The flipped classroom is proposed as an effective instructional approach in counselor education. An overview of the flipped-classroom approach, including advantages and disadvantages, is provided. A case example illustrates how the flipped classroom can be applied in counselor education. Recommendations for implementing or researching flipped classrooms are shared.Keywords: flipped classroom, pedagogy, counselor education Although the concept of the flipped classroom has been around for years and in various formats, it is most often attributed to Bergmann and Sams (2012), who flipped their high school science classes starting in 2006. Since then, the number of flipped classrooms has increased (Educause, 2012). The flipped classroom can be considered "an educational technique that consists of two parts: interactive group learning activities inside the classroom, and direct computerbased individual instruction outside the classroom" (Bishop & Verleger, 2013, p. 4). Students spend time before class not only reading the material but also engaging with it, allowing them to become more actively involved in their own learning both before and during class (Herreid & Schiller, 2013).Empirical research on the flipped classroom in higher education is limited and has mainly been conducted with undergraduate students and in science fields, but the existing research shows relatively positive results (Bishop & Verleger, 2013). For example, higher performance on exams was associated with flipped classrooms (Day & Foley, 2006;Mason, Shuman, & Cook, 2013), as was increased performance on homework and projects (Day & Foley, 2006). In addition, Enfield (2013) reported that students participating in a flipped classroom indicated that class was engaging and they felt more confident in their ability to learn independently.Tune, Sturek, and Basile (2013) studied graduate students enrolled in flipped physiology courses and reported that the preclass activities allowed students to generate more thoughtful questions for class discussion. They also found that students scored higher on exams than students taking a traditional course. However, publications and research addressing the use of the flipped classroom in the field of counselor education are nonexistent. Therefore, the purpose of this article is to introduce counselor educators to the flipped classroom by discussing the characteristics, advantages, and disadvantages of using a flipped-classroom approach and by providing a case example of how the flipped classroom can be applied in a master's-level counselor education course.

Objective To determine if inhaled and intranasal ciclesonide are superior to placebo at decreasing respiratory symptoms in adult outpatients with covid-19. Design Randomised, double blind, placebo controlled trial. Setting Three Canadian provinces (Quebec, Ontario, and British Columbia). Participants 203 adults aged 18 years and older with polymerase chain reaction confirmed covid-19, presenting with fever, cough, or dyspnoea. Intervention Participants were randomised to receive either inhaled ciclesonide (600 μg twice daily) and intranasal ciclesonide (200 μg daily) or metered dose inhaler and nasal saline placebos for 14 days. Main outcome measures The primary outcome was symptom resolution at day 7. Analyses were conducted on the modified intention-to-treat population (participants who took at least one dose of study drug and completed one follow-up survey) and adjusted for stratified randomisation by sex. Results The modified intention-to-treat population included 203 participants: 105 were randomly assigned to ciclesonide (excluding two dropouts and one loss to follow-up) and 98 to placebo (excluding three dropouts and six losses to follow-up). The median age was 35 years (interquartile range 27-47 years) and 54% were women. The proportion of participants with resolution of symptoms by day 7 did not differ significantly between the intervention group (42/105, 40%) and control group (34/98, 35%); absolute adjusted risk difference 5.5% (95% confidence interval −7.8% to 18.8%). Results might be limited to the population studied, which mainly included younger adults without comorbidities. The trial was stopped early, therefore could have been underpowered. Conclusion Compared with placebo, the combination of inhaled and intranasal ciclesonide did not show a statistically significant increase in resolution of symptoms among healthier young adults with covid-19 presenting with prominent respiratory symptoms. As evidence is insufficient to determine the benefit of inhaled and intranasal corticosteroids in the treatment of covid-19, further research is needed. Trial registration ClinicalTrials.gov NCT04435795 .

Through a phenomenological study, the experiences of 8 early-career school counselor educators who entered academia directly from positions as P-12 school counselors were examined. Results revealed that the participants experienced numerous challenges and supports related to their transition. Recommendations for counselor educators, doctoral students, and new faculty are provided.

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