Inattentiveness and social desirability might be particularly problematic for self-report scales in creativity and arts research. Respondents who are inattentive or who present themselves favorably will score highly on scales that yield positively skewed distributions and that assess socially valued constructs, such as scales measuring creativity and arts knowledge. A total of 204 undergraduates completed an online survey with several selfreport measures (the Creative Achievement Questionnaire, the Biographical Inventory of Creative Behavior, and the Aesthetic Fluency Scale). Many metrics of inattentiveness were included, such as directed response items, self-reported attentiveness, and scales to catch inconsistent and patterned responses. The Balanced Inventory of Desirable Responding measured facets of social desirability. We found high rates of inattentive responding. A latent class analysis indicated that around 25% of the sample was potentially inattentive, and inattentive respondents received higher scores on the creativity and arts scales. Excluding problematic participants increased the effect sizes of interest, consistent with the coarsening effect of careless participants. Social desirability, in contrast, had essentially no relationship with the creativity and arts scales. These findings suggest that social desirability is probably less of a problem than researchers fear, but that inattentiveness is an underappreciated threat. Some practical guidelines are suggested.

Although generalizability is not typically considered a feature or goal of qualitative research, it is an integral part of applying findings to advance knowledge in the counseling profession. First, we describe types of generalizability, the use of trustworthiness criteria, and strategies for maximizing generalizability within and across studies, then we discuss how the research approaches of grounded theory, autoethnography, content analysis, and metasynthesis can yield greater generalizability of findings. We then describe six phases for aggregating qualitative research to conduct a metasynthesis, which can be applied as relevant to the metastudy approaches of formal grounded theory, autoethnography, and content analysis.

The authors synthesized counseling leadership literature to identify themes of counseling leadership. Using an inductive approach to content analysis, the authors analyzed 11 empirical articles, 9 conceptual articles, and 13 leadership profiles. Results yielded 24 emergent leadership themes that were sorted into 3 groups. Findings pave the way for more comprehensive research on counseling leadership and allow for increased intentionality in teaching, training, and practicing counseling leadership.

Building upon previous reviews of clinical supervision in counseling, we analyzed the content of 69 articles on school counseling supervision published from 1968 to 2017. We identified publication, methodological, and topical trends in school counseling supervision and contextualized them within the broader counseling supervision research, thereby highlighting important next steps for school counseling supervision research and practice.