This ethnographic study of a local program for at-risk adolescents within the Boston Public Schools analyzed interviews of 23 students and 7 staff and field-based data. Major cultural thematic classifications depicted three developmental dimensions: time related to school, out of school, and beyond school; success defined as socio-expressive, instrumental, self-reflexive, and vicarious; and rapport of staff, students, and the educational institution. Despite being "overage" with an average of 2.3 years behind grade level, twenty-two of the respondents (96%) expressed a strong commitment to obtain a high school diploma. Seventeen (87%) had very specific future goals. A majority believed that positive rapport with the school staff motivated them to achieve. A "family-style" culture among the students inculcated school "success" values. This alternative program promoted an outcome-based learning system and language-arts-across-the-curriculum as an accelerated approach. In addition, this program emphasized small class sizes, a "team" management of administrative tasks, common planning and meeting times for staff, collaborations with outside community resources, and close home-school communication.

148 undergraduate students acted as mock jurors in a study that manipulated the following variables to assess their influence on Subjects' determination of guilt and sentencing severity of a criminal defendant: race of defendant, social economic status (SES) of defendant, race of victim, and credibility of defense attorney. A chi square analysis of the relationship between the four independent variables and verdict found defendant SES and attorney quality/credibility to be significant. A 2 x 2 x 2 x 2 anova for sentence length found a main effect of attorney quality and a significant interaction between defendant race and SES. A factorial anova on the projected likelihood of the defendant to commit a criminal act in the future found main effects for defendant SES and attorney 1 quality. Factor analysis of a ten-item semantic differential questionnaire found that subjects rated defendants of high SES as having significantly more integrity than defendants of low SES. Support for stereotype attribution theory, which asserts that much racial stereotyping is based on an inference of social class, was found.

The presence of large numbers of chronically mentally ill clients in the community has been the focus of considerable attention in the literature in recent years. The trend toward deinstitutionalization and the growth of the Community Mental Health Center (CMHC) movement have profoundly altered treatment for this population. Past research highlighted the fragmented and inadequate attention given this group, but major changes in funding mechanisms to the CMHCs that have serviced these clients have had a decided impact on service delivery, with the reported result of prioritized attention to chronic clients. This new emphasis on services to a much lower-functioning client population has direct implications for CMHCs. The present study looks at the effects of recent funding and program emphases on chronically disabled clients receiving services from the Seattle-King County area in 1983. Chronically mentally ill clients were compared with both acutely disturbed and higher-functioning clients on demographic variables, service totals, types of services received, dropout status and staff assignment. Differences among the three groups both in demographics, staff assignment and patterns of service utilization were found, with the lower-functioning groups receiving more total services. The responsiveness of this particular CMHC system to the chronically mentally ill is highlighted and discussed.

This study investigated the effect of supervision training on participating school counselors’ supervision knowledge and supervisor self-efficacy. A randomized experimental research design allowed the unbiased examination of outcomes associated with participation in the Site Supervision Training for School Counselors (SST-SC) program. The researcher conducted repeated measures analyses of variance to explore the effect of a seven-week, asynchronous online site supervision training intervention on school counselors’ supervision knowledge and supervisor self-efficacy. The results indicated a statistically significant main effect for time for supervision knowledge, with both groups showing an increase in test scores from pre- to post-test, regardless of participation in the SST-SC program. The results also revealed a statistically significant main effect for time for supervisor self-efficacy, with the intervention group showing an increase in test scores over time and the waitlist control group showing no significant change in test scores from pre- to post-test. The results from this study provided insight about the effects of supervision training for school counselors.

The aim of this qualitative study was to capture the experiences of master's levelcounselors-in-training who take transpersonal counseling courses. Instructors of such courses aim both to help students develop competence in counseling clients who have had transpersonal experiences--those that, despite their occurrence beyond the usual limits of reality, are believed by experiencers to be real (Holden, 1999), and to promote counselor development (Walker, 2022). Participants were four students who had completed such a course, two each from two U.S. universities, one located in the Southwest and the other in the East. I conducted a transcendental phenomenological analysis by interviewing participants, collecting their follow-up journals, transcribing the interviews, coding the transcriptions, categorizing the codes, and thematized the categories to identify some major underlying facets of counselors’-in-training experiences in their courses. Participants reported increased belief in the importance of transpersonal topics in counseling, willingness to address transpersonal topics in counseling, and competence in addressing multicultural transpersonal clinical issues, as well as experiences of holistic development and shifts in clinical focus as a result of involvement with their courses. The outcomes of this study will be used to advance the literature on spiritual counseling competence, counselor development, and the inclusion of transpersonal phenomena in counselor education.

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