Andrea Dixon

Facilitating Effective Triadic Counseling Supervision: An Adapted Model for an Underutilized Supervision Approach

The current standards of accreditation boards, licensure, and certifications or credentialing bodies, such as the Commission on Rehabilitation Counselor Certification (2010), Council for Accreditation of Counseling and Related Educational Programs (2009), and the National Board for Certified Counselors (2005), promote various types of supervision for counselors-in-training, counselors, and counselor educators. Largely missing from the literature is the concept of triadic supervision, a means of conserving both time and money for the parties involved. The authors overview three supervision approaches (Bordin, 1983; Kleist & Hill, 2003; Schutz, 1958), and present an adaptation of them into one model of triadic supervision. Recommendations for counselor education training and supervision practices, ethical concerns, and evaluation processes are provided.

The Influence of the Mass Media on Relational Aggression among Females: A Feminist Counseling Perspective

This article highlights the nature of relational aggression among females in the mass media and how to use the same media to counteract aggression. Relationally aggressive behaviors depicted in media include backstabbing, manipulating, and gossiping. These behaviors are associated with negative mental health outcomes for girls and women. We offer counseling interventions using a feminist framework with the understanding that females develop self-identity within the context of broader sociocultural structures.

Introducing Reality Play Therapy: Reactions and Perceptions From Elementary School Counselors

Many elementary school students lack school relationships required for positive personal, social, and academic interactions. Reality therapy and play therapy both seek to address these relationships through developmentally appropriate and effective interventions. Integrating these 2 approaches has the potential for elementary school counselors to provide students with opportunities to create positive relationships and develop problem-solving skills. In this study, 8 school counselors participated in a series of trainings introducing reality play-therapy techniques to assess this potential. A thematic analysis conducted on feedback sessions following the trainings yielded themes related to the participants’ positive perceptions to the training and possible application.

The Relationship Among Gender Role Conflict, Normative Male Alexithymia, Men’s Friendship Discords With Other Men, and Psychological Well-Being:

This study examined the triadic relationship of gender role conflict (GRC), normative male alexithymia (NMA), and men’s friendships qualities with other men as well as the impact of this triadic relationship on men’s (N = 216) psychological well-being (PWB). Bivariate correlations revealed significant correlations among all four variables. High levels of NMA and friendship discords factored in as the best predictor of men’s PWB, and accounted for the 37% variation in overall PWB scores with an effect size of f2 = .60. The moderation analysis indicated that GRC significantly moderated the effect of NMA on men’s PWB scores, ΔR2 = .073, F(1, 212) = 20.795, p < .001. Clinical and research implications of the study are discussed.

Why Humanistic Teacher Education Still Matters

The debate concerning who teachers are and what they are supposed to do continues with similar fervor as 100 years ago. In todays political climate, there is a resurgence in essentialism (a focus on traditional instruction and teacher-led curricula). As our nations teachers face the demands of accountability standards imposed by recent legislation, it is critical to examine the teaching domains that are overlooked and underemphasized within this framework. The authors review literature on humanistic teacher education. Then, the authors discuss humanistic teacher education dispositions and provide brief examples of how they have incorporated them in their work in teacher preparation.

Addressing the Social and Emotional Needs of Refugee Adolescents in Schools: Learning From the Experiences of School Counselors

The United States continues to be one of the top resettlement countries in the world, and refugee children are entering U.S. schools at unprecedented rates. School counselors strive to develop and implement comprehensive counseling programs that address the academic, career, and personal/social needs of all students. This includes addressing the needs of refugee students; however, research remains limited with regard to this population. This article describes a qualitative examination of middle school counselors’ experiences and perceptions of the social and emotional needs of refugee students. Nine professional school counselors were interviewed, and five themes pertaining to identifying and addressing the social and emotional needs of refugee students emerged from the interviews: (1) school counselor’s role, (2) resilience, (3) perceived student trauma, (4) barriers, and (5) supportive factors. Participants perceived their professional role to be both a factor of support and a barrier to providing support. Awareness of trauma and other barriers are discussed, along with the perception of resilience among refugee students and factors that help support school counselors in addressing the social and emotional needs of this population. The authors present implications for practicing school counselors and ideas for future research.