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The literature on empathy, primarily from counseling and psychotherapy and secondarily from social and developmental psychology, is reviewed. Obstacles that may account for theoretical confusions and empirical difficulties in studying empathy are highlighted. The decrease in empathy research in recent years appears attributable to the lack of clear focus and effective research tools as well as the shift in interest from empathy to other concepts such as the working alliance. It is argued that there is a need to return to studying empathy. Researchers should distinguish between dispositional and experiential empathy and between intellectual empathy and empathic emotions and indicate whether they are examining therapist or client experience of empathy. Suggestions for future research are offered.Editor's Note. Charles A. Claiborn served as the action editor for this article.-CEH

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Results of a survey of cross-racial supervision dyads at university counseling centers showed (a) supervisees were more sensitive to culturalhacia1 issues than were supervisors, (b) supervisors reported making more efforts to address cultural issues than supervisees perceived, and (c) satisfaction with supervision was related to supervisees'self-disclosure and dyad members' perceived positive attitudes toward each other.Resultados de una encuesta sobre duos de supervision de diferentes razas en centros de consejeria universitarios demostro lo siguiente (a) 10s supervisados fueron mas sensibles sobre temas culturales o raciales que 10s supervisores, (b) 10s supervisores reportaron haber hecho mas esfuerzo para tratar temas culturales que lo que fue percevido por 10s supervisados, y (c) la satisfaction en la supervision estuvo relacionada con le nivel de auto-revelation de 10s supervisados y la percepcion de actitudes positivas hacia el otro.s cross-racial encounters in supervision become more and more common in the training of professional counselors and psychologists (Fong A & Lease, 1997), supervisors are challenged with the task of training students with diverse cultural backgrounds. Therefore, addressing cultural issues in supervision is vitally important in the personal and professional development of counseling students in general and counseling students who are racially different, in particular

The counseling psychology Model Training Program (MTP) was written to reflect new developments in counseling psychology, the American Psychological Association, and the world. The updated MTP is aspirational, intended to guide the development and maintenance of counseling psychology programs. The MTP conforms to the American Psychological Association's and the Society of Counseling Psychology's standards and guidelines. A strategic task group appointed by 2015 Society president James W. Lichtenberg sought feedback from the field to assist in its formulation, and the executive boards of the Society and the Council of Counseling Psychology Training Programs approved the final version. The 2017 MTP consists of four core values (i.e., growth toward full potential, holistic and contextual, diversity and social justice, communitarian perspective) as well as 20 principles grouped into six clusters: counseling psychology identity; multiculturalism, diversity, and social justice; health service psychology; developmental, prevention, and strengths orientation; science-practice integration; and relationships within and between professional communities.