The construct validity and developmental structure of Hogan's (1964) model of counselor development and supervision were studied using a cross-sectional sample of 141 counseling psychology graduate student trainees, interns, and professional staff in 20 university^ counseling centers. Counselor Development Questionnaire items were developed into two arrangements-one based on Hogan's concepts as he organized them into levels, and another derived empirically using factor analysis. The two configurations were compared for their ability to predict experience level'of participants using discriminant function analysis. Each empirical factor was also examined for relationship with experience by means of one-way analysis of variance with preplanned comparisons. Results indicated that counselor development is best described by a complex rather than a simple model and that it involves factors of Anxiety/Doubt, Independence, Method/Skills Training, Work Validation, Committment Ambivalence* and Respectful Confrontation. Developmental profiles of these issues are described, and implications for supervision, training programs, and future research are discussed.

The study identified distinct patterns of parental practices that differentially influence adolescent behavior using the National Educational Longitudinal Survey (NELS:88) database. Following Brenner and Fox's research model (1999), the cluster analysis was used to classify the four types of parental practices. The clusters of parenting practices in the current study showed convergence with Baumrind's parenting style. The results indicated that these four clusters differentially affected students' self-concept, locus of control, and academic achievement. The authors discuss how these identified parenting behavior patterns are linked with children's adjustment, development, and achievement.

Conceptual metaphor provides a potentially powerful counseling framework, generalizable across theoretical orientations. According to the conceptual perspective, metaphor is not merely a matter of language, but is an indispensable dimension of human understanding and experience whereby more abstract ideas (like relationships) are understood in terms of more concrete experiences (like journeys). Consequently, when a couple in counseling says, "we're just spinning our wheels," they are not only using a common colloquial expression, but also giving information about how they conceptualize their relationship. This article provides a theoretical foundation for use of conceptual metaphor and offers examples of its potential for counseling.

This article presents an empirical examination of the usefulness of Bowen family systems theory as a framework for understanding fibromyalgia syndrome. This cross-sectional Internet-based survey included 201 participants diagnosed with fibromyalgia syndrome. Results indicated that more severe symptoms of fibromyalgia syndrome are significantly correlated with higher levels of perceived stress, lower levels of differentiation of self, and higher levels of emotional cutoff. In addition, indicators of differentiation of self (i.e., emotional cutoff and emotional reactivity) were found to moderate the relationship between perceived stress and symptom severity, although these indicators did not account for large proportions of the observed variances in symptom severity. Implications for Bowen family systems theory and clinical practice and recommendations for future research are discussed.

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Presence is the counsellor's way of being with clients as distinguished from the application of technique and it involves a meeting between counsellor and client. Presence fits intuitively in the realm of the therapeutic relationship and master therapists from different therapeutic traditions have described how their presence with clients contributes to the success of counselling, yet the topic is virtually absent from the research literature. We examine the reasons for this disparity, provide a critical examination of the literature on the therapeutic relationship and on presence, and suggest that emerging scientific paradigms offer new strategies for studying such complex, holistic phenomena as presence.

Hispanic/Latino students are the largest minority school-age population (Pew Hispanic Center, 2005). In this study, pupil services administrators in Florida identified concerns about Hispanic/Latino children and families and the need for bilingual school counselors for growing numbers of Hispanic/Latino students. Administrators' perceptions of cultural barriers, which isolate students from the school environment, were strongly related to their perceived need for Spanish-speaking school counselors. School programs more often provided for Hispanic/Latino students were those that specifically addressed language barriers rather than counseling services that specifically addressed cultural barriers of Hispanic/Latino students.

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