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Master's students have the potential to contribute to the counseling literature in significant ways, reducing the current scientist-practitioner gap in the mental health professions. Participants in this roundtable will have the opportunity to learn and discuss strategies for creating programs that engage master's level counseling trainees in research and are supportive of the development of scientist-practitioners in counseling.

This historical survey was undertaken to investigate certain adjustment problems faced by parsonage families, ordering the available information into precise and functional categories of non-adjustment and then making recommendations based on the categories. Published literature, previous research, and personal observations were the sources used. The categories were: adjustment problems in the areas of identity, stress, support, and residential mobility. General recommendations resulting from the survey conclusions for the whole church included: an area director of pastoral rare and counseling, provisions for psychotherapy for pastoral families, conference retreats, district committees of pastoral care and counseling, sabbaticals, and psychotherapy for bishops and district superintendents. Local church recommendations included: Pastor-Parish Relations Committee meetings with pastor's spouse, sub-district workshops on special subjects, a district "hot-line" for those seeking help, marriage growth experiences, a district committee on the parsonage family, and contact with ex-spouses of clergy.

One in five children and adolescents in the United States has a mental health disorder (U.S. Department of Health and Human Services, 1999) and 12.5% of children and adolescents receive treatment in a special mental health setting each year (Substance Abuse and Mental Health Services Administration, 2009). Children and adolescents have special needs in counseling, and applying adult based counseling skills and knowledge onto children is inappropriate and unethical (Lawrence & Robinson Kurpius, 2000). There exists no nationally recognized licensure, certification or training standards for professional counselors to work with children and adolescents in non-school settings despite the need for specialized skills. Several scholars have made recommendations for the training of professional counselors who work with this population including coursework and supervised clinical experiences. There has been no examination to date, however, of whether these recommendations are in line with the experiences of professional counselors who work with children and adolescents in non-school settings. It is essential that counselor educators advocate for the students, the profession and the youth by examining what training is necessary. This grounded theory study aimed to identify what the experiences of professional counselors who work with children and adolescents in non-school settings are as well as what training and clinical experiences these professional counselors have. There were 14 participants in the study all of whom had at least 5 years of experiences counseling children and adolescents in a non-school setting, currently practicing, and were perceived by their peers as exhibiting exceptional practice. Data was collected using semi-structured interviews and data analysis included open, axial and selective coding. Trustworthiness was established using peer debriefing, progressive subjectivity, member checks, and detailed record keeping and was confirmed through the audit process. Authenticity was also established. Themes were identified and a theory of skill acquisition to work with children and adolescents in non-school settings was developed. With a greater understanding of the experiences of these professional counselors, counselor education programs can more appropriately construct training experiences thereby producing more competent and prepared professional counselors to work with children and adolescents in this setting.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

The evolution of counseling is due in no small part to the leadership that has directed and fostered the development of the profession. That development is an ongoing process and though it may take many forms, counselor educators are called upon to act as the leaders that effect change in the field. According to the 2009 standards of the Council for Accreditation of Counseling and Related Educational Programs (CACREP), one of the primary obligations for doctoral programs is to prepare students to serve as leaders of the profession. It is not surprising then that the CACREP (2009) standards state that in addition to entry-level considerations, doctoral program admission criteria should include consideration of each applicant's professional leadership potential. Nevertheless, no guidelines exist that clarify the way in which faculty members are expected to go about determining an applicant's professional leadership potential. The purpose of this exploratory study was to gain insight into how faculty members at CACREP accredited doctoral programs assess leadership potential when screening new applicants. Specifically, this study focused on how leadership attributes (e.g., charisma) versus leadership processes (e.g., future-thinking orientation) factor into the way faculty members assess leadership potential. Participants were randomly assigned one of four study-created vignettes that described a hypothetical doctoral program applicant with varying levels of leadership attributes and processes. They were then asked to rate their "applicant's" leadership potential. A two-way ANOVA revealed that there was a significant interaction between leadership attributes and processes in that the applicant with high leadership attributes was given a higher leadership potential score than the applicant with both high leadership attributes as well as leadership processed. The results support the idea that faculty members at CACREP accredited doctoral programs tended to favor leadership attributes (e.g., charisma, sociability) in a potential leader over leadership processes (e.g., future-thinking orientation, knowledge). These findings also seem to suggest that participants somewhat penalized the applicant that also exhibited characteristics associated with leadership processes. Possible explanations for these findings as well as suggestions for future research are provided.

This study investigates the relationships between demographic characteristics, perceptions of the academic climate, and the employment continuation plans of tenured and tenure-track faculty of color in CORE accredited rehabilitation counselor education (RCE) programs. Furthermore, this study aims to identify which factors best predict the employment continuation plans for this population. Participants were administered The Faculty Retention Questionnaire (FRQ) to examine these relationships. The sample in this study consisted of 63 tenured and tenure-track faculty of color employed by CORE accredited RCE programs. Due to the small sample size and the violation of the assumption of normality, bootstrapping techniques were used to resample the data. A univariate general linear model (GLM) was conducted to determine if the demographic characteristics (self-reported race, ethnicity, gender, country of origin, and tenure status) could predict the employment continuation plans of tenured and tenure-track faculty of color in CORE accredited RCE programs. Results of the GLM indicted that demographic characteristics were non-significant predictors. Multiple linear regression analysis was utilized to determine if the regression scores for the perception of academic climate components (role as researcher, tenure/promotion opportunities, workplace conditions, social climate, faculty/student relationships, role clarity, inter-role conflict, and person/role conflict) could predict the employment continuation plans of faculty of color in CORE accredited RCE programs. Results of the multiple linear regression analysis revealed that the linear combination of regression scores predicted 28.5% of the variance in the employment continuation plans. Inter-role conflict was the only statistically significant predictor. Consequently, understanding how perceptions of the academic climate by faculty of color affect their employment continuation plans will add to existing body of literature pertaining to retention of faculty of color in counselor education. Additionally, the results of this study may assist in the development and implementation of retention strategies and policies that are supportive of faculty of color.