The authors examine the literature pertaining to women's life transitions and the difficult decision‐making process some women encounter when reentering the workforce after a period of staying at home with young children. On the basis of the unique challenges faced by this population, the authors created a conceptual framework (i.e., the Mother's Reentry Into the Workforce Conceptual Framework) to demonstrate this difficult decision‐making process. The framework examines driving forces, filters, and outcomes specific to this population. Implications for employment counselors are shared. Group employment counseling is suggested as an ideal format to provide support to women during this transitional period.
Drawing from the non-Eurocentric and Afrocentric approach of Historically Black Colleges and Universities (HBCUs), the authors advance the first HBCU-based learning communities model in the literature to date. The model combines institution-level assets and inputs with student-level assets and inputs to foster a supportive learning community environment that is consistent with HBCU tradition and postmodern organization. Implications for practice and research conclude the chapter, with an emphasis on preparing HBCUs to meet relevant challenges and opportunities.
The rapid rise in the use of electronic devices in college classrooms has become problematic for both professors and students. Specifically, active listening skills can be compromised by students who are stimulus driven and multi-tasking. This article examines the literature to determine the trends in electronic device use in college classrooms, explores the pros and cons of electronic devices as a learning tool, and recommends advancements that will preserve the necessary active listening skills and values of the human being in helping professions. Implications for active listening are discussed especially in relation to practitioners developing and delivering effective trauma-informed care services. Suggestions are provided for creating an active learning environment that embraces active listening skills in college classes for future human service practitioners and their professional career development in trauma-informed care.
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