In this consensual qualitative research study, the authors explored supervisors' (n = 11) and their supervisees' (n = 31) perceptions of individual, triadic, and group supervision sessions during practicum. Data from supervisor individual interviews and supervisee focus-group interviews revealed several themes regarding the advantages and disadvantages of each supervision modality. Findings suggest the relative place of each modality in terms of goals and impact.

The fusion of scholarship and activism represents an opportunity to reflect on ways in which counselors and psychologists can begin to address the multilevel context faced by clients and client communities. Counselors and psychologists have embraced, and sometimes resisted, the wide range of roles including that of advocate and activist. This article reflects on a process that engaged workshop participants in examining the American Counseling Association Advocacy Competencies and exploring the possibilities of advocacy on behalf of their own clients. Further, the article presents recommendations for actions developed by participants through application of workshop principles regarding social action in the larger public arena. The workshop was a part of the National Multicultural and Social Justice Leadership Academy in 2010.

An Internet-based survey about dating violence and self-injury was completed by 1,777 undergraduates. A regression analysis tested if recent dating violence victimization and perpetration experiences predicted whether participants self-injured in the past 90 days, after controlling for demographic variables and attitudes toward self-injury and dating violence. Although the regression model explained only 6% of the variance in self-injury, the relationship may indicate a co-occurrence of dating violence and self-injury.

The authors propose the Interactive Training Model (ITM), a full classroom role play experience, as a method for helping student counselors develop essential interviewing and counseling skills and self‐awareness as required by the 2009 Council for Accreditation of Counseling and Related Educational Programs Standards. This pre‐post, quasiexperimental study involving 45 master's‐level students indicated that those who participated in the ITM made greater gains in supervisee development compared with those who participated in a traditional peer feedback model. Narrative student feedback regarding the use of ITM in an essential skills course is presented, and implications for counselor education are discussed.

Whether one knows someone who is thinking of suicide, has attempted suicide, or has completed suicide, nearly all individuals who encounter suicide are affected. The influence and residual affects of suicide are further amplified as the issue reaches across communities such as college or university campuses. College and university staff must improve their response to suicidal ideation with comprehensive assessment and intervention. The authors discuss risk factors and basic screening methods for suicide risk. They present Lazarus' BASIC ID tool (ie, Behavior, Affective Responses, Sensations, Images, Cognitions, Interpersonal Relationships, and Drugs or Biological Influences) as a method for conducting a comprehensive suicide assessment. The authors demonstrate assessment procedures through a case vignette.

Few studies have examined social norm theory with subpopulations of college students. In this study, the authors examined the relationships between social norms and student‐athlete drinking. Results suggest drinking is a function of proximal norms, particularly related to teammates. Implications for counselor interventions are discussed.

Eye movement desensitization reprocessing (EMDR) was originally developed to treat traumaticmemories. Since its development, the application of EMDRhas proliferated to various disorders. Asingle session utilizing the EMDRapproach applied to the treatment of nontraumatic fear of flying is presented. For this study, the EMDR process was adapted tomeet the needs of the client. The purpose of this study is to provide an example of the in-flight application of a single session of EMDR to nontraumatic or small “t” fear of flying. The case of a client successfully treated with in-flight EMDR is presented. Pre-September 11 and post-September 11 follow-up with the client is also documented.

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