To better serve the lesbian, gay, bisexual, transgender, queer, intersex, and questioning (LGBTQIQ) youth population, counselor educators can assist school counselors-in-training in developing advocacy competencies within their training programs. A focus on advocacy competencies outlined by the American Counseling Association (ACA) and the American School Counselor Association (ASCA) standards, and infusion of techniques throughout the education process, may increase levels of comfort for neophyte school counselors-in-training when working withLGBTQIQ youth. To increase efficacy in this multicultural population, myriad environments representative of the systemic nature of the school environment and culture must be examined and explored through training processes. These authors discuss intervention strategies for counselor educators to develop future school counselor advocacy, which align with the ACA advocacy competency domain areas.

Military culture is a unique subset of the United States, complete with its own language, writing style, norms, membership, rank structure, values, and laws (Harmon, 2007). Using contextual theory for career counseling, counselor educators can assist counselorsin-training in understanding the effects of the military environment on clients who are military veterans. This article includes a review of the literature and a call for research.

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To better understand school counselors' experiences related to students' use of social media, the authors conducted a qualitative study, utilizing a phenomenological approach, with eight practicing high school counselors. Three major themes emerged from the study: “the digital cultural divide,” “frustration and fear,” and “embracing change.” This article presents implications for school counseling practice and research.

The Asian American population encompasses various groups of people descending from Korea, Japan, Philippines, Indonesia, China, and other countries. Often referred to as the Asian American/Pacific Islander (AAPI) population (and used interchangeably throughout this article), Asian Americans consist of more than 50 ethnic groups (Chow, 2011). AAPIs' rate of growth was equivalent to Hispanics' in terms of undergraduate fall enrollment from 1976 to 2008 (Aud, Fox, & KewalRamani, 2010). Unlike many other ethnic minority groups, Asian American students are overrepresented in gifted programs in comparison to their proportions of student population (Yoon & Gentry, 2009). Asian Americans represent 4.81% of the national K-12 student enrollment but represent 9.40% of enrollment in gifted education programs in 2006 (U.S. Office for Civil Rights, 2006). Asian Americans have the highest rates of advanced degrees in education, percentages employed in professional occupations, and number of families with median incomes for some time (U.S. Census Bureau, 2011). Asian Americans are overrepresented among winners of Presidential and National Merit Scholarships; disproportionately accept positions as engineers, architects, physicians, and university professors; and achieve higher scores on the ACT and SAT tests (U.S. Census Bureau, 2011). As a result of this success and other factors, Asian Americans have been defined as a group of individuals strongly motivated to achieve higher social standing and economic success (Lee, 1996).