Oppression: Historical Contexts

The ACA EncyclopEdiA of Counseling 5999 Stevenson Avenue Alexandria, VA 22304 www.counseling.org The ACA EncyclopEdiA of Counseling Copyright © 2009 by the American Counseling Association. All rights reserved. Printed in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the written permission of the publisher. 10 9 8 7 6 5 4 3 2 1 AMERICAN COUNSELING ASSOCIATION 5999 Stevenson Avenue Alexandria, VA 22304 DIRECTOR OF PUBLICATIONS Carolyn C. Baker PRODUCTION MANAGER Bonny E. Gaston EDITORIAL ASSISTANT Catherine A. Brumley COPY EDITOR Judith O. Johnson Cover and text design by Bonny E. Gaston LIBRARY OF CONGRESS CATALOGING-IN-PUBLICATION DATA The ACA encyclopedia of counseling / American Counseling Association, with contributors. p. cm. Includes bibliographical references and indexes. ISBN 978-1-55620-288-9 (alk. paper) 1. Counseling—Encyclopedias. I. American Counseling Association. BF636.54.A23 2008 158'.303—dc22 2008029382 DEDICATION This effort is dedicated to The One: the Giver of energy, passion, and understanding; Who makes life worth living and endeavors worth pursuing and accomplishing; the Teacher of love and forgiveness. — B. T. E. CoNTENTS Preface Acknowledgments About the Editors About the Authors vii ix xi xvii Sections A B C D E F G H I J K L M N O P Q R S T V W 1 55 65 143 167 193 205 255 275 303 309 311 327 353 373 387 425 435 467 541 557 563 Subject Index Names Index 575 611 v PREFACE The ACA Encyclopedia of Counseling serves as a comprehensive yet easy-to-use resource for students, practitioners, educators, and researchers in the professional counseling disciplines. It includes more than 400 entries based on the Council for Accreditation of Counseling and Related Educational Programs’ (CACREP) eight core areas outlined in its 2009 Standards (see the CACREP Web site). Specifically, traditional and emerging issues in professional counseling disciplines have been selected and presented as entries based on the following CACREP core areas: • • • • • Professional Orientation and Ethical Practice. Professional functioning topics that include history and philosophy of the counseling profession, counselor roles and responsibilities, ethical and legal concerns, professional advocacy, professional organizations, and professional credentialing Social and Cultural Diversity. Multicultural relationship concepts that include awareness, knowledge, and skills related to working in a diverse counseling relationship and increasing cultural self-awareness; historical and contemporary trends that characterize the United States as a pluralistic society; social activism in counseling settings, local schools, and communities as well as in larger social, political, and legal systems Human Growth and Development. An understanding of human processes and development in individual, familial, cultural, and community contexts, including the following topics: cognitive and personality development; the influence of crisis and trauma on human behavior; psychopathology, addictions, and situational factors that affect normal and abnormal behavior; and the facilitation of wellness models for human processes Career Development. Career and other life development topics that include career theories; career decisionmaking process; job placement and labor market information; career assessment; and the integration of career, leisure, family, and cultural roles in individuals’ lives Helping Relationships. The counseling process in a multicultural context, including topics such as the integration of the counseling philosophy in counseling goals, interviewing and counseling skills, differential responses for crisis and emergency situations with clients and communities, consultation, and counseling theories • • • Group Work. Components of group process and outcome that are both theoretical and experiential and include topics such as group dynamics, group theories, group leadership skills, group methods, curative factors, and group member roles Assessment. An understanding of individual and group assessment and evaluation in a multicultural context that involves concepts such as history of assessment; assessment types and purposes; statistical concepts; validity and reliability; and social, ethical, and legal issues in assessment and evaluation Research and Program Evaluation. An overview of research methodological and statistical concepts, including program evaluation and needs assessment; qualitative, quantitative, single-case, and outcome designs; and professional, social, and cultural rationale for increasing research practice in professional counseling settings The entries collectively provide substantial information about each of these areas to assist in the preparation and continued education of various CACREP professional counseling degree programs, including clinical mental health counseling; career counseling; school counseling, college counseling, and student development; addiction counseling; and marriage, couple, and family counseling. The ACA Encyclopedia of Counseling was created to fill a void in the professional counseling literature by offering a sole resource that presents and integrates material from the CACREP eight core areas for the reader in a scholarly yet understandable manner. The editors undertook the development of The ACA Encyclopedia of Counseling to offer the reader an optimal number of entries that adequately cover the core areas, provide foundational as well as recent literature about a particular topic, and include professional counseling examples in many entries to illustrate complex concepts. Although there are several documents and texts in the professional counseling literature that speak to these CACREP core areas individually, no document or text to date has provided information on as many professional counseling topics as this one. This book goes beyond simply defining counseling concepts to making the material come alive for readers and connecting the material to their practice, teaching, supervisory, and research endeavors. The final list of entries for this book was selected from reviewing seminal documents and texts used in a variety of vii professional counseling-degree programs, identifying keywords and themes among these sources in a rigorous manner, and undergoing several iterations of expanding and collapsing topics as necessary. The Encyclopedia entries included in this book are presented in alphabetical order to make finding information quicker and more efficient. Each Encyclopedia entry contains essential information for a particular topic, with boldfaced terms indicating a topic to which the reader should attend. References to other entries in the Encyclopedia appear in many entries to direct the reader to other places in the text that a topic or subtopic is discussed in more detail. Furthermore, readers can investigate additional resources provided at the end of entries for more information about the counseling topic. Citing Encyclopedia Entries Entries should be cited according to the style of the Publication Manual of the American Psychological Association, using the chapter in an edited book format and giving appropriate credit to the entry author or authors and listing the American Counseling Association as the book editor, such as: Hays, D. G. (2009). Trustworthiness in qualitative research. In American Counseling Association (Ed.), The ACA encyclopedia of counseling (pp. 555–556). Alexandria, VA: American Counseling Association. Please note that the editors volunteered thousands of hours to accomplish the production of this work and received no remuneration in any form, nor was any scholarly credit sought. The editors considered this project a gift to the profession and sincerely hope that it fulfills the stated purpose of enhancing preservice and continuing education viii Preface for professional counselors, students, supervisors, and counselor educators. Selection of Content Editors The work of soliciting, revising, and finalizing more than 400 submissions from approximately 400 authors in less than 1 year requires hard work, team work, and connections. As the General Editor, I handpicked the content editors for their demonstrated competence, work ethic, collegial disposition, and professional connections in the counseling world. I have worked with each of these editors in the past, and each has demonstrated extraordinary competence, excellence, and professionalism. Each content editor donated several hundred hours and brought years of scholarly achievement and vital expertise to this project. The counseling profession owes them a deep debt of gratitude. Contributors to the Book Individual contributors of entries to The ACA Encyclopedia of Counseling were either invited by editors or participated in an initial self-nomination process. Contributors were selected or approved in collaboration among area content editors and the General Editor. Contributors’ entries were submitted and processed through a tiered peer review, whereby a contributor submitted an entry to the relevant content editor or editors for a CACREP core area for an initial review. Subsequent communications with the Associate General Editor and General Editor resulted in multiple revisions of each entry. Ordinarily, contributions were reviewed by at least three peer reviewers and, at times, by as many as five peer reviewers. This approach to reviewing each entry allowed an optimal, thorough evaluation from multiple perspectives to ensure that an entry was addressing a particular topic in an accurate, relevant, and comprehensive manner. ACKNOWEDGMENTS The editors thank Lacey Wallace and Katie Tasch, graduate assistants extraordinaire, for their tireless assistance with the coordination of numerous tasks involved in preparation of the original manuscript. All of the contributing authors are to be commended for lending their expertise in the various topical areas. Carolyn C. Baker of the American Counseling Association has been wonderfully responsive and supportive. Her production staff included Judith O. Johnson, Susan Wilmoth, Bonny E. Gaston, and Catherine A. Brumley. ix ABOUT THE EDITORS General Editor Bradley T. Erford, PhD, NCC, LCPC, LPC, LP, LSP, is a professor in the school counseling program of the Education Specialties Department in the School of Education at Loyola University Maryland. He is the recipient of the American Counseling Association (ACA) Research Award, ACA Arthur A. Hitchcock Distinguished Professional Service Award, ACA Professional Development Award, and ACA Carl D. Perkins Government Relations Award. He was also inducted as an ACA Fellow. In addition, he has received the Association for Assessment in Counseling and Education (AACE) AACE/MECD Research Award, AACE Exemplary Practices Award, AACE President’s Special Merit Award, the Association for Counselor Education and Supervision’s Robert O. Stripling Award for Excellence in Standards, Maryland Association for Counseling and Development (MACD) Maryland Counselor of the Year, MACD Counselor Advocacy Award, MACD Professional Development Award, and MACD Counselor Visibility Award. He is the editor of seven texts: Transforming the School Counseling Profession (1st & 2nd eds.; 2003 & 2007, Merrill Prentice Hall); Professional School Counseling: A Handbook of Principles, Programs and Practices (1st & 2nd eds.; 2004 & 2008, PRO-ED); Assessment for Counselors (2007, Houghton Mifflin/Lahaska Press); Research and Evaluation in Counseling (2008, Houghton Mifflin/Lahaska Press); and The Counselor’s Guide to Clinical, Personality and Behavioral Assessment (2005, Houghton Mifflin/Lahaska Press). He is also the author of two more books: Educational Applications of the WISC-IV (2006, Western Psychological Services) and Group Activities: Firing Up for Performance (2007, Pearson Merrill Prentice Hall). His research specialization falls primarily in development and technical analysis of psychoeducational tests and has resulted in the publication of several dozen refereed journal articles, several dozen book chapters, and eight published tests. He is a member of the ACA Governing Council and the ACA 20/20 Visioning Committee. He is past president, past treasurer, and past member-atlarge for publications of AACE; past chair and parliamentarian of the ACA Southern Region; past chair of ACA’s Task Force on High Stakes Testing; past chair of ACA’s Standards for Test Users Task Force; past chair of ACA’s Interprofessional Committee; past chair of the ACA Public Awareness and Support Committee (cochair of the national awards subcommittee); chair of the convention and past chair of the Screening Assessment Instruments Committee for AACE; past president of the Maryland Association for Counseling and Development; past president of the Maryland Association for Measurement and Evaluation; past president of the Maryland Association for Counselor Education and Supervision; and past president of the Maryland Association for Mental Health Counselors. He is also an editorial board member of the Journal of Counseling & Development and an ad hoc reviewer for Counselor Education and Supervision, Measurement and Evaluation in Counseling and Development, and Educational and Psychological Measurement. Dr. Erford has been a faculty member at Loyola since 1993 and is a Licensed Clinical Professional Counselor, Licensed Professional Counselor, National Certified Counselor, Licensed Psychologist, and Licensed School Psychologist. Prior to arriving at Loyola, Dr. Erford was a school psychologist/counselor in the Chesterfield County, Virginia, Public Schools. He maintains a private practice specializing in assessment and treatment of children and adolescents. A graduate of The University of Virginia (PhD), Bucknell University (MA), and Grove City College (BS), he teaches courses in Testing and Measurement, PsychoEducational Assessment, Lifespan Development, Research and Evaluation in Counseling, School Counseling, Counseling Techniques, and Stress Management. xi Associate General Editor and Research Content Area Editor Danica G. Hays, PhD, LPC, NCC, is an assistant professor in the Department of Educational Leadership and Counseling at Old Dominion University. She received her doctorate in counselor education and practice from Georgia State University. She is the recipient of the American Counseling Association (ACA) Research Award and the Glen E. Hubele National Graduate Student Award. In addition, she has received the Association for Assessment in Counseling and Education (AACE) MECD Research Award, AACE President’s Special Merit Award, Association for Counselor Education and Supervision (ACES) Outstanding Graduate Student Leadership Award, Chi Sigma Iota International (CSI) Outstanding Doctoral Student Award, and CSI Fellow. Dr. Hays’s professional service includes AACE member-at-large for membership, AACE member-at-large for publications, AACE secretary, Southern Association for Counselor Education and Supervision cochair of the Multicultural Interest Network, and the ACES supervision task force. She also serves as an editorial board member of the Counselor Education and Supervision journal and an ad hoc reviewer for the Measurement and Evaluation in Counseling and Development journal. Dr. Hays’s research interests include qualitative methodology, assessment and diagnosis, trauma and gender issues, and multicultural and social justice concerns in counselor preparation and community mental health. She has published numerous refereed journal articles and book chapters. She is coeditor of an upcoming text, Developing Multicultural Counseling: A Systems Approach (Pearson Merrill Prentice Hall). She has been a faculty member at Old Dominion University since 2006 and has prior teaching experience at the University of New Orleans, Argosy University– Atlanta, and Georgia State University. Her primary teaching responsibilities are master’s- and doctorallevel research methods courses, assessment, and doctoral supervision. Social and Cultural Foundations Content Editor Catherine Y. Chang, PhD, LPC, NCC, is an associate professor and program coordinator of the counselor education and practice doctoral program in the Department of Counseling and Psychological Services at Georgia State University. She received her doctorate in counselor education from The University of North Carolina at Greensboro. She is the recipient of the American Counseling Association (ACA) Research Award, the ACA Counselor Educator Advocacy Award, the Association for Assessment in Counseling and Education (AACE) MECD Research Award, and the Pre-Tenure Counselor Educator Award from the Southern Association for Counselor Education and Supervi- xii About the Editors sion (SACES). She serves on the editorial boards for Counselor Education and Supervision and the Measurement and Evaluation in Counseling and Development journals. Dr. Chang’s professional service includes president-elect of Chi Sigma Iota International (CSI), treasurer of CSI, past member-at-large for awards and past secretary for AACE, chairperson for the Association for Counselor Education and Supervision Committee on Social Justice and Human Rights, and chairperson for SACES Multicultural Counseling Interest Network. Her research interests include multicultural counseling and supervision, Asian and Korean concerns, and multicultural issues in assessment. Dr. Chang has been a faculty member at Georgia State University since 2000, and her primary teaching responsibilities include practicum/ internship, appraisal, supervision of supervision, and counseling seminar. She is a Licensed Professional Counselor in Georgia and a National Certified Counselor. Human Growth and Development Content Coeditor Darcie Davis-Gage, PhD, LPC, is an assistant professor in the Department of Educational Leadership, Counseling, and Postsecondary Education at the University of Northern Iowa. She received her BA in psychology from Loras College in Dubuque, Iowa, and both her master’s degree and specialist in counseling degree from Pittsburg State University in Pittsburg, Kansas. She completed her doctorate in counselor education from the University of Iowa. She holds a counseling license for the state of Missouri. Dr. Davis-Gage is an active member of the American Counseling Association and the Association for Counselor Education and Supervision. Currently, she serves on the executive board of the Iowa Mental Health Counseling Association and is president of the Iowa Association for Counselor Education and Supervision. Dr. Davis-Gage’s research interests are in the areas of group counseling, clinical supervision, and diversity issues related to counselor education and practice. She recently authored a book chapter in Counseling Children and Adolescents (4th ed.; 2008, Love) and coauthored book chapters in Group Work in the School (2009, Pearson Merrill Prentice Hall). Her teaching interests are in the areas of group counseling, psychopathology and diagnosis, multicultural counseling, and mental health practicum and internship. Dr. Davis-Gage worked as a counselor for 10 years in a variety of mental health settings. During her internship as a master’sdegree student, she worked with geriatric clients in a partial hospitalization program conducting various counseling and psychoeducational groups. After graduating, she accepted a counseling position at the Lafayette House, a women’s mental health agency, that provided individual, group, and family counseling to women and children affected by substance abuse, domestic violence, and sexual abuse. She also facilitated group treatment for men who were charged with domestic assault. Following her work at the Lafayette House, she was the counselor and coordinator of outreach at Missouri Southern State University (MSSU). While at MSSU, she developed and implemented individual and group counseling services and programs designed to address the mental health needs of the students. In addition, while working at Lafayette House and MSSU, she had a small private practice. While working on her doctorate, she worked as an academic counselor for 1st-year students. In this setting, she helped students adjust to university life and choose courses and majors and helped connect them to various university resources. Helping Relationships Content Area Editor Samuel T. Gladding, PhD, NCC, CCMHC, is the chair of and a professor in the Department of Counseling at Wake Forest University. His academic degrees are from Wake Forest (BA, MAEd), Yale University (MA), and The University of North Carolina at Greensboro (PhD). In addition to his current position at Wake Forest University, he has served as assistant to the president for special projects (1990–1997) and associate provost (1997– 2007) at the university. He has taken students abroad to study in Vienna, Austria, and to work with Mother Teresa in Calcutta, India. He has also served as a disaster relief worker with the American Red Cross both in New York and at Virginia Tech. In addition, Dr. Gladding has done work with universities, associations, and agencies in Malaysia, Australia, South Africa, and Sweden. Prior to his arrival at Wake Forest University, Dr. Gladding held academic appointments at the University of Alabama at Birmingham (1984–1990) and Fairfield University (1981–1984) in Connecticut. He has been a clinician at a mental health center, a captain in the U.S. Army, and an instructor of psychology at a community college. He has served as president of the American Counseling Association (ACA; 2004–2005), the Association for Counselor Education and Supervision (ACES; 1996–1997), the Association for Specialists in Group Work (ASGW; 1994–1995), and Chi Sigma Iota (CSI; 1989–1990). He is the former editor of Journal for Specialists in Group Work and has also published widely (30 books, 40 refereed journal articles, 20 book chapters, 50 poems). In 1997, Dr. Gladding was cited as being in the top 1% of contributors to the flagship journal of ACA, the Journal of Counseling & Development. Dr. Gladding is the recipient of numerous honors including being named an ACA Fellow and ASGW Fellow. He is also the recipient of the Gilbert and Kathleen Wrenn Award for a Humanitarian & Caring Person (ACA Counselor of the Year); the Bridgebuilder Award from the ACA Foundation; the Humanitarian Award from the Association for Spiritual, Ethical, and Religious Values in Counseling; the Lifetime Achievement Award from the Association for Creativity in Counseling; the Eminent Career Award from ASGW; the Professional Leadership Award from ACES; the Academy of Leaders for Excellence designation from CSI; the Thomas J. Sweeney Professional Leadership Award from CSI; the Outstanding Service Award from the National Association for Poetry Therapy; the Joseph W. and Lucille U. Hollis Outstanding Publication Award from the Counseling Association for Humanistic Education and Development; and the Ella Stephens Barrett Leadership Award from the North Carolina Counseling Association. Dr. Gladding is a National Certified Counselor, a Certified Clinical Mental Health Counselor, and a Licensed Professional Counselor in North Carolina. He continues to practice as a counselor in WinstonSalem, North Carolina, with CareNet of the Triad. He is also active in civic affairs and has served as president of Leadership Winston-Salem. Assessment Content Area Coeditor Brian A. Glaser, PhD, received his doctorate from Indiana State University. He is a professor in the Department of Counseling and Human Development Services at The University of Georgia. He is on the faculties of the community counseling program, the counseling psychology program, and marriage and family certificate program. Dr. Glaser received his BS and MS degrees from Bradley University. He worked for several years as a master’s-level psychologist in state hospitals in Illinois before returning for doctoral training. He was a temporary assistant professor at Indiana State University for 1 year before arriving at The University of Georgia in 1990. He is codirector of the Juvenile Counseling and Assessment Program and Gaining Insight into Relationships for Lifelong Success(JCAP/ GIRLS), which are collaborative instruction/research/ service projects among the Georgia Department of Juvenile Justice, the College of Education, and the Clarke County Juvenile Court. The International Association of Addictions and Offender Counselors named JCAP/GIRLS 2005 Program of the Year. He is active in the Association for Assessment in Counseling and Education (president 2005–2006), the International Association of Addictions and Offender Counseling (IAAOC), and the American Association of Marriage and Family Therapy. His principal areas of interest are appraisal, conduct-disordered youth, and juvenile offenders. He received the 2003 Association for Assessment in Counseling Research Award and was recently named Journal of Addictions & Offender Counseling’s third most prolific scholarly author and contributor from 1999 to 2004. In 2006, he received the Addictions and Offender Counseling Educator Excellence Award from IAAOC. Career Development and Assessment Content Areas Coeditor David A. Jepsen, PhD, is professor emeritus in the Department of Counseling, Rehabilitation and Student Development at the University of Iowa (UI). He first joined the American Personnel and Guidance Association About the Editors xiii and the National Vocational Guidance Association (NVGA) in 1960 and a few years later joined the American School Counselor Association and the Association for Counselor Education and Supervision and was a charter member of the Association for Measurement and Evaluation in Guidance, now named Association for Assessment in Counseling and Education (AACE). After serving on a NVGA committee and on the Vocational Guidance Quarterly (VGQ; later renamed The Career Development Quarterly) editorial board, he was selected as VGQ editor for two 3year terms. This was followed by election as president of the National Career Development Association (NCDA) and serving a 3-year term on the American Association for Counseling and Development (AACD) Governing Council and 1 year on the AACD executive committee. In the 1990s, he served on a few American Counseling Association (ACA) committees and journal editorial boards. In 2002, he was elected to the executive committee of the Association for Assessment in Counseling (now AACE). After receiving an MS degree in counseling and guidance from the University of Wisconsin–Madison (UW), in 1963, he was a counselor in Wisconsin public schools and UW laboratories for the next 7 years. He earned a PhD from UW in 1970 in counseling and guidance and became a counselor educator at UI, where he worked continuously, except for a brief time at the University of Maryland, College Park, until retirement in 2005. He is very proud of many former students who have made their own contributions to the counseling profession and to ACA and its divisions. Through contacts in professional associations and with professionals who graduated from UI, he has presented papers, workshops, and lectures in Japan, Taiwan, Portugal, Spain, Canada, Great Britain, and Ireland. Longevity and loyalty within universities and professional associations have brought public recognition in the form of awards. He is especially proud of the NCDA Eminent Career Award (1995), election as a charter member of the Iowa Academy of Education (1996), the UI College of Education Teaching Award (1999), and the ACA Extended Research Award (2006). He is both an NCDA Fellow (2000) and an ACA Fellow (2007). Early in his career, he overlearned the value of sound scholarship to a profession and measures his own successes in terms of the quality of scholarly work produced and frequency with which it is used by fellow professionals. Over the past 4 decades, he has authored about 80 published articles and book chapters for counselor and counselor educator audiences. Professional Identity and Ethics Content Area Coeditor Lynn E. Linde, EdD, NCC, is the director of Clinical Programs for the school counseling program in the Educational Specialties Department at Loyola University xiv About the Editors Maryland. She is an American Counseling Association (ACA) Fellow and a recipient of the ACA Counselor Educator Advocacy Award, the ACA Carl Perkins Government Relations Award, the Association for Counselor Education and Supervision (ACES) Distinguished Professional Service Award for Supervision, and the Southern ACES Award for Outstanding Program Supervision. In addition, she has received the Maryland Association for Counseling and Development (MACD) Advocacy Award, The MACD President’s Award for Outstanding Contribution to the Profession, the MACD Legislative Award, the MACD Professional Development Award, and the MACD Counselor Visibility Award. She also received two (Maryland) Governor’s Citations, one for her work in youth suicide prevention and the other for service to the profession; the Maryland State Board of Education recognition for service to the profession; and several other local awards. She is currently the president-elect of ACA and cochair of the ACA Ethics Committee, the Southern Region representative to the 20/20 Visioning Committee, and a subcommittee chair and the secretary for the Professional Counseling Fund. She is a past ACA Governing Council representative, past chair of ACA Southern Region, past member of the ACA Finance Committee, ACA PPL Committee, ACA Blue Ribbon Task Force, and Governing Council liaison to the High Stakes Testing Committee. She is also the past president of MACD. Her area of expertise is ethical, legal, and professional issues for school counselors. She has authored or coauthored five chapters in textbooks and has conducted numerous workshops on these topics. She has been a clinical faculty member at Loyola since 2004 and teaches clinical classes, Professional Issues and Ethics, and Theories of Counseling. Prior to joining Loyola full-time, she was the chief of the Student Services and Alternative Programs Branch at the Maryland State Department of Education. She holds a doctorate in counseling and an MA in school counseling from The George Washington University and a BA in psychology from Clark University. Career Development Content Area Coeditor Spencer G. Niles, PhD, is professor and department head for Counselor Education, Counseling Psychology, and Rehabilitation Services at The Pennsylvania State University. Previously, he served as professor and assistant dean of the Curry School of Education at The University of Virginia and as a senior career counselor at Penn State University Career Services. He is the recipient of the National Career Development Association’s (NCDA) Eminent Career Award (2007), the American Counseling Association’s (ACA) David Brooks Distinguished Mentor Award (2003), the ACA Extended Research Award (2004), and the University of British Columbia Noted Scholar Award (2001) and is an NCDA Fellow (2002) and an ACA Fellow (2007). Within NCDA, Dr. Niles has served in roles such as president (2004), North Atlantic Region trustee (2005), trustee-at-large (1996–1999), editor of The Career Development Quarterly (1998–2003), chair of the Public Policy and Career Development Council (2006– present), cochair of the Long Range Planning Committee (2001–2002), and Research Awards Committee (1993–present). Dr. Niles has also served as U.S. national correspondent to the International Association for Educational and Vocational Guidance and is on the editorial board for the International Journal for Educational and Vocational Guidance. He is the editor of the Journal of Counseling & Development and has authored or coauthored approximately 90 publications and delivered more than 85 presentations on career development theory and practice. He is an honorary member of the Japanese Career Development Association (2003), honorary member of the Italian Association for Educational and Vocational Guidance (2005), and a lifetime honorary member of the Ohio Career Development Association (2003). Human Growth and Development Content Area Coeditor Ann Vernon, PhD, NCC, LMHC, is professor emeritus at the University of Northern Iowa where she served as professor and coordinator of the school and mental health counseling programs for many years. During her tenure there, she taught courses related to counseling children and adolescents, counseling skills and theory, and practicum and internship in school counseling. Dr. Vernon has published numerous books, including Developmental Assessment and Intervention With Children and Adolescents (1993, American Counseling Association); Assessment and Intervention With Children and Adolescents: Developmental and Multicultural Considerations (2nd ed., 2005, American Counseling Association) with Roberto Clemente; What Works When With Children and Adolescents: A Handbook of Individual Counseling Techniques (2004, Research Press); Thinking, Feeling, Behaving: An Emotional Education Curriculum for Children (2006, Research Press); Thinking, Feeling, Behaving: An Emotional Education Curriculum for Adolescents (2006, Research Press); and The Passport Program: A Journey Through Development (Grades 1–5, Grades 6–8, Grades 9–12; 1998, Research Press). She is the editor of Counseling Children and Adolescents (4th ed., in press, Love). In addition, she is the sole author of more than 30 book chapters dealing primarily with counseling children and adolescents, developmental counseling, and applications of rational emotive behavior therapy (REBT) with children and adolescents as well as numerous journal articles on a variety of topics. Dr. Vernon is the recipient of The Regents Award for Faculty Excellence, the Association for Counselor Education and Supervision (ACES) Professional Service Award, the Outstanding Contributions Award for Improving the Status of School Counseling (Iowa), the University of Northern Iowa College of Education Service Award, The University of Iowa Outstanding Alumni Award, and the Iowa School Counselor Lifetime Contribution Award. She has served as president of North Central ACES, the Iowa Counseling Association, and the Iowa School Counselor Association and as cochair of the ACES Women’s Interest and Mentoring Network. She developed and continues to coordinate the ACES women’s retreats and has been a member or chair of numerous professional committees, including the ACA Restructuring Task Force, as well as a member of several editorial boards. Dr. Vernon is vice president of the Albert Ellis Board of Trustees and is considered one of the few leading experts on applications of REBT with children and adolescents. She currently conducts REBT training programs in Romania at the University of Oradea, the RINO Mental Health Center in Amsterdam, and throughout Australia for the Australian Center for Cognitive-Behavioral Therapy. For many years, she has been an active presenter throughout the United States, Canada, and South America and offers workshops on a variety of topics related to counseling children and developing comprehensive school counseling programs. Until last year when she moved to Arizona, she maintained a private practice in Iowa where she specialized in working with children, adolescents, and parents. Group Work Content Area Editor F. Robert Wilson, PhD, LPCC, NCC, ACS, is a professor of counseling at the University of Cincinnati with over 30 years experience in counseling and counselor education. He is a Fellow of the American Counseling Association (ACA) and Association for Specialists in Group Work (ASGW) and has been the recipient of the American Mental Health Counselors Association Public and Community Service Award for advocacy for the counseling profession, the Association for Assessment in Counseling and Education’s President’s Special Merit Award for service to the community of specialists in measurement and assessment, and the Ohio Counseling Association’s Susan J. Sears Counselor of the Year Award for leadership in the provision of services to homeless and indigent individuals with serious mental illness. He has been an active professional leader with service as a member of the Governing Council of ACA, president of the Association for Assessment in Counseling (AAC; now the Association for Assessment in Counseling and Education), treasurer of AAC, vice president of the Council for Accreditation of Counseling and Related Educational Programs, and member of the governing board for the Ohio Mental Health Counselors Association. His research and clinical interests include service to indigent and homeless people with mental illnesses; assessment, problem identification, and diagnosis; and individual and group treatment modalities with About the Editors xv emphasis on ecological psychotherapy and evidencebased practices. For over 10 years he has served as cochair of the ASGW Training Standards Committee. In that capacity, he has conducted research on group work training, receiving the Journal for Specialists in Group Work Outstanding Article Award for a study of counseling program compliance with national training standards, and he has coauthored the 2000 revision of the ASGW Training Standards. Recently, he published a coauthored instrument for assessing the degree to which examinees value and feel confident in their ability to enact the core group work skills articulated by the ASGW Training Standards. He has coauthored two books and more than 50 articles and book chapters. He has made more than 100 presentations at meetings of regional, national, and international scholarly conferences. He coordinates the University of Cincinnati’s xvi About the Editors master’s-degree program in mental health counseling and has teaching responsibilities in the master’s, certificate, and doctoral programs. He supervises beginning and advanced master’s-degree interns and teaches courses in clinical mental health counseling, group work, and legal and ethical practice in counseling. He also provides pro bono clinical mental health counseling services at an ecologically grounded, multidisciplinary health resource clinic that serves inner-city indigent and homeless individuals with serious and chronic mental illness. He received his doctorate from Michigan State University and postdoctoral training in Gestalt therapy from the Cincinnati Gestalt Institute. He is independently licensed to practice counseling and provide supervision in both the State of Ohio and the Commonwealth of Kentucky and is a National Certified Counselor and an Approved Clinical Supervisor. ABOUT THE AUTHORS Angela J. Adams completed a PhD in counseling psychology at the University of Missouri–Columbia and an MBA in strategic leadership at Amberton University. She is a core faculty member at Capella University and consultant for Dauphin Consulting, specializing in training and consultation in executive coaching, strategic leadership, organizational change management, and diversity training. versity. She has written extensively in the area of multicultural issues, and her most recent books include Culturally Responsive Interventions: Innovative Approaches to Working With Diverse Populations and The Complete Women’s Psychotherapy Treatment Planner. Lauren Aponte is a graduate student in the school counseling program at Monmouth University and has an interest in working with Latin American clients and families. Debra L. Ainbinder, PhD, LPC, NCC, ACS, is director of the Graduate Program in Applied Psychology at Lynn University in Boca Raton, Florida. She currently teaches and supervises students in undergraduate and graduate education. Research activities and interests include work in clinical supervision, family interventions’ impact on drinking behaviors, and counseling interventions in the postmodern and expressive therapies. Leslie Flint Armeniox, PhD, LPC, ADTR, completed her doctoral study at The University of North Carolina at Greensboro and currently teaches at Guilford College and Capella University. She also has a private practice at the Center for Creative Counseling in Greensboro, North Carolina. She is a member of the Academy of Registered Dance Therapists and specializes in dance/movement therapy and the use of creative arts in counseling. Hunter D. Alessi, PhD, LPC, is a graduate of the University of New Orleans. She is a professor in the Department of Counseling and Human Development at Southeastern Louisiana University in Hammond, Louisiana. She teaches Introduction to Diagnosis and Treatment of Mental Disorders, Career Counseling and Information Services, and Community Counseling Internship. Her research includes helping individuals with problems such as substance abuse, sexual abuse, and trichotillomania. Jesus (Jesse) Aros, PhD, is the director of counseling and disability services at Texas A&M International University. He is also the founding director of the Blossoming Rose Foundation of Aztlan. In addition, he has been an administrator, senior faculty, and psychologist in both the Eastern and Western hemispheres and writes on a variety of issues of importance to the mestizo and about indigenous identity, psychometrics, and human development in the Americas and the Pacific Rim. Carrie Alexander-Albritton, NCC, LPC, is completing her doctoral degree at Idaho State University in counselor education and counseling, specializing in mental health counseling with core foci in human growth and development and research and program evaluation. Her research interests include women and parenting in higher education, mentoring, substance abuse, quantitative and qualitative research, and assessment and diagnosis. Jennifer Ascolese is a graduate student in the school counseling program at Monmouth University and a research assistant. She works at a local agency for children with disabilities. Leah Jean Alviar, PhD, LPC, completed her doctoral study at the University of the Incarnate Word and is currently an assistant professor and director of field experience in the education department at Our Lady of the Lake University in San Antonio. Her research interests include qualitative methodology, multicultural and leadership studies, special education issues in counseling preparation, and school counseling program effectiveness. Julie R. Ancis, PhD, is a professor in the Department of Counseling and Psychological Services at Georgia State Uni- Rita A. Baker, MEd, is the assistant director of Career Services at Davidson College. She completed her graduate work at the University of North Carolina at Charlotte (UNCC), where she was also the senior assistant director of UNCC’s University Career Center and, prior to that, the associate director of the Career and Personal Counseling Service in Charlotte, North Carolina. Her interests include career counseling issues with students in higher education and women’s issues as they relate to career choice and vocation. Richard S. Balkin, PhD, LPC-S, NCC, is an assistant professor at Texas A&M University–Commerce with primary teaching responsibilities in research methods and clinical course work. His research interests include xvii counseling outcomes, program evaluation, counseling adolescents, and cross-cultural concerns in counseling. Amy E. Baranek, MA, is a doctoral student in school psychology at The University of Southern Mississippi. She received an MA degree in clinical psychology at Minnesota State University. Her research interests include behavioral therapy for children with disruptive behavior disorders and developmental disabilities. Phillip W. Barbee, PhD, LPC, completed his doctoral studies in counselor education at the University of New Mexico. He currently is an assistant professor at the University of Texas at El Paso. He teaches courses in counseling ethics, school counseling, research, and internship. His research interests include service learning in counselor preparation programs, school counselor roles and duties, and multicultural training experiences and attitudes of counseling students. Jason J. Barr, PhD, received his doctorate in applied developmental psychology from Fordham University and is an assistant professor in the educational counseling program at Monmouth University, teaching courses in developmental and educational psychology. His areas of interest are in cognitive and moral development, with a specific focus on the development of empathy and perspective-taking in adolescents and applied interests in school culture and moral education. Mary L. Bartlett, PhD, LPC-CS, NCC, CFLE, is a counselor educator at the University of Montevallo, Alabama; a counseling supervisor; an educator in family life matters; and a professional counselor with experience in the United States and Europe. She began her career with the U.S. Department of Defense. Her area of research is suicide, and she is an authorized trainer for the American Association of Suicidology and the Suicide Prevention Resource Center. Alan Basham, PhD, is a counselor educator at Eastern Washington University, where he teaches in CACREP School Counseling and Mental Health Counseling programs. He is past-president of the Washington Counseling Association and the Association for Spiritual, Ethical and Religious Values in Counseling, a division of the American Counseling Association (ACA). He has written invited chapters in several texts, coauthored a volume on leadership ethics and teamwork, drafted ACA’s Code of Leadership, and contributed to ACA’s position papers on High Stakes Testing and Test User Qualifications. He is especially interested in integrating spirituality into the counseling process and in applying Native American perspectives. George R. Beals, PhD, LPC, completed his doctoral studies at Mississippi State University in counselor education. He is currently in private practice in Starkville, Mississippi, and an adjunct lecturer in the Department of Counselor Education, Education Psychology, and Special Education at Mississippi State University. xviii About the Authors Robinder P. Bedi, PhD, completed his doctoral degree at the University of British Columbia and currently is an assistant professor in the Department of Educational Psychology and Leadership Studies at the University of Victoria. He teaches courses in assessment, career counseling, substance abuse counseling, and counselor skills. His counseling practice has included providing career and vocational rehabilitation assessments in university counseling centers and medical centers and in an independent practice setting. Debra Behrens, PhD, is a career counselor at the University of California, Berkeley, working with graduate students and postdoctoral fellows. She was a professor at California State University, teaching in the master’sdegree counseling program. Her scholarly research and publications are focused on multicultural counseling, career development, and counselor supervision. Andrew Benesh is a doctoral student in the Department of Educational Leadership and Counseling at Sam Houston State University. He is pursuing a PhD in counselor education. Phyllis Benjamin is a doctoral student in community counseling at Mississippi State University. Elisabeth Bennett, PhD, earned a doctorate in counseling psychology from the University of Utah in 1994. She is an associate professor in the Counselor Education Department at Gonzaga University, where she directs the Community Counseling Master of Arts program accredited by the Council for Accreditation of Counseling and Related Educational Programs. Primary teaching responsibilities include clinical courses and assessment. Debra E. Berens, MS, CRC, CCM, CLCP, has a master’s degree in rehabilitation counseling from Georgia State University, where she is currently a doctoral student in counselor education and practice with a cognate in rehabilitation and disability issues. She has been a practicing rehabilitation counselor since 1989 and maintains a private practice that specializes in catastrophic disability consulting and development of life care plans for children and adults with a disability. She served a 5-year term as a commissioner to the National Commission on Rehabilitation Counselor Certification and currently is editor-in-chief of the Journal of Life Care Planning. Her research interests include the impact of traumatic brain injury and other catastrophic injuries on adults and children, disability and the aging process, and rehabilitation ethics, among others. David J. Bergen, PhD, LPC, NCC, completed his doctoral study at The University of North Carolina at Greensboro and is currently associate professor and chair of the Human Relations, Sociology, and Nonprofit Studies Department at High Point University in High Point, North Carolina. His research interests include leadership development, job satisfaction, job engagement, organizational commitment, and experiential learning. Christine Suniti Bhat, PhD, is an assistant professor at Ohio University. She has experience as a counseling practitioner in India and Australia and holds advanced degrees in psychology from both countries. Her current research interests include bullying and cyberbullying, early practice issues for students of counseling, group interventions, and multicultural issues in counselor supervision. Sara Bicard, PhD, BCBA, completed doctoral work at The Ohio State University and is currently an assistant professor in the Department of Special Education at the University of Memphis. Primary teaching responsibilities and research interests include instructional strategies for students with disabilities and applied behavior analysis. Kacie M. Blalock, PhD, CRC, completed her doctoral study at the University of Wisconsin–Madison and currently is an assistant professor in the Department of Human Development and Services at North Carolina A&T State University, with primary teaching responsibilities in rehabilitation counseling courses. Her research interests include vocational rehabilitation, multicultural counseling, and psychosocial aspects of disability. L. Shane Blasko, PhD, NCC, received her doctorate in counseling psychology from Georgia State University. Her clinical and research specialties include trauma, health psychology, and gender issues. Carol L. Bobby is the executive director of the Council for Accreditation of Counseling and Related Educational Programs. She received her doctoral degree in counselor education and supervision from the University of Florida in 1986. She is a Licensed Professional Counselor in the Commonwealth of Virginia and a National Certified Counselor. In addition to holding these two credentials, she maintains membership in the American Counseling Association, the Association for Counselor Education and Supervision, and Chi Sigma Iota (the international honor society for counseling). Annette P. Bohannon, EdD, LPC, NCC, completed her doctoral study at Auburn University and is employed by the Alabama Department of Education, Prevention & Support Section. Her research interests include school stressors, effective evaluation in school counseling, drug prevention efforts in schools, use of groups for career counseling, geriatrics counseling, pet-assisted therapy, creativity in counseling, and crisis-response counseling. L. DiAnne Borders, PhD, LPC, NCC, ACS, is the Burlington Industries Excellence Professor and chair of the counseling program at The University of North Carolina at Greensboro, where she teaches a doctoral course in clinical supervision and supervises supervisors-intraining. Coauthor of The New Handbook of Counseling Supervision (with Lori L. Brown) and numerous empirical studies of the supervision process, she has conducted supervisor training workshops throughout the United States and internationally. Kristi Bracchitta, PhD, completed her doctoral study at Fordham University in the area of applied developmental psychology and is currently an assistant professor at the College of Mount Saint Vincent in Riverdale, New York. Her research interests include relationships with individuals with disabilities and injury prevention in children and adolescents. Loretta J. Bradley, PhD, LPC, NCC, completed her doctoral study at Purdue University and currently is a Paul Whitfield Horn Professor and coordinator of the counselor education program at Texas Tech University. Her research interests include advocacy, counselor supervision, ethics, gender issues, leadership, social justice, and outcome research. Claudia Brasfield, MS, CRC, NCC, has a master’s degree in rehabilitation counseling and is currently completing the counseling psychology doctoral program at Georgia State University. She has over 12 years of clinical and research experience with a specialization in women’s issues, disability issues, and stress management. Wanda P. Briggs, PhD, LPC, NCC, completed her doctoral study at the University of North Carolina at Charlotte and is an assistant professor in the counseling and development program at Winthrop University with primary teaching responsibility in core and community counseling courses. Her research interests include cross-cultural empathy development, diagnosis and medical crisis counseling, and multicultural concerns in counselor preparation and community counseling. Lindsey M. Brooks is a doctoral student in counseling psychology at Lehigh University. She received her bachelor’s degree in psychology and women’s studies from Chatham College. Throughout her undergraduate and graduate career, she has gained a variety of clinical, research and advocacy experiences with lesbian, gay, bisexual, transgender, and questioning individuals (LGBTQ). Her current research interests include bisexual identity development, multicultural and LGBTQ counseling competency, and the intersection of sexual and other cultural identities. Susanna Capri Posey Brooks, MA. LPC, NCC, completed her master’s degree at New Orleans Baptist Theological Seminary and is currently a doctoral student at Mississippi State University (MSU) and a graduate teaching assistant at MSU. E. Claire Brown, MS, LPC, NCC, is pursuing her doctoral degree at Mississippi State University. She recently opened her own private practice in Meridian, Mississippi. She specializes in physical, mental, and emotional trauma and posttraumatic stress disorder. Nina W. Brown, EdD, received her doctorate from The College of William and Mary and is currently a professor About the Authors xix and Eminent Scholar at Old Dominion University and a Fellow of the American Group Psychotherapy Association (AGPA). She is a board member and cochair of the Membership Committee for AGPA; a member of the Publications Committee for the American Counseling Association (ACA); a member of the editorial board for the Journal of Specialists in Group Work and the Journal of Counseling & Development; a member of the test panel for the American Association of State Credentialing Boards; and a member of the National Counselor Examination review, item writing, and job analysis committees for the National Board for Certified Counselors. Her major research and scholarship areas are group counseling and narcissism, and she is the author of 16 books. Shawn T. Bubany, MS, completed a master’s degree in counseling psychology at the University of Kansas and is currently working toward his doctorate in psychology at the University of Minnesota. His research interests span the areas of vocational and occupational health psychology. Matthew Buckley, EdD, LPC, NCC, is professor and chair for the Division of Counselor Education and Psychology at Delta State University. S. Kent Butler Jr., PhD, holds a doctorate in educational psychology, with a concentration in counseling psychology, from the University of Connecticut. He has diverse experiences in counseling and teaching in Connecticut, Texas, and Missouri and recently joined the faculty at the University of Central Florida as an associate professor. Previously, he was on the faculty at the University of Missouri–St. Louis where he was the Division of Counseling and Family Therapy’s director of the School Counseling Program, director of the Counseling Clinic, and faculty adviser to the local chapter of Chi Sigma Iota. He also served as the principal investigator, on a Substance Abuse and Mental Health Services Administration Earmark Grant: University of Missouri, Division of Counseling and Family Therapy—Drug Free Family Initiative. His research and academic interests lie in the areas of multicultural, group, and school counseling. Nancy G. Calley, PhD, LPC, is an associate professor and chair of the Department of Counseling and Addiction Studies at the University of Detroit Mercy and the clinical director of Spectrum Human Services, Inc., & Affiliated Companies. She primarily teaches counseling theories, multicultural counseling, and diagnosis in counseling and coordinates the counseling internship program. Her publications and research include juvenile sex offender treatment, clinical program development in juvenile justice programs, and practical application of ethics in counseling. Edward P. Cannon, PhD, LMFT, LPC, completed his doctoral study at The College of William and Mary and is an assistant professor in the Department of Counsel- xx About the Authors ing at Marymount University. His research interests include promotion of cultural competence and moral development in counselor trainees and issues of diversity in community mental health. Kristi B. Cannon, PhD, NCC, LPC intern, completed her doctoral degree in counselor education and supervision at St. Mary’s University in San Antonio. She was the lab instructor for the doctoral-level statistics course at St. Mary’s University and she teaches graduate-level research methods as an adjunct professor at Our Lady of the Lake University. Her research interests include neurofeedback, relational aggression and relational competence in adolescent girls, and gender issues. Peggy K. Cantey, MS, completed her master’s degree in counseling and guidance at Jacksonville State University and is currently a professional school counselor in the Fairfax County (Virginia) Public Schools, adjunct professor at George Mason University, and instructor at Fairfax County Public Schools Professional Learning Academy. Li Cao, PhD, completed his doctoral study at McGill University and currently is an associate professor in the Counseling and Educational Psychology Department at the University of West Georgia, with primary teaching responsibilities in research methods, educational psychology, and developmental psychology courses. His research interests include research methods, program evaluation, metacognition, and self-regulated learning. Jessica A. Carboni graduated with a BS from The Pennsylvania State University and is a graduate student in the PhD program for school psychology at Georgia State University. Barbara L. Carlozzi, PhD, completed her doctoral study at Oklahoma State University and currently is an assistant professor there in the School of Applied Health and Educational Psychology. Her research interests include human development, particularly Robert Kegan’s theory of constructive developmentalism; resilience; and expressive writing. Laurie A. Carlson, PhD, NCC, NCSC, completed her doctoral study at the University of Arkansas and currently is an associate professor in the counseling and career development program at Colorado State University with primary teaching responsibilities in school counseling, assessment, and research courses. Her research interests include school counseling and climate; counseling children; and lesbian, gay, bisexual, and transgender youth. David M. Carscaddon, PhD, LPC, completed his doctoral studies at the University of South Carolina and is currently a professor in the School of Psychology and Counseling at Gardner-Webb University. His research interests include philosophical issues in counseling, how cognitive sets affect the counseling relationship, and forensics. David J. Carter, PhD, is an associate professor in counselor education from the University of Nebraska at Omaha. His research and teaching agenda includes diagnosis, tests and measurements, and theories. He is a past president of the Nebraska Counseling Association and editorial board member of the Sufundi Journal. Laura Baylot Casey, PhD, LPC, NCC, NCSP, completed doctoral work at Mississippi State University and is currently an assistant professor in the Department of Special Education at the University of Memphis. Primary teaching responsibilities and research interests include assessments (behavioral and academic) and applied behavior analysis. Craig S. Cashwell, PhD, LPC, NCC, ACS, is a professor in the Department of Counseling and Educational Development at The University of North Carolina at Greensboro. His research and teaching interests are primarily in the area of integrating spirituality into counseling. Veronica Castro, PhD, LPC, completed her doctoral course work in counselor education at Texas A&M University at Corpus Christi and is an assistant professor in the counseling and guidance program at The University of Texas–Pan American. Her areas of expertise, research interests, and teaching responsibilities include courses in school counseling, personal and social development, human growth and development, methods and techniques of counseling, and multicultural counseling. Marion L. Cavallaro, PhD, LPC, NCC, completed her doctoral study at The Ohio State University and is an associate professor and clinical coordinator in the Department of Counselor Education at The College of New Jersey with primary teaching responsibilities in counseling theory and techniques, career counseling, practicum and internship, and clinical supervision. Her research interests include career counseling, gender issues, and counseling supervision. Cynthia K. Chandler, EdD, LPC, LMFT, completed her doctoral study at Texas Tech University and is currently a professor in the counseling program at the University of North Texas (UNT). She is the founder and director of the UNT Center for Animal Assisted Therapy and teaches a graduate course on animalassisted therapy. Kananur V. Chandras, PhD, NCC, LPC, has been a counselor educator for the last 35 years. He taught in India, Canada, and the United States. He has published 10 books and a number of articles in refereed journals. He serves as an editorial board member of two national counseling journals. His research interests are multicultural counseling, research, online learning, at-risk students, school violence, and other counseling-related topics. Sunil V. Chandras, CHT, is a student who has served on many committees and presented at American Counseling Association and American Mental Health Counselors Association conferences. His interests are in multicultural counseling, counselor education preparation, research, and psychopathology. Michael P. Chaney, PhD, LPC, NCC, completed his doctoral studies at Georgia State University and is an assistant professor in the counseling department at Oakland University. His research interests include addictions, sexual behavior and the Internet, HIV/AIDS prevention, sexual orientation/gender identity development, social justice, and advocacy in counseling. Catherine Y. Chang, PhD, LPC, NCC, is an associate professor in the Department of Counseling and Psychological Services at Georgia State University. Her research interests include multicultural issues in counselor education and supervision, racial identity development, privilege and oppression issues, and Asian American and Korean American issues in counseling. James R. “Jamey” Cheek, PhD, LPC-S, NCC, NCSC, is currently a faculty member at the University of Houston–Clear Lake, maintains a small private supervision practice, and serves as a consultant and trainer with the Council on Alcohol and Drugs–Houston. He has extensive experience in counseling and working with people through trauma, crisis, resiliency, and burnout, including extensive service during the September 11, 2001, World Trade Center disaster, where he served as the assistant director of recovery for the American Red Cross and as the coordinator of counseling for Houston-area school children and families directly affected by the hurricanes Katrina and Rita. Stuart F. Chen-Hayes, PhD, is associate professor of Counselor Education/School Counseling at Lehman College of the City University of New York and a consultant with The Education Trust’s National Center for Transforming School Counseling. He is a past president of Counselors for Social Justice; an editorial board member of Professional School Counseling and the Journal of Lesbian, Bisexual, Gay, and Transgender Issues in Counseling; and specializes in school, social justice, and sexuality counseling and counselor education. Julia S. Chibbaro, PhD, LPC, NCC, completed her doctoral work at the University of South Carolina and is an assistant professor in the Counseling and Educational Psychology Department at the University of West Georgia with primary teaching responsibilities in school counseling. Her research interests include advocacy, ethics, spirituality and religiosity, concerns in counselor preparation, and resiliency of children. Rebecca Christensen received her MA and MEd in psychological counseling from Teachers College, Columbia University, and is a career counselor at the University of California, Berkeley. Her research interests include career counseling issues and inventions with underrepresented college students; college student development; and access, retention, and success in higher education. About the Authors xxi Teresa M. Christensen, PhD, LPC, NCC, RPT-S, completed her doctoral studies at Idaho State University and is an associate professor of counselor education at Old Dominion University, with primary teaching responsibilities in play therapy, counseling children and adolescents, group work, and supervision. Her research interests include play therapy, group counseling, child abuse, supervision, and new counselors’ experiences in study-abroad programs. Dawnette L. Cigrand, MA, completed her masters’ degree at the University of Iowa in school counseling and is a doctoral student in counselor education at the University of Iowa. She has been a practicing school counselor in rural Iowa since 1998 and continues to work with and research special populations such as students with autism spectrum disorders and exceptional students with multiple handicapping conditions. Deb Cohen, PhD, earned a Master of Health Science degree in biostatistics from Johns Hopkins University before completing her doctoral study in clinical psychology at the University of Delaware. She is a psychologist and assistant director at the University of Delaware’s Center for Counseling and Student Development. Angela D. Coker, PhD, LPC, NCC, completed her doctoral study at The Union Institute & University and is currently an assistant professor of Counseling and Family Therapy at the University of Missouri–St. Louis. As a researcher, she examines the intersections of race, gender, and class, with specific focus on the counseling needs and experiences of African American women. James Colangelo, PsyD, received his doctorate from Southern California University for Professional Studies. He is currently an assistant professor in the school counseling and mental health counseling programs and the program coordinator of the Mental Health Counseling Program at Long Island University, C.W. Post Campus. His primary teaching responsibilities include assessment and intervention strategies in mental health counseling, clinical practicum, and supervision. His research interests include recovered memories, adult survivors of sexual abuse, and sex therapy. He is also a Licensed Mental Health Counselor and a Licensed Marriage and Family Therapist in New York State. Karesha (Kaye) Williams Cole, PhD, NCC, is the cofounder and director of educational services for The Cole Group, LLC, and an adjunct professor in the School of Human Services at Capella University. She received her BA in sociology, MEd in K–12 school counseling, and EdS in counselor education from the University of South Carolina. She received her PhD in counselor education with a cognate in sports psychology from the University of Iowa. Her research interests include counseling high school and college student athletes, multiculturalism in schools, sports counseling, and school counseling related issues. xxii About the Authors Don C. Combs, EdD, LPCC, NCC, CCMHC, completed his doctorate at New Mexico State University and is an associate professor and coordinator of the counselor education program at the University of Texas at El Paso. He has primary teaching responsibilities in the clinical sequence. His research interests include grief and bereavement issues and the male grieving process as experienced in a group setting. Dana L. Comstock, PhD, is a professor of counseling and chair of the Department of Counseling and Human Services at St. Mary’s University, San Antonio. She is the editor of Diversity and Development: Critical Contexts That Shape Our Lives and Relationships (2004, Wadsworth Brooks/Cole). Morgan Brooks Conway, PhD, NCC, completed her doctoral study at the University of New Orleans and is currently an assistant professor of mental health and school counseling, as well as director of the school counseling program, at Niagara University. Her primary teaching responsibilities include psychopathology and diagnosis courses as well as practica and internships in mental health and school counseling. Her research interests include adult children of divorce, personality disorders, and issues in school and college mental health. Robert K. Conyne, PhD, is a charter member, past president, and Fellow of the Association for Specialists in Group Work (ASGW). He served as editor of the Journal for Specialists in Group Work for two terms and represented ASGW on the board of the Council for Accreditation of Counseling and Related Educational Programs. He chaired the ASGW Professional Training Standards Committee when the concept of “group work” was differentiated. He is a Licensed Clinical Counselor, psychologist, National Certified Counselor, and Approved Clinical Supervisor. Phyliss Cooke, PhD, is adjunct faculty in the School of Psychology at Capella University, specializing in the applied behavioral sciences in the workplace. She is a registered organization development consultant with the OD Institute and former dean of the University Associates Laboratory Education Intern Program. Ernie Cowger, PhD, LPC, LMFT, NCC, psychologist, completed his doctoral study at The University of Georgia and is currently an associate professor at Louisiana Tech University, Barksdale Air Force Base, Louisiana, with primary teaching responsibilities in the clinical courses of group, techniques of counseling, practicum, and internship. His research interests include mental health counseling, career, clinical supervision, and couples and families. Hugh C. Crethar, PhD, is an assistant professor in the school counseling program of the Department of Educational Psychology at the University of Arizona and the 2007–2008 president of Counselors for Social Jus- tice. His research interests include the promotion of multicultural and advocacy competence in the field of counseling; effective curricular approaches of school counselors; and school counselors as academic leaders, change agents, and advocates. Tamara E. Davis, EdD, EdS, is an associate professor of psychology at Marymount University in Arlington, Virginia. She teaches a career counseling course and other graduate courses for students in the school counseling (K–12) and community counseling programs. Jeri L. Crowell, EdD, NCC, LPC, completed her doctoral studies at the University of Cincinnati and currently works as an assistant professor at Fort Valley State University in Fort Valley, Georgia, in the school counseling and mental health counseling programs. Her research interests include qualitative methodology, ecological counseling (particularly as applied to educational settings), group work training, gender and multicultural issues, assessment and interventions for at-risk students, and counselor advocacy training and practice. Telsie A. Davis is clinical supervisor of the Southside Behavioral Lifestyle Enrichment Center of Southside Medical Center, Inc., in Atlanta, Georgia, and a doctoral student in the Department of Counseling and Psychological Services at Georgia State University. Her research and clinical interests include women’s issues in therapy and multicultural and gender-sensitive counseling. Carol A. Dahir, EdD, is associate professor in counselor education at the New York Institute of Technology. She is the coauthor of Sharing the Vision: The National Standards for School Counseling Programs (1997) and also has coauthored The Transformed School Counselor (2006) and School Counselor Accountability: A Measure of Student Success (2nd ed., 2007) with Carolyn Stone. She writes extensively about school counseling improvement, transformed school counseling, and accountability in textbooks, journals, and publications and presents at professional development venues across the United States. Elaine Weir Daidone, MEd, CRC, completed her master’s degree at The Pennsylvania State University and currently is an associate professor in the Department of Counseling and Career Services at Middlesex County College, New Jersey, where she works as the counselor for students with disabilities. She is past president of the New Jersey Association on Higher Education and Disability. Darlene Daneker, PhD, received her doctorate from The University of North Carolina at Greensboro in counseling and counselor education. She works at Marshall University as an assistant professor in the Counseling Department. Her research interests include ethics, gender identity, and grief and trauma in human development. Charlotte Daughhetee, PhD, LPC, LMFT, is an associate professor of counseling and foundations at the University of Montevallo in the Department of Counseling, Leadership and Foundations. Her research interests include evaluation of counselor trainees, counselor program evaluation, and the career-long continuing competency of counselors. Becky R. Davenport, PhD, LMFT, is an assistant professor at St. Mary’s University in San Antonio. She is the program director for the marriage and family therapy programs in the Department of Counseling and Human Services and teaches several doctoral research methods and statistics courses. Darcie Davis-Gage, PhD, LPC, completed her doctoral studies at the University of Iowa and is currently an assistant professor in the Department of Educational Leadership, Counseling, and Postsecondary Education at the University of Northern Iowa. Her research interests are in the areas of clinical supervision, intimate partner violence, social class, and feminist pedagogy. Gregory A. Dawson, PhD, completed his doctoral work at Ohio University in 1982 and is currently assistant professor of counseling and psychology at the Troy University, Orlando, Florida, site. His primary teaching responsibilities are research methods, psychopathology, diagnosis, and treatment planning in the clinical mental health counseling program. His research interests include adult learning and psychological issues affecting heart disease patients. Laura A. Dean, PhD, is an assistant professor in the college student affairs administration graduate programs at The University of Georgia. After receiving her doctorate at The University of North Carolina at Greensboro, she worked as a college counselor and senior student affairs officer in several small colleges. She served as a graduate student on the American Association for Counseling and Development organizing committee for the American College Counseling Association (ACCA), is an ACCA past president, and represents ACCA on the Council for the Advancement of Standards in Higher Education. Karen M. Decker, MEd, LAC, completed her master’s degree in counseling at William Paterson University and is currently a clinical faculty member in the counseling services program there. She is also a certified school counselor specializing in middle school students. Scott L. Decker, PhD, graduated from Ball State University with a doctorate in school psychology and specialized in neuropsychology. After completing his degree, he consulted on the development of several popular intelligence measures including the Stanford–Binet Intelligence Scales–Fifth Edition and the Woodcock–Johnson III. In addition, he is a coauthor of the Bender-Gestalt II. He currently is an assistant professor at Georgia State University where he teaches courses and conducts research in cognitive and neuropsychological assessment. About the Authors xxiii Suzanne Degges-White, PhD, LMHC, LPC-NC, completed her doctoral studies at The University of North Carolina at Greensboro and is an associate professor in counseling and development at Purdue University Calumet. Her research interests include women’s wellness over the life span, women’s midlife transitions, and the intersection of societal expectations and women’s experiences of adult development and aging. David A. DeLambo, PhD, CRC, is an assistant professor in the Department of Rehabilitation and Counseling at the University of Wisconsin–Stout. His expertise and interests are in rehabilitation counselor preparation and multicultural counseling. Janice L. DeLucia-Waack, PhD, is an associate professor in the Department of Counseling, School, and Educational Psychology at the University at Buffalo, State University of New York. She is the former editor of the Journal for Specialists in Group Work and is a Fellow in the Association for Specialists in Group Work (ASGW) and American Psychological Association (APA) Division 49: Group Psychology and Group Psychotherapy. She is author or coauthor of six books, past secretary of APA Division 49, and past president of ASGW. She is also a group cofacilitator in the DVD available from the American Counseling Association: Leading Groups With Adolescents. Michael P. Demask, PhD, LMHC, NCC, CAP, holds the rank of professor at the Hazelden Graduate School of Addiction Studies in Center City, Minnesota. His teaching responsibilities include ethics, multicultural issues, and clinical supervision. His research interests are currently focused on improving learning outcomes for graduate students in a variety of classroom settings. Melissa Deroche-Philpot, LPC, LMFT, is a counselor at the Arkansas State Hospital and has experience as a clinician in both outpatient and inpatient facilities, as well as in residential group homes. Her clinical and research interests involve adult survivors of childhood trauma, adjustment to disability, and ethical issues in Webbased counseling. Faith Deveaux, PhD, NCC, has a master of arts degree in counselor education and a doctorate in counseling psychology from New York University. She is the chair of the Department of Counseling, Leadership, Literacy, and Special Education and coordinator of the Graduate Program in Counselor Education at Lehman College of the City University of New York. Her research areas include the impact of family and culture on individual functioning and the integration of aesthetic education into the preparation of professional school counselors and their appreciation of multiple perspectives. James M. Devlin, MA, is a doctoral student in counselor education at Texas A&M University–Corpus Christi. He is the editorial assistant for The Family Journal and is president of the Counselor Education Research xxiv About the Authors Consortium at Texas A&M University–Corpus Christi. His research interests include counseling research identity, couples counseling, therapeutic alliance and multicultural considerations, supervision model development, and counseling trends. Joyce A. DeVoss, PhD, LP, NCC, is currently an associate professor and coordinator of the school counseling program in the Department of Educational Psychology at Northern Arizona University at Tucson. Her areas of expertise include school counselor preparation, leadership, and advocacy; child and adolescent counseling; solution-focused counseling; and Adlerian counseling. Ginger L. Dickson, PhD, NCC, received her doctorate from The University of Iowa and is currently an assistant professor in the counseling program at the University of Texas at El Paso. Her research interests include multicultural education, counselor training, diversity issues, and social justice concerns. Bryan J. Dik, PhD, completed his doctoral study at the University of Minnesota and currently is an assistant professor in the counseling psychology program at Colorado State University. His scholarly interests include person–environment fit theories of career development, measurement of vocational interests, and basic and applied research on calling and vocation. Andrea Dixon, PhD, LAC, NCC, is an assistant professor in the school counseling and mental health counseling programs at the University of Florida, with primary teaching responsibilities in counseling techniques and school counseling. Her research interests include mattering and meaning and their place in the counseling relationship, school counselors’ work climate, racial/ ethnic and gender identity in adolescence, Native American issues, and multicultural and social justice concerns in counseling and counselor preparation. Fallon K. Dodson, MEd, received her undergraduate degree in psychology from The College of William and Mary and her master’s degree in education/school counseling from Cambridge College. She is a school counselor for Charlottesville High School in Charlottesville, Virginia. Colette T. Dollarhide, EdD, NCC, LPC, ASC, completed her doctoral study at the University of Nevada, Reno and is a visiting professor at The Ohio State University, teaching general counseling skills and specialty courses in the school counseling program. Her research interests include professional identity; leadership; creativity; supervision; counselor education; and issues in school counseling, a professional area in which she has also written two textbooks. José F. Domene, PhD, completed a doctorate in measurement, evaluation and research methodology at the University of British Columbia and is an assistant professor in the Counselling Psychology program at Trinity Western University, in Langley, British Columbia, Canada. His primary teaching responsibilities are in statistics and research methods. His research interests include career development, family relationships, and qualitative methodology. Katherine Dooley, PhD, LPC, CRC, NCC, ACS, is a professor of counseling at Mississippi State University, where she is coordinator of the doctoral program in counseling. She teaches courses in chemical and sexual addiction, pharmacology and diagnosis, and counseling supervision with research interests in chemical and sexual addiction and counseling supervision. Sondra R. Dowdle, MS, completed her master’s degree in community counseling and is currently pursuing her doctoral studies at Mississippi State University. Thelma Duffey, PhD, is professor of counseling and director of the Counseling Program at the University of Texas at San Antonio and maintains a clinical counseling practice. She is founding president of the Association for Creativity in Counseling, a division of the American Counseling Association (ACA), and editor of the Journal of Creativity in Mental Health. She received the Professional Development Award from ACA and the Counseling Innovation and Vision Award from the Association for Counselor Education and Supervision. Brad Dufrene, PhD, is an assistant professor in the Department of Psychology at The University of Southern Mississippi. He received his doctorate in school psychology from Mississippi State University. His research interests include school and clinical applied behavior analysis and direct assessment and intervention for academic problems. Roxane L. Dufrene, PhD, LPC, LMFT, NCC, completed her doctoral study at Mississippi State University and currently is an assistant professor in the Educational Leadership, Counseling and Foundations Department at the University of New Orleans with primary teaching responsibilities in doctoral counseling courses. Her research interests include assessment, crisis counseling, ethics, and research. Cass Dykeman, PhD, NCC, NCSC, MAC, completed his master’s in school counseling at the University of Washington and his doctorate in counselor education at The University of Virginia. He is an associate professor in the Department of Teacher and Counselor Education at Oregon State University. His research interests include addiction counseling and psychopharmacology. Beverly E. Eanes, RN, PhD, LCPC, NCC, has a BSN from Johns Hopkins University and master’s degrees in maternal/child health and in community counseling from the University of Maryland and completed her doctoral study at Loyola University Maryland. She is an affiliate faculty member in the Pastoral Counseling Department of Loyola University Maryland, where she was formerly the clinical director. Her interests are family and community health, crisis intervention, and multicultural and aging issues in counseling. She has done research in the areas of pain perception and grief and loss. Laura T. Easter, PhD, completed her doctoral study at The University of Virginia, where she continues as an adjunct instructor. Her research interests include psychosocial group support and issues concerning families with twins and higher order multiples. Susan H. Eaves, PhD, LPC, NCC, completed her doctoral degree in counselor education at Mississippi State University and is a behavioral specialist at Weems Children and Youth. In addition, she serves as graduate adjunct faculty with experience teaching courses in sexuality, human development, group techniques, statistics, and personality. Her research interests include empirically based counseling, personality disorders, research methodology, and sexual relationship behaviors as they relate to gender, attachment, and self-worth. Lennis G. Echterling, PhD, received his doctorate from Purdue University and is professor and director of Counseling Psychology at James Madison University. Along with his colleagues, he has written books on crisis intervention, brief counseling, community counseling, and counselor education. Daniel Eckstein, PhD, LPC, is currently associate professor in the Department of Educational Leadership and Counseling at Sam Houston State University. He is a past president of the North American Society of Adlerian Psychology. His research interests include encouragement, reframing, changes in early recollections as a measure of counselor efficacy, and birth order correlations with personality. Donna Eckstein, PhD, completed doctoral work at the United States International University and is an adjunct faculty member at Capella University with the Harold Abel School of Psychology and associate professor with Continuing Education for Older Adults at San Diego Community College. Research interests include life span development, health and sport psychology, and online education. Grafton T. Eliason, EdD, LPC, NCC, is an assistant professor in the Department of Counselor Education and Services at California University of Pennsylvania. He has published on the topics of death, dying, and spirituality and has a special interest in existential philosophy and religion. He received his doctorate in counselor education and supervision from Duquesne University, and he is an ordained Presbyterian minister. Cyrus Marcellus Ellis, PhD, completed his doctoral study at The University of Virginia and is an associate professor in the counseling program at Governors State University with primary teaching responsibilities in the community counseling sequence. His research About the Authors xxv interests include self-concept development, addiction and recovery, race-based information, social justice, and social and cultural foundations. Lori Ellison, PhD, LPC, LMFT, is a practicing counselor, adjunct instructor at Texas A&M–Commerce, and a graduate of Texas A&M–Commerce’s counselor education program. Her research interests include ethics, spirituality in counseling, college counseling, student development, and counselor supervision. Christopher Engle is a professional counselor in Ohio and a doctoral student at the University of Cincinnati. He specializes in mental health work with homeless individuals and nursing home residents and is interested in research applying group work to these and other underserved populations. Robert Eschenauer, PhD, LMHC, NCC, completed his doctoral study at St. John’s University, where he is an assistant professor and director of the counselor education program. Kathy M. Evans, PhD, NCC, completed her doctoral study at The Pennsylvania State University and is currently an associate professor in counselor education at the University of South Carolina where she teaches in the entry and doctoral-level programs. Her research and writing have been devoted to counseling marginalized groups. Her publications address multicultural and career counseling, feminist therapy, racial identity, and counseling African Americans. Danyell Facteau is a graduate student in the counseling program at Old Dominion University. Her clinical interests include addictions, group counseling, and multicultural issues. Stephanie I. Falke, MS, is currently finishing her PhD at Loma Linda University. She is in her doctoral internship at MFI Recovery Center, working in women’s residential and adolescent intensive outpatient programs, and she also teaches in Loma Linda University’s School of Nursing. Primary research interests include training and supervision, trauma and attachment, and gender and social justice issues. Kevin A. Fall, PhD, LPC, LMFT, NCC, is chair and associate professor of the Department of Counseling at Loyola University New Orleans. He is the author of several books and articles on theory, group work, domestic violence, and ethics. Mardi Kay Fallon, MEd, LSW, PCC, is a doctoral candidate at the University of Cincinnati. She works as a mental health therapist in a community mental health center in Cincinnati, Ohio. She is currently specializing in work with reactive attachment disorder and helping preschool children become socially and emotionally ready for kindergarten. Leigh Falls, EdS, LPC-S, NCC, is a counselor and a doctoral student in counselor education and supervision xxvi About the Authors at Sam Houston State University. Her research interests are school counselor burnout, school counselor accountability, developmental trajectories of adolescent sex offenders, the effects of trauma on school performance, and social justice issues. Marie Faubert, EdD, CSJ, is a professor at the University of Saint Thomas, Houston, in the School of Education. She is an authority on multicultural counseling and director of the counselor education program. Mary Fawcett, PhD, LPC, NCC, completed her doctoral study at the University of South Carolina and is currently an associate professor in the counselor education department at Winona State University with primary teaching responsibilities in life-span development, career development, and theories courses. She is a past president of the Minnesota Counseling Association and received the Minnesota School Counselors Association’s Postsecondary School Counselor of the Year award. Her research interests include multicultural career counseling and school counseling. R. Charles Fawcett, MSEd, NCC, is a doctoral candidate at The University of Virginia. His research interests include testing and assessment, integrating spirituality in counseling, and gender issues. He is the coauthor of the textbook, Essentials of Testing and Assessment: A Practical Guide for Counselors, Social Workers, and Psychologists. Lane Fischer, PhD, completed his doctoral studies in educational psychology at the University of Minnesota. He serves on the faculty in counseling psychology and special education at Brigham Young University. His teaching and research focus on psychometrics and psychological assessment. Trey Fitch, PhD, LPC, NCC, completed his doctorate at Texas A&M University–Commerce and currently is an assistant professor in psychology at the University of Cincinnati ––Clermont College with primary teaching responsibilities in human development and general psychology. His research interests include counseling adolescents, counselor supervision, and school counselor performance. Lea R. Flowers, PhD, LPC, NCC, completed her doctoral study at the University of New Orleans and is an assistant professor in the counselor education program at Georgia State University. Her research interests include ethics and leadership, group work, socialization, women’s developmental and career issues across the life span, and advocacy for special populations in school settings. Linda H. Foster, PhD, NCC, NCSC, LPC, completed her doctoral work at Mississippi State University and is an assistant professor in the agency counseling program and clinical coordinator at the University of Alabama at Birmingham. She currently serves on the Board of Directors of the National Board for Certified Counsel- ors and has a keen research interest in standards, certification, and professional identity. Other research interests include research methods, supervision, assessment and test construction, and cinematherapy. Robyn Fraser-Settoon is a doctoral student and teaching assistant in the counselor education program at Mississippi State University with an emphasis on rehabilitation counseling. Her research interests include concerns about SSRI/SSNI effects on individuals and use of the mapping process in counseling. Daniel C. Frigo, PhD, is a graduate of Washington University in St. Louis. He has taught at the graduate level for 16 years and has 19 years of private practice experience. He is an associate professor at the Hazelden Graduate School of Addiction Studies. Carol S. Froehlich completed her MEd in speech pathology at The University of Georgia and her MS in counseling at Georgia State University. She is currently a professional school counselor in the Fairfax County Public Schools (Virginia), adjunct professor at George Mason University, and instructor at Fairfax County Public Schools Professional Learning Academy. Susan Furr, PhD, is an associate professor in counseling at the University of North Carolina at Charlotte. Her teaching interests include a specialized course in psychoeducational groups. Other teaching and research interests include grief and loss counseling, crisis counseling, and instructional theory in counselor education. Michael T. Garrett, PhD, is associate professor in the Department of Counselor Education at the University of Florida. He completed his doctoral work in counselor education at The University of North Carolina at Greensboro. His current teaching responsibilities are in developmental counseling, introduction to counseling, and supervision. His research interests include counseling Native Americans, multicultural counseling and supervision, multicultural group work, narrative analysis of oral traditions, counselor self-care, group work with children and adolescents, spirituality in counseling, wellness, and indigenous spiritual traditions as healing. Wangui Gathua is an international student pursuing her doctoral degree in counselor education at the University of Iowa. Her research interests include HIV/AIDS in Kenya and empowering the girl child in Kenya. Sally Gelardin, EdD, NCC, DCC, received her doctorate in international and multicultural education. She teaches certificate and continuing education unit programs for counselors and career practitioners and has created several online and blended-learning courses. She is the creator of the Job Juggler’s Lifelong Employability Program and Entrepreneur Kits for career professionals and entrepreneurs. Lawrence H. Gerstein, PhD, is professor of psychology and director of the Center of Peace and Conflict Studies at Ball State University. He is also the director of the doctoral program in counseling psychology at Ball State University. His expertise is in community, peace, and family psychology; consultation; and research methodology. He earned his doctorate in counseling and social psychology from The University of Georgia. Donna M. Gibson, PhD, LPC/I, NCC, completed her doctorate in counseling and counselor education at The University of North Carolina at Greensboro and is an assistant professor in the counselor education programs at the University of South Carolina. She has served as member-at-large for membership and president of the Association for Assessment in Counseling and Education. Her research interests include pedagogical issues in teaching assessment, K–12 career assessment, leadership in school counseling and counselor education, and relational/cultural theory. Ann Shanks Glauser, PhD, received her doctorate from The University of Georgia in counseling and human development services and is an associate professor in the Division of Academic Enhancement at The University of Georgia and a licensed professional counselor. She has published on topics related to client-centered counseling, multicultural counseling and training, and teaching from a developmental perspective. Joshua M. Gold, PhD, NCC, completed his doctoral study at Kent State University and is an associate professor in the counselor education program at the University of South Carolina with primary teaching responsibilities in the family counseling and doctoral programs. His current research interests include assessment, spirituality, and client resistance. Rebecca M. Goldberg, EdS, NCC, is a doctoral fellow in mental health counseling at the University of Florida. She has taught interpersonal communication skills to undergraduates and veterinary graduate students; supervises graduate counseling students throughout clinical experiences; and has research interests in women’s issues, self-esteem, the media, and relational aggression. Angel Cole Golson, MS, NCC, is a doctoral student in the community counseling program at Mississippi State University and a counselor for Behavioral Services LLC. She specializes in the development and implementation of early intervention strategies, functional behavioral assessment, and training teachers in behavior management protocols. She provides services to the pregnant women enrolled in the Head Start early intervention program. Emiliano Gonzalez, PhD, is an associate professor at the University of Saint Thomas, Houston, in the School of Education. He is an authority on multicultural populations and working with English-language learners. He works extensively with counselors who will be counseling English-language learners. About the Authors xxvii Jane Goodman, PhD, is a professor emerita of counseling at Oakland University in Rochester, Michigan. She was the 2001–2002 president of the American Counseling Association and is a past president of the National Career Development Association. She is the author of many articles and book chapters, primarily in the area of transitions and the career development of adults. Donald F. Graves, MA, is an instructor at The Sage Colleges in Troy and Albany, New York. He is a doctoral candidate in cognitive psychology at the University at Albany, State University of New York. His research interests include visual perception and human memory. Eric J. Green, PhD, LCPC, LMFT, RPT-S, completed his doctoral study at the University of New Orleans and is an assistant professor in the counselor education program at Johns Hopkins University, with primary teaching responsibilities in school counseling courses. His research interests include the effectiveness of play therapy in elementary school counseling programs, Jungian analytical play therapy with children affected by trauma and/or natural disasters, and closing the achievement gap for disenfranchised children through advocacy. Peter J. Green, PhD, completed his doctoral study at the University of Iowa and is currently an associate professor and chair of the Psychology Department at Barton College. His primary teaching responsibilities include introduction to psychology, social psychology, and health psychology. His research interests include risky behaviors among college students, including alcohol and unsafe sex; violence in intimate relationships; and scholarship on the teaching of psychology. Bianca M. Gregory, MEd, completed graduate work at Cambridge College. Her research interests include female adolescent sex offenders, children who selfharm and self-mutilate, and gender identity disorders in children. She serves on the executive board of the Virginia School Counselor Association as vicepresident-elect–student. Charles F. Gressard, PhD, NCC, LPC, MAC, LMFT, LSATP, is a counselor educator at The College of William and Mary, and prior to that he was at The University of Virginia. His primary areas of interest are substance abuse counseling and ethics, and he has served on the Virginia licensure board and the American Counseling Association Ethics Committee; as chair of the National Board for Certified Counselors; and, most recently, on the 2009 Council for Accreditation of Counseling and Related Educational Programs Standards Revision Committee. Cullen T. Grinnan, PhD, LPC, NCC, completed his doctoral study in counselor education and supervision at St. Mary’s University in San Antonio. He is currently xxviii About the Authors a member of the Education Department faculty at Our Lady of the Lake University, and his research interests include the effective modalities for school counselor preparation in distance learning programs, mental heath trauma treatment, and development and implementation of educational best practices in laboratory school environments. Lorraine J. Guth, PhD, LPC, NCC, completed her doctoral study at Indiana University and currently is a professor in the Department of Counseling at Indiana University of Pennsylvania. She serves as the Awards Committee cochair for the Association for Specialists in Group Work, and her research interests include group work, diversity, sexuality, and technology. Norman C. Gysbers, PhD, completed his doctoral study at the University of Michigan and is currently professor with distinction in the Department of Educational, School, and Counseling Psychology at the University of Missouri–Columbia. His teaching and research interests are in career development; career counseling; and school guidance and counseling program development, management, and evaluation. Sally M. Hage, PhD, LPC, LP, is a member of the Journal for Specialists in Group Work editorial board and coauthor of the Best Practice Guidelines on Prevention Practice, Research, Training, and Social Advocacy for Psychologists (2007). She is an assistant professor at Teachers College, Columbia University, Department of Counseling and Clinical Psychology. Her research interests include prevention, group work, spirituality and counseling, and multicultural psychology. W. Bryce Hagedorn, PhD, LMHC, NCC, MAC, completed his doctoral work at The University of North Carolina at Greensboro and is an assistant professor and clinic director in the Counselor Education Program at the University of Central Florida. He is a current board member of the Council for Accreditation of Counseling and Related Educational Programs and editor of the Journal of Addictions & Offender Counseling and remains very active with the International Association of Addictions and Offender Counselors and the Association for Spiritual, Ethical, and Religious Values in Counseling. His research areas include addictive disorders (and those they affect), spirituality and counseling, clinician self-care, and wellness. Kimberly R. Hall, PhD, LPC, NCSC, is an assistant professor in the Department of Counseling, Educational Psychology, and Special Education at Mississippi State University with primary teaching responsibilities in the school counseling program. Her research interests include problem-based learning, school counselor accountability, and gender issues in the educational environment. Stephanie F. Hall, PhD, LPC, completed her doctoral study at the University of New Orleans and is an assistant professor of counseling at Eastern Kentucky University. Her research interests include teaching preparation of counselor educators, multicultural and social justice issues, advocacy for the counseling profession, and the professional identity development of counselors. Tonya R. Hammer, MA, LPC, is a doctoral student at St. Mary’s University. Her research interests include incorporation of relational cultural theory into career counseling, the use of film in counseling, and the impact of humiliation and shame on violence in relationships. Cheree Hammond, MS, EdS, is a doctoral student at The University of Virginia. Her teaching and research interests include multicultural counseling competencies, social justice issues, psychopathology (particularly Asperger’s syndrome and high-functioning autism), and counselor training. Marie S. Hammond, PhD, LPC, NCC, LPC, completed her doctoral studies at the University of Missouri–Columbia. She is currently an assistant professor in the counseling psychology program at Tennessee State University with primary teaching responsibilities in vocational psychology, program evaluation, and statistics. Her research interests include vocational identity development, the career development of people of color, and personality. Mary D. Hancock, PhD, completed her doctoral study at Indiana University in Bloomington and is an assistant professor in the Department of Counseling and Educational Psychology at the University of West Georgia. Her primary teaching responsibilities include human development and research methods courses. Research interests include religiosity/spirituality and risky behaviors in adolescents, adolescent health and wellbeing, self-efficacy, and program evaluation. Edward J. Hanna, MS, is a social services liaison for Maximizing Adolescent Potentials at the University of Pittsburgh. He received his master’s degree in counseling psychology from Chatham University. He is a Certified School Counselor (K–12) in Pennsylvania and works with students in Pittsburgh and Fox Chapel area schools. He also works with at-risk children through the Youth Advocacy Program as a mobile therapist. Other interests include writing and performing music with a message for the Peace Bus, Communities in Action for Peace. Jo-Ida C. Hansen, PhD, earned her doctorate in psychology from the University of Minnesota. She is a professor of psychology at the University of Minnesota and directs the Center for Interest Measurement Research and the Vocational Assessment Clinic. She has received the American Counseling Association’s Extended Research Award for her work in interest measurement and the Society of Counseling Psychology’s Leona Tyler Award and has served as editor of Measurement and Evaluation in Counseling and Development and the Journal of Counseling Psychology. Christine Harrington, PhD, completed her doctoral degree at Lehigh University and is an assistant professor in the Department of Counseling and Career Services at Middlesex County College in New Jersey. Psychiatric and learning disabilities are her area of expertise, and she has presented on these topics at conferences. Veronica Renee Harrison is currently a doctoral student at Mississippi State University in the College of Education. Her major area of study is vocational rehabilitation. Paul B. Hastings, PhD, earned his doctoral degree in counseling at Washington State University and is an associate professor at Gonzaga University, where he serves as the chair of the Counselor Education Department. Primary teaching responsibilities include clinical courses and research and statistics. Sarah L. Hastings, PhD, is an assistant professor in the psychology department at Radford University. Her research interests include gender issues, relationships, self-compassion, and professional training and practice. John Hawkins, EdS, LPC, NCC, NCSC, is a doctoral student in counseling at Mississippi State University, a school counselor at the Mississippi School of the Arts, and a therapist in private practice. His research interests include counseling applications of the internal family systems model, religion and spirituality in counseling, and uses of technology in school counseling. Richard L. Hayes, PhD, is professor and dean of the College of Education at the University of South Alabama. He has authored more than 90 publications in four languages and made more than 100 presentations at international and national meetings of professional associations on topics related to education and counseling psychology since 1990. He is a Fellow in both the Association for Specialists in Group Work (ASGW) and the American Psychological Association and was recognized for the excellence of his scholarly and professional contributions by the American Counseling Association, the Association for Moral Education, ASGW, and the Association for Humanistic Education and Development. Danica G. Hays, PhD, LPC, NCC, is an assistant professor in the mental health counseling program at Old Dominion University, with primary teaching responsibilities in research methods courses. Her research interests include qualitative methodology, assessment and diagnosis, trauma and gender issues, and multicultural and social justice concerns in counselor preparation and community mental health. April K. Heiselt, PhD, is an assistant professor in the Department of Counseling, Educational Psychology, and Special Education and the service-learning coordinator for About the Authors xxix the Global Leadership Programs at Mississippi State University. Her teaching emphasis is in student affairs in higher education, and her research interests include qualitative methodology, student leadership, and service-learning. involvement with the Association for Specialists in Group Work (ASGW) in 1995 while a student at The University of Georgia. She has remained active in ASGW through committee work and as newsletter editor and was named a Fellow in 2007. Richard C. Henriksen Jr., PhD, LPC, NCC, ACS, completed his doctoral study at Texas A&M University– Commerce and is an associate professor in the Department of Educational Leadership and Counseling at Sam Houston State University. His research interests include multiple heritage identity development, multicultural and diversity issues in counseling, multicultural pedagogy in counselor preparation, community mental health with an emphasis on substance dependence and substance abuse, and group counseling. Pei-Hsuan Hsieh, PhD, received her doctorate in educational psychology from the University of Texas at Austin and is an assistant professor at The University of Texas at San Antonio. Her primary teaching responsibilities include psychological learning theories. Her research interests include student retention, achievement, selfefficacy beliefs, attribution, and goal orientation. Nicole R. Hill, PhD, LPC, is an associate professor in the Department of Counseling at Idaho State University. Her scholarly and research interests include play therapy, mental health counseling, working with children and adolescents, multicultural counseling competencies, professional development of faculty and graduate students, and outcome research. Sin-Wan Bianca Ho, BA, is a doctoral student in the University of Southern Mississippi counseling psychology program. She also serves as the cochair of the Asian American Psychological Association, Division of Student. Her primary research interests involve parenting, parent–child relationships, and cross-cultural studies in these related areas. Other research interests include ethics and self-efficacy and career decision making in high school students in a cross-cultural context. Rachel M. Hoffman, MSEd, PC, is a doctoral student in the counseling and human development services program at Kent State University. Her clinical experience has focused on helping children and families in crisis situations, and she currently works as a counselor at a child and adolescent inpatient psychiatric unit. Thomas H. Hohenshil, PhD, LPC, is professor emeritus of counselor education at Virginia Tech, and his primary teaching responsibilities have been in the areas of assessment and diagnosis and doctoral intern supervision. He has published more than 120 professional articles in the areas of assessment and diagnosis and the use of technology in counseling. He was the recipient of the American Counseling Association’s 2005 Arthur A. Hitchcock Distinguished Professional Service Award. Janice Miner Holden, EdD, LPC-S, LMFT, NCC, is a professor in the counseling program at the University of North Texas. Her research interests include transpersonal counseling theory and practice with specific emphasis on near-death experiences, after-death communication, and Ken Wilber’s integral psychology. Alicia M. Homrich, PhD, is associate professor and chair of the Graduate Studies in Counseling Program at Rollins College in Winter Park, Florida. She began her xxx About the Authors J. Duncan Hubbell, MEd, received his bachelor’s degree from The University of Virginia and his master’s degree from Old Dominion University. He is the special education department chair for Northside Middle School in Norfolk, Virginia. He is also an adjunct instructor at Old Dominion University with teaching responsibilities in special education law and method courses. Rosemarie Scotti Hughes, PhD, LPC, LMFT, NCC, NCSC, is dean of the School of Psychology and Counseling at Regent University. Her interests include women’s issues, disability issues, and spirituality in counseling. Rosalie R. Hydock, PhD, LP, completed her doctoral study at Capella University and is currently in private practice in Scottsdale, Arizona. Her research interests include late midlife development, multicultural and gender issues, goal setting and subjective well-being, and the use of positive psychology in counseling and coaching. Farah A. Ibrahim, PhD, LP, completed her doctorate at The Pennsylvania State University and is currently a professor of counseling psychology and counselor education at the University of Colorado at Denver and Health Sciences Center. She is a Fellow of the American Psychological Association and past president of Counselors for Social Justice and the Connecticut Association for Multicultural Counseling and Development. Her research focus is on culturally competent and effective counseling. Elliott Ingersoll is a professional clinical counselor, psychologist, and life coach who resides in Kent, Ohio. He is one of a handful of people who has completed the advanced certification in measuring ego development offered by Cook-Greuter & Associates. He also works as a counselor educator at Cleveland State University. Arpana G. Inman, PhD, completed her doctoral study at Temple University and is an assistant professor in the counseling psychology program at Lehigh University. Her research interests include qualitative methodology; issues related to gender, sexuality, ethnicity, race, and the intersections of these identities; and the integration of multiculturalism and social justice into the field of counseling psychology. Lisa R. Jackson-Cherry, PhD, LCPC, NCC, ACS, NCSC, completed her doctoral study at The University of South Carolina and is currently the department chair and associate professor in the Department of Counseling at Marymount University with primary teaching responsibilities in clinical supervision and crisis intervention. Her research areas include ethical and legal issues in counseling supervision, crisis intervention and risk assessment, and treating mental health issues of the military and their families during deployment and reintegration. She is also a member of the Maryland Board of Professional Counselors and Therapists. Sachin Jain, PhD, completed his doctoral degree in counselor education at the University of Wyoming and is a counselor educator at the University of Idaho. Shari-ann H. James, PhD, completed her doctoral study at The University of Georgia and currently is a staff psychologist at the University of Central Florida’s Counseling Center. Her professional interests include multicultural issues, international students, relationship concerns, developmental issues, and training and supervision. Gregory R. Janson, PhD, CFLE, PCC-S, completed his doctoral studies at Ohio University and is an associate professor of child and family studies at Ohio University. His research interests include trauma; emotional abuse; and gay, lesbian, bisexual, transgender, intersex, and questioning issues. Carolina at Greensboro and is currently the ethics officer and director of corporate projects for the National Board for Certified Counselors. His research and professional practice interests include ethics, substance abuse competencies in the field of professional counseling, co-occurring disorders, credentialing issues for substance abuse professionals, and juvenile justice interventions with youth abusing alcohol and other drugs. Gerald A. Juhnke, EdD, LPC, NCC, MAC, CCAS, ACS, is a professor and the director of the counselor education and supervision doctoral program at The University of Texas at San Antonio. He is the past president of the Association for Assessment in Counseling and the International Association for Addictions and Offender Counseling and is the former editor-in-chief of The Journal of Addictions & Offender Counseling. His three research strands of addictions, suicide, and family counseling coalesce into his research on life-threatening behaviors research. Carol J. Kaffenberger, PhD, is an associate professor at George Mason University in Fairfax, Virginia, and program coordinator of the Counseling and Development program. She is a consultant for the National Center for the Transformation of School Counseling, has held several leadership positions in Virginia, and is the American School Counselor Association Counselor Educator vice-president, 2007–2009. Renée N. Jefferson, PhD, MSIO, MLIS, completed her doctoral studies at the University of Iowa and is currently an associate professor in the School of Education, College of Graduate and Professional Studies, at The Citadel with primary teaching responsibilities in research methods and applied measurement courses. Her research interests include quantitative and qualitative methodologies, educational testing, virtual learning, and information literacy in higher education. Jeanmarie Keim, PhD, LP, completed her doctoral study at Arizona State University and currently teaches in the counselor education program at the University of New Mexico. Her primary teaching responsibilities are in group work, group counseling and psychotherapy, group practicum, and the diagnosis and treatment of mental disorders. Her research interests include factors affecting career achievement, stress, burnout, vicarious trauma, and workplace violence in relation to career longevity. Stephen W. Johnson, PhD, LPC, LMFT, completed his doctorate at the University of Nebraska and is currently an associate professor in the counseling program at the University of Texas at El Paso, with primary teaching responsibilities in marriage and family therapy courses. His research interests include counselor preparation and supervision, parent–child relationships and academic achievement, and counselor efficacy. Kathleen Kellum, MEd, is completing her doctoral study at the University of Iowa and was an instructor for career guidance and job placement. Her research interests include counseling supervision/consultation, group work, career development, and development of international counseling. Sharon Blackwell Jones, PhD, NCC, completed her doctoral studies at The Pennsylvania State University in counseling psychology and is currently a full-time lecturer in the Department of Counseling and Human Development Services at The University of Georgia. Her primary teaching responsibilities and research interests include multicultural training and social justice issues in school settings, counseling psychology, and counselor education. Joseph P. Jordan, PhD, NCC, MAC, LPC, LCAS, CCS, completed his doctorate at The University of North Virginia A. Kelly, PhD, LPC, NCC, is an associate professor in the Counselor Education Department at Fairfield University with primary teaching responsibilities in research methods courses. Her research interests include addictions and the application and assessment of wilderness-based approaches to counseling. Maureen C. Kenny, PhD, NCC, is an associate professor and director of the counselor education program at Florida International University in Miami, Florida, with primary teaching responsibilities in the mental health counseling program. She is the principal investigator on a funded project, Keeping Kids Safe, which About the Authors xxxi examines sexual abuse prevention in minority populations. Her other research interests include child abuse reporting, counselor preparation, and multicultural counseling concerns. Carolyn W. Kern, PhD, LPC, NCC, completed her doctoral degree at Oklahoma State University and is an associate professor and clinic director in the counseling program at the University of North Texas with primary teaching responsibilities in adolescents, college students, and clinical course including counselor supervision. Her research includes crisis intervention, college students, and supervision. Margaret King, EdD, completed her doctoral studies at the University of Massachusetts, Amherst. She is professor of early childhood teacher education at Ohio University. Her research interests are appropriate educational practices for young men and the social, emotional environments of schools. Lauren M. Klein, MEd, NCC, is a professional high school counselor in Ridgewood, New Jersey. She has a master’s degree in education in school counseling from Loyola College in Maryland and is a National Certified Counselor who is currently pursuing her license in professional counseling at Montclair State University. She assists students in Grades 9–12 throughout the college application process. Victoria Kress, PhD, LPCC-S, is the counseling program coordinator at Youngstown State University. She has over 15 years of experience working in clinical settings, has coauthored a book, and has published numerous refereed articles on topics such as self-injurious behavior, the Diagnostic and Statistical Manual of Mental Disorders, sexual abuse and trauma, and strengthbased counseling approaches. Richard P. Lanthier, PhD, completed his doctoral work in developmental psychology at the University of Denver and is associate professor of human development at George Washington University, with primary teaching responsibilities in child, adolescent, and life span development. His research interests include social and personality development in adolescents and young adults. Michael G. Laurent, PhD, received a doctoral degree from the University of Southern California, where he also completed a certificate in gender studies. He is both a licensed psychologist and licensed marriage and family therapist in California. He is currently a full-time professor at California State University, Northridge, where his primary teaching and research areas include multicultural counseling, gender issues, group theory, psychopathology (advanced behavioral disorders), and graduate-level practicum and fieldwork experiences. George R. Leddick, PhD, NCC, CCMHC, completed his doctoral study at Purdue University and has worked as a counselor educator for more than 25 years. A Fellow xxxii About the Authors of the Association for Specialists in Group Work, he served as its president in 2004. He was a member of the American Counseling Association’s (ACA) Council of Presidents and Regional Chairs from 2002–2004 and served on the ACA Governing Council from 2006– 2008. Research interests include group work, psychotherapy supervision, and organizational consultation. Robin Wilbourn Lee, PhD, LPC, NCC, is an associate professor in the professional counseling program at Middle Tennessee State University. She received her doctoral degree in counselor education and supervision from Mississippi State University. Her research interests include counselor training issues, ethical and legal issues, counseling supervision, gender issues, and generational characteristics. W. Vanessa Lee, BA, is currently working toward her doctorate in psychology at the University of Minnesota. Her research interests include career development, career counseling, and multicultural diversity in vocational psychology. Wanda M. L. Lee, PhD, Licensed Psychologist, completed her doctoral study at the University of Oregon and currently is the associate dean, College of Health & Human Services, at San Francisco State University. She is also a professor of counseling, with former primary teaching responsibilities in multicultural counseling and clinical practicum courses. Her research interests include multicultural issues in counseling and counselor preparation. She has published on the topics of counseling biracial girls, multicultural competency in faculty hiring, ethnic and gender issues in assessment, and counseling effectiveness with Asian Americans and has written a textbook on multicultural counseling. Erin H. Leff is an attorney, retired school psychologist, and mediator who has worked in special education for more than 30 years. She earned an MS in educational psychology from the University of Wisconsin–Madison and a JD from Rutgers–Camden. Currently, she is deputy special master in the federal district court case regarding special education in the Baltimore (Maryland) City Public Schools. Elsa Soto Leggett, PhD, LPC-S, CSC, completed her doctoral study at Texas A&M University–Corpus Christi and is an assistant professor of counseling at Texas Southern University in Houston. Her research interests include the professional identity and roles of school counselors, counseling children and adolescents, attachment theory, and solution-focused counseling. Matthew Lemberger, PhD, received his doctoral degree from the University of South Carolina and is an assistant professor and school counseling program coordinator for the Division of Counseling and Family Therapy at the University of Missouri–Saint Louis. His research areas include school counseling and academic achievement, urban education and the achievement gap, counselor education and supervision, and Adlerian psychology. Jan C. Lemon, LPC, NBSC, is currently enrolled in the counselor education doctoral program at Mississippi State University. She is the senior counselor at Florence High School in Florence, Mississippi. Her research interests include educational ethics, psychological constructs in successful teaching methods, and accountability for school counselors. Mark Lepore, EdD, obtained a doctorate in counselor education and supervision at Duquesne University. He holds an MA from Duquesne University and an MSW from West Virginia University. He also has a clinical social work license and five education certifications. He has worked as a school counselor and is an assistant professor of counseling psychology at Chatham University in Pittsburgh, Pennsylvania. He has worked extensively in the field of trauma and grief and loss counseling and is a mental health trainer for the American Red Cross and a supervisor for National Disaster Response, having volunteered for assignments after the terrorist attack of September 11, 2001, Hurricane Katrina, and many other disasters. Melanie E. Leuty is a doctoral student in counseling psychology at the University of Minnesota. Her research interests include changes in work values, the use of vocational interest assessments, and predictors of career choice. She was the recipient of a Society for Vocational Psychology ACT travel award. Lisa Lopez Levers, PhD, LPCC (OH), LPC (PA), CRC, NCC, completed her doctorate at Kent State University. She is an associate professor of counselor education and supervision at Duquesne University. She teaches doctoral-level courses in qualitative methodology, counselor supervision, and instructional design. Her master’s-level courses focus on developmental issues, trauma, and diversity. Her intellectual project revolves around marginalized populations, marked by various qualitative inquiries into psychiatric disability, indigenous healing, effects of trauma on human development, the Rwandan genocide, cultural aspects of HIV/AIDS in sub-Saharan Africa, and the plight of vulnerable children in sub-Saharan Africa. rations, action research in school counseling, social justice in higher education, the use of structured narratives as reflective instruments, and appreciative inquiry in evaluating program effectiveness. Todd F. Lewis, PhD, LPC, NCC, is assistant professor and coordinator of the community counseling track at The University of North Carolina at Greensboro. His theoretical and research interests include Adlerian theory and its application to substance-related problems; older adolescent drinking behavior; motivational, existential, and postmodern approaches to counseling; and multivariate analysis and design in counseling research. Chi-Sing Li, PhD LPC-S, LMFT, is an assistant professor in the Department of Educational Leadership and Counseling at Sam Houston State University. His doctorate is in counselor education, and he is currently the coordinator of the counseling internship and teaches CrossCultural Issues in Counseling. His research interests include distance learning and online education, crisis intervention, and multicultural counseling. Ben K. Lim, PhD, LMFT, is an associate professor of marital and family therapy at Bethel Seminary San Diego, Bethel University. He is a clinical member and approved supervisor of the American Association for Marriage and Family Therapy and has a private practice at LifeSpring Center, San Diego. His teaching, research, writings, and counseling have focused on cross-cultural issues, the self of the therapist, and spirituality. Soh-Leong Lim, PhD, LMFT, and AAMFT Approved Supervisor, is an assistant professor in the marriage and family therapy program at San Diego State University, with primary teaching responsibilities in multicultural counseling courses and family therapy supervision. Her research interests include best practices in marriage and family therapy, intergenerational relationships in immigrant and refugee families, and mental health service delivery to underserved populations. Yu-Fen Lin, MA, LPCI, is a doctoral fellow in the department of Educational Leadership and Counseling at Sam Houston State University. Her research interests include feminist theology and counseling, domestic violence, self-esteem issues of women, and crosscultural issues. Carol A. Lewis, PhD, completed her doctoral work at the University of Mississippi and is assistant professor of counseling and psychology at the Troy University, Pensacola, Florida, site. Her primary teaching responsibilities are theories of counseling, facilitation skills, practicum, and internship. Her research interests include adult learning and child and adolescent development. Morgan Litchfield, BS, completed her bachelor’s degree in educational psychology at Mississippi State University (MSU). She is currently a master’s-degree candidate in the community counseling program at MSU’s Meridian campus. In addition to her studies in community mental health, she is also interested in testing and assessment. Rolla E. Lewis, EdD, NCC, is associate professor and coordinator of the school counseling program in the College of Education and Allied Studies at California State University, East Bay. His research interests include constructing university–community collabo- John M. Littrell, EdD, is professor and program coordinator of the counseling and career development program at Colorado State University. He specializes in brief, solution-focused counseling (Brief Counseling in Action, 1998) and school counseling (Portrait and About the Authors xxxiii Model of a School Counselor with J. Peterson, 2005). Research interests include brief counseling and qualitative research; teaching responsibilities include foundations of counseling, counseling theories, practicum, and brief counseling. Hanoch Livneh, PhD, CRC, NCC, is a professor and the coordinator of the rehabilitation counseling program at Portland State University, Portland, Oregon. He obtained his graduate degree at the University of Wisconsin– Madison in rehabilitation counseling psychology. Gabriel I. Lomas, PhD, is an assistant professor at the University of Houston–Clear Lake. He has substantial experience with school counseling, play therapy, and the assessment of individuals with disabilities, especially those who are deaf and hard-of-hearing. He is the current coeditor of the Journal of the American Deafness and Rehabilitation Association. He maintains a private practice in Houston that aims to provide culturally affirmative mental health services to deaf people. Eugenie Joan Looby, PhD, LPC, NCC, completed her doctoral studies at The University of Georgia and is a professor in the community counseling program at Mississippi State University with primary teaching responsibilities in multicultural issues, counseling theories, sexual abuse, community counseling clinical practice, and life-span development. Her research interests include diversity, spirituality, eating disorders and body image concerns among African American women, and sexual abuse. She is the coauthor of Multicultural Counseling: Context, Theory and Practice, and Competence. Melissa Luke, PhD, LMHC, NCC, ACS, is an assistant professor and coordinator of the school counseling program at Syracuse University. Her research interests include clinical supervision of school counselors-intraining; comprehensive, developmental school counseling program implementation; and school counselors’ role in social action through systemic change. Rachel E. Crook Lyon, PhD, completed her doctoral study at the University of Maryland, College Park and currently is an assistant professor in the counseling psychology program at Brigham Young University, with primary teaching responsibilities in supervision, career theories, and consultation. Her research interests include supervisory training, dream work in counseling, and multiculturalism and spirituality. Kathryn C. MacCluskie, PhD, completed her doctorate in counseling psychology at West Virginia University and is currently at Cleveland State University, where she is the coordinator of the counselor education programs. She teaches a variety of skill-based courses, such as counseling techniques and internship, and her research interests are in skill acquisition among counselor trainees. xxxiv About the Authors Sandy Magnuson, PhD, is an associate professor of counselor education at the University of Northern Colorado. Couples counseling, school counseling, play therapy, and supervision are her areas of specialty. Her research has focused on counselors’ growth across the professional life span. José M. Maldonado, PhD, NCC, is an assistant professor and director of the school counseling program at Monmouth University. He has over 10 years of professional experience as a mental health clinician and middle and high school counselor in several school districts. He has worked extensively with families in urban environments focusing on multicultural counseling and therapeutic techniques. Coretta J. Mallery is a doctoral student in counseling at the George Washington University. Her research interests are in adolescent development, delinquency, and social processes. Krista M. Malott, PhD, NCC, is an assistant professor at Villanova University, with research interests in multicultural counseling, multicultural instruction, and ethnic identity development. Matthew A. Malouf is a doctoral student in counseling psychology at Lehigh University. He received his bachelor’s degree in psychology with a minor in women, gender, and sexuality from Johns Hopkins University. He has been involved in sexuality advocacy and outreach through his work as a staff member in several higher education offices devoted to multiculturalism and social justice. His current research interests include nonbinary sexual and ethnic identities, intersections of multiple identities, and disorders of sex development and related counseling competencies. Eric D. Manley, PhD, LPCA, completed his doctoral studies at the University of Memphis and is currently a staff counselor at the Counseling and Testing Center of Western Kentucky University. His research interests include gay, lesbian, bisexual, transgender, and questioning issues; career counseling; and couples. David F. March, PhD, LMHC, CAP, NCC, completed his doctoral study at the University of Central Florida and is an assistant professor in the Department of Counselor Education at Stetson University in DeLand, Florida. He also maintains a part-time private practice in Winter Park, Florida, providing individual, group, couples, and family therapy. His research interests include self-disclosure in counselor training, characteristics of counselor education, professional identity, addictions and addiction treatment, group work, the supervisory working alliance, and the therapeutic relationship. He currently serves as the chapter faculty adviser to the Alpha Omicron chapter of Chi Sigma Iota (CSI) and is the southern regional chapter facilitator for CSI. Jennifer L. Marshall, PhD, CCBT, LPC, NCC, completed her doctorate at Texas A&M University–Commerce and currently is an assistant professor in psychology at the University of Cincinnati–Raymond Walters College, with primary teaching responsibilities in human development, crisis intervention, and abnormal psychology. Her research interests are eating issues and counseling groups for adolescents and college students. J. Barry Mascari, EdD, LPC, NCC, received his doctoral degree at Argosy University/Sarasota and is an assistant professor in the Counselor Education Department at Kean University in New Jersey. He was president of the American Association of State Counseling Boards in 2006–2007. Research interests include counselor licensing issues, such as violation patterns, and school counselor intervention programs. Kimberly L. Mason, PhD, NCC, completed her doctoral study at the University of New Orleans and is an assistant professor in the community agency and school counseling program at Cleveland State University, with primary teaching responsibilities in school counseling courses. Her research interests include school counseling issues, bullying, cyberbullying, Internet safety, standards-based counseling programs in schools, and school counseling preparation. Michael J. Mason, PhD, completed his doctorate at Oregon State University and completed a National Institute of Mental Health postdoctoral research fellowship at Johns Hopkins University, School of Public Health, in child and adolescent mental health. His research focuses on understanding the social ecology of urban youth and high-risk behaviors such as substance use through using individual, social network, and geographic analytical approaches. Wanda C. McCarthy, PhD, completed her doctoral studies in personality and social psychology at the University of Pittsburgh. She is currently an assistant professor of psychology at the University of Cincinnati–Clermont College. Her research interests include social power and intimate partner violence, workplace violence, burnout, and chemophobia. Kristi McCaskill, MEd, NCC, NCSC, completed her master’s-degree program at the University of North Carolina at Chapel Hill and currently is the counseling advocacy coordinator at the National Board for Certified Counselors. Previously, she worked as a middle school counselor for nearly 10 years. Vivian J. McCollum, PhD, is an associate professor at Albany State University, where she is the coordinator of the counseling program. Her areas of emphasis are school counseling, multicultural counseling, trauma, and advocacy. She is a past president of Counselors for Social Justice. Mary E. McCormac, PhD, NCC, NBCT, completed her doctoral work at St. Louis University. She is an elementary school counselor and adjunct professor at Marymount University in Arlington, Virginia. Patricia J. McDivitt, vice-resident, Test Development, Data Recognition Corporation, has had over 20 years of test development experience, including overseeing the development of criterion-referenced assessments for statewide standards-based programs. In addition to her experience developing assessments, she recently served as president of the Association for Assessment in Counseling, a division of the American Counseling Association. She also serves as a member of the Joint Committee on Standards for Educational Evaluation. Kelly A. McDonnell, PhD, completed her doctoral study at Indiana University and currently is an associate professor and director of the Center for Counseling and Psychological Services in the Department of Counselor Education and Counseling Psychology at Western Michigan University. She serves as the Awards Committee cochair for the Association for Specialists in Group Work, and her professional interests include counseling process and outcome, group work and group leader development, supervision, and domestic violence. Adriana G. McEachern, PhD, NCC, NCRC, LMHC, completed her doctorate at the University of Florida and is a counselor educator at Florida International University. Her research interests include child abuse, emotional maltreatment, counseling exceptional students, and career development. She is the past chair of the American Counseling Association Southern Region and past president of the Florida Counseling Association. William P. McFarland, EdD, NCC, LCPC, completed his doctorate at Indiana University of Pennsylvania and is currently a professor in the Counselor Education Department at Western Illinois University, with primary teaching responsibilities in assessment techniques, career development, and school counseling. His research interests include the career development of diverse populations, the impact of comprehensive school counseling programs, and the use of technology for training counselor education students. Jason M. McGlothlin, PhD, PCC-S, is an associate professor in the counseling and human development services program at Kent State University. He completed his doctoral degree in counselor education and supervision at Ohio University. His primary research interests include the prevention of suicide and the assessment and treatment of suicidal clients. Bill McHenry, PhD, NCC, LPC, completed his doctoral study at The University of South Dakota and currently is an assistant professor in the Counseling and College Student Personnel Department at Shippensburg University About the Authors xxxv of Pennsylvania. His research interests include therapeutic techniques, qualitative research, school counselor roles and responsibilities, and diversity. Jim McHenry, EdD, NCC, LPC, CRC, completed his doctoral work at George Washington University. He taught counseling (school mental health, rehabilitation, college student personnel) at Edinboro University of Pennsylvania for 32 years and is professor emeritus. Amy L. McLeod, EdS, LPC, NCC, is a doctoral student in the counselor education and practice program at Georgia State University. Her research interests include multicultural issues in counselor education and supervision, assessment and diagnosis, women’s issues, and crisis and trauma counseling. Niloufer M. Merchant, EdD, NCC, LP, completed her doctoral study at the University of Cincinnati and currently is professor and department chair in the Community Psychology Department at St. Cloud State University. Her teaching responsibilities include courses in multicultural and group counseling and other clinical courses in the community counseling program. Her research interests include qualitative methodology, racial identity development, and multicultural group work. She is actively involved in the community with social justice, women’s, and multicultural issues. Tammi F. Milliken, PhD, NCC, is an assistant professor in the Educational Leadership and Counseling Department at Old Dominion University. Her research interests include developmental theory and application, adult development and learning, ethics, multicultural competence, and critical issues in human services. Casey A. Barrio Minton, PhD, NCC, completed her doctoral study at The University of North Carolina at Greensboro and is an assistant professor of counseling at the University of North Texas. She teaches courses in community counseling, diagnosis and treatment planning, cultural diversity, and counseling skills. Her research interests include crisis intervention, developmental counseling and therapy, and counselor preparation for diagnosis and treatment planning. Brian J. Mistler received his master’s degree in conflict resolution and international peace studies from the University of Bradford, United Kingdom. He has trained and worked at the Gestalt Center of Gainesville, Florida, since 2003. Current research interests include humor, parables, epistemology, work with minority (especially Muslim) populations, Sufism, organizational leadership and second-order change, analogical reasoning, cybernetics, and multivalent logic. Robika Modak is a doctoral student in counselor education at Mississippi State University. She is employed as a middle school counselor in Starkville, Mississippi. Nykeisha Moore completed her master’s degree at South Carolina State University and is pursuing her doctoral xxxvi About the Authors degree in rehabilitation counselor education at the University of Iowa. Her research interests include posttraumatic stress disorder, aging population, rehabilitation closures, and crisis interventions in higher education. Rachel N. Moore is completing a master’s degree in counseling, with an emphasis in school counseling, from Old Dominion University. Her research interests include multicultural competency issues and K–12 prevention programming, specifically related to diversity and tolerance training and substance abuse education. Gayle Morse, PhD, is an assistant professor at The Sage Colleges in Troy and Albany, New York. She is a licensed psychologist who conducts research in the areas of cultural identity, environmental toxins, and risk factors for psychopathology. Rochelle C. Moss, PhD, LPC, received her doctorate from the University of Arkansas and has worked at the University of Mississippi and Texas A&M–Commerce. She is currently employed as an assistant professor in the Counselor, Adult and Rehabilitation Education Department at the University of Arkansas at Little Rock, where her research interests include school counseling concerns, women’s developmental issues, and effective strategies for counseling adolescents. Suzanne D. Mudge, PhD, LPC, NCC, received her doctoral degree in counselor education and supervision from St. Mary’s University and is currently an assistant professor and chair of the Education Department at Our Lady of the Lake University, with primary teaching responsibilities in school counseling courses. Her research interests include emotion assessment, burnout, and professional identity development. Nyaradzo Mvududu, EdD, is an assistant professor in the curriculum and instruction program at Seattle Pacific University, with primary teaching responsibilities in research methods courses. Her research interests include issues in statistics education and multicultural concerns in teacher preparation. Jane E. Myers, PhD, NCC, NCGC, LPC, completed her doctorate in counselor education at the University of Florida and is a professor in the Department of Counseling and Educational Development at The University of North Carolina at Greensboro. Her research interests include wellness and assessment as well as developmental counseling and counselor education. She is the coauthor of both theoretical and evidence-based models of wellness and associated assessment instruments. Sylvia C. Nassar-McMillan, PhD, LPC, NCC, ACS, is a counselor educator at North Carolina State University and a licensed counselor and clinical supervisor. She has an active research agenda in areas of multicultural diversity and is experienced in assessing issues related to career, gender, and ethnic identity development and psychological well-being, particularly among Arab Americans. Margaret M. Nauta, PhD, completed her doctoral degree in counseling psychology at Iowa State University. She is currently an associate professor in the psychology department at Illinois State University where she is affiliated with the clinical-counseling psychology master’s-degree program. Her primary teaching responsibilities include introductory psychology and graduate courses related to counseling. Her research interests are in the area of career development. Judith A. Nelson, PhD, earned her doctoral degree in human services from Capella University and is currently an assistant professor in the counseling program at Sam Houston State University with primary responsibilities in marriage and family therapy and school counseling courses. Her research interests include mixed methods research, schoolwide cultural competence issues, and the meaning of commitment in partner relationships. Ed Neukrug, EdD, NCC, LPC, LP, is professor of counseling and teaches in the master’s and doctoral programs at Old Dominion University. He has written numerous texts in the field, including The World of the Counselor, Essentials of Testing and Assessment, and Skills and Tools for Today’s Counselors and Psychotherapists. Mark D. Newmeyer, EdD, is an adjunct assistant professor in the University of Cincinnati’s counseling program and cochair on the Association for Specialists in Group Work Professional Standards Committee. His clinical and research interests include group work, addictive behaviors, prevention, and ecological theory. Nancy Nishimura, EdD, NCC, completed her doctoral study at The University of Alabama–Tuscaloosa and currently is an associate professor in the counselor education program at The University of Memphis, with primary teaching responsibilities in clinical skills and multicultural counseling courses. Her research interests include multicultural counseling issues and spirituality in counselor education. Amy Nitza, PhD, is an assistant professor of counseling and counselor education in the School of Education at Indiana University–Purdue University Fort Wayne. She is the producer of a group training DVD, Leading Groups With Adolescents; coauthor of a group workbook; editor of the newsletter of the Association for Specialists in Group Work; and the author of several journal articles on group topics. Her research interests include the use of psychoeducational groups for prevention and therapeutic factors in groups for children and adolescents. Brigid M. Noonan, PhD, LMHC, NCC, ACS, completed her doctoral study at the University of Maryland College Park and is associate professor and chair in the Department of Counselor Education at Stetson University. Her research interests include substance abuse, advocacy within the counselor education field, competency devel- opment of counselors-in-training, social justice issues in diverse populations, and career development. Ken Norem, PhD, is a counselor educator who has taught in six university programs and held offices in four branches of the American Counseling Association. His specialty interests include counselor identity and pride, family counseling, school counseling, and supervision. Rosanne Nunnery, MS, NCC, LPC, received her master’s degree from Mississippi State University. She has worked as a counselor in various areas, including domestic violence, community mental health as a children’s therapist and supervisor, inpatient therapy, intensive outpatient therapy, and therapy groups for adolescents at a residential facility and is in private practice at Psychology Associates, LLC, in Meridian, Mississippi. She is currently a doctoral student in counselor education at Mississippi State University. Her research interests include resiliency, child abuse and domestic violence, and anxiety. Aaron H. Oberman, PhD, NCC, completed his doctoral studies in counselor education at The University of Tennessee, Knoxville. He is currently an assistant professor of school counseling at The Citadel, primarily teaching career counseling and fieldwork courses. His research interests include job satisfaction, supervision, and school counselor training and development. Kathryn A. Oden, PhD, LPC, completed her doctoral study at the University of North Texas and is currently an assistant professor in the counseling program at Texas A & M University–Commerce with primary teaching responsibilities in clinical courses. Her research interests include the role of forgiveness in the therapeutic process, the impact of the core condition of acceptance on the counselor, and the concept of inner peace. Kimberly B. Oliver, BA, graduated with a bachelor’s degree in psychology from Georgia State University, where she is a graduate student in the PhD program for school psychology. Leslie W. O’Ryan, EdD, NCC, LCPC, completed her doctoral study at the University of South Dakota and is an associate professor in the Counselor Education Department at Western Illinois University, with primary teaching responsibilities in counseling across the life span, addictions, and career development. Her research interests include aging and spirituality, qualitative inquiry into career development of diverse populations, and adult development. Sherlon P. Pack-Brown, PhD, LPCC-S, completed her doctoral study at the University of Toledo and is a professor in the mental health and school counseling program at Bowling Green State University, with primary teaching responsibilities in theory, group, practicum, and diversity courses. Her research interests include diversity competencies in counseling and education and multicultural and social justice concerns in counselor preparation, About the Authors xxxvii diversity competent group work, and ethics in a multicultural context. Betsy J. Page, EdD, LPCC, NCC, completed her doctoral study at the University of Maine and is currently an associate professor in the counseling and human development services program at Kent State University, with primary teaching responsibilities in the group and supervision courses. Her research interests include group leadership skills, supervisor identity development, and assessment. Pamela O. Paisley, EdD, LPC, NCC, is a professor and program coordinator at The University of Georgia. Previously, she was a counselor educator at Appalachian State University and a school counselor in public schools in North Carolina. Her research and clinical interests include collaborative action research, school counseling, human development, and the use of expressive and creative arts in counseling. She is committed to principles of social justice and is active in related initiatives at the local, state, and national levels. Charles D. Palmer, PhD, is an associate professor and clinical coordinator in the Department of Counselor Education, Educational Psychology, and Special Education at Mississippi State University. He is the president of the National Rehabilitation Counseling Association. Tina R. Paone, PhD, LPC, NCC, is an assistant professor at Monmouth University. Her research interests include multicultural school counseling, group activity therapy, school counseling, and play therapy. Stephen Parker, PhD, is a graduate of Emory University and professor in the School of Psychology and Counseling at Regent University, with primary teaching responsibilities in counseling and personality theories and human development. His research interests include spiritual and religious development and the interface of theological and psychological theories of the person. Robert H. Pate Jr., PhD, LPC, NCC, completed his doctoral studies at The University of North Carolina at Chapel Hill and is currently the William Clay Parrish Jr. Professor of Education in the counselor education program at The University of Virginia Curry School of Education. His primary professional interests are life and career planning, ethical and legal aspects of counseling, and client spirituality and counseling. He is a past chair of the National Board for Certified Counselors and a recipient of the Thomas J. Sweeney Award from Chi Sigma Iota. John Patrick, DEd, LPC, NCC, CRC, completed his doctoral studies at The Pennsylvania State University and is an associate professor in the counselor education program at California University of Pennsylvania, with primary teaching responsibilities in career counseling and counseling skills and techniques. His research interests include career counseling, counselor preparation, and college counseling. xxxviii About the Authors Matthew J. Paylo, PhD, a recent graduate from the University of Virginia’s counselor education program, is currently the mental health director at Fluvanna’s Correctional Center for Women. Cheyenne Pease-Carter, MS, is currently a doctoral student in the counselor education program at the University of North Texas. Her primary research interests include counselor preparation, grief, ethics, and animalassisted therapy. Dale-Elizabeth Pehrsson, EdD, C-LPC-S, NCC, ACS, DCC, is an associate professor for counselor education at the University of Nevada Las Vegas, with primary responsibilities for coordinating the PhD program in counselor education. Her clinical and research interests include play, art, and story counseling interventions across generational and cultural contexts. She is a registered play therapist supervisor and current clinical editor for Play Therapy™. Paul R. Peluso, PhD, LMHC, LMFT, is assistant professor and program coordinator of the mental health counseling program at Florida Atlantic University. His theoretical and research interests include Adlerian counseling and psychotherapy, family and couples development, parenting, and attachment theory. Debra A. Pender, PhD, LCPC, NCC, ACS, completed her doctoral studies at Southern Illinois University–Carbondale and is an assistant professor at Northern Illinois University, with primary teaching responsibilities in doctoral research, mental health, crisis intervention, and individual and group practicum. She is cochair of the Association for Specialists in Group Work Professional Standards Committee and a recipient of the Peg Carroll Award. Jennifer L. Pepperell, PhD, NCC, LPC, completed her doctoral study at Oregon State University in counselor education and supervision and is an assistant professor at Minnesota State University, Mankato. Her research interests include qualitative methods from a feminist perspective, issues related to adolescent girls’ development, giftedness, school counseling, gender issues, and training methods of child and adolescent counselors. Dilani Perera-Diltz, PhD, completed her doctoral degree at The University of Toledo and is an assistant professor in the community agency and school counseling programs at Cleveland State University. She is a licensed Professional Clinical Counselor, a Licensed Independent Chemical Dependency Counselor, and a licensed school counselor. Her current research interests include substance abuse, trauma, supervision, and school counselor role and duties. Jean Sunde Peterson, PhD, LMHC, NCC, is an associate professor and coordinator of the school counseling program at Purdue University. Her main research interest is the social and emotional development of high-ability students, particularly of understudied or underidentified gifted populations. Yegan Pillay, PhD, PCC-S, is an assistant professor in counseling and higher education at Ohio University with primary teaching responsibilities in clinical counseling courses. He is a past president of the South East Ohio Counseling Association. His research interests include multicultural issues, racial/cultural/ethnic identity development, storytelling and narrative therapy, psychological health, secondary trauma, and HIV/AIDS counseling. span, the use of restorative natural environments for the treatment of anxiety, and the influence of nature contact on child development. She is currently the director of health services/assistant director of counseling services at New England College (NEC), an adjunct faculty member of the mental health counseling program at NEC, and a nationally recognized speaker on the use of natural restorative environments in therapy. Mark Pope, EdD, is a professor and chair of the Division of Counseling and Family Therapy at the University of Missouri–Saint Louis. His primary area of interest and research is in multicultural career counseling, especially gay/lesbian, Native American, and Asian career development issues. He has written on the history and development of professional counseling in the United States and other countries, violence in the schools, and Native American traditional healing. He is a past president of the American Counseling Association and National Career Development Association. Timothy D. Rambo, PhD, LPC, completed his doctoral studies at The University of Virginia. He is a school counselor at Charlottesville High School, Charlottesville, Virginia. His professional and research interests include adolescent depression, adjustment disorders, clinical supervision, and collaboration between school and community counselors. Tarrell Awe Agahe Portman, PhD, LMHC, NCC, is an associate professor at the University of Iowa and coordinator of the counselor education and supervision program. Her research focuses on attribution theory as it interacts with counseling in the areas of counselor development (supervision and consultation), multiculturalism (disenfranchised populations, particularly American Indian women), and school counseling reform (programs and practice). Elizabeth A. Prosek, MSEd, is a doctoral student at Old Dominion University and is a supportive living counselor for the seriously mentally ill and mentally retarded at the Norfolk Community Services Board. Her research interests include program evaluation and assessment, diagnosis, and gender/trauma issues. Jake J. Protivnak, PhD, PCC-S, LSC, NCC, completed his doctoral work at Ohio University and currently is an assistant professor in the counseling program at Youngstown State University, with primary teaching responsibilities in school counseling courses. His research interests include school counseling, career counseling, and professional identity and development of counselors. Steve Rainey, PhD, is an assistant professor of counselor education at Kent State University. He teaches courses on counseling adolescents and school counseling that focus on ethics related to school-age clients. He is an active member of professional organizations at the national, state, and local levels and has made several presentations that include ethical issues related to school-age clients. Mary-Jeanne Raleigh, MEd, MA, NCC, LCMHC, is a doctoral student in environmental studies at Antioch University, New England. Her research interests include the development of coping skills throughout the life MaryLou Ramsey, EdD, LPC, NCC, NCSC, ACS, completed her doctoral study at Fairleigh Dickinson University and is a professor in and coordinator of the school counseling program in the Department of Counselor Education at The College of New Jersey, with primary teaching responsibilities in multicultural counseling and clinical supervision. Her scholarly achievements include numerous refereed publications and more than 100 professional conference and workshop presentations, many of which are devoted to multicultural counselor education and training, clinical supervision, ethical challenges in multicultural counseling and counselor education, and scholarly productivity in counselor education. James D. Raper is a college counselor and doctoral student in counselor education at Syracuse University. His research is focused on educating students and practitioners in effective suicide assessment. Lynn S. Rapin, PhD, cowrote the ASGW Best Practice Guidelines and the ASGW Professional Standards for the Training of Group Workers. She is a private practitioner and an adjunct associate professor of counseling at the University of Cincinnati. She served as president of the Association for Specialists in Group Work and president of the American Psychological Association Division 49, Group Psychology and Group Psychotherapy. She is a consultant to health, social service, and education organizations and an active scholar and presenter in the areas of best practice and ethics in group work and program development and evaluation. Scott Rasmus, PhD, LPCC, IMFT, NCC, is a former assistant professor at Delta State University, where he taught a course in testing and assessment for counseling students. He is employed by Lifespan, Inc., of Hamilton, Ohio; is a member of the Association for Assessment in Counseling and Education; and has research interests in the areas of statistics and outcome measurement. Manivong Ratts, PhD, NCC, completed his doctoral degree at Oregon State University in counselor education and About the Authors xxxix supervision and is an assistant professor in the Department of Counseling and School Psychology at Seattle University. His research is in the area of social justice, advocacy, developing Safe Space Training programs, and implementation of the American Counseling Association advocacy competencies in counselor education. Nabiha Rawdah, BA, is a graduate student in counseling psychology at the University of Victoria. Her professional interests include career and life planning, and she has provided career-related workshops at the University of Victoria counseling center while on practicum. David M. Reile, PhD, is a licensed psychologist, National Certified Career Counselor, and Master Career Counselor with 20 years of education and experience in career planning and psychological consultation. His experience has been applied in organizational development and consultation as well as management of counselors and career development projects in a variety of settings. He is also a faculty associate in the master’s-degree Pastoral Counseling Program at Loyola University Maryland and chair of the Ethics Committee of the National Career Development Association. Melanie Reinersman, MA, completed her master’s degree at the University of Illinois, Urbana-Champaign. After 10 years in career services in higher education, she is now a self-employed consultant, offering career counseling and Web site editing. She is editor of Career Convergence, the Web magazine of the National Career Development Association. Theodore P. Remley Jr., JD, PhD, NCC, LPC, LMFT, is professor of counseling, holds the Batten Chair in Counseling, and is the graduate program director of counseling at Old Dominion University. He is a former executive director of the American Counseling Association and is an author and presenter in the area of legal and ethical issues in counseling. Edina L. Renfro-Michel, PhD, NCC, completed her doctoral study at Mississippi State University and is currently an assistant professor in the counselor education program at Montclair State University. Her research interests include child and adult attachment, attachment and counseling supervision, and the use of technology in counselor education. Harvard University in developmental psychology. His research interests lie primarily in the application of psychological principles to educational settings and program evaluation in counseling and social service entities. He is particularly interested in the evaluation of programming efforts that address the needs of students considered “at risk” for academic failure. He is a member of the Texas Counseling Association, American Counseling Association, and American Evaluation Association. Kimberly A. M. Richards, PhD, NCC, SACC, completed her doctoral study at Oregon State University and is currently a principal investigator for the HIV/AIDS Counseling and Education Research Group. In addition, she is a behavioral scientist on attachment from Comforce to the Centers for Disease Control Zimbabwe office as a technical adviser for HIV/AIDS Behavior Change. Her professional interests include research epistemology, psychological experiences of HIV/ AIDS counselors when counseling HIV/AIDS clients, behavior change as related to HIV/AIDS, multiracial/ ethnic/cultural identity development, and the impact of oppression/colonialism in Southern Africa on identity development. Laura R. Ritchie, MA, is a doctoral candidate in counselor education and supervision at the University of North Carolina at Charlotte. She has a master’s degree in marriage and family therapy. Currently, she is an adjunct professor in the human development and psychological counseling program at Appalachian State University. Her research interests include study of the effectiveness of experiential therapy models, sexual minority counseling issues, women’s issues in counseling, multicultural counseling, substance abuse counseling issues, and clinical supervision. Martin H. Ritchie, EdD, LPC, NCC, completed his doctoral studies at The University of Virginia and is professor and coordinator of school counseling at the University of Toledo. His research interests include school counselor accountability, legal and ethical issues, and group and peer influences. Glenda P. Reynolds, EdD, NCC, received her doctorate in counselor education from The University of Alabama. She is an associate professor in the counseling program at Auburn University Montgomery. Her areas of research interest are international persons, children, and self-esteem. Maria T. Riva, PhD, completed her doctoral study at the University of Pittsburgh and is a professor in the counseling psychology program at the University of Denver, with teaching responsibilities in group counseling, adolescent development, supervision, and practicum. Her research interests include group leadership, group supervision, and group dynamics. She is a past president of the Association for Specialists in Group Work (ASGW) and an ASGW Fellow and has written many articles on teaching group leadership, selection of group members, effective leadership, and group supervision practices. Richard J. Ricard, PhD, is professor of counseling and educational psychology at Texas A&M University– Corpus Christi. He received his doctoral degree from Leila F. Roach, PhD, LMHC, LMFT, NCC, completed her master’s degree in human development at Vanderbilt University and her doctoral study at the University of xl About the Authors Central Florida and is currently an assistant professor in the Department of Counselor Education at Stetson University, with primary teaching responsibilities in human development, family systems, theories, group, and human relations methods and skills. Her research interests include counselor development and wellness in counselor preparation and community mental health settings. Gail K. Roaten, PhD, LPC-S, CSC, completed her doctorate in counselor education at Texas A&M University– Corpus Christi and is an assistant professor in professional counseling in the Department of Educational Administration and Psychological Services at Texas State University–San Marcos, where she is the school counseling program coordinator. She teaches school counseling, counseling adolescents, and development through the life span, and her research interests include professional identity issues related to school counselors as well as effective interventions with children in schools. Chester R. Robinson, PhD, earned his doctorate from The University of North Carolina at Greensboro and is an associate professor of counseling at Texas A&M University–Commerce. He maintains a record of dedicated professional service, particularly in the Texas Counseling Association. E. H. Mike Robinson III, PhD, NCC, is professor of counselor education and the Robert N. Heitzelman Eminent Scholar Chair for the study of greed and altruism at the University of Central Florida. He currently serves as the director of doctoral programs. Kim H. Rodriguez, PhD, LMHC, GCDF, completed her doctoral study at the Union Institute & University and is an assistant professor in the school counseling and mental health counseling programs at Long Island University with primary teaching responsibilities in clinical practicum and supervision. She worked as a school counselor for 13 years, and her research interests include the professional development and training of school counselors, as well as children from addictive families, eating disorders, and body image disturbances. Patrick J. Rottinghaus, PhD, completed his doctoral study at Iowa State University and is an assistant professor in the counseling psychology program and director of the Career Development and Resource Clinic at Southern Illinois University–Carbondale. His research examines numerous aspects of career development and assessment, including vocational interests, personality, and self-efficacy. He teaches courses in adult development, psychological assessment, positive psychology, and counseling practicum; serves on the editorial board for the Journal of Career Development and as an ad hoc reviewer for several journals; and chairs the Research Committee for the National Career Development Association. Chadwick Royal, PhD, NCC, LPC, completed his doctoral work at North Carolina State University and is currently an assistant professor in the Department of Counselor Education at North Carolina Central University. He is the coordinator of the career counseling program, which is one of only eight career counseling programs accredited by the Council for Accreditation of Counseling and Related Educational Programs in the United States. He teaches classes in introductory and advanced career counseling, human growth and development, consultation, and family counseling. His research interests include the use of technology in counseling and counselor education. Daniel R. Russell is pursuing a master’s degree in college counseling at Mississippi State University. His interests include spirituality and anxiety. Carmen F. Salazar, PhD, NCC, completed her doctoral study at the University of New Mexico and is currently an associate professor in the Department of Counseling at Texas A&M University–Commerce. Her research interests include gender, diversity, and social justice concerns in counseling and counselor education and qualitative methodology. She is active in the Association for Specialists in Group Work (ASGW) and has served as a cochair of the ASGW Human Rights and Diversity Committee since 2003. Carol Z. A. Salisbury, PhD, LGPC, is a graduate of the Pastoral Counseling Department at Loyola University Maryland. Her research focuses on the use of anger as a positive, healthy emotion. Jeff L. Samide, EdD, LPC, has over 30 years experience in working with individuals, groups, and families. He regularly consults with private organizations, governmental agencies, and schools regarding a wide variety of issues, including sexual assault, domestic violence, and substance abuse. He currently teaches school and community counseling at California University of Pennsylvania and maintains a general counseling practice in Indiana, Pennsylvania. Daya Singh Sandhu, EdD, NCC, NCCC, NCSC, LPCC, is distinguished professor of research, Fulbright Senior Research Scholar, and former chairperson of the Department of Educational & Counseling Psychology at the University of Louisville. His research interests include multicultural counseling, school counseling, and the role of spirituality in counseling and psychotherapy. He has coauthored or coedited 12 textbooks, 60 book chapters, and more than 50 refereed articles. He has been recognized as one of the 12 pioneers in multicultural counseling. David P. Sarnoff, PhD, ABPP, earned his BA in mathematics from Harvard University and his PhD in counseling psychology from the University of Kentucky. He currently is a core faculty member in the counseling psychology specialization at Capella About the Authors xli University and in private practice in Charleston, South Carolina. Mark L. Savickas, PhD, is professor and chair in the Department of Behavioral Sciences at the Northeastern Ohio Universities College of Medicine and a Fellow of the American Counseling Association. Jennifer Savitz-Smith, PhD, LPC-S, is a counselor in private practice in Columbia, South Carolina. Her practice is diverse and includes children, families, and individuals. Specific clinical interests include abuse issues across the life span, family issues of divorce and separation, and women’s issues. Kristin Schaefer-Schiumo, PhD, completed her doctoral study at Fordham University and is an associate professor in the school counseling and mental health counseling programs at Long Island University, C.W. Post Campus, with primary teaching responsibilities in clinical practicum and supervision. Her research interests include qualitative methodology, the biopsychosocial bases of behavior, and the ethical and legal issues pertaining to advising students who are inappropriate for mental health counseling programs for nonacademic (emotional, social, behavioral) reasons. Megan Scharett, EdM, is a doctoral student in counselor education at the University of Florida. She completed her master’s-degree training in school counseling at the University of Buffalo. Her research interests include identity development and academic achievement in adolescents, innovative approaches in school counseling, emotional competence, and mattering. Gibson Scheid, PhD, is a career counselor who helps individuals redesign their careers through her counseling practice, writing, and teaching activities. Travis W. Schermer, MSCP, completed his master’s degree at Chatham College in Pittsburgh and is currently working on his PhD in counselor education at Kent State University. He has worked as a senior research associate at Western Psychiatric Institute and Clinic, Pittsburgh, Pennsylvania. Lynn Schlossberger, MA, LPC, is a mental health counselor with Family Service of Greater Baton Rouge, a nonprofit agency, where she works within the Title IV Program, serving HIV positive women, children, youth, and their families. Her practice includes individual, family, and group counseling with HIV-positive clients as well as trauma work with evacuees of Hurricane Katrina. She completed her studies at Louisiana State University. Lewis Z. Schlosser, PhD, completed his doctoral study at the University of Maryland and is an assistant professor of counseling psychology at Seton Hall University. He teaches graduate courses in counseling skills, adult psychopathology, psychological assessment, and research methods. Using both quantitative and qualita- xlii About the Authors tive methods, he has research interests in many areas, including advising and mentoring relationships and multicultural counseling; the latter area includes Jewish issues; religious climate; and the intersection of race, religion, and ethnicity. Mark B. Scholl, PhD, LMHC, NCC, completed his doctorate at The University of North Carolina at Greensboro and is an assistant professor in the Department of Counseling and Development at Long Island University. He is the editor of the Journal of Humanistic Counseling, Education and Development, and his research interests include client counseling preferences, factors influencing client attitudes toward and continuation in counseling, college student persistence, and uses of the expressive arts in counseling. Valerie L. Schwiebert, PhD, LPC, NCC, NCGC, CRC, completed her doctoral study at the University of Florida and is a professor of counseling at Western Carolina University, with primary teaching responsibilities in community counseling. Her research interests include gender issues, adult development and aging, mentoring, assessment, and diagnosis. Alan M. “Woody” Schwitzer, PhD, is a licensed clinical psychologist and associate professor of educational leadership and counseling at Old Dominion University. He is editor of the Journal of College Counseling. His professional and research interests focus on college student development; adjustment, learning, and counseling; and diagnosis and treatment planning. David A. Scott, PhD, LPC, NCC, completed his doctoral study at North Carolina State University and is currently the community counseling program coordinator and assistant professor at Clemson University, with primary teaching responsibilities in community counseling. His research interests include atrisk youth, community counseling, and racial identity development. Kerry E. Sebera, PhD, PCC, completed her doctoral work at Ohio University and is an assistant professor in the Counseling and Educational Psychology Department at the University of West Georgia. Her professional interests include leadership in counseling, best treatment practices with children, psychosocial aspects of cerebral palsy in children, school counseling, and training and supervision of counselors. William E. Sedlacek, PhD, is emeritus professor of education at the University of Maryland. His latest book is Beyond the Big Test: Noncognitive Assessment in Higher Education, and his research areas include racism, sexism, diversity, college admissions, scholarship selection, advising, and employee selection. He has received research awards from the American Counseling Association, the American College Personnel Association, and the National Association for College Admission Counseling. James N. Sells, PhD, is professor of counseling and director of the PhD program in counselor education and supervision at Regent University. His primary research interests are in relational conflict resolution, forgiveness/reconciliation, international applications of counseling, and supervision. He maintains a private practice specializing in marriage and family issues and conflict resolution. Alia Sheikh, PhD, NCC, completed her doctorate at the George Washington University and is currently an assistant professor in the clinical psychology program at Newcastle University in England. She has a special interest in clinical and research aspects of trauma as well as in reflective practice in education. Kimber Shelton, MS, is a counseling psychology doctoral candidate at The University of Georgia. She completed her master’s degree in mental health counseling at Niagara University. Her research interests include racial and gender microaggressions and increasing minority populations’ use of mental health services. Carl J. Sheperis, PhD, NCC, LPC, is an associate professor in community counseling at Mississippi State University. He specializes in the assessment and treatment of behavioral and developmental issues in early childhood. In addition to his role as a professor, he is the clinical director of Behavioral Services LLC, a company that provides behavioral services to children, parents, and teachers associated with Head Start programs. Behavioral Services also provides assessment and intervention services to all pregnant women enrolled in the Head Start early intervention program across 13 counties in Mississippi. Jocelyn Sherman, PhD, OP, is an adjunct at Capella and Argosy Universities as well as Alvernia College and the University of Phoenix. An author and collaborator with religious communities, she focuses on instruction of brief therapeutic methods within multicultural approaches. She is the founder of Spirit of Hope, a nonprofit organization supplying reading and school materials to children in Africa. Her primary teaching responsibilities include psychology and counseling courses. Nancy E. Sherman, PhD, NCC, LCPC, ACS, completed doctoral study at The Ohio State University and is a professor in the human development counseling program at Bradley University and director of the Counseling Research and Training Clinic. She teaches appraisal of the individual, counseling and aging, and prepracticum. She is a Fulbright Scholar and has served as president of Chi Sigma Iota. S. Alan Silliker, EdD, LMHC, completed his doctoral study at Boston College and is an associate professor in the counselor education program at St. Bonaventure University. His teaching responsibilities include career counseling, techniques of counseling, and school coun- seling internship supervision courses. His research interests are job-getting strategies, extracurricular activity participation, the promotion of students’ academic success by school counselors, and the use of WebCT as a teaching aid. Laura R. Simpson, PhD, LPC, NCC, ACS, is an assistant professor of counselor education at Delta State University, where her teaching responsibilities include social and cultural foundations, crisis intervention, psychodiagnostics, general internship, spirituality in counseling, and substance abuse counseling. A mental health clinician for 15 years prior to moving into academia, her primary areas of research interest include counselor wellness and secondary trauma, spirituality, crisis response, cultural diversity, and supervision. Robert Sindylek, NCC, LPC, has experience working as a counselor in a variety of settings, including the K–12 public school sector, community college, and university level. He maintains licensure/certification as a National Certified Counselor, Texas Licensed Professional Counselor, and Texas School Counselor. In addition, he teaches Assessment Issues in Counseling and Career Development & Counseling at Texas A&M, Galveston. Anneliese A. Singh, PhD, LPC, NCC, completed her doctoral study at Georgia State University and is an assistant professor in the Counseling and Human Development Services Department at The University of Georgia with primary teaching responsibilities in the school counseling program. Her research and clinical interests are in multicultural and social justice, focusing on qualitative methodology with historically marginalized groups (e.g., people of color; lesbian, gay, bisexual, transgender, intersex, and questioning individuals; immigrants), and empowerment interventions with trauma survivors. She works locally and nationally in the movement to end child sexual abuse. Christopher A. Sink, PhD, NCC, LMHC, is professor and chair of school counseling at Seattle Pacific University. His research interests primarily involve issues related to research and statistical methods, psychoeducational assessment, comprehensive school counseling, and spiritual and communitarian approaches to education. Eva D. Sloan, MA, NCC, LPC-Intern, is a doctoral student at St. Mary’s University in San Antonio. Her research interests include the study of posttraumatic stress disorder in children, the use of neurofeedback, and the use and impact of play therapy. Marty Slyter, PhD, LPC, LMHC, NCC, completed her doctoral study at the University of Northern Colorado and is an assistant professor in the mental health and school counseling programs at Eastern Washington University with primary teaching responsibilities in professional school counseling courses. Her research interests include About the Authors xliii counseling gifted youth, women’s issues, the role of existential counseling in modern society, and counselor self-care. Allison Smith, MEd, NCC, completed her master’s degree at The University of Georgia and is a doctoral student in the Department of Counseling and Human Development Services at The University of Georgia. Her primary research interests include defining multicultural competency, cultural competency and awareness development in undergraduate students, and assessment of racial identity. Carol Klose Smith, PhD, LPC, NCC, completed her doctoral study at the University of Iowa and is an assistant professor in the counselor education program at Winona State University. Her research interests include interpersonal violence, group therapy, social class concerns in counselor education, and academic transitions focusing on stress and coping among adolescents. Carol M. Smith, PhD, MACE, LPC, NCC, completed her doctorate at Kent State University and is an adjunct professor of counseling at Marshall University Graduate College and at Liberty University in Lynchburg, with primary teaching responsibilities in clinical skills. Her areas of research interests include end-of-life care, theodicy, and biomedical ethics. She specializes in grief, loss, and trauma counseling. Lydia B. Smith, MA, NCC, received her master’s degree in counseling from the University of North Carolina at Charlotte, where she is completing her PhD in counseling. Her research interests include issues related to people who are elderly, evidence-based therapy for clients diagnosed with early dementia, and multicultural and ageism concerns in counselor preparation and community mental health. Timothy B. Smith, PhD, is a professor of counseling psychology at Brigham Young University. His research interests include multicultural counseling and spirituality/ religion. Brent M. Snow, PhD, has been a professor and chair of the Department of Counseling and Educational Psychology at the University of West Georgia since 1992. He was previously a faculty member at Oklahoma State University for 13 years and also a faculty member at the University of Idaho, where he also completed his doctorate. Shawn L. Spurgeon, PhD, LPC, NCC, completed his doctoral studies at The University of North Carolina at Greensboro and is an assistant professor in mental health counseling program at The University of Tennessee at Knoxville. His primary teaching responsibilities include clinical counseling skills and research methods courses. His research interests include resistance in the counselor–client interaction, African American males and development throughout the life span, gender issues in supervision, and resilience and cohesion in foster children and foster families. xliv About the Authors Donna S. Starkey, PhD, LPC, NCC, is an assistant professor of counselor education at Delta State University, where she teaches community counseling courses, including ethics. She is a long-time, active member of the counseling profession and a regular presenter at the state and national levels in the field of counseling ethics and the client–counselor relationship. A. Renee Staton, PhD, LPC, NCC, completed her doctoral work at The University of Virginia and is currently an associate professor in the counseling psychology program at James Madison University. Her research interests include multicultural counseling, socioeconomic class in counseling, and women’s issues. Alan E. Stewart, PhD, is an associate professor in the Department of Counseling and Human Development at The University of Georgia. His research interests include the psychology of weather and climate, death and loss, and Adlerian individual psychology. Joseph A. Stewart-Sicking, EdD, completed his doctoral studies at the University of Cincinnati and is an assistant professor in the graduate programs in pastoral counseling at Loyola University Maryland, with teaching responsibilities in counseling theory and research methods. His research interests include spiritual practices and personal transformation, research methods in the social sciences, and engaging faith communities in community counseling. Julie Strentzsch, MA, LPC, CART, is currently working to complete her doctorate in counseling education and supervision at St. Mary’s University in San Antonio and is working as a graduate assistant to the department as well as providing counseling services to adjudicated youth and their families. She is a member of Chi Sigma Iota and currently serves as the University chapter’s secretary. Her research areas include education, trauma, gender issues, neuroscience, and multicultural and social justice concerns as they relate to the practice of community counseling. Daniel L. Stroud, MEd, is a doctoral candidate at the University of New Mexico. His research interests include relationships between childhood memories of receiving corrective feedback and perceptions of receiving corrective feedback in counselors-in-training and group work best practices. Jannette Sturm-Mexic, PhD, LPC, LMFT, Registered Play Therapist, completed her doctoral study at the University of New Orleans and is an assistant professor and program coordinator for the counseling program at Xavier University of Louisiana. Her research interests include family therapy and counselor development and supervision. She also has a private practice in New Orleans, helping individuals and families recover from the emotional impact of Hurricane Katrina. Chandra R. Sumlin-Brown, EdS, LPC, NCC, completed her specialist degree at Mississippi State University and is a Psychologist I at East Mississippi State Hospital. Her research interests include body image and self-efficacy. Counseling interests include multicultural counseling and group and individual counseling. received his undergraduate degree in business and mathematics from Norfolk State University and his master’s degree in school counseling from Norfolk State University. Joffrey S. Suprina, PhD, LPC, NCC, AHT, is assistant professor at Argosy University–Atlanta and a case manager at the Ridgeview Institute and runs a private practice. He is a Safe Zone trainer as well as cofounder and past president of Counseling and Psychological Services– Association for Gay, Lesbian, and Bisexuals in Counseling at Georgia State University. His research areas of interest include wellness; lesbian, gay, bisexual, and transgender issues; addiction; and spirituality. Sandra K. Terneus, PhD, NCC, LMFT, completed her doctoral study at Southern Illinois University–Carbondale and currently is an associate professor in the Department of Counseling and Psychology at Tennessee Tech University, with primary teaching responsibilities in group counseling, abnormal psychology, and supervision. Her research interests include childhood disorders, mood disorders, trauma and gender issues, multicultural holistic healing, group dynamics, and training concerns in counselor preparation. Lynn E. Swaner, EdD, LMHC, NCC, ACS, completed her doctoral study at Teachers College, Columbia University and currently is an assistant professor in the Department of Counseling and Development at C.W. Post Campus of Long Island University, with teaching responsibilities in mental health and school counseling programs. Her research interests include substance abuse and depression in college, graduate student learning and development, spirituality in counseling, and mixed methods research. Thomas J. Sweeney, PhD, LPCC, completed his doctoral work at The Ohio State University and is professor emeritus at Ohio University in counselor education. His clinical and scholarly interests have been in Adlerian counseling, career counseling, group work, and consultation. His professional interests have been advocacy for professional counselors and those whom they serve. Luellyn Switzer, MS, is a community counseling doctoral candidate in the Department of Counseling, Educational Psychology and Special Education, Mississippi State University. She did her thesis research in the area of early maladaptive schemas and risky sexual behavior. Her doctoral research is in the area of eating disorders. Brian J. Taber, PhD, is an assistant professor of counseling and the director of the Adult Career Counseling Center at Oakland University. His research interests are career development and vocational assessment. Angelia Taylor, MEd, EdS, is a doctoral candidate and lecturer in educational psychology at Mississippi State University. She has a master’s degree in education, with an emphasis in gifted studies, from Mississippi University for Women and EdS in counseling from Mississippi State University. Her research interests include the identification process for individuals who are gifted or have learning disabilities, the psychometric properties of identification instruments for selection of students for gifted and remedial programs, and the social/emotional development and counseling needs of individuals who are identified as gifted or learning disabled. Rivers S. Taylor Jr., MEd, is the director of school counseling at Blair Middle School in Norfolk, Virginia. He Suzy R. Thomas, PhD, completed her doctoral study in educational psychology at the University of California, Davis, and is currently an associate professor in the graduate counseling program in the School of Education at Saint Mary’s College of California. She teaches Law, Ethics, & Values; Group Theory & Practice; and several courses in the school counseling specialization. Her research focuses on mentoring and ongoing professional development, collaboration and collaborative action research, and school counseling reform. Siu-Man Raymond Ting, PhD, LPC, NCC, CDFI, obtained his doctorate in counselor education from the University of Iowa and currently is an associate professor and assistant department head in the counselor education program at North Carolina State University, with primary teaching responsibilities in college counseling and career counseling. His research interests include college student development, international applications of Holland’s theory, and assessment and evaluation. Taunya Marie Tinsley, PhD, NCC, LPC, is an assistant professor in the Department of Counselor Education at California University of Pennsylvania. Her interdisciplinary research areas of interests include youth, adolescent, and adult development through sports; sports counseling; multicultural issues in counseling; and multicultural training and development. She completed her requirements and graduated with her PhD from Duquesne University’s executive doctoral program in counselor education and supervision. She received her MA degree in higher education administration and college student development from the University of Iowa. She also holds a BA in business administration from Augsburg College. Shelly Prochaska Trent, SPHR, is the southeast regional manager for the Society for Human Resource Management (SHRM). Prior to joining the staff of SHRM, she worked in government human resources and for universities in career services and business/industry training. She is certified as a Senior Professional in Human Resources and obtained her master of public About the Authors xlv administration degree with an emphasis in human resources. She is a PhD candidate at the University of Louisville in human resources development and career counseling. Cindy M. Trevino, MA, LPC-Intern, NCC, is completing her doctoral study at St. Mary’s University in San Antonio. Her research interests include chronic pain, and her professional interest includes rehabilitation counseling. Barbara C. Trolley, PhD, CRC, is a licensed psychologist and associate professor in the Counselor Education program at St. Bonaventure University and cofounder and codirector of the School of Education Counseling Clinic. She is the founder and editor of the New York State School Counseling Journal and author of two books. Her research interests include cyberbullying, special education, youth wellness issues, and grief. Karen Tsukada, PhD, completed her doctoral study at The Ohio State University in counseling psychology. She currently works at the Center for Counseling and Student Development at the University of Delaware and is a part-time assistant professor in the Department of Individual and Family Studies. Sherri Lou Turner, PhD, completed her doctoral study at the University of Missouri–Columbia. She is an associate professor in the counseling and student personnel psychology program at the University of Minnesota, with primary teaching responsibilities in assessment, career development, and psychological disorders of adolescents and adults. Her primary research interests include the educational and career development of inner-city and minority youth and counseling strategies for Native American people. Robert I. Urofsky, PhD, completed his doctoral study at The University of Virginia and is assistant professor and school counseling program coordinator at Clemson University. His research interests include ethics in counseling, school counseling, and the role of school counselors in school reform. Sandra I. Valente, PhD, LADC, completed her doctoral studies at the University of Connecticut and is an associate professor of psychology at Naugatuck Valley Community College, where she teaches for the Psychology Department and is coordinator of the Drug and Alcohol Recovery Counseling Program. She also works as an addictions counselor in private practice. Brian Van Brunt, EdD, LCMHC, completed his doctoral study at the University of Sarasota/Argosy and is the director of the Counseling and Testing Center at Western Kentucky University. He is active in the Association for University and College Counseling Center Directors, American Counseling Association, and the American College Counseling Association. His research interests include counselor training and education, ethics, assessment and evaluation, and the revitalization of the Thematic Apperception Test. xlvi About the Authors Linwood G. Vereen, PhD, LPC, NCC, is an assistant professor at Idaho State University and has teaching responsibilities in social and cultural foundations, group counseling techniques, counseling practicum and internship, supervision, and mental health counseling. His research interests are in multicultural counseling, social justice, humor in counseling, group work, and counseling student athletes. Jennifer Douglas Vidas, PhD, LCPC, NCC, completed her doctorate in counseling at George Washington University. Her research interests include counselor education and supervision, especially in the area of cognitive complexity and its relationship to counselor development. Carrie A. Wachter, PhD, completed her doctoral degree at The University of North Carolina at Greensboro and is an assistant professor in the counseling and development program at Purdue University, with primary teaching responsibilities in preparation of school counselors. Her research areas include crisis and crisis intervention, collaboration between professional school counselors and other mental health and educational personnel, and counselor education and supervision. Jacqueline A. Walsh, PhD, LPC, NCC, completed her doctoral studies at Kent State University. She is an associate professor in the Counselor Education Department at California University of Pennsylvania. Her interests include family counseling, group work, use of technology in counseling, and professional counselor identity. Donald E. Ward, PhD, LCPC, NCC, ACS, completed his doctorate at Purdue University and is professor and chair of the Counseling Committee in the Department of Psychology and Counseling at Pittsburg State University, with primary teaching responsibilities and interests in group work, theories of counseling and psychotherapy, and community counseling professional orientation courses. He is a self-study reviewer and past executive board vice-chair for the Council for Accreditation of Counseling and Related Educational Programs and past editor of the Journal for Specialists in Group Work. Cheryl B. Warner, PhD, is an assistant professor in counselor education of the Eugene T. Moore School of Education at Clemson University. Her research interests include ethnic identity development across the life span, multicultural competency in helping professionals, and multicultural counseling and supervision. She earned an MEd in community counseling and completed her doctoral study in counseling psychology at The University of Georgia. Laurae Wartinger, PhD, NCC, completed her doctoral study at Ohio University and is the director of the professional school counseling program at the Sage Graduate School. Her primary teaching responsibilities are in research methods courses, group counseling, and practicum. Her research interests include school counselor supervision and childhood and adolescent bereavement. Joshua C. Watson, PhD, LPC, NCC, ACS, completed his doctoral study at The University of North Carolina at Greensboro and is an assistant professor in the counselor education program at Mississippi State University– Meridian with primary teaching responsibilities in assessment and educational statistics courses. His research interests include counseling student athletes, wellness, and counselor training issues. T. Steuart Watson, PhD, is professor and chair of educational psychology at Miami University and is coeditor of the Journal of Evidence-Based Practices for Schools. His clinical and research interests include applied behavior analysis, direct behavioral consultation, behavioral treatment of habits/tics, functional behavioral assessment, the effects of extrinsic reinforcement on internal motivation, and using olfactory stimuli to enhance learning. Tonya S. Watson, PhD, completed her doctoral degree in school psychology at Mississippi State University and is a visiting assistant professor in family studies at Miami University. Her primary teaching responsibilities include child development and parenting. Her research interests include school-based consultation, applied behavior analysis, and examining the effects of olfactory stimuli on memory and learning. Richard E. Watts, PhD, LPC-S, is professor and director of the Center for Research and Doctoral Studies at Sam Houston State University. His primary teaching responsibilities are in doctoral counselor education courses. His theoretical and research interests include Adlerian, cognitive, and constructivist approaches to individual, group, and couple and family counseling; counselor supervision and counselor efficacy; ethical and legal issues; play therapy; and multicultural issues, including religious and spirituality issues in counseling. Jane Webber, PhD, is an assistant professor and clinical director of the Counseling and School Counseling Programs at Seton Hall University, with research interests in adolescent multimodal counseling, school counseling programs, and trauma counseling. She is a former chair of the American Counseling Association (ACA) Public Awareness and Support Committee and the ACA Foundation. Joseph D. Wehrman, PhD, LPC, NCC, completed his doctorate in counselor education at The University of South Dakota and his master’s degree in applied behavior analysis at St. Cloud State University. He is an assistant professor in the Division of Counselor Education at The Citadel. His research interests include technology and counseling, counseling services for children and adolescents, and mental health services for victims of trauma. Daniel J. Weigel, PhD, LPC, LADC, NCC, CCMHC, MAC, completed his doctoral studies at Idaho State University and is currently an associate professor and coordi- nator of the community counseling program at Southeastern Oklahoma State University. His research interests include prescription opioid addiction and treatment, counseling licensure portability, and rural mental health practice. Kelly L. Wester, PhD, NCC, LPC, completed her doctoral degree at Kent State University and is an assistant professor in the Counseling and Educational Development program at The University of North Carolina at Greensboro. Her primary teaching responsibilities include research methods courses, theories, and internship and practicum supervision. Her research interests include research integrity, research self-efficacy, selfinjurious behaviors, professional identity of counselors, and gender issues. Amy Wickstrom, LMFT, is a licensed marriage and family therapist and registered play therapist. She completed her master’s degree at Bethel Seminary and is completing her PhD at Loma Linda University. Her practice, San Diego Center for Play Therapy, is dedicated to research and clinical practice with children and their families. V. Van Wiesner III, PhD, MBA, LPC, NCC, CCMHC, is an assistant professor at Sam Houston State University, with primary teaching responsibilities in methods of research, diagnosis, and counseling practicum. His research interests include redecision therapy, existential life positions, mechanisms of change, the use of metaphors and hypnosis in psychotherapy, personality disorders, statistics, interdisciplinary connections (e.g., physics), and spirituality. Marsha I. Wiggins, PhD, LPC, LMFT, NCC, completed her doctoral study at the University of Florida and is a professor in the counseling psychology and counselor education program at the University of Colorado at Denver & Health Sciences Center. Her teaching and research focus on couple and family issues, multiculturalism, and diversity. She published a book on spirituality and counseling, Integrating Religion and Spirituality Into Counseling: A Comprehensive Approach. S. Allen Wilcoxon, PhD, is professor and coordinator of counselor education at The University of Alabama. His specialty interests are in supervision, ethical decision making, and educational pedagogy. Angela Williams, MEd, is a doctoral candidate who completed her master’s degree at Norfolk State University. She is the dean of students and 504 case manager for Blair Middle School in Norfolk, Virginia. Her primary responsibilities include monitoring student behavior, reviewing Section 504 plans annually, and ensuring students that have Section 504 plans are receiving accommodations. George T. Williams, EdD, is professor and coordinator of counselor education programs at the School of Education, The Citadel Graduate College. He is past president of the South Carolina Counseling Association. About the Authors xlvii He has held former full-time counselor education faculty appointments at California State University, Fullerton; University of New Orleans; and the University of Minnesota–Duluth. He earned his BA and MEd degrees at Kutztown University of Pennsylvania and his doctorate in counselor education at the University of Cincinnati. He is a licensed psychologist in California and Minnesota. He has practiced as a certified elementary and secondary school counselor, college counselor, counselor educator, counselor supervisor, and psychologist. Denise Williams-Patterson, MEd, has been in public education as a teacher and specialist for more than a decade. She received her undergraduate degree from Norfolk State University, master of education degree from Regent University, and a Certificate of Advanced Graduate Studies from Cambridge College. Deborah M. Wilson, EdD, LPC, NCC, CADC, completed her doctoral studies at Texas Southern University and is an assistant professor in the counseling and psychology program at Troy University’s Augusta, Georgia, site. Her primary teaching responsibilities are professional orientation and ethics, counseling theories, community counseling, and supervision. Her research interests include ethics, African American issues in counseling and mental health, and social justice. F. Robert Wilson, PhD, a professor of counseling in the Division of Human Services at the University of Cincinnati, is now in his 30th year of service. His teaching and research interests include assessment in counseling, ecologically grounded mental health counseling, group work, and the clinical training of counselors. He is professionally active, having served as president and treasurer of the Association for Assessment in Counseling and Education (AACE); a member of the Governing Council for the American Counseling Association; the vice chair for the Council for Accreditation of Counseling and Related Educational Programs; and a member of the editorial board for several professional journals, most notably, AACE’s journal, Measurement and Evaluation in Counseling and Development. Ashlea R. Worrell, MA, CRC, is a doctoral student in counselor education and supervision, with concentrations in rehabilitation, neurofeedback, play therapy, and relational cultural theory at St. Mary’s University. Her research and clinical interests include body dysmorphic disorder, eating disorders, and self-injury. Darren A. Wozny, PhD, completed his doctorate in human development and family studies, with specialization in marriage and family therapy, at Iowa State University and is an assistant professor of counselor education at Mississippi State University–Meridian Campus, with primary teaching responsibilities in family counseling theories, cultural foundations, developmental counseling, legal and ethical issues, and counseling the suicidal client. He is the principal investigator and project xlviii About the Authors director of the Mississippi State University–Meridian Campus Suicide Prevention Program (sponsored in part by a 3-year Substance Abuse and Mental Health Services Administration grant). Bonnie M. Wright, PhD, completed her doctoral study at The University of Georgia and is currently dean of the School of Psychology and Counseling at Gardner-Webb University. Her primary teaching responsibilities include experimental psychology, life-span development, general psychology, and the history of psychology. Her research interests include issues related to cautiousness, program evaluation, and aging. Robert E. Wubbolding, EdD, is the director of the Center for Reality Therapy in Cincinnati, Ohio; director of training for the William Glasser Institute; and professor emeritus of Xavier University. A former elementary and high school counselor and adult basic education instructor, he is the author of 10 books on reality therapy, including Reality Therapy for the 21st Century. He has taught reality therapy in North America, Asia, Europe, and the Middle East and has received the Marvin Rammelsberg Award, the Herman Peters Award, the Mary Corre Foster Award, and an award as the outstanding alumnus of the University of Cincinnati, College of Education. J. Scott Young, PhD, NCC, LPC, is a professor in the Department of Counseling, Educational Psychology and Special Education at Mississippi State University, where he also serves as the clinical director of the Counseling and School Psychology Laboratory. He has been a practicing counselor in private practice, agencies, or hospitals for over 15 years. His leadership in the field of counseling includes service as president of the Association for Spiritual, Ethical, and Religious Values in Counseling and as a member of the Governing Council for the American Counseling Association. Mark A. Young, PhD, LPC, NCC, completed his doctorate at Idaho State University and currently is an assistant professor in the mental health counseling program at Eastern Washington University. His teaching and research interests are in couples and family counseling, supervision, and professional development. Mark E. Young, PhD, is professor of counselor education at the University of Central Florida and codirector of the College of Education’s Marriage and Family Therapy Institute. He is the author of Learning the Art of Helping and other counseling texts. Adam P. Zagelbaum, PhD, NCC, completed his doctoral work at Ball State University and is an assistant professor in the counseling program at Sonoma State University, with primary teaching responsibilities in school counseling courses. His research interests include conflict management, career decision-making issues for children and adolescents, and mentoring issues for young professionals. Carlos P. Zalaquett, PhD, is an associate professor, coordinator of the community/mental health counseling specialization, and coordinator of the graduate certificate in mental health counseling in the counseling education program at the University of South Florida. He teaches the study of mental disorders and the internship in community mental health agencies courses. His research focuses on the areas of mental disorders, academic performance of diverse students, and Latina/ Latino college success. modifying psychotherapy cross-culturally, and vocational and occupational health psychology issues. Katherine Ziff, PhD, is interim executive assistant to the provost for institutional equity at Ohio University and an adjunct assistant professor in the counselor education program. Her areas of research include the history of psychiatry and the visual arts and counseling. Her doctoral study was completed at Ohio University and her master’s degree was earned at Wake Forest University. Shuangmei Zhou (Christine), MEd, is a Chinese international student currently working toward her doctorate in counseling psychology at the University of Minnesota. She received her master’s degree in education from Texas Christian University. Her research interests include cross-cultural adjustment of expatriates, use of assessment instruments cross-culturally, adapting and Jolie Ziomek-Daigle, PhD, is an assistant professor and coordinates the practicum and internship field experiences for the school counseling program at The University of Georgia. Her research interests include the clinical development of school counseling graduate students and training students to counsel children and adolescents. About the Authors xlix