Expanding on ideas originally proposed by Fassinger and O 'Brien (2000), we describe the scientistpractitioner-advocate model for doctoral training in professional psychology, designed to more effec tively meet the needs of clients whose presenting problems are rooted in a sociocultural context of oppression and unjust distribution of resources and opportunities. This alternative training model incorporates social justice advocacy, thereby equipping graduates to address social contexts implicated in clients' suffering instead of only the symptoms manifest in a treatment hour. The tripartite model capitalizes on synergies between the new advocate role and the traditional researcher role (e.g., social action research designed to promote change), and between the advocate role and practitioner role (e.g., consciousness raising, public persuasion, and empowerment). At the intersection of all 3 domains is a new type of practicum in social justice advocacy, supported by training in intergroup dialogue facilita tion. We describe proposed knowledge, skills, and attitude components of the advocate role, together with a 10-credit curriculum adopted by the University of Tennessee, Counseling Psychology Program. In 2009, this program was the first to be accredited by the American Psychological Association with a scientist-practitioner-advocate training model. Practical challenges in implementation are described. Finally, we discuss implications for course development, student selection, and evaluation of training outcomes.

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The purpose of this study was to investigate attitudes of intercollegiate student athletes regarding their use of counseling services. The authors assessed student athletes’ perceived barriers to seeking counseling services and their preferred characteristics of a helping professional. Several barriers to counseling were identified. Results suggest student athletes have strong preferences for counselor characteristics, including familiarity with sports, gender, and age. Practical applications of these findings are discussed.

authors discuss results in terms of similar relations in business occupations and support of vocational theory.

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ContentsPractitioners could easily infer that being talented is an overwhelmingly positive experi-Plucker & Levy on Lubinski & Benbow ence with little downside. Research suggests and Winner 75 otherwise. Lubinski & Benbow reply 76 Winner (2000) commented that "many Ahuvia on Schwartz 77 gifted children grow up to become happy and Resnick on Schwartz 78 well-adjusted experts in then-fields" (p. 165). Brand on Schwartz 78 This is certainly true, but many talented peo-Solomon on Schwartz 79 P le ^ not ha PPy> regardless of whether they Schwartz replies 80 become experts in their fields. The literature Bohart& Greening on contains a growing number of studies of Seligman & Csikszentmihalyi 81 underachieves who fail to develop their tal-Shapiro on ents an ° acnleve personal fulfillment. Fur-Seligman & Csikszentmihalyi 82 thermore, even the happiest, most talented n Q ,, lm i lmB -_, individuals must face considerable personal Ddoigdiupe on . f

Drawing on Holland's (1985) vocational theory, Schneider's (1987) ASA model, and the Big Five / narrow traits model of personality, the present study examined key Big Five and narrow traits that distinguish 12,695 IT professionals from 73,140 individuals in other occupations. IT professionals had significantly higher levels of agreeableness and tough-mindedness, and lower conscientiousness, emotional stability, extraversion, assertiveness, customer service orientation, optimism, and work drive. These findings reinforce the functional value and person-occupation fit of this distinctive trait profile for the work of IT professionals in an era of technological and organizational change. Implications are described for future research as well as the recruitment, selection, management and promotion of IT professionals, as well as their training, development, coaching, and mentoring.

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