In this article we discuss the importance of anticipating and addressing the emotional difficulties students experience in graduate-level courses on trauma and violence. Herman's (1997) model for treating survivors of trauma serves as a framework for recommendations for ameliorating secondary traumatic stress in the classroom; we draw on a variety of sources to suggest self-care strategies that students can use outside of the classroom. We also address the importance of self-care for instructors of classes on trauma and violence.
The authors discuss the creation and evaluation of a CD-ROM to train and support prepracticum, practicum, and internship site supervisors in a master's-level counselor education program. The authors, from a small, rural, southwestern college, created and distributed a CD-ROM containing video and document resources for this purpose. Small focus groups were then conducted to gather data to measure the CD-RaM's effectiveness. Data showed strong support for the use of CD-ROM technology in providing training of site supervisors. Recommendations are offered to improve future versions of the CD-ROM.
Traveling the “information highway” in the process of career counseling or providing career counseling services via the Internet pose additional challenges for counselors. In this article, the authors use current ethical guidelines to guide discussion of, and possible resolutions to, challenges posed by incorporating the Internet into career counseling.
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