their own educational experience, and by actively monitoring and shaping their own journey, they will engage in self-management opportunities that will ultimately increase possibilities for success in the academy. Elements of self-efficacy theory illustrate this point. People are not merely ill-fated spectators to external events or internal psychological forces, but, rather, they are enthusiastic creators through self-reflection and self-regulation, as well as through goal articulation and plan development (Lent & Maddux, 1997). Entry-level students with professional experience possess a broad array of skills that they bring with them into the counselor education training program. These skills often include organization, time management, coordination, consultation, intervention, and a sense of professional identity that has fostered self-confidence. The decision to enter a counseling program often emerges from the desire to enhance both personal and professional growth. The self-empowerment and the motivation demonstrated in the decision to enter the advanced degree program may be minimized or repressed as the community professional assumes the student role. This minimization may occur when students enter a social context that triggers the releasing of personal power to authority figures. One example of this is when the decision-making stage of this process is initially relinquished to doctoral-level faculty (Warnke et al., 1999). The beginning of the graduate student experience may be especially trying for students. Research indicates greater attrition when expectations of the new student and faculty are mismatched (Hoskins & Goldberg, 2005), and it is typically in the early stages of the program that the student initially becomes aware of such expectations. It is also at the beginning of the program when a student is often faced with the challenge of new values and priorities (Kerlin, 1995). This challenge of aligning personal values with that of the academy may lead to a sense of losing oneself (Dryden & Feltham, 1994; Dryden & Thorne, 1991; Nyquist & Manning, 1999). Developing a strong social network may help alleviate some of this feeling of disconnection. Important variables for positive socialization include the degree to which the student feels competent, the degree to which the student understands what is expected (Hoskins & Goldberg, 2005), and the degree to which the student feels accepted and supported by peers and faculty (Bauer & Green, 1994; Hodgson & Simoni, 1995; Schlosser & Gelso, 2001). …

William Jasper Spillman (1863-1931) developed wheat hybrids at Washington State Agricultural College in 1899 and was the first to explain Mendelian theories to an agricultural audience. He moved to the USDA in Washington, DC, where he pioneered the field of farm management and helped establish cooperative programs that evolved into the Agricultural Extension Service. Spillman, an iconoclast of sorts, straddled the rural world of empirical thinking as well as the world of professional science. He remained linked to his Missouri roots by participating in the National Grange his entire adult life, while he also was a member of the American Academy of Science and received an honorary doctorate for his pioneering work in genetics. The plant genetics work he participated in was largely responsible for agricultural over-production and ultimately the depopulation of rural America by the 1930s. He sought to resolve the situation with his plans for a national agricultural allotment program, which eventually became the foundation for federal farm programs. His books, "The Law of Diminishing Returns (1924)" and "Balancing the Farm Output: A Statement of the Present Deplorable Conditions of Farming, its Causes and Suggested Remedies (1927)", helped shape agricultural policies for decades.

The index of item-objective congruence developed by Rovinelli and Hambleton (1977) is a procedure used in test development for evaluating content validity at the item development stage. This measure is limited to the assessment of unidimensional items or items that measure specified composites of skills. In modern test development, items are sometimes developed to be multidimensional assessments or measures of multiple combinations of skills. The purpose of this research is to provide a mathematical extension to the Rovinelli and Hambleton index that is applicable for the multidimensional case.

It is difficult to continue working in the area of social justice and equal rights for any length of time without a vision for the future that inspires hope and continued activism. Without a vision of a just and equitable future for all, it is also difficult, if not impossible, to successfully accomplish goals for social justice and freedom. Those of us who worked to prepare this special issue propose a vision of a just and equitable future and suggest that creating this vision needs to be a continued, collaborative effort engaged in by women and men of all races, cultures, classes, and orientations for the good of all and the survival of the planet. This vision was inspired by Patricia Lynn Reilly's (1999) woman-affirming book and poem Imagine a Woman in Love With Herself by bell hooks's (2000) thoughtful treatise Feminism is for Everybody, and by countless other works from the pioneering women and men who write and work in the area of women's human rights and social justice. We gratefully acknowledge their contributions and encourage all readers to actively imagine and create this vision of a just and equitable future. Imagine a Future Imagine a future in which all girls and boys are able and encouraged to form an identity free of sexist, racist, classist, ableist, and heterosexist prejudices and expectations; in which all girls and boys are equally supported to explore their emotional, relational, spiritual, cultural, intellectual, and vocational needs, talents, and capacities; and a future in which all girls and boys, women and men, feel safe and free from exploitation, violence, and victimization and are encouraged to thrive within environments of mutual respect and encouragement. Imagine a future in which all women and men are equally supported in their desires for meaningful, sustainable work and healthy relationships; in which all women and men are given equal opportunities to fulfill their vocational, relational, cultural, spiritual, intellectual, and emotional needs, talents, and capacities; and a future in which all women and men receive an equitable and livable wage for the work they do and in which paid or unpaid work with children and older adults is acknowledged and rewarded as vitally important to the sustainability of our future. Imagine a future in which parents consciously decide to have children and willingly share in the fulfillment of the responsibilities inherent in those choices and a future in which all children are parented with love, respect, and non-violent discipline--where parent and child relationships are free from verbal, physical, sexual, and emotional exploitation and abuse and where children are encouraged to make healthy choices and learn from the consequences of their choices. Imagine a future in which all women and men acknowledge the privileges that are awarded to them on the basis of race, ethnicity, nationality, class, gender, age, sexual orientation, and ability and strive to ameliorate those privileges by continuing to increase their understanding and to work diligently for the equal rights and just treatment of all. Imagine a future in which multiple and global views and perspectives are brought into decision-making processes and in which truly representative circles of participants take the time necessary to explore diverse perspectives and to provide a thoughtful and creative basis for making meaningful decisions that support, respect, and encourage the rights of all. Imagine a future in which the world is seen as an extension of our personal communities and resources are shared and distributed rather than coveted and confiscated, and a future in which we all become more aware of the choices we make and how those choices affect the lives and well-being of others around the world. Imagine a future in which our environment, the earth, air, water, and all of its creatures and resources are protected from exploitation and abuse, and in which sustainable and collaborative relationships are established that honor and acknowledge the life force in all sentient beings. …

This observation study in French immersion elementary programs was carried out in six class rooms over an eight-week period. An observation grid was developed for use in order to determine the predominant language and the type of communication strategies used by teachers and students. The results indicated that: (a) communication in French was maximized in the whole-class classroom grouping; (b) the greatest variely of communication in both French and English occurred in student-to-student interactions; (c) the greatest number of student-initiated interactions occurred in the small-group classroom grouping; (d) student-initinted interactions predominated in discussing, social, and discipline/acting out communications; (e) French was the predominant language used for asking, telling, and discipline/acting out communications, while English was the predominant language used for social communications and both languages were used for discussing communications; (f) French was the predominant language in all subject areas. Study findings are discussed in terms of their implications for school psychology consultation practices that involve school psychologists and teachers.

Advances in HIV management make it difficult to deny solid organ transplantation to HIV-infected patients based on futility arguments. Preliminary studies suggest that both patient and graft survival are similar in HIV-negative and HIV-positive transplant recipients. While there has been no significant HIV disease progression, substantial interactions between immunosuppressants and antiretroviral drugs necessitate careful monitoring. The evaluation and management of HIV-infected transplant candidates and recipients require excellent communication among a multidisciplinary team, the primary HIV care provider, and the patient. Timely referral for transplant evaluation will prevent unnecessary mortality during the pre-transplant evaluation process.

This descriptive survey research study (N = 120) examined the self-reported comfort level of school counselors in addressing the mental health needs of their students and school counselor perceptions regarding working relationships with school-based therapists. Survey results indicated that school counselors are generally confident in their counseling skills and comfortable addressing common issues brought to them by their students. However, these same school counselors indicated that they experience some discomfort in working with students living with DSM diagnoses and that specific courses within counselor training programs may have a mitigating effect on this discomfort. Results also revealed that school counselors are willing to lead and work with cross-disciplinary teams and school-based therapists to better meet the mental health needs of their students.

William J. Spillman (1863-1931), considered the founder of agricultural economics, was a scientist and popular agricultural educator for the United States Department of Agriculture (USDA). As the author of more than three hundred articles and four books, Spillman left a lasting mark on American agriculture during the late nineteenth and early twentieth centuries with his pioneering solutions for the problems of overproduction and low prices. Spillman grew up in Lawrence County, Missouri, and received his bachelor's and master's degrees from the University of Missouri in Columbia. In this biography, Laurie Winn Carlson looks at Spillman's career as he moved from Missouri to Washington, D.C., where his concepts shaped what became the agricultural New Deal and, eventually, the current farm allotment programs. By placing Spillman's story within the larger context of American agricultural history, Carlson takes readers inside the USDA during the years our nation's agricultural policy took shape. She studies the development of the field of genetics, the conflicts regarding agricultural education and the creation of the Cooperative Extension Service, the overproduction crisis after World War I and Spillman's ideas for allotment, and the commercial fertilizer industry and the Law of Diminishing Returns. She also looks at efforts to restrict research, the censorship of publications directed toward farmers, and personal rivalries within the USDA. This examination of agricultural through Spillman's eyes reveals that industrialized agriculture was not inevitable but a carefully crafted ideology that farmers were pushed to embrace. Although highly contested by farmers as well as employees within the USDA, industry, government, politics, and technology, industrialized agriculture moved people off the land, replacing them with large-scale mechanized production. An iconoclast within the USDA bureaucracy, Spillman was a "farm evangelist," taking his message of diversified farming across the country. He believed that farmers should integrate livestock and rotate crops, rather than continue the monoculture production that was evolving due to the increasing industrialization of farming. Those issues, as well as the Law of Diminishing Returns, sustainability, and popular education, are all matters to which Spillman devoted his career and are more important today than ever.

Existing literature in the field of school counseling discusses how technology may be used for service delivery; however, the translation of this knowledge to practice among school counselors has been minimally examined. Three hundred eighty-one school counselors in Colorado, Iowa, and New York completed a survey regarding their comfort with and use of technology. Findings indicate that the majority of those surveyed were very comfortable with technology. Implications for school counselors are presented.