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Working with students requires you to know laws and ethics related to teaching. The content of this chapter orients students with FERPA, ADA, and IDEA. It includes a review of the ACA ethical guidelines and CACREP standards related to the roles and functions of Counselor Educators and Supervisors. Though the use of case study examples, readers have the opportunity to develop applied understanding of the ethical and legal guidelines related to the role of being an instructor and gatekeeper of the profession.

This qualitative study was conducted with a sample of five (5) middle school African American adolescent men from two different schools in the same school district to explore their perceptions of and experiences with their professional school counselors. Phenomenological qualitative methodology was used to complete this study. To gather research data, two semi-structured interviews with open ended questioning were conducted. Phenomenological data analysis was performed, which included the creation of meaning units, preliminary and then more detailed themes; ultimately five themes emanated from the data. These five themes include An Understanding of the Role of the School Counselor; Effective and Ineffective Performance of the School Counseling Roles; Factors Contributing to a Positive School Counselor/Student Dynamic; Personal and Social Factors Encouraging or Deterring Interactions with the School Counselor; and The Students' Tentative Occupational Interests. The themes suggest that participants have beliefs about the purpose of school counseling which align with national and state guidelines for the school counseling profession. In addition, themes reveal that the relationship between school counselor and student is extremely important and that this relationship is cultivated and nurtured in a number of ways. Data also indicated that depending on how well school counselors perform these duties and connect effectively with students, participants are able distinguish between effective and ineffective performance of the school counselor role. As important as these variables are, data also indicated there are personal and social variables which can encourage or deter participants' contact with their school counseling. The last theme details the participants' occupational interests. Implications for professional school counselors in these two schools and the school counselor education profession more generally are also provided. In conclusion, limitations and suggestions for future research are explored.

This study sought to examine the relationship between adverse childhood experiences and intimate partner violence in adult committed, monogamous, same sex female relationships. Participants included lesbian or queer cisgender women, age 18 or over, who were in a current committed relationship of at least six months. Partnerships with local and national lesbian advocacy groups allowed electronic access to participants. A total of 87 participants completed the Adverse Childhood Experiences Questionnaire and the Abusive Behaviors Inventory. All participants were anonymous. The three examined variables included emotional/psychological abuse, sexual abuse, and physical abuse. These variables were entered into the Software Program for Statistical Analysis (SPSS) using correlational matrices, hierarchical regression, and one-way ANOVA analyses. Results from the data analysis will provide insight into the relationship of each variable on the presence of intimate partner violence in adult committed, monogamous, lesbian or queer cisgender relationships.

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Religious counselors tend to neglect theorists who oppose religion. B. F. Skinner and Albert Ellis implicitly and explicitly criticize religion in their published writings. These criticisms are connected with their atheistic philosophies. Thomism is a theistic philosophy endorsed by the Catholic Church. Karl Rahner and Bernard Lonergan have integrated Thomism with contemporary thought. Their works serve as models for this research project--a counselor's integration of Thomism with the philosophies of B. F. Skinner and Albert Ellis. A counselor can disconnect Skinnerian and Ellisian criticisms of religion from their atheistic philosophies. Viewing the same criticisms in the context of a theistic theory, a counselor can gain insights on religion and related topics --sin, guilt, belief in God, prayer, afterlife--as they apply to counseling. This writer hopes that this project will be an example to other religious counselors who attempt to integrate religion and counseling.

Samples from two populations, community ministers and secular counselors, were surveyed to develop and analyze a description of the perceptions between and among these groups concerning their roles as counselors in the total community. Five questions were the focus of the research. The results of these questions may be summarized as follows: 1) both sample groups agreed that there seemed to be a need for additional ministerial counselors; 2) almost unanimously, the secular counselors indicated that they would welcome a more active ministerial counseling involvement within the total community setting, although a considerable portion (41%) of the ministers expressed doubts about the attitude of secular counselors; 3) ministers perceived an unsatisfactory level of intergroup communication, while secular counselors did not; 4) both ministers and secular counselors perceived a satisfactory level of cooperation between each other; and 5) neither group had a high regard for the counseling effectiveness of the other.

Participation is generally considered the ultimate rehabilitation outcome and, for individuals with progressive illnesses, elucidating the factors that impact participation is critical. Parkinson’s disease (PD) is a chronic degenerative, neurological condition affecting nearly 1 million people in the United States, making PD the second most prevalent neurodegenerative disorder. PD has a profound negative effect on functioning and activity, but limited literature exists assessing the relationship between PD and community participation. The purpose of this study was to use the World Health Organization (WHO) International Classification of Functioning, Disability, and Health (ICF) as a framework for explaining how PD affects participation. Additionally, because the ICF explains the impact of chronic illness and disability as consisting of interactions between different contextual and disease-related factors, this investigation also addressed whether the personal factors, Positive Psychological Capital (PsyCap), mediated the relationship between functioning with PD and community participation. A total of 114 individuals were surveyed from peer-led PD support groups in a Midwestern state. The study examined the individual and collective contributions of demographic characteristics, activities/functioning, environmental factors, and personal factors on community participation. Results from the hierarchical regression analysis suggest that demographic characteristics account for only 15% of the variance in participation, but when functioning was added to the model, 65% of the variance was accounted for. The addition of environmental and personal covariates did not result in any significant change in overall variance in participation. These results, along with the strong, positive linear correlations between functioning and participation (r = .78), indicate that functioning largely predicts an individual’s participation. The study also sought to identify any mediating effect of personal factors (PsyCap) on the relationship between functioning and participation. The results indicated that the completely standardized indirect coefficient was not significant, b = .065, SE = .0617, 95% CI = -.213, .029, with 0 falling within the CI, which confirms no significant effect of the mediator PsyCap. The study contributes new knowledge to the association between the symptoms associated with PD and one’s community participation. Clearly, functioning is the primary predictor of participation. The lack of mediation of PsyCap, again, supports the strength of the relationship between functioning and participation. Although PsyCap did not mediate the relationship, implications for future research are discussed.