The World Health Organization (WHO) estimates that at least 450 million people worldwide live with unmet mental health problems. Additionally, one in four people will experience psychological distress and meet criteria for a diagnosable mental health disorder at some point in their lives. This data speaks to the need for accessible, effective and equitable global mental health care. Available mental health resources are inequitably distributed, with low- to middle-income countries showing significantly fewer mental health human resources than high-income countries. The need to proactively address this care-need gap has been identified by WHO and various national organizations, including NBCC International (NBCC-I). NBCC-I’s Mental Health Facilitator (MHF) program addresses the global need for community-based mental health training that can be adapted to reflect the social, cultural, economic and political climate of any population, nation or region.
Based on emerging findings from neuroscience, the counseling professional can consider a different approach to research-informed practice, by integrating left- and right-brain processing in client care. This new model is commensurate with counseling’s historical lineage of valuing the counseling relationship as the core ingredient of effective counseling.
The U.S. Department of Veterans Affairs (VA) and TRICARE have approved professional counselors to work within the military system. Counselors need to be aware of potential ethical conflicts between counselor ethical guidelines and military protocol. This article examines confidentiality, multiple relationships and cultural competency, as well as ethical models to navigate potential dilemmas with veterans. The first model describes three approaches for navigating the ethical quandaries: military manual approach, stealth approach, and best interest approach. The second model describes 10-stages to follow when navigating ethical dilemmas. A case study is used for analysis.
As the counseling profession continues to build an international community, the need to examine cultural competence training also increases. This quantitative study examined the impact of the Diversity and Counseling Institute in Ireland (DCII) on participants’ multicultural counseling competencies. Two instruments were utilized to examine participants’ cross-cultural competence before and after the study abroad institute. Results indicated that after the institute experience, participants perceived themselves to be more culturally competent, knowledgeable about the Irish culture, skilled in working with clients from Ireland, and aware of cultural similarities and differences. Implications for counselor education and supervision, and future research also are outlined.
Counselor education doctoral students are influenced by many factors as they train to become supervisors. One of these factors, self-efficacy beliefs, plays an important role in supervisor development. In this phenomenological, qualitative research, 16 counselor education doctoral students participated in focus groups and discussed their experiences and perceptions of self-efficacy as supervisors. Data analyses revealed four themes associated with self-efficacy beliefs: ambivalence in the middle tier of supervision, influential people, receiving performance feedback, and conducting evaluations. Recommendations for counselor education and supervision, as well as future research, are provided.
Past research has indicated the negative and positive impacts of deployment on military wives. Furthermore, research has indicated the need to further understand the different deployment stages, specifically the post-deployment period. The authors examined Bowlby’s and Ainsworth’s attachment theories, specifically separation anxiety occurrence as experienced by stay-behind wives during their husbands’ post-deployment period. Purposive/volunteer sampling was used to survey 57 military wives currently experiencing the post-deployment period. A linear regression analysis produced a significant positive relationship between duration of deployment and the wife’s psychological distress during the post-deployment period. As deployments increased in duration, specifically to longer than 6 months, the levels of psychological distress significantly increased. Implications for counselors and researchers are addressed.
Increases in diverse clientele have caused counselor education to enhance its focus on multicultural pedagogy, using the Tripartite Model (TM) to impart multicultural learning. While knowledge and awareness are important, it also is important to enhance skill development in counselors-in-training. Counselor educators have a unique opportunity to blend knowledge and awareness with skills learned in counseling techniques courses by incorporating microskills training in the multicultural classroom. Additionally, other theories, such as Relational-Cultural Theory (RCT), can be used as a framework to merge the TM and microskills. This article includes an overview of RCT, a brief history on microskills training and a case study to integrate the two concepts for use in counselor training. The reader should begin to see how microskills, RCT and the TM can serve to enhance skill development in the multicultural classroom.
Unemployment continues to be a growing concern among both civilian and veteran populations. As 14% of the veteran population currently identify as disabled because of service, this population’s need for specialized vocational rehabilitation is increasing. Specifically in Veterans Affairs (VA) Blind Rehabilitation Centers (BRC) where holistic treatment is used in treatment and rehabilitation, career services may be useful in improving quality of life for visually impaired veterans. A group approach to career counseling with visually impaired veterans is discussed using the principles and theory of the cognitive information processing (CIP) approach. This approach emphasizes metacognitions, self-knowledge, occupations knowledge, and the use of a decision-making cycle to improve career decision states and decrease negative career thinking. A group outline is provided and discussion of special considerations and limitations are included.
The authors conducted an exploratory study using cultural domain analysis to better understand the meaning that advanced students and professional counselors in Mexico give to their professional identity. More similarities than differences were found in the way students and professionals define themselves. The most relevant concepts were empathy, ethics, commitment, versatility, training and support. Students gave more weight to multiculturalism and diversity, whereas professionals prioritized commitment and responsibility at work. Prevention did not appear as a relevant concept, posing challenges for professional counselor training programs in Mexico.