Mar 11, 2015 | Book Reviews
Mindfulness, Acceptance, and the Psychodynamic Evolution (2014) is a theoretical blending of mindfulness-based theory and contemporary psychodynamic thinking, a book with much to offer counseling professionals. The text begins with a foreword, preface and introduction, that describe the evolution of third wave cognitive-behavior therapy (e.g., acceptance and commitment therapy, dialectical behavior therapy), as well as current theory in psychodynamic therapy (e.g., functional analytic psychotherapy, relational psychodynamic perspectives). The authors then move to describing the role of theory integration, and posit mindfulness as a common therapeutic factor.
Throughout the next chapters, the authors expand on the psychodynamic perspective and mindfulness in addition to the role of curiosity in the therapist’s stance in session and the therapeutic relationship. Particularly poignant are chapters 3, 4 and 5, which are almost exclusively devoted to Buddhist thought and its connection to modern mindfulness and psychodynamic theory. Chapter 6 describes the concept of mentalization and mindfulness, with connections for enhancing mentalization in children through play therapy. Chapter 7 contains a personal account of mindfulness practice from one of the authors. Chapters 8–10 focus heavily on the functional contextual theories of acceptance and commitment therapy and dialectical behavioral therapy, and their associations with mindfulness and psychoanalysis. Chapter 11 guides the reader through the nuances of both psychoanalysis and acceptance and commitment therapy, with the authors providing commentary from both perspectives applied to clinical case vignettes. The concluding chapter, 12, describes the five guidelines of functional analytic psychotherapy. This chapter also includes the role of values and a discussion of relational psychodynamic thought.
Throughout this text, modern psychodynamic theory is applied to mindfulness concepts, which include acceptance, nonjudgmental awareness, curiosity, letting go and the power of the present moment. The philosophical epistemology of mindfulness and psychodynamic theory are included within the text, with respect to individuals’ unique social construction of their contexts. There are roughly 18 separate clinical case scenarios included within this text, which the authors use to skillfully demonstrate the topics of each chapter.
Mindfulness, Acceptance, and the Psychodynamic Evolution is a well authored text; each individual contributor adds more to the narrative and enhances the reader’s experience. Regardless of whether one’s theoretical orientation falls within the psychodynamic framework, every clinician has something to gain from reading this book. The blossoming research on mindfulness within the field of counseling demonstrates the importance of the topic, and reading this book is a worthwhile venture. The text is very thorough, with delicate care taken to provide the reader with a wealth of accessible information. A strong point of Mindfulness, Acceptance, and the Psychodynamic Evolution is the outstanding number of case studies included, which provide both the conceptual framework and strategies for clinical application.
As stated above, a counselor need not subscribe to a psychodynamic theoretical orientation to benefit from this text; however, the book does contain information on advanced modern psychodynamic theory and mindfulness. If the reader is opposed to psychoanalytic thinking or unaware of its concepts, the reading experience may be more difficult to comprehend. However, the authors adeptly deconstruct the specifics of modern psychodynamic and mindfulness concepts, making comprehension of psychodynamic and mindfulness theories possible for readers less experienced in either theory.
This text has direct application for various types of counseling professionals, particularly those with clinical, supervisory and consulting roles. The authors provide the conceptual narrative germinated with clinical case vignettes, perfect for therapists providing direct client services. Mindfulness, Acceptance, and the Psychodynamic Evolution includes cases with children, adolescents and adults, furthering the utility of the book.
Stewart, J. M. (Ed.). (2014). Mindfulness, acceptance, and the psychodynamic evolution: Bringing values into treatment planning and enhancing psychodynamic work with Buddhist psychology. Oakland, CA: New Harbinger.
Reviewed by: George E. Harrington III, Barry University, Miami, FL.
The Professional Counselor
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Mar 11, 2015 | Book Reviews
The ACT Matrix: A New Approach to Building Psychological Flexibility Across Settings and Populations is a refreshing user-friendly book that transforms a somewhat esoteric theoretical framework (Acceptance and Commitment Therapy, or ACT) directly into an accessible therapeutic tool for counselors. Kevin Polk and Benjamin Schoendorff present a very practical edited text that features contributions from authors who share their direct experiences with using an accessible version of ACT in their work with a variety of clients and presenting concerns.
The book begins with a history of the matrix, which in essence is a versatile version of ACT. ACT is a philosophical and theoretical framework that, simply put, is designed to help clients live with (rather than eradicate) troubling psychological symptoms, while at the same time acting in a way that brings meaning and purpose to their lives. While ACT is an evidenced-based practice that has shown great utility across a variety of therapeutic arenas, its main tenets can prove challenging for those who (a) have been trained to help clients eliminate maladaptive symptomology and/or (b) prefer a structured set of helping skills that follow a predictable pattern. For these reasons, I sometimes caution graduate counseling students against using ACT too soon in their professional careers, prompting them to revisit ACT when they (a) are no longer encumbered by their own internal perfectionistic conflicts and (b) are ready for a system of helping that meets clients in the midst of their pain, and helps them to accept their current circumstances rather than trying to avoid them. At least, these were my standard set of cautions; but now I can recommend the matrix.
To quote the book itself, “The matrix is an interactive diagram for increasing psychological flexibility in almost any context at any time” (Polk & Schoendorff, 2014, p. 1). After discussing the origins of the matrix and the underlying principles of ACT, the editors turn to experts in a variety of clinical arenas who have successfully adapted the matrix in their work with clients. These clinicians share their expertise in using the matrix with presenting issues such as addictions, chronic pain, eating disorders, chronic and severe disorders (e.g., depression, anxiety, self-destructive behaviors), and post-traumatic stress disorder (PTSD). In addition to the examples of these presenting concerns, the book offers practical implications for using the matrix in such setting as couples counseling, psychiatric practice and case consultation. The authors even dedicate chapters to using the matrix with the general public, in the school systems and in the business world. Using a variety of clinical case studies, easy-to-follow (and replicate) graphics, and step-by-step instructions, the authors lead the reader in very practical exercises that can be used directly with struggling clients.
The ACT Matrix would be appropriate to use with graduate students in a variety of courses, including those that are fairly general (e.g., diagnosis and treatment, advanced counseling skills, clinical experience courses such as practicum and internship) as well as those that are more clinically specific (e.g., addiction counseling, couples counseling, crisis/trauma counseling). For practicing clinicians looking to build their professional competence in order to work with clients who appear to be stuck in the experience of their symptoms, The ACT Matrix offers numerous exercises that will prove to be quite effective.
Reviewed by: W. Bryce Hagedorn, NCC, MAC, University of Central Florida, Orlando, FL.
Polk, K. L., & Schoendorff, B. (Eds.). (2014). The ACT Matrix: A new approach to building psychological flexibility across settings and populations. Oakland, CA: New Harbinger.
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Mar 11, 2015 | Book Reviews
The Career Counseling Casebook, edited by Spencer G. Niles, Jane Goodman and Mark Pope, is a second-edition compendium of vignettes that encompass virtually all aspects of career counseling. The editors address all areas of life–career development within a wide range of contexts, and present these areas to represent lifespan career development issues for work with clients of all ages. Case contexts include elementary, secondary and higher education; vocational and rehabilitative counseling; and agency, nonprofit and private practice environments.
Responses to each case are provided by leaders throughout the counseling profession, who present varying perspectives on the issues presented in the cases. The responses are not textbook-style theoretical examples. Instead they incorporate integrative approaches that are more realistic and relevant to counselors’ everyday work with clients. Respondents sometimes agree with each other and at other times differ significantly in their approaches to counseling, providing ideal opportunities for discussion with counseling students in either the classroom or as part of internships and supervision.
The new edition of The Career Counseling Casebook addresses contemporary, timely concerns about career from a diverse group of clients. The case descriptions provide adequate background information for each client so that the reader can gain understanding of his or her values and perspective, but the case descriptions also clearly delineate boundaries between career and other types of counseling. The case studies are broadly based and encompass all aspects of diversity, including age, which makes this book an excellent resource for teaching students who are studying all areas of specialization within the counseling profession. The inclusion of a wide range of gender identifications and sexual preferences is particularly valuable in working with counseling students. In addition, the Casebook is a prized resource for career counselors working with the growing number of clients in mid-career and encore careers. Respondents incorporate relevant and timely utilization of assessments into many of the cases. The respondents also provide a multitude of resources that students and practitioners may use to learn more.
A weakness of the Casebook is the lack of consistency in its response format, which makes it somewhat difficult to compare responses across cases. For example, comparing the application of theoretical framework among the cases can be challenging. Also, in one case, a respondent appears to resort to generalizations regarding a client and draws seemingly presumptuous conclusions. A final limitation—maintaining the timeliness and relevance of the cases—is unavoidable, but can be addressed with consistent revisions to The Career Counseling Casebook.
One significant strength of this new resource is that it moves beyond the abstract to the real practice of counseling; the Casebook bridges the gap between the theoretical and clinical applications. The editors integrate theoretical approaches into many cases by presenting them as realistic situations ranging from simple to quite complex. The Casebook reiterates and advances the National Career Development Association’s Career Counseling Competencies Minimum Competencies for Multicultural Career Counseling and Development. Furthermore, the Casebook’s story-telling format is engaging and presents many of the challenges facing career counselors throughout their careers.
Reviewed by: Peggy Dupey, NCC, University of Nevada School of Medicine, Reno, NV.
Niles, S. G., Goodman, J., & Pope, M. (2013). The career counseling casebook: A resource for students, practitioners, and counselor educators (2nd ed.). Broken Arrow, OK: National Career Development Association.
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Mar 11, 2015 | Book Reviews
There have been many studies that point toward parental involvement as the main predictor of student achievement. So, how do we get more parents, teachers and students involved? The authors of this book focus on that question and provide a consultation approach as a possible answer.
The focus of the book is to introduce the reader to the basic concepts, skills and techniques of motivational interviewing (MI) and how this approach can be used as a consultation model for working with parents, teachers and students. The authors provide a unique lens for viewing consultation that is not confined to mental health and substance abuse facilities, but rather concentrated within the school setting. According to a 2013 article by Frey, Sims, and Alvarez, this focus on school-based consultation using MI will only expand in the future.
The authors organize the book in three sections. Part I is an overview of MI, Part II covers the applications of skills and Part III targets the implementation of the approach within other practices. Clearly, the authors are intentional about how the chapters fall within the three parts of the book and build upon one another. The inclusion of the Family Check-Up (FCU) within Chapter 7 emphasizes the importance of a systemic approach to consultation (e.g., family functioning), and integrating this approach with existing evidence-based programs and practices (Chapter 9) is a definite strength.
I was most impressed with the inclusion of examples, stories and practice boxes scattered throughout the chapters. The inclusion of Everyday Conversations about Change and Success Stories helps the reader visualize ways that educational personnel are successful in creating positive change. The authors are patient with the reader and incorporate various practice boxes allowing readers to review new concepts and test their knowledge.
Resources are plentiful throughout this book, and each chapter concludes with handouts that reflect what the chapter reviews (e.g., structured charts, surveys, activities). It is obvious that the authors appreciate the reader and want them to have the necessary tools available to integrate this approach.
The authors seem to generalize the roles of educational personnel within the school setting. The book takes a broad view of consultation and how it might look the same for everyone working with teachers, parents and students. I believe it would be impactful to include examples of specific educational personnel and share how MI could be integrated in different ways within various assigned job roles. One example could include a school psychologist using MI consultation skills with a parent in a conversation regarding the testing and eligibility for exceptional education services. Another might focus on a school counselor using MI techniques with a student discussing college and career planning, or with a teacher sharing ideas of what to include in a response to intervention (RtI) plan. Another example could demonstrate the role of a behavioral specialist using collaborating skills with a student while updating his or her personal behavioral plan. Understanding the distinct roles that individuals have within schools and the relevance of consultation within those roles could be quite valuable for readers.
This book could be used in beginning teacher preparation programs to introduce the key concepts of consultation and the collaborative process within schools. Administrators also could use it as a “book study” to promote a conversation on consultation and collaboration with all school stakeholders, including parents and community members.
Future questions could address how the MI approach to consultation can impact learning and affect outcome measures (e.g., GPA, truancy, graduation rates, enrollment in advanced courses, retention rates). How can the impact of using this technique in the schools become clearer? That is yet another question that must be explored.
Reviewed by: Stacy M. Van Horn, University of Central Florida, Orlando, FL.
Herman, K. C., Reinke, W. M., Frey, A. J., & Shepard, S. A. (2014). Motivational interviewing in schools: Strategies for engaging parents, teachers, and students. New York, NY: Springer.
References
Frey, A. J., Sims, K., & Alvarez, M. E. (2013). The promise of motivational interviewing for securing a niche in the Rtl movement. Children and Schools, 35, 67-70.
Ingraham, C.L. (2000). Consultation through a multicultural lens: Multicultural and cross-cultural consultation in schools. School Psychology Review, 29, 320-343.
The Professional Counselor
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Mar 10, 2015 | Article, Volume 5 - Issue 2
Edward Franc Hudspeth
When conceptualizing this special issue, we had a basic idea of what might be included; however, as submissions arrived, it was evident that our basic definition of special needs was limited and could include much more when broadened. Therefore, the issue was reconceptualized as “Children with Special Needs and Circumstances.” It is my hope that when practitioners, researchers and faculty read this issue, each begins to see that the term special needs encompasses more than we think, because anything that hinders the optimal growth and development of a child constitutes a special need. In this issue, readers will find articles concerning fears, trauma, sensory processing disorder, foreign adoption, cystic fibrosis, spina bifida, homelessness, special education and parent–child interaction therapy.
Keywords: counseling, children, special needs, complex trauma
To set the stage for this special issue, to provide a foundation for understanding and to link the various articles, I encourage readers to conceptualize the impact of a special need through a complex trauma or developmental lens. Over the past 15 years, countless articles have reported and described the impact of chronic stress and adverse childhood experiences (Anda et al., 2006; Edwards et al., 2005) and the subsequent development of complex trauma. Complex and Developmental TraumaThe National Child Traumatic Stress Network (n.d.-a) has defined complex trauma as a series of traumatic experiences that are usually interpersonal in nature and lead to numerous long-term adverse effects on health and well-being. Similarly, van der Kolk, Roth, Pelcovitz, Sunday and Spinazzola (2005) described experiencing repeated traumatic events during childhood as developmental trauma. The duration and intensity of the traumatic experiences, as well as the age of onset of these experiences, can determine the outcome of both complex trauma and developmental trauma. Neuroscience research provides ample evidence of neurochemical and brain structural changes caused by complex trauma that result in affective and behavioral dysregulation (Lanius, Bluhm, & Frewen, 2011). Though the terms developmental trauma and complex trauma were originally used to represent repeated abuse or an accumulation of traumatic experiences, recent neuroscience research has extended these terms to other conditions and experiences. Copeland, Keeler, Angold, and Costello (2007) noted that a long-term physical illness may lead to complex trauma, while D’Andrea, Ford, Stolbach, Spinazzola, and van der Kolk (2012) and Finkelhor, Ormrod, and Turner (2007) reported that bullying also may lead to similar outcomes. Courtois (n.d.), as well as Ford and Courtois (2009), Vogt, King, and King (2007), and the National Child Traumatic Stress Network (n.d.-b), offered a more descriptive explanation and extensive list when they stated the following: Cumulative adversities faced by many persons, communities, ethno-cultural, religious, political, and sexual minority groups, and societies around the globe can also constitute forms of complex trauma. Some occur over the life course beginning in childhood and have some of the same developmental impacts described above. Others, occurring later in life, are often traumatic or potentially traumatic and can worsen the impact of early life complex trauma and cause the development of complex traumatic stress reactions. These adversities can include but are not limited to:
- Poverty and ongoing economic challenge and lack of essentials or other resources
- Community violence and the inability to escape/relocate
- Homelessness
- Disenfranchised ethno-racial, religious, and/or sexual minority status and repercussions
- Incarceration and residential placement and ongoing threat and assault
- Ongoing sexual and physical re-victimization and re-traumatization in the family or other contexts, including prostitution and sexual slavery
- Human rights violations including political repression, genocide/“ethnic cleansing,” and torture
- Displacement, refugee status, and relocation
- War and combat involvement or exposure
- Developmental, intellectual, physical health, mental health/psychiatric, and age-related limitations, impairments, and challenges
- Exposure to death, dying, and the grotesque in emergency response work (para. 7)
Cook et al. (2005) stated that as a result of complex trauma, individuals experience impairments in (a) attachment, (b) affect regulation, (c) behavioral control, (d) cognition, (e) self-concept, and (f) sensory and motor development. Treatment recommendations include (a) being developmentally sensitive, (b) building on the safety and security of caregivers and community (e.g., teachers), and (c) addressing affective and behavioral dysregulation. Special Issue: Children with Special Needs and Circumstances The articles in this special issue provide implications for counselors and ways that specific special needs and circumstances may be addressed with individuals, families, schools and communities. In order to support the educational and emotional development of children and youth experiencing homelessness, Havlik and Bryan indicate that school counselors must first identify which students are experiencing homelessness in their school and then determine their specific needs. Some of these needs, to name a few, include violence, abuse, neglect, mental and physical health issues, and mobility issues. The authors note that once homeless children and their individual needs are identified, school counselors should engage the students within their schools and assist with collaborative efforts between school and community resources. Havlik and Bryan challenge schools counselors to seek out and participate in professional development regarding the policies related to individual needs of homeless students. Geddes Hall states that less than half of school counselor preparation programs include content related to special education in their training. Geddes Hall encourages school counselors to have a comprehensive knowledge of the specific needs of those receiving special education services, and she offers precise recommendations for how counselor educators can infuse special education content throughout a school counseling curriculum. She reflects that it is in the best interest of future school counselors, as well as the special students they will serve, to receive support and supervision during such experiences as they complete their programs. Buss, Warren, and Horton provide in-depth coverage of the short- and long-term impact of trauma on the physical, mental, emotional and social development of traumatized children that includes associated trajectories to adult mental and physical health conditions. The authors indicate that early intervention and treatment can minimize the social and emotional impact of a child’s exposure to a traumatic event. The authors also discuss the advantages of numerous evidence-based treatment strategies as well as the realistic limitations of these strategies. Across treatment methods, factors such as safety and attachment are paramount. Liu and Hazler delineate differences noted among adoptees from various countries. These differences include behavioral, social and emotional characteristics, as well as the adoptees’ proclivity to form an attachment with a primary caregiver. The authors demonstrate that pre-adoption characteristics are associated with smooth transitions during the adoption process as well as post-adoption integration. Liu and Hazler discuss ways that counselors may emphasize adoptee–parent relationships in which trust is a fundamental element. They provide specific recommendations for counselors and adoptive parents that ease the transition and support successful attachme Sheperis and colleagues acknowledge that counselors, whether working with children who have disruptive behavior or providing parenting training to families, should be knowledgeable of the application of various behavioral techniques in order to utilize them effectively and to teach them to parents. In their article, the authors review a wealth of research information related to one evidence-based method and demonstrate how this method may be useful when working with children with special needs. Sheperis and colleagues describe a session-by-session application of this model as well as report contemporary research about the model’s application to working with children with special needs. Leppma, Szente, and Brosch provide an overview of the current landscape of children’s fears to help delineate a contemporary, adaptive and holistic approach to treatment. The authors convey an image of fear and anxiety development that can be physically and mentally paralyzing for individuals who experience these states. In their treatment section, the authors outline an approach that addresses affect regulation and development of positive emotions, as well as inoculating the client against stress and supporting the development of resilience. They report on several studies that demonstrate the value of play in the development of self-efficacy, optimism and positive affect. Despite the fact that few within the world of counseling have written about the subject, Goodman-Scott and Lambert pull together many resources to conceptualize the special needs of children with sensory processing disorder (SPD). The authors provide a detailed description of the disorder and its subtypes and describe in detail appropriate assessment of the disorder. Goodman-Scott and Lambert recommend that counselors collaborate with occupational therapists in order to address the unique needs of children with SPD. They report that counselors can provide individual, group and family counseling modalities using solution-focused and cognitive-behavioral techniques to address children’s mental health needs and co-occurring disorders. Storlie and Baltrinic’s article illuminates the impact of a chronic disease on the individual, the caregivers and the counselors working with the family. They indicate that counselors working with children and families affected by cystic fibrosis (CF) should consider the physical and psychosocial challenges facing this special-needs population. The authors encourage counselors to be knowledgeable about CF so that they will be sensitive to the traumatic impact of this life-shortening disease on the child or adolescent with CF and caregivers. Storlie and Baltrinic offer suggestions for compassionate counseling as well as for avoiding compassion fatigue. In a personal account of rearing a child with spina bifida, Richmond-Frank expresses both the successes and shortcomings that she has experienced over nearly 3 decades. The author provides a thorough account of her experience as a parent of a child with special needs, as well as what she has to teach others who may be working with a child with special needs. As a professional counselor, as well as a parent of a special-needs child, Richmond-Frank provides readers with specific and realistic suggestions. She shares that a systemic, strengths-based counseling model respects the inherent worth of the child with a disability by not presuming that he or she is the identified patient. Conclusion From the special issue editor’s point of view, issues that are prolonged, intense and cumulative, and vary over developmental periods should be conceptualized through lenses that address the complexity of intermingled systems. By failing to see this complexity and all of its aspects, we fail to fully address the complexity of children with special needs and circumstances. Conflict of Interest and Funding Disclosure The author reported no conflict of interest or funding contributions for the development of this manuscript. References Anda, R. F., Felitti, V. J., Walker, J., Whitfield, C. L., Bremner, J. D., Perry, B. D., . . . Giles, W. H. (2006). The enduring effects of abuse and related adverse experiences in childhood: A convergence of evidence from neurobiology and epidemiology. European Archives of Psychiatry and Clinical Neurosciences, 256, 174–186. doi:10.1007/s00406-005-06244 Cook, A., Spinazzola, J., Ford, J., Lanktree, C., Blaustein, M., Cloitre, M., . . . van der Kolk, B. (2005). Complex trauma in children and adolescents. Psychiatric Annals, 35, 390–398. Copeland, W., Keeler, G., Angold, A., & Costello, J. (2007). Traumatic events and posttraumatic stress in childhood. Archives of General Psychiatry, 64, 577–584. Courtois, C. A. (n.d.). Understanding complex trauma, complex reactions, and treatment approaches. Retrieved from http://www.giftfromwithin.org/html/cptsd-understanding-treatment.html D’Andrea, W. D., Ford, J., Stolbach, B., Spinazzola, J., & van der Kolk, B. A. (2012). Understanding interpersonal trauma in children: Why we need a developmentally appropriate trauma diagnosis. American Journal of Orthopsychiatry, 82, 187–200. doi:10.1111/j.1939-0025.2012.01154.x Edwards, V. J., Anda, R. F., Dube, S. R., Dong, M., Chapman, D. F., & Felitti, V. J. (2005). The wide-ranging health consequences of adverse childhood experiences. In K. A. Kendall-Tackett & S. M. Giacomoni (Eds.), Child victimization: Maltreatment, bullying, and dating violence prevention and intervention (pp. 8-1–8-12). Kingston, NJ: Civic Research Institute. Finkelhor, D., Ormrod, R. K., & Turner, H. A. (2007). Poly-victimization: A neglect component in child victimization. Child Abuse and Neglect, 31, 7–26. doi:10.1016/j.chiabu.2006.06.008 Ford, J. D., & Courtois, C. A. (2009). Defining and understanding complex trauma and complex traumatic stress disorders. In C. A. Courtois & J. D. Ford (Eds.), Treating complex traumatic stress disorders: An evidence-based guide (pp.13–30). New York, NY: Guilford Press. Lanius, R. A., Bluhm, R. L., & Frewen, P. A. (2011). How understanding the neurobiology of complex post-traumatic stress disorder can inform clinical practice. A social cognitive and affective neuroscience approach. Acta Psychiatrica Scandinavica, 124, 331–348. doi:10.1111/j.1600-0447.2011.01755.x The National Child Traumatic Stress Network. (n.d.-a). Complex trauma. Retrieved from http://www.nctsn.org/trauma-types/complex-trauma The National Child Traumatic Stress Network. (n.d.-b). Types of traumatic stress. Retrieved from http://www.nctsn.org/trauma-types#q2 van der Kolk, B. A., Roth, S., Pelcovitz, D., Sunday, S., & Spinazzola, J. (2005). Disorders of extreme stress: The empirical foundation of a complex adaptation to trauma. Journal of Traumatic Stress, 18, 389–399. Vogt, D. S., King, D. W., & King, L. A. (2007). Risk pathways for PTSD: Making sense of the literature. In M. J. Friedman, T. M. Keane, & P. A. Resick (Eds.), Handbook of PTSD: Science and practice (pp. 99–115). New York, NY: Guilford Press. Edward Franc Hudspeth, NCC, is an Assistant Professor of Counselor Education at Henderson State University and served as the guest editor for the special issue of The Professional Counselor on children with special needs and circumstances. Correspondence can be addressed to Edward Franc Hudspeth, Department of Counselor Education, Henderson State University, 1100 Henderson Street, Arkadelphia, AR 71999, franchudspeth@gmail.com
