This study investigated the demographic, intrapersonal, and organizational factors associated with burnout among a population of school counselors in the northeastern United States (n = 78). Three hierarchical regression analyses were completed to determine the amount of variance that each cluster contributed to the 3 subscales on the Maslach Burnout Inventory‐Educators Survey (MBI‐ES; C. M. Maslach, S. E. Jackson, & M. P. Leiter, 1996): Emotional Exhaustion, Depersonalization, and Personal Accomplishment. The final models accounted for 45%, 30%, and 42% of the overall variation on each subscale, respectively.

This investigation assessed the predictability of two client employment outcomes from personal background information, counselor-rated functional limitations of the client, and rehabilitation services provided. The research sample consisted of more than 4,000 vocational rehabilitation (VR) clients representing five disability categories: orthopedic, chronic medical, psychiatric, mental retardation, and learning disabilities. The results of a hierarchical multiple regression analysis supported four conclusions: (a) Competitive employment at closure is more predictable and thus more amenable to improvement through the provision of VR services than salary, (b) rehabilitation counselors should use an estimate of case difficulty based on client personal history data in their service planning, (c) rehabilitation education programs should put more emphasis on training in job placement activities, and (d) rehabilitation counselors should evaluate clients' functional limitations during the diagnostic phase of the service delivery process.

This investigation explored the relationship between rehabilitation counselors' multicultural competency and vocational rehabilitation (VR) outcomes in the context of counselor-client racial similarity and difference for individuals with disabilities who were served in a large northeastern state VR agency. The results demonstrated significant main effects as well as complex interaction effects among client race, counselor race, and counselor multicultural competency in relation to rehabilitation rate and vocational training rate. Thus, clients from different racial groups experienced different outcomes in the VR process in this agency as a function of the counselors' race and multicultural competency. The current findings are discussed in relation to previous studies of VR service equity for persons with disabilities from underrepresented groups, and recommendations for future research are provided.

Correlates of multicultural counseling competencies for a sample of vocational rehabilitation counselors were examined. One hundred and seventy-five counselors completed the Multicultural Counseling Inventory (MCI) and a demographic questionnaire. A three-step, forced-entry multiple regression model was used to assess the separate and collective contributions of demographic, experiential, and training variables to counselors' self-reported multicultural counseling competencies. Together these three variable sets explained 33% of the variation in MCI total score, and each variable set significantly added to the variation in multicultural competencies. In the final model, counselor gender, race, participation in a graduate class in multicultural counseling, and participation in a greater number of workshops on multicultural issues over the previous 5 years significantly predicted MCI total score. These data provide strong evidence that continuing education workshops are beneficial for all counselors, not just those who have less personal and professional experience with multicultural issues or less formal training in multicultural counseling.

Using a grounded‐theory methodology, we interviewed 14 experienced counselor educators regarding the enactment and development of cultural humility (CH). We present a coherent theory depicting a cyclical process of CH involving lifelong learning. Implications include enacting CH in addressing microaggressions in the therapeutic setting and incorporating critical incident reflection in CH in counselor education.