Dec 15, 2014 | Video Reviews
Anger is an emotion that everyone experiences at one time or another. Unfortunately, some people acquire unhealthy ways to manage their anger. In their DVD Anger Management in Counseling & Psychotherapy, Howard Kassinove and Raymond Chip Tafrate present the viewer with a model of psychotherapy techniques geared toward helping counselor educators and clinicians navigate distinctive anger interventions. The DVD’s main purpose is to be used as an adjunct to their text, Anger Management: The Complete Treatment Guidebook for Practitioners; however, the videos can be valuable if viewed individually.
The video series presents a solid conceptualization of anger and anger management in counseling. The presenters’ main approach is to characterize anger as disconnected from hostility and aggression. In order to support this idea, they have developed an Anger Episode Model to help clients highlight their most troubled areas in relation to anger and to recognize that there is a specific anger problem. In an overview, the authors display a sequence of videos demonstrating techniques to help clients cope with their anger through assessment and awareness. In addition to the introduction and the final comments, there are seven video chapters titled Increasing Awareness, The Anger Episode Model, Progressive Muscle Relaxation, Social Problem Solving, Rational Emotive Behavior Therapy, The Barb Technique and The Outcome of Forgiving.
Tafrate and Kassinove explain the Anger Episode Model in relation to clients in anger management counseling, and also provide examples through actual interviews with real clients. In these interviews, the presenters utilize the techniques and skills discussed within the video chapters. These examples are especially helpful resources for clinicians, as Tafrate and Kassinove not only explain the skills, but also demonstrate them in a realistic environment. Paradoxically, this asset to the video series also can be a limitation, because the interviews may not portray the counseling techniques with clear fluidity, as the presenters must go with the flow of a real counseling session. Furthermore, because every client’s situation is unique, at times there may not be a clear process for how the clinicians should apply the model in a particular situation. In addition to the interview examples, the DVD also includes a helpful Instructor’s Manual. In this manual, Kassinove and Tafrate provide discussion questions, role-play activities, reaction paper ideas and other resources for instructors to use when teaching a class how to implement anger management in counseling.
Counselor educators and clinicians will benefit from this video series given that the videos present real clients in a real clinical setting. Viewers will be able to appreciate the authentic process of the sessions and gain a better feel for what happens during interventions. Overall, this video series is a great resource for counselors and counselor educators. The presenters explain techniques clearly and concisely, and the model and techniques demonstrated in this series effectively convey anger management as a therapeutic task and provide a holistic approach to helping clients manage their anger. This video set is an effective addition to the Anger Management textbook and serves as a more hands-on teaching tool for counselor educators to include in their classrooms.
Reviewed by Coralis Solomon and Shaywanna Harris, doctoral students in counselor education, University of Central Florida, Orlando, Florida.
Impact Publishers (Producer). (2014). Anger management in counseling & psychotherapy with Howard Kassinove, PhD & Raymond Chip Tafrate, PhD [DVD]. (Available in DVD and video streaming from http://www.psychotherapy.net/video/anger-management-psychotherapy)
Available in DVD and streaming format as part of video subscription at Psychotherapy.net/subscriptions.
The Professional Counselor
http://tpcjournal.nbcc.org
Dec 15, 2014 | Video Reviews
Counseling & Psychotherapy Theories in Context and Practice: Skills, Strategies, and Techniques is an educational video of just under 4 and a half hours prepared by professors John Sommers-Flanagan, PhD and Rita Sommers-Flanagan, PhD based on their textbook Counseling and Psychotherapy Theories in Context and Practice, and demonstrates certain techniques and strategies for 11 different psychotherapy approaches throughout theory-based counseling sessions. The theories covered in the video are psychoanalytic, Adlerian, existential, person-centered, Gestalt, behavior, cognitive-behavioral, reality, feminist, solution-focused and family systems. Each counseling session takes approximately 20 minutes and is conducted with real people with real problems. The video has 12 chapters, including an introduction and 11 theory-based counseling sessions. Each segment demonstrates a specific theory and is divided into two parts; during the break within each session, Drs. John and Rita Sommers-Flanagan talk about what happened in the first part and give information about the second part. In addition, before and after each session, the professors preview and review the concepts, techniques and strategies covered in the session.
The concepts of many theories may be confusing for some students and novice counselors. However, real people present with real problems in the video, enabling the audience to make better sense of many theories and the application of their concepts in session. For example, the family constellation concept of Adlerian therapy might seem abstract to some students and professionals. Therefore, in the related section, Dr. John Sommers-Flanagan demonstrates how to implement and use the family constellation concept in a counseling session. Another example is the video’s clear presentation of Gestalt therapy’s empty chair technique. One other advantage of the video is the opportunity to watch sessions with members of varied populations, such as individuals, families and children, as well as clients from diverse backgrounds, such as Muslim clients.
One possible limitation of the video might be that, in order to follow the demonstrated techniques and strategies, a person might need basic information about the theories. Otherwise, it could be difficult to follow and fully understand presented theories. However, the segments do cover some basic concepts of the theories, and it is understood that it is not possible to cover every aspect of 11 different theories in a video.
An instructional manual by Shirin Shoai, MA is provided with the video, which reviews each theory and provides guidelines for instructors and any audience. The manual also provides possible topics and guidelines for role plays, group activities and reflection papers, which instructors can use as classroom activities. In addition, the manual contains recommended readings and Web sites as additional resources. Another important aspect of this video is that earning continuing education (CE) credits is possible. The information about CE credits is presented in both the video and the manual.
This video can be used for educational purposes by counselor educators, instructors, students, supervisors or counseling professionals. An instructor or a counselor educator can easily use the video in theory classes as a classroom or homework activity. The manual is undoubtedly useful and directive for instructors. The video also is a good resource for students for reviewing and seeing the application of presented theories. Students can easily watch the video by themselves without direction. Additionally, supervisors can use the video as a resource for their supervisees. Finally, as mentioned before, CE credits are available for this DVD. Thus, the video is a good opportunity for professionals to review techniques and strategies as well as earn CE credits.
In summary, this video is well-prepared and organized for students, educators, supervisors and professionals. Thanks to this video, it is possible to learn about the application of 11 theories and various techniques and strategies. The video can be easily used in educational settings and for professional development.
Reviewed by: Abdi Gungor, doctoral student in counselor education, University of Central Florida, Orlando, Florida.
Irish Luck Productions (Producer), & Sommers-Flanagan, J., & Sommers-Flanagan, R. (Directors). (2014). Counseling & Psychotherapy Theories in Context and Practice: Skills, Strategies, and Techniques with John Sommers-Flanagan, PhD and Rita Somers-Flanagan, PhD [DVD]. (Available in DVD and video streaming fromhttp://www.psychotherapy.net/video/counseling-psychotherapy-theories)
Available in DVD and streaming format as part of video subscription at Psychotherapy.net/subscriptions.
The Professional Counselor
http://tpcjournal.nbcc.org
Dec 15, 2014 | Book Reviews
Advanced Acceptance and Commitment Therapy: The Experienced Practitioner’s Guide to Optimizing Delivery is a must-have professional tool for counselors with a working knowledge of acceptance and commitment therapy (ACT). The author approaches core material with the personal and professional acknowledgment that all providers eventually flounder and encounter similar difficulties and pitfalls in using ACT. This text is a toolbox of valuable information.
Through valuable tips and discussion of real-life client vignettes, Westrup brings the skills of a talented and sensitive therapist/trainer/supervisor to the fore. Her delivery places the reader in the real world of counseling in which ACT philosophy and techniques serve as the working model. Throughout the book, the author repeatedly emphasizes that ACT is based on prescribed principles and that counselors must not, through personal interpretation or embellishment, wander far from these principles.
For any clinical supervisor—whether trained in ACT or not—this book is an excellent how-to guide for the delivery of quality, professional and most importantly, helpful supervision intervention. Westrup provides one of the most readable and useful texts available for understanding supervision as both a science and an art. Through self-disclosure and example, she demonstrates the need for supervisors to be intentional, purposeful and dedicated to ensuring that trainees grow and mature during the supervision process. Westrup’s almost conversational style is the unique and powerful strength of this text. She clearly delivers a succinct message: “Know the ACT delivery model and ensure you stay close to what you know. The theory is the therapy.”
The book is effectively and efficiently structured into three parts. Each is organized to address specific issues that arise in the practice of quality and precise ACT. Westrup structures her writing in the first person, lending a sense of an individualized, one-to-one interchange. She leads the reader to an internal dialogue in a thoughtful, exploratory manner. As one reads, it is easy to almost forget that the setting is not a classroom lecture with a mesmerizing professor following a well-organized, bulleted outline. Westrup’s writing stimulates strong visual and auditory processing. Chapter titles such as “Let’s Talk about Timing,” “Optimizing Your Secret Weapons” and “Curveballs And Consistency” leave no doubt that the writer is an authentic, caring person communicating with a real audience even though the audience is actually one reader at a time.
The illustrative sample dialogues between a therapist and a client serve to illuminate each of Westrup’s points. The reader can imagine watching a master work behind a two-way mirror. Each of the scenarios fits into a step-by-step unfolding of the points in the ACT model and provides a clear discussion of “stay[ing] close to what you know.”
Advanced Acceptance and Commitment Therapy is not a stand-alone training manual for those unfamiliar with ACT theory and practice; however, the author works hard to revisit pertinent points of theory. A key word in her writing is “fidelity.” One must have approved training, supervised practice and theory-specific skills to stay true to ACT and effectively and safely use the principles.
Advanced Acceptance and Commitment Therapy, although specifically aimed at enhancing understanding of ACT and building skills for ACT therapists, can serve as a valuable resource for the entire counseling profession. The writing style alone serves as a refreshing model for potential textbook authors. Its clear, clean flow and precise organization stand in refreshing contrast to the plodding, stuffy tomes that so often become required reading for counselors. As a book written by a supervisor who takes supervision seriously and views the interactive process between supervisee and supervisor as the heart of optimal, honest learning, the text is invaluable. Westrup smoothly puts “practical” into practice.
Reviewed by: J. Dwaine Phifer, NCC, Brassfield Center for Psychotherapy and Personal Development, Greensboro, NC.
Westrup, D. (2014). Advanced acceptance and commitment therapy: The experienced practitioner’s guide to optimizing delivery. Oakland, CA: New Harbinger.
The Professional Counselor
http://tpcjournal.nbcc.org
Dec 15, 2014 | Video Reviews
Overall, the Clinical Interviewing: Intake, Assessment, and Therapeutic Alliance video is a great product and I would recommend it to my students and colleagues. The video is associated with a textbook titled Clinical Interviewing (Wiley, 2014) and written by the video presenters, Professors John and Rita Sommers-Flanagan. The professors begin with basic interview skills and end with complex interviewing skills. The basic interview skills consist of the following: nondirective listening behaviors (i.e. Ivey’s attending behaviors) and responses, directive listening and action responses, and questions. Nondirective listening behaviors include the following: eye contact, body posture, voice tone and verbal tracking; and nondirective listening responses consist of the following: silence, clarification, paraphrasing, reflection of feeling and summarization. In contrast, directive listening and action responses include feeling validation, interpretive reflection of feeling, interpretation, reframe and confrontation. And the types of questions included are open, closed, indirect, swing, projective and therapeutic. The complex interviewing skills explained are intake assessment, mental status examination and suicide assessment. The professors provide lengthy demonstrations of how to complete a mental status examination and suicide assessment, which give the audience a good idea of how these assessments should be conducted.
This video has a number of strengths. The material is presented developmentally, from basic interviewing skills to complex interviewing skills. The video features an option of viewing the entire presentation or selecting specific chapters that correspond with the clinical skills covered in the video. The chapters are well organized and all use the following format: (a) an introduction to the clinical skills to be covered in that chapter, (b) a brief lecture on those skills and how they are incorporated into sessions, (c) a clip of an actual session during which the counselor demonstrates the use of the skills, and (d) a debriefing of the session by the presenters, at which time they discuss the things that were done well and things that could have been done differently. In addition, at the beginning of each chapter the professors summarize the skills covered in previous chapter(s). The video also comes with a manual that provides an overview of the video and additional activities that can be completed along with it.
During the introduction to the video, Professors John and Rita Sommers-Flanagan stress the importance of being culturally aware of and sensitive to each individual client’s needs, and using one’s best clinical judgment when utilizing clinical interviewing skills. The importance of being culturally sensitive is stressed several times throughout the video. The professors also incorporate PowerPoint slides into the video, which are very helpful because the slides highlight key points that are discussed in each chapter prior to the demonstration of the clinical skills. In addition, during the demonstration sessions, whenever the counselor uses specific skills, the skills are identified at the bottom of the screen.
As previously stated, overall this video is a great resource; however, there are a couple of limitations worth noting. The material is presented from a limited client perspective in that the professors only focus on individual adult clients. During the brief lectures and discussions about different clinical skills, the professors do not mention how the skills might look different when used with couples, families, adolescents, older adults, etc. The presenters mainly focus on how a client’s culture influences the counseling process; they do not highlight the ways that different modalities and client characteristics might affect how clinical skills are implemented during a session. Furthermore, the feature of displaying which skills the counselors are using is both a strength and limitation; the limitation is the lack of an option to manipulate this function (turn it on/off). Providing the ability for an instructor to manipulate this function would offer him or her more options for classroom activities.
The video is structured for both instructional and independent use, so it can be used by counseling professionals. Counselor educators and other mental health educators can incorporate the video into their courses by showing the video in class or making it available for students to access outside class. Furthermore, professional counselors can use the video to independently to strengthen their clinical interviewing skills.
Reviewed by: Olivia Uwamahoro, NCC, doctoral candidate in counselor education, University of Central Florida, Orlando, Florida.
Irish Luck Productions (Producer), & Sommers-Flanagan, J., & Sommers-Flanagan, R. (Directors). (2014). Clinical interviewing: Intake, assessment, and therapeutic alliance with John Sommers-Flanagan, PhD and Rita Sommers-Flanagan, PhD [DVD]. (Available in DVD and video streaming from http://www.psychotherapy.net/video/clinical-interview-intake-assessment-training)
Available in DVD and streaming format as part of video subscription at Psychotherapy.net/subscriptions.
The Professional Counselor
http://tpcjournal.nbcc.org
Dec 2, 2014 | Article, Volume 4 - Issue 5
Traci P. Collins
School counselors are a well-positioned resource to reach the significant number of children and adolescents with mental health problems. In this special school counseling issue of The Professional Counselor, some articles focus on systemic, top-down advocacy efforts as the point of intervention for addressing child and adolescent mental health. Other articles investigate improving child and adolescent mental health through a localized, ground-level approach by developing school counselors’ competency areas and specific school counseling interventions. Article topics include school counselors’ professional identity, training, self-efficacy, supervision, burnout, career competencies and cultural competencies, as well as how to measure the impact of school counselors’ interventions. The author discusses the importance of school counselors’ role within schools, and hindrances to school counselors’ ability to perform their role as counselors.
Keywords: school counselors, professional identity, role, competencies
A significant number of children and adolescents experience mental health problems in the United States. Between 13% and 20% of children experience a mental disorder in a given year (Centers for Disease Control and Prevention, 2013). Because school counselors have access to these students with mental illness in our nation’s school systems, they are a well-positioned resource. School counselors improve the mental health of children and adolescents, thereby improving the students’ overall functioning, personal/social development, career development and educational success. Students need mental health services; however, confusion exists as to how to utilize their most easily operationalized resource—school counselors (Gysbers & Henderson, 2006).
Overview of the Special Issue
In order to improve child and adolescent mental health and the efficiency of mental health services, the function of school counselors within the school system must be examined. I am pleased to introduce this special issue of The Professional Counselor focusing on school counseling. The collection of articles combines systemic, theoretical explorations with assessments of school counselor preparation and competencies. Some articles focus on the point of intervention (i.e., place for needed improvement and change) as systemic, top-down advocacy efforts. Other articles cover school counselor training, self-efficacy, supervision, and burnout versus career sustainability. A few articles in this special issue investigate improving child and adolescent mental health through a localized, ground-level approach by developing school counselors’ competency areas and specific school counseling interventions.
School Counselor Professional Identity
Over the last 100 years, school counseling has evolved from vocational guidance to the current concept of comprehensive school counseling. The first article in this special issue provides a historical perspective, describing the progression of school counselor professional identity (Cinotti, 2014). Cinotti (2014) discusses the conflicting professional identities (educator and counselor) that school counselors have experienced for the last century and the effects of role ambiguity concerning the utilization of school counselors and the assignment of duties. School counselors receive conflicting obligations and messages from counselor educators, school administrators and other stakeholders. However, research has found that among usual school counselor duties, direct counseling services are the most unique role of school counselors (Astramovich, Hoskins, Gutierrez, & Bartlett, 2014). Counseling services are often underutilized.
Bardhoshi, Schweinle, and Duncan (2014) explore school counselor professional identity on a more practical level by examining the impact of school-specific factors on school counselor burnout. The authors describe a mixed-methods study that expands on previous research indicating that role conflict is related to burnout in school counselors (Wilkerson & Bellini, 2006) and examine organizational factors such as student caseload. Bardhoshi et al. include a telling statement from a study participant who shared, “When we are allowed to focus on the social and emotional needs of the whole child, we are best positioned to clear away the barriers to academic achievement” (p. 434). These authors emphasize the importance of comprehensive training in school counselor programs and counselor educator advocacy efforts.
In a third article involving school counselor professional identity, Duncan, Brown-Rice, and Bardhoshi (2014) describe the ways that inadequate supervision for school counselors contributes further to disordered professional identity development and insufficient support for school counselors. Appropriate clinical supervision provides professional identity development, proficiency in ethics and improved clinical abilities. However, school counselors often receive only administrative supervision conducted by noncounselors, and rural school counselors face additional challenges in seeking clinical supervision (Duncan, Brown-Rice, & Bardhoshi, 2014).
School Counselor Training
In 2012, the American School Counselor Association (ASCA) published the third edition of The ASCA National Model: A Framework for School Counseling Programs, which contains the following four elements for comprehensive school counseling programs: foundation, delivery system, management and accountability. In this special issue, Martin and Carey (2014) describe their examination of the National Model and subsequent development of a logic model for use in evaluating the success of the National Model. They suggest that future research could examine the outputs and outcomes outlined in their logic model before and after implementation of the National Model. Assessing school counselor preparation and student change provides insight into the effectiveness of the current guidelines for school counselor training.
After completing their graduate program, school counselors must apply knowledge associated with professional identity, ethical practice and sound counseling interventions. Schiele, Weist, Youngstrom, Stephan, and Lever (2014) present their research on counselor self-efficacy and performance when working with students in schools, focusing on the impact of counselor self-efficacy on the quality of counseling services and knowledge of evidence-based practices. Relatedly, Schiele et al. found that counselor self-efficacy plays an important role in the effective assessment and treatment of students’ mental health needs.
Career Counseling Competencies. Morgan, Greenwaldt, and Gosselin (2014) studied school counselor perceptions of competency in career counseling, also comparing Council for Accreditation of Counseling and Related Educational Programs (CACREP) counselor preparation versus non-CACREP preparation. Their participants, practicing school counselors, consistently shared feelings of incompetence and inadequacy in their ability to provide sound career development programming to their students. The results of this study indicate that feelings of unpreparedness upon leaving graduate school, along with feelings of incompetency, significantly impact school counselors’ ability to address the needs of their students.
Cultural Competencies. Several articles in this special school counseling issue examine school counseling interventions or approaches for working with diverse populations. A 2010 Department of Defense report revealed that approximately 1.85 million children have at least one parent serving in the U.S. military (see Ruff & Keim, 2014). In this issue, Cole (2014) provides a guide for working with children from military culture. Culturally competent school counselors must be knowledgeable about the unique complexities of this population, along with other culturally distinctive populations. Van Velsor and Thakore-Dunlap (2014) describe working with South Asian immigrant adolescents in a group counseling format. Additionally, Shi, Liu, and Leuwerke (2014) offer insights into Chinese culture in their study examining students’ perceptions of school counselors in Beijing.
While the aforementioned articles discuss students from certain cultural groups, this special issue of The Professional Counselor also provides an article about a specific population of U.S. students—those in need of anger management. Although anger is a common emotion experienced by both females and males (Karreman & Bekker, 2012), Burt and Butler (2011) noted that most anger management groups are gender biased, focusing excessively on adolescent males. In this special issue, Burt (2014) describes his investigation of gender differences in anger expression and anger control in adolescent middle school students, providing a foundation for practical applications and future research.
Concluding Comments
School counselors are well positioned within the school system to provide short-term clinical-based interventions to improve child and adolescent mental health. Proper identification, evaluation, and treatment of child and adolescent mental illness contribute to students’ well-being, productivity and success in various areas of their lives (National Institute of Mental Health, 1999), including academic success. With student academic achievement receiving national attention, school counselors have been challenged to provide interventions that contribute to increased student achievement (ASCA, 2005). Villares et al. (2014) continue this initiative by establishing the validity of an assessment tool that can be used to measure the impact of school counselor-led interventions on student achievement. Outcome research can be useful in responding to the systemic concerns regarding school counselor professional identity and role within the schools. When counselors stay true to their roots—as counselors first and educators second—they are in the most useful position to improve student achievement by first fighting the war on student mental health.
Ninety years ago, Myers (1924) warned about interferences that would prevent the “real work of a counselor” from occurring (p. 141). This 90-year-old forecast echoes today, as contemporary school counselors need support in receiving robust training and preparation in professional identity and competencies, resolving administrative and systemic issues, and obtaining efficient supervision to guide the course of the counseling profession in the school system.
References
American School Counselor Association. (2005). The ASCA national model: A framework for school counseling programs (2nd ed.). Alexandria, VA: Author.
American School Counselor Association. (2012). The ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.
Astramovich, R. L., Hoskins, W. J., Gutierrez, A. P., & Bartlett, K. A. (2014). Identifying role diffusion in school counseling. The Professional Counselor, 3, 175–184. doi:10.15241/rla.3.3.175
Bardhoshi, G., Schweinle, A., & Duncan, K. (2014). Understanding the impact of school factors on school counselor burnout: A mixed-methods study. The Professional Counselor, 4, 426–443. doi:10.15241/gb.4.5.426
Burt, I. (2014). Identifying gender differences in male and female anger among an adolescent population. The Professional Counselor, 4, 531–540.doi:10.15241/ib.4.5.531
Burt, I., & Butler, S. K. (2011). Capoeira as a clinical intervention: Addressing adolescent aggression with Brazilian martial arts. Journal of Multicultural Counseling and Development, 39, 48–57. doi:10.1002/j.2161-1912.2011.tb00139.x
Centers for Disease Control and Prevention. (2013). Mental health surveillance among children—United States, 2005–2011. Morbidity and Mortality Weekly Report, 62(2), 1–35. http://www.cdc.gov/mmwr/preview/mmwrhtml/su6202a1.htm?s_cid=su6202a1_w
Cinotti, D. (2014). Competing professional identity models in school counseling: A historical perspective and commentary. The Professional Counselor, 4, 417–425. doi:10.15241/dc.4.5.417
Cole, R. F. (2014). Understanding military culture: A guide for professional school counselors. The Professional Counselor, 4, 497–504. doi:10.15241/rfc.4.5.497
Duncan, K., Brown-Rice, K., & Bardhoshi, G. (2014). Perceptions of the importance and utilization of clinical supervision among certified rural school counselors. The Professional Counselor, 4, 444–454. doi:10.15241/kd.4.5.444
Gysbers, N. C., & Henderson, P. (2006). Developing & managing your school guidance and counseling program (4th ed.). Alexandria, VA: American Counseling Association.
Karreman, A., & Bekker, M. H. J. (2012). Feeling angry and acting angry: Different effects of autonomy-connectedness in boys and girls. Journal of Adolescence, 35, 407–415. doi:10.1016/j.adolescence.2011.07.016
Martin, I., & Carey, J. (2014). Development of a logic model to guide evaluations of the ASCA national model for school counseling programs. The Professional Counselor, 4, 455–466. doi:10.15241/im.4.5.455
Morgan, L. W., Greenwaldt, M. E., & Gosselin, K. P. (2014). School counselors’ perceptions of competency in career counseling. The Professional Counselor, 4, 481–496. doi:10.15241/lwm.4.5.481
Myers, G. E. (1924). A critical review of present developments in vocational guidance with special reference to future prospects. The Vocational Guidance Magazine, 2, 139–142. doi:10.1002/j.2164-5884.1924.tb00721.x
National Institute of Mental Health. (1999). Facts on children’s mental health in America. Retrieved from http://www.nami.org/Template.cfm?Section=federal_and_state_policy_legislation&template=/ContentManagement/ContentDisplay.cfm&ContentID=43804
Ruff, S. B., & Keim, M. A. (2014). Revolving doors: The impact of multiple school transitions on military children. The Professional Counselor, 4, 103–113. doi:10.15241/sbr.4.2.103
Schiele, B. E., Weist, M. D., Youngstrom, E. A., Stephan, S. H., & Lever, N. A. (2014). Counseling self-efficacy, quality of services and knowledge of evidence-based practices in school mental health. The Professional Counselor, 4, 467–480. doi:10.15241/bes.4.5.467
Shi, Q., Liu, X., & Leuwerke, W. (2014). Students’ perceptions of school counselors: An investigation of two high schools in Beijing, China. The Professional Counselor, 4, 519–530. doi:10.15241/qs.4.5.519
Van Velsor, P., & Thakore-Dunlap, U. (2014). Group counseling with South Asian immigrant high school girls: Reflections and commentary of a group facilitator. The Professional Counselor, 4, 505–518. doi:10.15241/pvv.4.5.505
Villares, E., Colvin, K., Carey, J., Webb, L., Brigman, G., & Harrington, K. (2014). The convergent and divergent validity of the Student Engagement in School Success Skills Survey. The Professional Counselor, 4, 541–553. doi:10.15241/ev.4.5.541
Wilkerson, K., & Bellini, J. (2006). Intrapersonal and organizational factors associated with burnout among school counselors. Journal of Counseling & Development, 84, 440–450. doi:10.1002/j.1556-6678.2006.tb00428.x
Traci P. Collins, NCC, is the Managing Editor of The Professional Counselor and a doctoral student at North Carolina State University. Correspondence can be addressed to: Traci P. Collins, The Professional Counselor, National Board for Certified Counselors, 3 Terrace Way, Greensboro, NC 27403-3660, tcollins@nbcc.org.
