Researchers have indicated that mindful teaching approaches support students and educators throughout the learning process. The purpose of this hermeneutic phenomenological study was to explore the lived experiences of counselor educators with a daily mindfulness practice in the classroom with culturally diverse students. Relational-cultural theory (RCT) was the conceptual framework. Relational cultural theory concepts of relational connections and disconnections were used to explore the participants' lived experiences implementing a mindful teaching approach. Purposeful sampling yielded 10 participants who participated in semi-structured interviews. Using an inductive approach, the data were analyzed to identify essential themes. Thematic analysis was conducted by hand using literature-based codes and lean coding. Findings extracted from the literature review were used to pinpoint level one themes. Lean codes, or emergent themes, were then placed under each literature-based theme. The literature-based themes included: mindfulness practices, contemplative practices and the experience of educators, mindfulness competencies, interconnectivity, treatment outcomes, therapeutic presence, relational empathy, awareness and acceptance, self-care, and critiques. The emergent subthemes included: a mindful attitude, evaluation, modeling for students, creativity in the classroom, mindful orthodoxy versus personal experiences, authenticity, and cultural awareness. Findings may be useful for counselor educators who seek a greater capacity for awareness, acceptance, empathy, self-care, creativity, and presence when working with diverse students in the classroom. Implementing a mindful teaching approach can contribute to counselor educators meeting the needs of their diverse students.

Domestic violence has received increasing attention in recent years as an area of concern for the helping professional. Despite this interest, programs for counseling the batterer are relatively few and counseling interventions for use with this client population are in what could be termed an experimental phase. The purpose of Counseling the Batterer is to review the pertinent literature concerned with counseling the batterer, to explore several programs which have been involved in this effort, and also to design a model group counseling program for abusive males. The foundation for the model program is based on the pertinent literature and programs while the content and process reflect the writer's counseling experience in this field.

Neuroscience is a relevant topic for counseling and counselor education, and it is a required area of competency for accredited counseling education programs. Despite this required competency, current counseling literature scarcely addresses neuroscience in counselor education. I have designed the present study to address this scarcity by exploring counselor educators' experiences of incorporating neuroscience into the counselor education curriculum using a consensual qualitative research (CQR) approach. The purpose of this study is to create a foundational understanding of (a) what elements of neuroscience counselor educators are currently including in their courses, and (b) the experience of counselor educators with teaching neuroscience. I interviewed eight counselor educators about their experiences learning and teaching neuroscience. Six domains emerged from the interviews: (1) participants' background and experience, (2) influence of neuroscience on participants' teaching, (3) personal, academic, and professional responses to neuroscience, (4) ethical concerns and recommendations for neuroscience, (5) areas of interest and future research in neuroscience, and (6) counseling literature and publication in neuroscience. The information shared by the participants will contribute to future research of teaching effectiveness and outcomes using neuroscience in counselor education.

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Adolescents confront a plethora of physical and emotional changes, especially those alterations surrounding puberty. Body image disturbances have become commonplace with high school students, and school personnel seem to have had little success in fighting this problem. Teenagers with body dissatisfaction may also be at risk for mental health problems, such as depression and eating disorders. Gifted adolescents may be particularly susceptible to mental health issues due to a number of specialized issues including overexcitability and social coping ability (Gatto-Walden, 1999). The purpose of this study was to examine the relationship among body dissatisfaction, gender, type of student (gifted or typical), overall overexcitability, social coping, and an interaction between gender and type of student. A diverse group of 489 participants from six Illinois school districts participated in the study, including 268 females (54.8%), 216 males (44.2%), 4 students identifying as "other" regarding gender (0.8%); one student did not respond to that question (0.2%), and they ranged in age from 14 to 20 (M = 16.6, SD = 1.2). The overall regression model was statistically significant, F(5, 469) = 9.31, p < .001, R2 = .09. The adjusted R2 was .081, which indicated that 8.1% of the variance in body dissatisfaction was explained by the model. This effect was medium in magnitude and consistent with previous research with body dissatisfaction. The results support the idea that gender, overall overexcitability, and social coping significantly explained body dissatisfaction, but being gifted (i.e., type of student) did not significantly contribute to the regression model. In addition, the results did not support a gender by type of student interaction. These findings are interesting in that previous research has linked giftedness and overexcitability, but these variables were not strongly correlated in the current study. However, this information has yielded some important implications for school counselors, clinical mental health counselors, and counselor educators. The author also discussed some areas for further research.

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