Eric C. Chen

Relations of complementarity and supervisory issues to supervisory working alliance: A comparative analysis of two cases.

This study examined the effects of complementary communications and supervisory issues on the formation of working alliance in 2 graduate student supervisor-supervisee dyads, 1 characterized by high alliance and 1 by low alliance, over the first 3 weeks of clinical supervision. A research-informed case study method was used to collect process and outcome data from the participant and rater perspectives. Results provided some support for (a) a sequential order of the themes or issues underlying the professional development of counselor trainees, (b) a higher degree of complementary interaction in the high-alliance dyad than in the low-alliance dyad, and (c) a relation between complementarity and supervision satisfaction level. Implications for future research and practice are discussed relative to the supervision literature.

A theoretical model of adolescent suicide risk

A theoretical model of adolescent suicidal behavior was examined separately for 192 male and 329 female (N = 521) students of a suburban junior high school in the southwest. The model consisted of five constructs: the predictor variables of depression, hopelessness, self-esteem, and substance use and the criterion variable, suicide risk. A theoretical model consisting of five research hypotheses was proposed based on the suicide literature and was examined by path analysis using a structural equations statistical package, SAS PROC CALIS (Version 6.10). Results revealed that all relationships were in the predicted direction. The final model reasonably accounted for the data in spite of some gender differences. Males progressed from depression to substance use and then to suicide risk, while females progressed directly from depression to suicide risk. Depression was a stronger predictor of low self-esteem for females than for males. While hopelessness was a viable predictor of substance use for both males and females, it was not a viable predictor of suicide risk.

Professional School Counselors as Social Justice Advocates for Undocumented Immigrant Students in Group Work

Due to cultural and linguistic barriers, as well as a fear of deportation, undocumented immigrant students have remained an invisible group face in the existing school system. We provide specific strategies for school counselors to consider in advocating social justice and in facilitating empowerment of undocumented immigrant students through group work. A case vignette is presented to highlight challenges confronting undocumented immigrants and to offer strategies for school counselors as specialists in group work to address the unique educational and psychological needs of undocumented immigrant students.

Invented Spelling, Word Stress, and Syllable Awareness in Relation to Reading Difficulties in Children

The study assessed the clinical utility of an invented spelling tool and determined whether invented spelling with linguistic manipulation at segmental and supra-segmental levels can be used to better identify reading difficulties. We conducted linguistic manipulation by using real and nonreal words, incorporating word stress, alternating the order of consonants and vowels, and alternating the number of syllables. We recruited 60 third-grade students, of which half were typical readers and half were poor readers. The invented spelling task consistently differentiated those with reading difficulties from typical readers. It explained unique variance in conventional spelling, but not in word reading. Word stress explained unique variance in both word reading and conventional spelling, highlighting the importance of addressing phonological awareness at the supra-segmental level. Poor readers had poorer performance when spelling both real and nonreal words and demonstrated substantial difficulty in detecting word stress. Poor readers struggled with spelling words with double consonants at the beginning and ending of words, and performed worse on spelling two- and three-syllable words than typical readers. Practical implications for early identification and instruction are discussed.