TPC Journal-Vol 10- Issue 2-FULL ISSUE

166 The Professional Counselor | Volume 10, Issue 2 to college student mental health. Additionally, feeling in between adolescence and adulthood was negatively associated with life satisfaction but unassociated with PWB. This finding underscores the complex contributions of emerging adulthood to college student mental health. Previous research has indicated that life satisfaction decreases during adolescence (Goldbeck et al., 2007). Accordingly, it is plausible that subjectively identifying the emerging adult years as feeling in between adolescence and adulthood results in life satisfaction trajectories that more closely mirror those of adolescence compared to emerging adults who feel less in between adolescence and adulthood. Although such conclusions require further validation, it nevertheless can help college counselors understand which factors of the emerging adult experience are relevant foci of clinical attention. Implications for Counselors The present results yield several useful insights that can aid mental health counselors who work with college-aged populations. Most prominently, counselors are encouraged to conceptualize their clients using a blend of foundational and contemporary models. Life for 21st-century college-aged individuals is unprecedentedly complex (Arnett, 2004; Kruisselbrink Flatt, 2013). It is important for college counselors to acknowledge this complexity, as doing so may represent an important form of cultural competence working with millennial generation and Generation Z individuals (Lane, 2015). Counselors are encouraged to utilize emerging adulthood theory when conceptualizing their clients, as this framework contains important departures from other identity development models. For example, counselors are likely to be more familiar with Erikson’s (1959/1994) framework than emerging adulthood theory. The former model suggests that identity development occurs during the teenage years, while the latter model asserts that identity development is a process that now extends well into the 20s (Arnett, 2004). Emerging adulthood theory also suggests that, as a result of this prolonged identity development process, traditional-aged college students are likely to temporarily exhibit heightened self-focus and idealistic thinking. Acknowledging these factors could facilitate a more empathic understanding of the behaviors that contribute to some counselors and scholars endorsing negative stereotypes against millennials and Generation Z individuals (Lane, 2015). Incorporating emerging adulthood theory could help college counselors be more mindful of the evolving nature of the transition to adulthood and its contributions to mental health. The findings involving the social resources variables also have novel implications for counseling college students. Although social support has long been established as an important target for improving mental health, counselors are encouraged to acknowledge both the unprecedented complexity of emerging adult social support networks (Arnett, 2004) and also the ability of emerging adults to receive social support from face-to-face and electronic interactions (Manago et al., 2012). Accordingly, it is important to continue exploring the potential therapeutic applications of social media and other forms of technology. For example, an exciting direction in this regard is the growing use of informal support groups via social media (Manago et al., 2012), which exist for many counseling-relevant issues. Such groups provide a sense of community and help members remember that they are not alone in their struggles. Moreover, present mental health trajectories among college students have necessitated a shift in focus for many college counseling centers toward crisis intervention and outreach (Watkins et al., 2012). For many college counseling centers, social media remains an underutilized tool, despite the recent development of social media and text-based initiatives for each of these objectives (Evans et al., 2013). Such programs might be especially useful in today’s higher education climate in which symptom severity seems to be increasing while budgetary resources for college counseling centers are often stagnant or decreasing (American College Health Association, 2015; Watkins et al., 2012).