<p> Increased demands are being placed on school and mental health counselors as a result of economic pressures, reduction in resources, and changes in health care (Corey, 2012; Poey, 1985; Slocum McEneaney &amp; Gross, 2009) that have created a need for changes in the delivery of counseling services (MacKenzie, 1994). Group counseling is an effective treatment modality that enables school and mental health counselors to meet these rising demands (Burlingame, Fuhriman, &amp; Mosier, 2003; Corey, 2008; Shechtman, 2007). The Professional Standards for the Training of Group Workers developed by the Association for Specialists in Group Work (ASGW, 2000) recommends that graduate counseling programs provide foundational knowledge of skills competencies of group work. The Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2009) identifies group work as one of the eight essential core classes to be taught within graduate programs. Limited research has been conducted to understand how and what graduate counseling students are learning (Conyne, Wilson, Line, Morran, &amp; Ward, 1993). Reflective practice has been identified as an effective teaching method to deliver complex subject matter such as that in the helping fields. Most research has focus on the use of reflective practice in teacher education and the medical fields (Sandars, 2009). This qualitative study examined the use of reflective practice to teach graduate counseling students. Constant comparative analysis provided information about how to teach and what graduate counseling students learn in a single course about group work when reflective practice was used to deliver course material.</p>

<p> Ninety-five percent of college students procrastinate (O'Brien, 2002), often leading to poor grades (van Eerde, 2003) and anxiety (Rothblum, Solomon, &amp; Murakami, 1986). People seek to avoid aversive stimuli, therefore the more aversive a situation, the more one will avoid (Steel, 2007). This includes avoidance of a task or situation, and experiences associated with that task. Rather than changing ineffective behavior, many suppress or avoid negative experiences, often resulting in ineffective functioning (Hayes, Luoma, Bond, Masuda, &amp; Lillis, 2006). This process, experiential avoidance, is at the core of the psychological flexibility model and is linked to psychopathology (Hayes &amp; Gifford, 1997). Given that procrastination is an avoidant behavior, applying this model can be a useful treatment method. The current study examines the impact of a flexibility-based intervention on procrastination with college students using both EMA and questionnaire assessments. As predicted, results indicated a significant relationship between procrastination and psychological inflexibility. Following an ACT intervention, procrastination decreased, while committed action significantly increased. Moderation analyses did not indicate psychological flexibility as affecting the strength of procrastination over time. Implications for future procrastination studies using EMA are discussed. </p>

<p> The purpose of this qualitative research study was to explore the essence and underlining structure of a hybrid identity development process among undergraduate students who lived a transborder lifestyle in the U.S.-Mexico border region by identifying the factors that influenced the phenomenon. In the 1990s transnational and transborder individuals were identified by scholars as part of a new understanding for the movement of populations. Today researchers state that this phenomenon is ever most prevalent at the world's busiest international border shared between the cities of San Diego, California and Tijuana, Mexico. Part of the transborder phenomenon is college students who collaborate internationally between San Diego, California and Tijuana, Mexico because they reside in both sides of the U.S.-Mexico border while attending higher education institutions in San Diego, California. Currently there is no information about how many students live a transborder lifestyle in the San Diego, California and Tijuana, Mexico border region and few researchers have explored the understanding of their experiences. As a result, the lack of research about the development of this student population called for further investigation. Semi-structured one-on-one interviews were conducted with twelve undergraduate students who lived a transborder lifestyle in the San Diego, California and Tijuana, Mexico border region; they took place at a higher education institution in San Diego, California. The central finding of this study is the illustration of the developmental process of a Hybrid Identity; therefore, a conceptual framework for the systematic understanding of the phenomenon was created. The stories which participants shared as part of their interview illustrate how their hybrid identity development was influenced by the transborder lifestyle they lived through the transborder context in the U.S.-Mexico border region. The influential factors of their hybrid identity development are identified as the obstacles they faced through the transborder context and the different ways they coped with and adapted to the barriers of their milieu.</p>

<p> Safe Zone (or Safe Space) programs are common on college campuses to encourage support of lesbian, gay, bisexual, transgender, questioning, (LGBTQ) and other people who identify as sexual and gender minorities. However, research describing the efficacy of Safe Zone programs is infrequent and often methodologically problematic. A program evaluation was performed of the Safe Zone Network program at the University at Buffalo, SUNY (UB). Measures were chosen to assess homonegativity, LGBTQ knowledge, attitudes, self-reported behavior, and identification as an LGBTQ ally, as well as a demographic survey. These measures were administered via paper survey before and after participation in the Safe Zone Network workshop. The same measures were administered before and after a health education program for use as control measurements. The data were analyzed with correlations and repeated-measures ANOVA. At pretest more pro-LGBTQ knowledge, attitudes, self-reported behavior, and ally self-identification was associated with identifying as a sexual and/or gender minority, attending the workshop voluntarily, being younger, and having more LGBTQ social contact prior to the workshop. Participation in the Safe Zone workshop was associated with significant changes in decreased homonegativity and hate, as well as increased LGBTQ knowledge and self-identifying as an LGBTQ ally, when compared to the control group. Despite differences in pretest scores based on the reason for participating in the workshop, reason for participation did not significantly relate to the amount variables changed over the workshop time, indicating that the workshop may be beneficial for both mandated and voluntary participants. More pro-LGBTQ pretest scores may have indicated more likelihood to change during the program. Overall, these results suggested that the UB Safe Zone Network program is related to prosocial changes in knowledge, attitudes, behaviors (such as the proxy could estimate), and ally self-identification, particularly for participants who are primed to be more sensitive to these issues. Results were discussed in context of current research. Limitations and future directions for research were discussed.</p>

<p> Large-scale crises continue to surprise, overwhelm, and shatter college and university campuses. While the devastation to physical plants and persons is often evident and is addressed with crisis management plans, the number of emotional casualties left in the wake of these large-scale crises may not be apparent and are often not addressed with mental health preparedness plans. As a result, there is a growing sentiment that campuses should investigate and document detailed mental health preparedness plans that would address the readiness of their institutions to meet the mental health needs of their faculty, students, and staff should a large-scale crisis impact their campus. In addition, it has been recognized that an instrument is needed to help colleges and universities assess the mental health preparedness of their campuses. Utilizing a Delphi methodology, this four round Delphi study (with 34 experts from 17 states with combined expertise in mental health and higher education) adapted the <i>Mental Health All-Hazards Disaster Planning Guidance</i> (2003), written for state and local mental health agencies, to create a mental health preparedness plan for college and university campuses should a large-scale crisis occur. Utilizing the aforementioned mental health preparedness plan, this study also created an instrument, identified as a numeric scorecard, to help colleges and universities assess the mental health preparedness of their campuses should a large-scale crisis occur on their campus.</p>

<p> The purpose of this study was to identity how events perceived as traumatic or very difficult to handle, factors of emotional distress, and demographics may predict nonmedical use of prescription drugs (NMPD) among traditional undergraduate college students. This secondary analysis utilized data from the National College Health Assessment II (NCHA II) from the Fall 2010 for the primary analysis. Data from the Fall 2008 and 2009 semester were subsequently analyzed to validate results over time. Sequential logistic regression was used to determine NMPD; first evaluating events perceived as traumatic, then including factors of emotional distress, and finally adding demographics of race and ethnicity, gender, Greek affiliation, and year-in-school. Fifth year (58&ndash;103%), 4^th year (46&ndash;67%), 3^rd year (43&ndash;60%), Greek affiliation (35&ndash;55%), feeling suicidal (27&ndash;49%), difficulties with intimate relationships (22&ndash;46%), males (28&ndash;39%), sleep difficulties (14&ndash;37%), feeling angry (29&ndash;35%), death of a family member or friend (13&ndash;29%), 2^nd year (25&ndash;28%), feeling anxious (18&ndash;27%), and difficulties with finances (16&ndash;24%) were significantly more likely to predict NMPD during Fall 2008&ndash;2010 semesters. Conversely, Asians or Pacific Islanders (70&ndash;79%) and Blacks or African Americans (19&ndash;40%) were significantly less likely to use prescription drugs nonmedically over the same time period. While statistically significant, the model lacked increase of strength as variables were added to the regression equation. Regardless, college counselors, health professionals, and administrators should target support and interventions to assist students struggling with trauma, emotional distress, and the misuse of prescription drugs.</p>

<p>Relationship quality has been determined to be a positive factor in the treatment of depression (Brown, 2000; Fagan, 2009). Although the importance of marriage has been broadly studied, little research has investigated correlations among relationship quality, depressive moods, and attachment styles. Although the prevalence of depressive moods has been documented within populations of Taiwanese/Chinese international students and American college students (Wei et al., 2007), Wang and Mallinckrodt (2006) found that definitions of ideal attachment differ in these groups. Furthermore, researchers have not yet investigated the effect of cultural differences and attachment styles on the interactions between relationship quality and depressive moods among Taiwanese and Chinese international students. </p><p> Two-group and four-group comparison (Macready, 2005) methods were applied to answer the following questions: 1) Is there a significant difference between quality of romantic relationships or levels of depressive moods of American college students with anxious or avoidant attachment style and Taiwanese or Chinese college students studying in America with anxious or avoidant attachment style? 2) How does the effect differ between the two groups? A multivariate analysis of variance (MANOVA) was conducted to determine the effect on the linear combination of relationship quality and levels of depressive moods between the American students and Taiwanese/Chinese international students with different attachment categories (secure, preoccupied, dismissive, and fearful). Four follow-up analyses of variance (ANOVAs) were conducted to determine statistical significant differences in levels of depressive moods or relationship quality among Taiwanese/Chinese international students with different attachment categories. </p>

<p> This study utilized a quality of life framework of psychosocial adaptation to explore relationships among college stress, functional limitations, coping strategies, and perceived social suport in adjustment to college among first-year and second-year undergraduate students with disabilities, based on specific hypothesized relations. College adjustment outcomes included: life satisfaction, academic performance, and psychosocial-emotional adjustment to college. </p><p> A nonprobability sample of 103 first-year and second-year undergraduate college students with disabilities participated in the study. Respondents were registered with an office of support services for students with disabilities at a public, four-year university, located in the Pacific Northwest of the United States. Respondents were recruited by responding to an e-mail requesting participation in an online, web-based survey. </p><p> Eight self-report measures included: (a) Participant Survey (developed by the researcher to collect socio-demographic information, (b) College Stress Inventory (CSI; Solberg, Hale, Villarreal, &amp; Kavanagh, 1993), (c) Disability Functional Limitations Scale (DFLS) (developed by the researcher), (d) Brief COPE; Carver, 1997, (e) Social Support Appraisals-Revised (SSA-R) scale; Vaux et al., 1986), (f) Satisfaction with Life Scale (SWLS; Diener, Emmons, Larsen, &amp; Griffin, 1985), (g) Grade Point Average-Scale (GPA-S; adapted by the researcher from a self-reported grading scale), and (h) Student Adaptation to College Questionnaire (SACQ; Baker &amp; Siryk, 1999). </p><p> Data were analyzed using descriptive and correlational procedures. Bivariate analysis suggested that all predictor variables (i.e., college stress, functional limitations, engagement coping, and perceived social support) were significantly associated with student adjustment to college. Hierarchical multiple regression suggested mostly direct (i.e., main) effects for engagement coping and perceived social support. No interacting role for either engagement-type coping or perceived social support was suggested, except for the following: Engagement-type coping moderated the relationship between disability-related functional limitations (as measured by increased restrictions in the ability to perform daily routines, activites, and life roles) and adaptation to college, as measured by life satisfaction. Analyses of socio-demographic variables revealed significant associations between chronological age, gender, hours employed, and adjustment to college. Lastly, hierarchical multiple regression analysis revealed disengagment coping accounting for as much as 53% of the variance in adjustment scores. This result suggested disengagement coping adding significant predictive utility for adaptation-associated college adjustment. </p><p> In light of these findings, counseling professionals may wish to consider the beneficial role of engagement coping in promoting optimal adjustment to college for lower-division undergraduate students with disabilities.</p>