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Aims: This study explores trainee counselling psychologists’ erotic feelings towards their clients and their responses to those feelings. The influences that help shape trainees’ reactions as well as the support systems they utilize to deal with the erotic are examined.︣Design: The participants’ narratives were analysed using Smith’s (1995) Interpretative Phenomenological Analysis.︣Procedure: The data were collected in semi-structured interviews with six trainee counselling psychologists who were attracted towards a client at least on one occasion.︣Results: A total of 29 themes were deemed of particular importance and relevance to the topic under investigation. The emergent themes were organized into 3 master themes: (i) attributes of erotic attraction; (ii) impact or erotic attraction; (iii) management of erotic attraction.︣Conclusions: The results of this study emphasize the need for increased awareness, comprehensive training and systematic research on matters of the erotic within therapeutic encounters. Erotic attraction seemed to have a profound impact on the participants’ intrapersonal and interpersonal being as it touched upon their feelings, thoughts, personal identity, professional identity, everydayness, and clinical work. The majority of trainees believed that their inability to deal with their attraction appropriately had a marked negative impact upon therapeutic relationship, process, and outcome. All participants considered their experience, however, a major learning point as it allowed them to an extent to redefine their intentions, motives, and expectations as professionals and human beings. All participants used supervision, personal therapy, peer consultation, literature, and theoretical constructs to process and understand their attraction with varying degrees of success. Training programs and clinical placements seem to contribute to mismanagement of attraction by failing to lift the taboo off the erotic, by neglecting to address these issues explicitly in their curriculum, and by nurturing unrealistically high standards of conducting therapy. This study suggests that the erotic has an ontological and ontic significance which could be fully explored by adopting an existential counselling psychology paradigm or by adding an element of existential observation and understanding to any other approach.

<p>There were dual purposes of this qualitative phenomenological study. The first purpose was to describe and compare the goals, design, implementation, and outcomes of college counseling programs in college preparatory charter high schools in Los Angeles as experienced and shared by high school college counselors. The second purpose was to explore what college preparatory charter high school college counselors perceive to be the most important components in a charter high school college-going culture to assist underrepresented students with access to college and preparation to persist in higher education. This phenomenological study utilized interviews to collect data. The one-on-one interviews were with college counselors at Los Angeles college-preparatory charter high schools where at least 60% of students are from underrepresented backgrounds. The 9 interview questions were developed to learn about the goals, design, implementation, and outcomes of college counseling programs at the participants? high schools. The questions were also designed to learn about what counselors perceive as important components in a college-going culture to help underrepresented students access and persist in higher education. The study yielded 5 conclusions. First, students and families from underrepresented backgrounds rely on their schools to inform them about the college preparation process. Second, parental involvement helps hold students academically accountable and helps them pursue higher education. Third, individualized academic advising is critical for student success. Fourth, charter high schools provide insight to address student-to-counselor ratios, which influence the quality of high school college counseling programs. Lastly, students? ability to adapt and navigate changes in academic rigor, social environment, and academic community impacts their college access and persistence. The study yielded 4 recommendations. First, states, districts, and schools are encouraged to continue to address student-to-counselor ratios to enable personalized college counseling that students need. Second, it is advised that counselors have conversations about college in collaboration with parents. Third, it is recommended that schools provide opportunities via their college counseling programs to expose students to individuals from different backgrounds and to different environments. Finally, it is suggested that high schools challenge students academically to help them prepare for the academic rigor of higher education.

<p> The present study built on the design and results from the pilot study in an attempt to explore the relationship between psychologists' personal ideologies and the decisions they make in school-based counseling. Of particular interest was whether higher levels of self-reported ideology were related to support of relevant school policies. Participants included 166 psychologists who responded to an online survey that included questions related to personal and professional ideologies, attitudes toward school policies, training and preparedness in four areas of interest, and hypothetical scenarios. Consistency among responses in areas including theoretical orientation, political party, and training and preparedness in ethics and multicultural issues limited the analyses that could be performed to compare different populations. Correlation data indicated that there was no relationship between those who reported to be religious and those who reported that they were not religious, though slight differences were noted qualitatively. There was also no difference between responses of individuals who had not taken a class but felt prepared as compared with responses of the rest of the population. Correlation data also indicated some associations between the school policies related to liberal/conservative political views and the vignette designed toward that ideology.</p>

The problem under investigation was a description and analysis of change in selected personality characteristics of guidance associate students during the first and second year of training in the undergraduate curriculum designed for the Guidance Associate Degree at North Texas State University.