This content analysis includes 230 peer-reviewed articles regarding teaching and learning published in journals of the American Counseling Association and its divisions between January 2001 and December 2010. Results include examination of focus, pedagogical foundations, and the methodologies used. Implications for the scholarship of teaching and learning in counselor education are discussed.

Counselor education programs are ethically bound to teach methods of research and evaluation so counselors may identify counseling methods that have a reasonable probability of success. Single-case design represents rigorous research practice, is amenable to practice, and allows the practitioner the opportunity to explore interventions from quantitative and qualitative perspectives. Key elements of singlecase methodology are reviewed, including benefits, specific details, and pitfalls related to conducting single-case research with children. A case study and suggestions for implementation in counselor education are provided.

Perceptions developed and choices made during the preadolescent and early adolescent years may restrict or enrich youth's future career aspirations. These years are critical for acquiring and exploring academic and career-related interests. In addition, outcome expectations -what youth believe will happen if they pursue certain interests, tasks, or goals -are important predictors of eventual career choice. With national, state, and local initiatives advocating science, technology, engineering, and mathematics (STEM) knowledge and career goals, there is a need to understand youth's outcome expectations regarding these fields. We present a qualitative study examining the outcome expectations of 95 youth aged 10-14, using focus group data. Several of the identified outcome expectations had negative connotations. Results supported the outcome expectations identified by Bandura (i.e., physical, social, and self), and two additional types of outcome expectations (generativity and relational). These two outcome expectations have special relevance for the underrepresentation of girls, women, and minorities in STEM occupations. ). Moreover, during these years, young people make decisions about future coursework in math, science, and technology that can have long-term academic and career effects (Dawes

Advocacy and leadership within professional counseling are often cited as critical to the survival and continued success of the profession and, in turn, to the quality of services provided to the public counselors serve (Chang, Barrio Minton, Dixon, Myers, & Sweeney, 2012;Cox, 2003;Gibson, Dollarhide, & McCallum, 2010;House & Sears, 2002;Myers, Sweeney, & White, 2002;Paradise, Ceballos, & Hall, 2010;West, Bubenzer, Osborn, Paez, & Desmond, 2006). The most recent standards of the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2009) include expanded attention to the development of leadership knowledge, skills, and practices of master's-level school counselors; doctoral program standards identify preparation of leaders as one of just four primary obligations of counselor education programs. The development of emerging leaders and leadership fellows programs by leading professional associations such as the American Counseling Association (ACA), Association for Counselor Education and Supervision (ACES) and its regions, and Chi Sigma Iota (CSI) International serve as evidence that leaders in the counseling profession see the need to promote leadership development in students and new professionals.Scholars have engaged in dialogue and research to better understand the range of characteristics, skills, and practices that are essential for effective leadership. CSI Academy of Leaders (1999) published a consensus document regarding 10 leadership qualities and practices that are reflective of leadership excellence. Luke and Goodrich (2010) investigated the impact of student involvement in CSI on future leadership contributions. They found that practical and authentic experiences, internal (thoughts and feelings) and external (behaviors) personal resources, and CSI involvement at the chapter and international levels contributed to future leader- An Exploration of Counselors' Professional Leadership DevelopmentKristin K. Meany-Walen, Kara Carnes-Holt, Casey A. Barrio Minton, Katherine Purswell, and Yulia Pronchenko-JainLittle is understood about the development of leaders in counseling. This mixed-method study explored leaders' progression through leadership endeavors. The quantitative descriptive statistics and qualitative analysis included 58 elected and appointed leaders from the American Counseling Association and Chi Sigma Iota. Data were analyzed to explore experiences that prompted individuals to assume leadership roles in professional counseling organizations. By understanding how leaders evolve, counseling programs and professional associations can foster counselors' leadership development.

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A study including measures of spirituality, religiosity, and wellness was conducted to identify coping strategies for the multiple challenges to wellness faced by low‐income, rural women. Total spirituality and religiosity accounted for 39% of the variance in wellness, with purpose and meaning in life, unifying interconnectedness, and private religious practices composing the main contributions. Implications for counselors working with these women are discussed, as is the need for further research.

This research update includes a quantitative content analysis of 133 peer-reviewed articles regarding teaching and learning published in

Neuroscience is increasingly part of the national dialogue regarding mental health. The field of interpersonal neurobiology may offer a framework for helping mental health professionals identify and apply the most relevant neuroscience principles to counseling. This study explored mental health professionals' experiences learning IPNB. I conducted semistructured interviews with participants (n = 6), all of whom were licensed mental health professionals and had completed a year-long study in the application of IPNB through Nurturing the Heart with the Brain in Mind. I analyzed the data, along with a research partner, according to interpretative phenomenological analysis (IPA) protocol. Four super-ordinate themes emerged from the analysis: (1) learning process as dynamic and engaging, (2) deepening knowledge and understanding of self and others, (3) personal and professional growth, and (4) impact on therapeutic practice. A number of sub-ordinate themes also emerged through the analysis , including experiential learning; learning through group process; influence of the past on the present; increased understanding of the change process; increased compassion, empathy, and acceptance for self and for others; increased confidence; using IPNB to educate clients; using IPNB to conceptualize clients; and using IPNB to select interventions. Finally, I identified three higher-order constructs that appeared embedded within and across themes: learning as ongoing, person of the participant, and person of the instructor.The findings in this study suggest that participants' learning of IPNB had a significant impact on their personal and professional development, specifically in areas related to characteristics of effective counselors. The findings also suggest that these meaningful changes