Counselors in all settings work with clients who are survivors of trauma. Vicarious trauma, or counselors developing trauma reactions secondary to exposure to clients' traumatic experiences, is not uncommon. The purpose of this article is to describe vicarious trauma and summarize the recent research literature related to this construct. The Constructivist Self-Development Theory (CSDT) is applied to vicarious trauma, and the implications CSDT has for counselors in preventing and managing vicarious trauma are explored.
The authors describe the process used to revise a traditional doctoral student evaluation system from one that consisted of written comprehensive and final oral examinations to one that features portfolio development. Student competence. expected student outcomes in each competency area. procedures for portfolio development. and documents and procedures for faculty review of the portfolios are described. Recommendations for implementing such a system and implications for counselor education programs are discussed.
Adult survivors of sexual trauma often experience symptoms related to their childhood experiences that are analogous to many of the diagnostic criteria of Borderline Personality Disorder (BPD). This article examines these symptoms in the context of a trauma framework and postulates that mental health counselors need to consider if the symptomatic behaviors are more indicative of a post-traumatic response, specifically trauma reenactment. Recognizing self-harming behaviors in adult survivors as reenactments of childhood sexual trauma rather than characterological manifestations of personality deficits serves to improve the quality of care of such clients in that mental health counselors may then focus on the unresolved issues rather than personality restructuring. Thus, understanding clients from a trauma framework can minimize the stigma that is often associated with the diagnosis of BPD and provide a more objective treatment climate.
College counselors need to be informed of effective interventions when counseling students who have been sexually assaulted. This article applies research and theory from the general literature on counseling sexual assault victims to college counselors' work with this population. An overview of the effects of sexual assault is followed by specific implications for counseling students who have been sexually assaulted. e FBI estimates indicate that 1 in 4 women will be victims of sexual assault in their lifetime (Heppner et al., 1995). O n college campuses,
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