The field of nonsuicidal self-injury (NSSI) is dominated by research conducted with Caucasian-majority samples in Western countries such as United States, Canada, Australia and European countries. This article critically reviewed the empirical research on NSSI in non-Western countries and among ethnic/racial minority individuals who live in the West to give voice to and understand the patterns of NSSI among individuals who do not fall within the dominant Caucasian majority. The study found both similarities and differences between Western and non-Western data in terms of characteristics and functions of NSSI. Differences in gender patterns in regards to prevalence of NSSI and methods used as well as presence of a more relational functionality of NSSI rather than emotion regulation functionality were two points of divergence in the findings of these studies. In addition, the findings seem to indicate that the role of ethnicity/race is mediated by important factors such as socioeconomic status (SES) and gender. Existing gaps in the literature and suggestions for further research are discussed.

This study examines the changes in counselor self-efficacy beliefs during training. For this purpose, the Counseling Self-Estimate Inventory (COSE), based on Bandura's self-efficacy theory (1986), was employed (Larson et al.,1992). Both global counselor self-efficacy measures as well as specific measures related to five areas of counseling (i.e., micro skills, process, handling difficult client behaviors, cultural competence, and awareness of values) were analyzed. A total of 20 first-year MA students in counseling psychology completed the COSE at two time intervals 8 weeks apart. Results show a significant increase in the overall measure of self-efficacy skills. We also found a significant increase in one of the factors, micro skills. Implications for training and supervision are discussed.

This study examined the challenges and difficulties of supervisorsin-training during the course of providing individual and group supervision to master's-level counseling trainees using both group and individual formats. We interviewed 10 supervisors-in-training regarding their supervisory experiences with master's-level counselor trainees. Data analysis used a variation of the consensual qualitative research method (Hill, Thompson, & Nutt-Williams, 1997). The results included five categories of difficulties: (1) managing the "gatekeeping" role, (2) simultaneously managing multiple processes, (3) experiencing an ongoing attempt at establishing a supervisory stance, (4) self-doubt about their abilities as supervisors, and (5) managing dynamics with their co-supervisors. We discuss some reasons for the training difficulties that the doctoral supervisors-in-training experienced in assuming a new role and offer implications for supervision curricula and training in doctoral programs.

A qualitative analysis of eight interviews was conducted to answer the following questions: ‘How do trainees experience a clinical impasse?’ and ‘How does the experience of group supervision help or hinder the resolution of these impasses?’ MA students in a counselling psychology program at a Canadian university were interviewed at two points in time: after experiencing a clinical impasse and after receiving group supervision for the impasse. Data were analyzed using consensual qualitative research methodology (CQR; Hill, Thompson & Nutt‐Williams, 1997) to identify themes relative to our two questions. Results indicated that when trainees experienced an impasse they reacted with negative emotions because they did not know what to do in session with the client at that point in time, and they experienced the impasse as a failure. Trainees reported seeking supervision to obtain validation/support, and found that supervision provided them with this. As well, a new perspective on the impasse event and increase in self‐awareness was reported. An unexpected finding included dissatisfaction with the dynamics of the supervision group. These findings have implications for trainers: for understanding the supervisory needs of trainees, for appreciating the impact of supervision on counsellor development, and for generating alternate practices of supervision.

In the current study, we used a grounded theory methodology to understand the acculturation process of LGBT immigrants in Canada. Results revealed two parallel themes: Cultural Identity Development and Sexual and Gender Identity Development. Heterosexism and cissexism in the culture of origin was a central phenomenon in the development of the cultural, sexual, and gender aspects of LGBT immigrant identity. Moreover, LGBT immigrants' culture of origin and Canadian culture influenced their sexual and gender identity development before and after immigration. Results suggest that many LGBT immigrants assume a Western orientation as a coping response to heterosexism and cissexism in their culture of origin, even before immigration occurs. The current study identified the perceived challenges and advantages that LGBT immigrants experience during the acculturation process as well as various acculturation outcomes. We discuss clinical implications and future research directions in light of the results.