A review of the American professional counseling literature brings to light 5 patterns concerning research related to counseling international students. Emergent themes include universal vs. subgroup characteristics, environmental vs. personal factors, developmental vs. pathological perspectives, counseling goals, and methodological problems. Suggestions for future research and practice are provided. En un repaso de la literatura profesional de consejeria americana salen a relucir cinco modelos que tratan la consejeria de estudiantes intemacionales. Algunos temas que resaltan: las características universales en oposición a las sub‐grupales; los factores medioambientales en oposición a los personates; las perspectivas de desarrollo en oposición a las de patología; las metas de consejería; y los problemas metodológicos. Se hacen sugerencias para investigaciones y prácticas futuras.

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We are a matriarchal society. Even our language honors the women. It is a female language. When we dance, the men dance on the outside of the circle. The inside of the circle is to honor the women. When you dance to the ceremonial sounds of the Earth, you are tickling Mother Earth, and giving herCounseling professionals are taught to rely heavily on theories and interventions steeped in a Western, masculinized worldview. This article explores a paradigm shift by providing a contrasting cultural view of leadership among women. The "crosswalk" between the American Indian perspective of nurturing leadership in women and the theoretical basis of relational-cultural theory is explored as a way of adding critical, ancient knowledge about leadership to the counseling profession. Implications for mentoring female leaders are presented.

This article offers a comprehensive overview and understanding of the needs of Native American Youth for researchers, educators, and practitioners based on current research and practice. Strengths and protective factors are discussed in terms of Native strengths in context, the strengths and resilience of Native ways, Indigenous ways of knowing, the relationship between cultural identity and the tribal nation, the importance of family, the roles of the wisdom keepers, spiritual ways, and communication styles. Contextual influences are explored in terms of the relationship between history and healing from intergenerational grief and trauma, the influence of acculturation, as well as current social, economic, and political issues that affect Native youth. Implications for research and therapeutic intervention are explored in terms of healing from historical trauma and oppression. The authors offer an overview of common presenting issues and recommendations, practical tribally-specific interventions, and reflections on what it means to work from a social justice and client/community advocacy perspective with a focus on providing effective therapeutic, culturally-based interventions with Native children and adolescents that promote resilience and foster positive development with this population.

This article presents findings from a national survey of 149 practicing school counselors who are members of the American School Counselor Association. The survey gathered information on school counselors’ perceptions of and experiences with acceleration as a program option for gifted students. Results indicate that, although school counselors’ opinions are being solicited in decision making regarding acceleration, they do not possess training and accurate information regarding acceleration. Hence, training and professional development focusing on the research-based practices of acceleration are needed to ensure that school counselors give accurate advice and guidance concerning gifted students’ education. Future research is needed to compare and contrast the effectiveness of accelerative decision making between school counselors who are trained and untrained in acceleration programmatic options. Putting the Research to Use School counselors are ubiquitous to schools and it is expected that they will assume an important role in the academic planning of students. In addition, they are looked to for consultation on the social and emotional development of students and how these dimensions may help or hinder academic choices. This study indicates that school counselors are prominent in the academic and social issues of gifted students when it comes to the issue of acceleration. Parents and educators do look to counselors for information and perspective regarding acceleration and counselors do provide their perspective. Also, acceleration has become a more prominent option for gifted students in schools. Unfortunately, the information and perspectives of school counselors on acceleration is not based on formal training and familiarity with the research but on informal information and limited knowledge of the research. School counselors are not well prepared to fulfill their role in helping parents, educators and students make sound decisions regarding acceleration. This study makes it clear that there is need for formal training of school counselors in the research and practice of acceleration both at the preservice and inservice levels. School counselors should participate in acceleration decisions because they bring a general and comprehensive understanding of the student. However, they need a specific understanding of acceleration in order to be effective in such decisions.

This qualitative study examined high‐achieving urban African American high school graduates' (N = 5) retrospective appraisal of what K–12 students from high‐risk urban areas need to succeed academically despite seemingly insurmountable social, financial, and educational barriers. Findings revealed 6 themes: shared responsibility for educational outcomes, being a part of the solution, parental involvement by any means, natural support systems, school counselors as change agents, and community collaboration to raise a scholar. Recommendations for school counselors are discussed. Este estudio cualitativo examinó la opinión retrospectiva de un grupo de graduados Afroamericanos urbanos de alto nivel académico en educación secundaria (N = 5) sobre lo que necesitan los estudiantes de K–12 en áreas urbanas de alto riesgo para tener éxito académico a pesar de las barreras sociales, económicas y educativas aparentemente infranqueables. Los hallazgos revelaron 6 temas: responsabilidad compartida por los resultados educativos, ser parte de la solución, implicación de los padres en cualquier modo posible, sistemas naturales de apoyo, consejeros escolares como agentes de cambio, y colaboración comunitaria para educar a un individuo estudioso. Se discuten recomendaciones para los consejeros escolares.

Twenty years ago, futurists examined the changing role of the school counselor and forecasted what the 21st‐century school counselor would need to know. This article forecasts the future of school counseling in the next 20 years by focusing on expected diversity of K‐12 students. Speculation on student enrollment based on projected trends and extrapolated data is used to describe the professional knowledge, awareness, and skills school counselors will need to touch the lives of the students of the future.

The Native American sweat lodge ceremony or sweat therapy is being used increasingly in various medical, mental health, correctional, and substance abuse treatment centers serving both Native and non‐Native clients. This article explores the sweat lodge ceremony's background, elements of Native American spirituality, origin story, cultural symbolism, prayer, and contemporary use. Current evidence of effectiveness and therapeutic benefits is presented, then implications for integrating the sweat lodge ceremony as a complementary counseling approach are discussed.