This content analysis provides an overview of articles specific to technology integration in the field of counseling published in American Counseling Association (ACA) journals between the years 2000 and 2018. In addition to the number of articles on this topic published during this time period, the study identified other aspects such as authors and institutional affiliations; methodology, study locations, and application settings; target populations and sample characteristics; and areas and types of technology integration. Recommendations are provided for counseling research in general and for future research extending from specific circumstances such as the COVID-19 pandemic. Keywords Counseling journals. Content analysis. Technology. Counseling Like other professions, counseling is experiencing a technological revolution, and advances in technology have increased the avenues available for counselors to meet the diverse needs of clients as well as counselor educators and those of counselors-in-training (Layne and Hohenshil 2005). As the use of technology and technological tools in counselor training and practice has evolved as a new dimension (Fenichel et al. 2002; Lewis et al. 2000), many counseling scholars (e.g., Carlson et al. 2006; Holmes and Foster 2012; Khelifa 2007) have begun to explore various topics related to technology integration in their research (e.g., ethical issues in online counseling, therapeutic outcomes with technology incorporated, counselors'

This exploratory survey examined the relationship between 169 professional counselors’ social justice engagement and demographic, personality, and contextual factors. A hierarchical regression analysis indicated that counselors’ sexual orientation, trait extraversion, and postgraduate training predicted their level of engagement in social justice behaviors. The authors recommend that counselor training in social justice be focused on quality, rather than quantity, and that personality and identity characteristics of individuals be incorporated into pedagogical practices.

The purpose of this study was to conduct a content analysis of the syllabi of play therapy courses offered by school counseling programs that hold accreditation from the Council for Accreditation of Counseling and Related Educational Programs. We collected and analyzed 27 course syllabi to (a) identify trends in the content of these courses and (b) examine whether course objectives are consistent with the American School Counselor Association School Counselor Professional Standards & Competencies.