The author investigated the relationship between patterns of depressive symptoms and subscales of the Gender-Role Conflict Scale (GRCS; J. M. O'Neil, B. J. Helms, R. K. Gable, L. David, & L. S. Wrightsman, 1986) in a sample of college-age men. A factor analysis of the Beck Depression Inventory (A. T. Beck, A. J. Rush, B. F. Shaw, & G. Emery, 1979) identified 3 factors: Negative Attitudes, Performance Difficulties, and Physiological Symptoms. The study revealed that the factor Negative Attitudes, characterized by such symptoms as self-dislike, feelings of failure, guilt, and pessimism, was associated with higher levels of GRCS Restrictive Emotionality. The study's limitations, directions for future research, and the implications for the counseling of male clients are discussed.

Greater attention in scholarly literature has recently been drawn to the unique mental health and clinical needs of men. This article summarizes the existing literature on engaging men in couples counseling. Specifically, strategies are presented to assist counselors to (a) address the help-seeking process for men, (b) assess the role of masculine socialization on presenting concerns and for the process of counseling, and (c) help counselors work with male discomfort with emotions. Clinical examples and vignettes are offered to highlight how these strategies can be applied in couples counseling.

This article presents a model for using Hollywood films to teach theories of couples counseling. The authors first review the literature on using motion pictures as an instructional strategy in counselor education and psychology courses in general; advantages and disadvantages are highlighted. Next, they describe how they integrate movies into a typical one-semester course that emphasizes communications, systems, and psychodynamic models. The authors discuss the films they show, how each film illustrates constructs specific to the theory being taught, the exercises they use to enhance the learning experience, and student responses. They conclude by citing the advantages of using films to teach couples counseling if the instructor uses a variety of strategies to maximize student learning.

The author describes an innovative training strategy that can be used to make role plays a more realistic learning experience for counseling students. The method involves using techniques that screenwriters use to create believable characters and applying these techniques to help students create realistic role‐play clients. This approach also resolves some of the ethical and practical concerns that have been raised regarding role plays in which student clients discuss personal issues in practice sessions. Evaluations of the method, cautions, and implications for future research are discussed.

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