The authors attempted to gain an understanding of critical incidents (CIs) from the perspective of novice counselor trainees during their 1st year of supervised clinical practicum. Journals kept by 9 trainees in master's-level counseling programs were qualitatively analyzed using the discovery-oriented research methodology (A. Mahrer, 1988). One hundred fifty-seven CIs emerged in 5 major categories: (a) professional identity, (b) personal reactions, (c) competence, (d) supervision, and (e) philosophy of counseling. Implications of the findings are discussed for counselor development theory and research, as well as counselor training.

Using a sample of 109 doctoral-level advisees, we examined the content of and reasons for advisee nondisclosures and the relationships between these variables and advising relationship and satisfaction. Discovery-oriented qualitative analyses revealed several themes related to content of advisee nondisclosures (e.g., self-efficacy) and reasons for these nondisclosures (e.g., fear of damaging advising relationship). Quantitative analyses revealed advisor-advisee rapport was related to advisee fears of being perceived as unprofessional, and identification with advisor was related to advisor's availability and dependability. Unclear advisor expectations, lack of support, and unavailability of the advisor were all related to satisfaction with the advising relationship.

Despite a growing amount of research on the topic of ethnic identity, Jews, and the important aspects of a Jewish identity, have not been included in the multicultural and psychological literature. Using consensual qualitative research (C. E. Hill et al., 2005), the authors sought to gain an understanding of Jewish ethnic identity in 10 American young adults, ages 20–27, who identified as Conservative Jews. Six themes were identified: (a) perception of Jewish identity based in multiple influences, (b) personalization of a Jewish identity, (c) reinforcers of a Jewish identity, (d) challenges in holding on to Jewish identity, (e) critical incidents necessitating the expression of one's Jewishness, and (f) critical incidents necessitating the denial of one's Jewishness.

The purpose of this study was to examine the "lived experience" of Asian Indian (AI)-White couples in interracial marriages. Ten highly educated AI-White professional couples were individually interviewed about their subjective experience of being in an interracial marriage, the challenges and strengths of this marriage, and the potential role of culture in their marriages. Data were analyzed using the Consensual Qualitative Research methodology. Results indicated that the couples' marital experiences were influenced by a complex intersection of ecosystemic factors with significant psychological impacts. These findings highlight shortcomings in drawing simplistic conclusions regarding the success or failure of an interracial marriage and have important implications for theory, research, and clinical practice.

Supervised clinical experience is a core feature of training to develop competencies for professional geropsychology practice. Whereas there is a rich psychology supervision literature, virtually no research has been conducted to inform geropsychology supervision practice in particular. In this descriptive study, 32 licensed geropsychology supervisors and 18 doctoral geropsychology supervisees responded to an online survey that posed both Likert-scaled and open-ended questions about rewards, struggles, and methods of supervision in geropsychology training. On average, supervisors perceived supervisees to struggle more with a range of knowledge/skills than supervisees perceived themselves to struggle. Both supervisors and supervisees rated observational and modeling supervision methods to be most helpful; supervisees rated exploring diversity considerations and supervisor disclosure of their own clinical experiences to be relatively more helpful supervision methods than did the supervisors. Study resuhs highlight both geropsychology-specific and more general psychology supervision considerations, including the importance of supervisors helping trainees to develop "metacompetence" regarding their knowledge and skills and development of resources to help geropsychologists enhance their own supervision competencies in this field.