A meta-analysis was completed to identify the degree of effectiveness of the integrated primary and behavioral healthcare (IPBH) paradigm for decreasing commonly occurring mental health symptoms. A systematic search strategy yielded 36 randomized controlled trials whose treatment effects were synthesized using statistical procedures to account for error associated with participant and study characteristics. Findings indicated that IPBH was superior to treatment as usual at end-of-treatment (g = −0.38 to −0.24; k = 39) and longest follow-up intervals (g = −0.40 to −0.24; k = 29). Moderator analyses revealed that number of treatment team providers and number of behavioral health sessions integrated into IPBH were the strongest predictors of treatment effect. Our findings support the position that mental health counselors are well suited to enhance the mental health of individuals within primary care settings. Suggestions are provided for promoting best practices and magnifying treatment effect.

We implemented a small series (N ¼ 3) single-case research design to assess the effectiveness of a nine-session creative journal arts therapy treatment program for female survivors of intimate partner violence. Analysis of participants' scores on Hope and Self-Esteem Scales using the percentage of nonoverlapping data points procedure yielded treatment effects indicating that a creative journal arts therapy treatment program may be effective for improving self-esteem and hope for female survivors of intimate partner violence. Implications for counselors and researchers are provided.

An embedded mixed‐methods design was implemented with 34 elementary‐age students (mean age = 10.15 years, SD = 0.65) to evaluate salient experiences and improvements in protective factors and life satisfaction associated with a subjective well‐being intervention program (SWIP). Analyses resulted in a model of participant experiences in which thematic experiences with SWIP participation (improved emotional expression, enhanced self‐discovery, and increased empathy) promoted the emergence of protective factors (self‐concept and self‐confidence) that contributed to life satisfaction.

As the demand for childhood mental health intervention rises, there is a need for increased evidentiary support for developmentally sensitive approaches that address childhood mental health symptoms. Child-centered play therapy (CCPT) has been recognized as one of the most frequently used approaches for this population due to its responsiveness to cognitive and psychosocial developmental levels. A meta-analysis was conducted to evaluate the degree of effectiveness of CCPT for decreasing common childhood mental health symptoms based on single-case research design (SCRD) data. The systematic search strategy yielded 11 CCPT SCRD studies with 65 total effect sizes that were analyzed to determine omnibus treatment effect. Results indicated CCPT had a moderate effect for decreasing internalizing symptoms, externalizing symptoms, and social skill deficits. This study adds to the evidence base for CCPT incorporating SCRD data into the corpus of CCPT meta-analytic data and provides further support that CCPT should be considered an appropriate intervention to address common childhood mental health symptoms. Based on these results, the authors provide implications for CCPT practitioners and for future directions to build the intervention’s evidence base.

This study surveyed male counselor educators regarding the impact of being male upon their professional relationships. Participants (N=163) were surveyed about their attitudes concerning the influence of gender on their relational behavior, as well as their relationship practices with students and colleagues. Mixedmethods analyses revealed a majority of respondents believed being male influenced their relationship behavior and reported experiencing relationship challenges unique to male counselor educators. Male counselor educators shared strategies to avoid the perception of impropriety when engaging in teacherstudent relationships. Consultation, engagement in group activities and avoidance of being alone with students were cited as common strategies to ensure appropriate teacher-student boundaries.