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Counselor Education faculty positions announced on CESNET from 2005 through 2009 (N = 424) were analyzed to ascertain current trends in required and preferred qualifications. Typical qualifications mentioned in announcements include education and experience in clinical settings, teaching, and research. After a doctoral degree, the most common qualification included was experience in clinical settings, indicated by either years of experience or licensure eligibility. Half of the openings did not specify one specialty; school counseling was mentioned most often. Teaching and research requirements frequently referred to "potential" and "commitment". Implications for faculty advisors and graduate students are included.

This study examined the relationships among key constructs of the structural model of identity formation. Respondents completed measures assessing identity boundaries, statuses, and styles. The anticipated sequence of mean boundary scores for the identity statuses was observed, with the moratorium and identity diffusion statuses displaying thinner (diffuse) boundaries, followed by identity achievement in the intermediate range, and then identity foreclosure with thicker (rigid) boundaries. The moratorium status had the thinnest boundaries of all the statuses. Regarding identity style, the anticipated sequence of mean boundary scores was also observed, with the diffuse-avoidant style exhibiting thinner boundaries than the informational style, which in turn had thinner boundaries than the normative style. Identity commitment was also associated with thicker boundaries as expected. These findings offer provisional support for the structural model, principally regarding its association with the identity style construct.The construct of identity, formalized by Erikson (1950Erikson ( , 1968, has matured into a central theme of psychosocial development through a large and growing body of research (Schwartz, 2001). Based on Erikson's work, Marcia's (1966) identity status paradigm provides a concise and measurable conception of identity that has become a foundation for research on this construct. Since that time additional models of identity have been advanced that further our understanding of the construct, particularly regarding the processes by which identity forms (development in identity investigation is a focus on the structure of identity (Kroger, 2003;Lile, 2013). A structural model of identity was articulated by Lile (2013), which proffers an identity-related boundary distinguishing the identity system from its environment. This structural model of identity is theoretically aligned with Marcia's identity status and Berzonsky's (1989) identity style paradigms, though the proposed relationships have yet to be examined empirically. The purpose of this study was to examine the proposed relationship between Lile's structural model and the identity status and style paradigms (Berzonsky, 1989;Marcia, 1966). The following is a brief review of these models and the proposed relationships among the constructs in each.

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Many theories are used to conceptualize adolescent substance use, yet none adequately assist mental health professionals in assessing adolescents' strengths and risk factors while incorporating cultural factors. The authors reviewed common adolescent substance abuse theories and their strengths and limitations, and offer a new model to conceptualize adolescent substance use: The Adolescent Substance Use Risk Continuum. We posit that this strengths-based continuum enables clinicians to decrease stigma and offer hope to adolescents and their caregivers, as it integrates relevant factors to strengthen families and minimize risk. This model is a tool for counselors to use as they conceptualize client cases, plan treatment and focus counseling interventions. A case study illustrates the model and future research is suggested.