This interview is the third in the Lifetime Achievement in Counseling Series at TPC that presents an annual interview with a seminal figure who has attained outstanding achievement in counseling over a career. Many people are deserving of this recognition, but I am happy that Josh Smith and Dr. Neal Gray have interviewed a visionary in the counseling profession. I first became aware of Dr. Capuzzi over 30 years ago when I was reading his vast research and scholarship as I prepared to teach my first classes as a counselor educator. Over the years, I have been amazed at Dr. Capuzzi's contribution to the profession and his impact on countless educators, clinicians, and supervisors. I appreciate Josh Smith and Neal Gray for accepting my editorial assignment to interview Dr. Capuzzi. What follows are thought-provoking reflections from a counseling icon and leader.
Young children are especially susceptible to exposure to trauma. Rates of abuse and neglect among this population are staggering. This article presents a review of relevant literature, including research findings specific to early childhood vulnerability to trauma, symptoms associated with traumatic events, diagnostic validity of early childhood trauma, and treatments for young children. In the past, misconceptions about the mental health of young children have hindered accurate diagnosis and treatment of trauma-related mental illness. Due to the prevalence of trauma exposure in early childhood, counselors are encouraged to become familiar with ways that clients and families are impacted and methods for treatment. Implications for future research also are presented.
Data were collected from 289 undergraduate college students at a minority‐serving institution to explore the impact of academic rational beliefs on grit and resilience. Findings from hierarchical regression analyses suggested that academic rational beliefs related to evaluation and work habits accounted for a significant amount of variance in grit. Work habits explained a significant portion of the variance in resilience. On the basis of these results, recommendations for future research and implications for college counselors are offered.
Professional development in schools is often conducted to assist teachers in curriculum, instruction, and general pedagogy. Little emphasis is placed on social-emotional issues experienced by teachers, although high levels of stress and burnout are common. School counselors are in an ideal position to support teachers by providing consultation focused on social-emotional health. This qualitative investigation explored teachers' experiences with Rational Emotive Behavior Therapy. Teachers participated in Rational Emotive Behavior-Group Consultation conducted by a school counselor for six sessions across 7 weeks. Data were collected with questionnaires administered at the conclusion of the group consultation. Consensual Qualitative Research was utilized to analyze the data and identify categories, domains, and core ideas. Emergent themes included increased wellbeing and improved relationships. Implications for teachers, students, and school counselors along with recommendations for future research are discussed.
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