Abstract:This study utilized Q methodology to examine counselors'-in-training (CIT) perceptions of gendered behavior. Findings supported that most CITs adhered to a traditional view of gender. To work effectively with couples and families, it is suggested that counselors need to address and explore potential biases and socialized stereotypes of gender.

Eds. (2005). Integrating Spirituality and Religion Into Counseling: A Guide to Competent Practice. Alexandria, VA: American Counseling Association, $42.95 nonmember price and $29.95 member price (paperback), 200 pp., ISBN 978-1-5520-2-9, ACA Order #72827.T he desire to incorporate spirituality and religion into counseling practice continues to grow. There is, therefore, an increased urgency for counselors to have appropriate spiritual and religious resources. Redress of this need stems from nine spiritual competencies presented in 1999 by the Association for Spiritual, Ethical and Religious Values in Counseling. These competencies serve as a guide for counselors to effectively engage clients in their pursuit of spirituality and religion and reflect 1. the ability to explain similarities and differences between spirituality and religion; 2. the need to provide a description of beliefs and practices within a cultural context; 3. increased counselor sensitivity, understanding, and acceptance of diverse belief systems through self-exploration; 4. possession of knowledge related to various models of religious or spiritual development across the life span; 5. demonstrated acceptance of religious or spiritual expressions in communication; 6. awareness of one's limits of understanding and the ability to provide appropriate referral sources when necessary; 7. background in assessment of religious importance to therapeutic issues; 8. receptivity of religious or spiritual themes in the counseling process; and 9. use of religious or spiritual beliefs in the pursuit of therapeutic goals as befits the client's expressed preference.The incorporation of these competencies into the counseling process has proven to be a difficult task. Therefore, the clarification of techniques, inter-

A purposeful sample of 359 graduate counseling students completed a survey assessing factors influencing program enrollment decisions with particular attention to students' awareness of and importance ascribed to accreditation from the Council for Accreditation of Counseling and Related Educational Programs (CACREP) prior to and following enrollment. Results indicated that accreditation was the second most influential factor in one half of the students' enrollment decisions; nearly half of participants were unaware of CACREP accreditation prior to enrollment. Accreditation was a top factor that students attending non-CACREP-accredited programs wished they had considered more in their enrollment decisions. Findings from the survey indicate that prospective counseling students often lack necessary information regarding accreditation that may influence enrollment decisions. Implications for counseling students and their graduate preparation programs, CACREP and the broader counseling profession are discussed.

Given the nature of wellness and well-being practices, counselor training experiences for wellness might be best served through both didactic and experiential involvements. The current study explored impacts on self-care, professional quality of life, and stress reactions in helpers-in-training who completed an eight-week experiential wellness and well-being seminar. Qualitative results reflected introduction and application themes for wellness and well-being experiences. Quantitative results indicated that participants reported improvements to self-care and stress reactions. Findings support the use of innovative experiential training practices to impact self-care, stress reactions, and wellness and well-being outcomes.

This article describes the concept of intentionality and how it relates to human services education and training. The focus is on how the incorporation of intentionality into human services training curriculum can enhance the knowledge, skill, and competence of trainees. Several examples are given to show how human service educators can integrate activities within a basic helping skills course.