<p> This study examined the relationship between counselor ethnic-racial identity (CERI), counselor exposure to client trauma (CECT), counselor wellness (CW), and counselor burnout (CB). Ethical practice requires that counselors avoid impairment, in part, by increasing wellness. Therefore, understanding the factors that impact wellness and burnout is essential due to prevalence of trauma and the profession&rsquo;s growing diversity. Participants (N = 138) completed the Ethnic Identity Scale (EIS-B), Secondary Traumatic Stress Scale (STSS), Counselor Burnout Inventory (CBI), and Five Factor Wellness Inventory (FFWel-A2). A path analysis was utilized to examine the simultaneous relationship between the variables. Differences between majority (n = 62) and minority participants (n = 76) were explored using subsequent path analyses. Results and recommendations for future research are discussed. </p><p>

<p> This study reveals the experience of 8 Albanian women living in communities in Kosovo as survivors of large-scale trauma. The researcher used the Cultural Formation Interview (Informant Version, DSM-V, 2013) to explore the cultural perception of cause, context, support, barriers, coping strategies and help-seeking behavior for Post-Traumatic Stress Disorder (PTSD). The interviews yield colloquial descriptions of symptoms such as depression, somatic disorders, disassociation, intrusive thoughts and anxiety. The women identified cultural coping behaviors of talking about it, going to the doctor, faith, working hard and making a change in routine. The importance of the role of the husband is highlighted. They describe barriers of stigma and poverty which limit resource access. It is recommended that research be done on a model of PTSD treatment in Kosovo using community-based intervention through meaning focused coping and culture-embedded methods with culture-unique descriptors for addressing trauma-related distress and enhancing post-trauma growth. The study includes other clinical implications, limitations and suggestions for future research.</p><p>

<p> The advent of the <i>Multicultural and Social Justice Counseling Competencies</i> (Ratts, Singh, Nassar-McMillan, Butler, &amp; McCullough, 2016), the <i>American Counseling Association</i> (ACA) <i> Code of</i> Ethics (2014), and a more comprehensive emphasis on multiculturalism and social justice (Haskins &amp; Singh, 2015; Ratts, 2009, 2011; Ratts &amp; Pedersen, 2014; Smith &amp; Okech, 2016) within the counseling profession highlight a movement towards examining practices and social identities grounded in a formative understanding of intersectionality. The institutionalization of intersectionality emerges from a longstanding history of feminist scholars (Collins &amp; Bilge, 2016; Hancock, 2016) critiquing misconstrued gaps and revolutionizing the meaning of multiple social identities and social justice movements (Anzald&uacute;a, 1987; Collins, 1986, 1990, 2004; Crenshaw, 1989, 1991; hooks, 1981, 1984, 1989; Lorde, 1984; Moraga &amp; Anzald&uacute;a, 1983). Although intersectionality has richened the possibilities of social justice praxis, its theoretical connection has been largely absent in the context of empirical investigations. This current study utilized an intersectionality paradigm and methodological strategies of interpretative phenomenological analysis (Smith, Flowers, &amp; Larkin, 2009; Pietkiewicz &amp; Smith, 2014) to examine the lived intersectional experiences of privilege and oppression of Queer Men of Color in Counselor Education and Supervision doctoral programs. Three participants were interviewed across nine interviews approximately consisting of 90 minutes in length. Findings indicated six superordinate themes emerging from the data analysis: (a) Multiple Dimensions of Privilege; (b) Multiple Dimensions of Oppression; (c) Context/System; (d) Complexities of Intersections; (e) Critical Incidents/Conflict; and (f) Congruity/Change for the Future. The discussion considers the themes emanating from the participants in light of previous forms of implementation utilizing intersectional approaches. Implications broadly for the counseling profession, the social context of counselor education and doctoral education, and the praxis of pedagogy are explored. Future directions for research and limitations of the study are also explicated.</p><p>