This pilot study examined the effectiveness of child-centered play therapy (CCPT) with 54 low income preschool children (42% African American, 39% Hispanic, and 18% Caucasian) identified with clinical levels of disruptive behaviors. Children were assigned to the experimental treatment, CCPT, or to the active control, reading mentoring (RM), through block randomization. Results from a 2 (group) × 3 (measures) split plot analysis of variance indicated that according to teachers blinded to children's treatment group assignment, experimental group children demonstrated a statistically significant decrease (p < .05) in disruptive behaviors compared with the RM group across 3 points of measurement. Post hoc analysis showed that children receiving CCPT demonstrated statistically significant decreases (p < .025) in aggression and attention problems. Regarding practical significance of the findings, CCPT demonstrated large ηp2 treatment effects ranging from .17 to .34. Of the 27 children receiving CCPT, 21 children moved from clinical levels of behavioral concern at pretest to more normative levels of functioning following treatment, thus establishing the clinical significance of CCPT as an early mental health intervention for at-risk children in Head Start.

This randomized controlled study examined the effectiveness of Adlerian play therapy (AdPT) with 58 elementary school students (48% Latino, 33% European American, 19% African American) exhibiting disruptive classroom behaviors. Teachers and raters blinded to treatment group assignment reported that children in the experimental group demonstrated a statistically significant reduction in behavior problems and that AdPT demonstrated moderate to large treatment effects. Teachers also reported a statistically significant reduction in stress in their relationships with students receiving AdPT.

Using a mixed methodological approach, we examined the impact of child-centered play therapy (CCPT) training on graduate counseling students' play therapy attitudes, knowledge, and skills. Thirteen students voluntarily participated in the study. We conducted paired-sample t tests to evaluate the impact of an introductory play therapy course on students' scores on the revised Play Therapy Attitude-Knowledge-Skills Survey. From pretest to posttest, there were statistically significant improvements and a large effect size on students' scores in all three subscales: attitude, knowledge, and skills. Through individual interviews, we also explored students' perceptions of the content and structure of the introductory play therapy course. Emerging themes revealed that the students perceived the course to be acceptable (i.e., useful, informative, well organized) and effective (i.e., facilitated insight/awareness, self-growth, knowledge and skill acquisition). Limitations of the study and implications for future research are discussed.

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Advocacy and leadership within professional counseling are often cited as critical to the survival and continued success of the profession and, in turn, to the quality of services provided to the public counselors serve (Chang, Barrio Minton, Dixon, Myers, & Sweeney, 2012;Cox, 2003;Gibson, Dollarhide, & McCallum, 2010;House & Sears, 2002;Myers, Sweeney, & White, 2002;Paradise, Ceballos, & Hall, 2010;West, Bubenzer, Osborn, Paez, & Desmond, 2006). The most recent standards of the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2009) include expanded attention to the development of leadership knowledge, skills, and practices of master's-level school counselors; doctoral program standards identify preparation of leaders as one of just four primary obligations of counselor education programs. The development of emerging leaders and leadership fellows programs by leading professional associations such as the American Counseling Association (ACA), Association for Counselor Education and Supervision (ACES) and its regions, and Chi Sigma Iota (CSI) International serve as evidence that leaders in the counseling profession see the need to promote leadership development in students and new professionals.Scholars have engaged in dialogue and research to better understand the range of characteristics, skills, and practices that are essential for effective leadership. CSI Academy of Leaders (1999) published a consensus document regarding 10 leadership qualities and practices that are reflective of leadership excellence. Luke and Goodrich (2010) investigated the impact of student involvement in CSI on future leadership contributions. They found that practical and authentic experiences, internal (thoughts and feelings) and external (behaviors) personal resources, and CSI involvement at the chapter and international levels contributed to future leader- An Exploration of Counselors' Professional Leadership DevelopmentKristin K. Meany-Walen, Kara Carnes-Holt, Casey A. Barrio Minton, Katherine Purswell, and Yulia Pronchenko-JainLittle is understood about the development of leaders in counseling. This mixed-method study explored leaders' progression through leadership endeavors. The quantitative descriptive statistics and qualitative analysis included 58 elected and appointed leaders from the American Counseling Association and Chi Sigma Iota. Data were analyzed to explore experiences that prompted individuals to assume leadership roles in professional counseling organizations. By understanding how leaders evolve, counseling programs and professional associations can foster counselors' leadership development.