Student mentoring is a common and often encouraged practice within graduate psycho!ogy and counseling programs. Although both mentors and proteges typically report multiple benefits from the practice, the mentoring relationship i s also subject to a variety of ethical issues. The author presents a brief overview of professional literature regarding mentoring relationships, including key features and stages of development of these relationships, and then addresses potential ethical concerns. Guidelines and implications for ethical mentoring practice are also presented to encourage more specific attention to this vital component of counselor training.espite the reduction of tenured positions at colleges and universities in favor of part-time instructors, task overloads and multiple compet-

elminiak's (2001) "Treating Spiritual Issues in Secular Psychotherapy" is a noble effort to address some of the most perplexing issues of H psychology and psychotherapy today. In this work, he attempted to formulate a lucid and functional definition of spirituality. Building upon this definition, which he identified as humanistic in orientation, he presented a psychology of spirituality and offered a means by which it might be implemented in psychotherapy. We share Helminiak's desire to find a model of spiritual psychology that can guide mental health professionals in both their thinking and their practice, and we commend him for turning that desire into years of work aimed at developing a viable model.A noteworthy aspect of Helminiak's spiritual psychology is his admonition that therapists reinterpret or reject outright certain pathological aspects of clients' religious beliefs. We applaud Helminiak's courage in this regard. The mental health profession's need for criteria to critically evaluate clients' spiritual material cannot be overemphasized. A spiritual psychology that wades in a mire of pluralistic relativism and unreflective acceptance seems destined to drown, immobilized by internal contradiction and indecision. We agree with Helminiak that the current flood of cultural pluralism and relativism in academia and the culture at large, in which all value judgments are eschewed (except, with ironic inconsistency, the valuing of not valuing over valuing), is

Aim: This paper considers how changes in the research landscape are simultaneously changing the skills needs of library staff, and opening up new opportunities for researchers to pursue careers within libraries. It explores what skills, competencies and knowledge staff with doctoral qualifications can bring to library research support services. Context: Librarians working in research support areas need different skills to the skills academic librarians have traditionally needed. There is currently a gap in the training which those undertaking professional librarianship qualifications receive, in relation to the skills needed for research roles. Simultaneously, expansion in the numbers of PhD students in the UK in recent years has been accompanied by the professionalisation of researcher skills development, equipping students with transferable skills for careers outside, as well as inside, academia. Methodology: This paper compares the skills' needs of research librarians with the competencies and skills of doctoral graduates, specifically in the UK context (as articulated in the Vitae Researcher Development Framework). It also surveys and discusses the skill-set and qualifications of research support staff employed at three UK research libraries. Results: Understanding the needs and, importantly, the behaviours, of researchers is integral to the provision of a successful library research support service. Many of the skills which are necessary for library graduates to have, are those that are already identified as essential researcher skills. The peerlevel support offered by library staff with research backgrounds has a role in developing stronger relationships between the library and the academy.

On May 31st, 2006, I sadly lost my image of an idol, a teacher, a mentor, and a dear friend. The world lost the identity of Michael J. Mahoney, one of the most innovative and prolific thinkers in the discipline of psychology and psychotherapy for over the last 30 years. There is much to contemplate in his tragic unexpected death; the depth of his own personal struggle, it's meaning and relevance for his work, and the somber resonance that echoes as we left behind strive to make some semblance of order from the fragmented ambiguity. Michael was undeniably a brilliant man, however those that came to know him either in person or through his writings were more struck by the depth of his serene compassion and kindness than his intellect. He did more for his students than any professor I have ever known, tending to them both personally and professionally, and in each case, cultivating a sense of positive regard and value I have witnessed nowhere else. For the most part, we all were in awe of the depth and breadth of his impeccable scholarship. However, what moved and shaped us was the infinite care of his rich soul.Michael Mahoney was born on February 22, 1946 in Streator, Illinois. Due to respiratory problems, he eventually relocated to Tempe, Arizona where he attended Arizona State University, choosing psychology as a major following a chance encounter with the renowned psychotherapist, Milton H. Erikson. Michael's scholarly productivity began early in his academic career with the publication of 'The application and reinforcement of participant modeling procedures in the treatment of snake-phobic behavior' in 1969. Despite the dominant behavior-

On May 31st, 2006, I sadly lost my image of an idol, a teacher, a mentor, and a dear friend. The world lost the identity of Michael J. Mahoney, one of the most innovative and prolific thinkers in the discipline of psychology and psychotherapy for over the last 30 years. There is much to contemplate in his tragic unexpected death; the depth of his own personal struggle, it's meaning and relevance for his work, and the somber resonance that echoes as we left behind strive to make some semblance of order from the fragmented ambiguity. Michael was undeniably a brilliant man, however those that came to know him either in person or through his writings were more struck by the depth of his serene compassion and kindness than his intellect. He did more for his students than any professor I have ever known, tending to them both personally and professionally, and in each case, cultivating a sense of positive regard and value I have witnessed nowhere else. For the most part, we all were in awe of the depth and breadth of his impeccable scholarship. However, what moved and shaped us was the infinite care of his rich soul.Michael Mahoney was born on February 22, 1946 in Streator, Illinois. Due to respiratory problems, he eventually relocated to Tempe, Arizona where he attended Arizona State University, choosing psychology as a major following a chance encounter with the renowned psychotherapist, Milton H. Erikson. Michael's scholarly productivity began early in his academic career with the publication of 'The application and reinforcement of participant modeling procedures in the treatment of snake-phobic behavior' in 1969. Despite the dominant behavior-