This is the first report of a palmtop computer program developed to increase the efficiency and cost-effectiveness of cognitive behavioral therapy for generalized anxiety disorder (GAD). The computer program offers advantages to researchers, therapists, and clients. These advantages include continuous, unobtrusive collection of process data on treatment adherence as well as on the impact of cognitive behavioral therapy techniques in the client's natural setting. In addition, the computer extends treatment beyond the therapy hour and motivates clients to comply with homework assignments by prompting practice of cognitive behavioral strategies. The successful application of the palmtop computer program reported in this integrated series suggests a new line of research directed toward increasing the cost-effectiveness of what is currently the gold-standard treatment for GAD.

Momentary intervention has been proposed as a cost-effective, generalizable, and ecologically valid method to increase the efficiency of face-to-face cognitive– behavioral therapy (CBT). The purpose of the current pilot study was to evaluate the efficacy of a six-session palmtop computer-assisted Group CBT for generalized anxiety disorder (GAD) (CAGT6) in comparison with a six-session Group CBT for GAD without the computer (CBGT6) and typical (12 session) Group CBT for GAD (CBGT12) in a randomized controlled trial. Thirty-four individuals with a primary diagnosis of GAD were randomized to one of the three conditions and completed measures of GAD and anxiety before therapy, after therapy, and at 6-, and 12-month follow-ups. Results indicated that CAGT6 was superior to CBGT6 at posttreatment, but not significantly different from CBGT12. At 6- and 12-month follow-ups, CAGT6 was neither significantly different from CBGT6, nor from CBGT12. Percentages of individuals achieving reliable change on two of the three GAD measures favored CAGT6 over CBGT6 at posttreatment, suggesting promise for the added value of the mobile technology.

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using the delphi method, university counseling center supervisors with significant experience in multicultural supervision generated and ranked elements of successful and unsuccessful multicultural supervision. twenty-seven of 35 successful elements and 2 of 33 unsuccessful elements involved cultural considerations. Multicultural supervision was defined as a supervisory situation in which the individuals in the supervisory dyad differed in their ethnicity.empleando el método delphi, los supervisores de un centro universitario de consejería con amplia experiencia en supervisión multicultural generaron y clasificaron elementos de supervisión multicultural fructuosos e infructuosos. veintisiete de los 35 elementos fructuosos y 2 de los 35 infructuosos implicaron consideraciones culturales. la supervisión multicultural se definió como una situación de supervisión en la cual las personas que forman la díada tienen etnicidades distintas.

Chapter 6 discusses systematic treatment selection (STS) and prescriptive psychotherapy, and covers the approach, applicability and structure, assessment and formulation, processes of change, therapy relationships, methods and techniques, and a case study example.

This article discusses a model for teaching psychotherapy theory through an integrative structure from the start of graduate students' training. This model articulates an ordering structure for the reputed 400ϩ so-called "theories" of psychotherapy. The rationale for such a structure highlights one dimension among several-that is, the recognition that a vast majority of mental health practitioners describe their orientation as eclectic or integrative. Professionals in training are encouraged to use this structure as an organizing principle to create the underpinnings for future professional development. The structure informs all aspects of a graduate-level course, including its syllabus, the textbooks selected, the reader, learning objectives, and tools for learning outcome assessment.

This article, collaboratively written by the presidents of the National Latina/o Psychological Association (NLPA), presents leadership as conceptualized and practiced in NLPA. We first identify key leadership constructs in the available literature as well as relevant cultural values, describe liderazgo (leadership) through cultural lenses, and articulate the connections to counseling psychology and the social justice underpinnings that have guided NLPA's formation and development. We then present a number of events and decisions to illustrate how we have operationalized these organizing

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