This phenomenological, qualitative study examined resiliency determinants and resiliency formation among 10 women who had been sexually abused as children. An examination of the determinants and processes that facilitated resiliency in participants' adult lives revealed 5 determinant clusters (interpersonally skilled, competent, high self-regard, spiritual, and helpful life circumstances) and 4 process clusters (coping strategies, refocusing and moving on, active healing, and achieving closure).

The purpose of this study was to determine whether supervisors' supervisory styles are related to master's‐level counseling students' satisfaction with supervision and their perceived self‐efficacy. Multiple regression analyses of data obtained for 82 participants indicated that particular supervisory styles were significant predictors of supervisees' satisfaction with supervision and perceived self‐efficacy. Findings can be used to enhance the training of supervisors.

Teaching's importance has increased for faculty members and is reflected in the selection criteria for new faculty, particularly those in counselor education. Thus, graduate programs need to provide students with opportunities to obtain teaching experience and enhance their pedagogical training. The collaborative teaching teams model is intended to assist counselor educators in preparing doctoral‐level counseling students for careers in academia. Recommendations for model implementation are provided and specific examples are presented to demonstrate the use of this model in a counselor education and supervision doctoral program accredited by the Council for Accreditation of Counseling and Related Educational Programs.

No abstract