John L. Romano

Prevention and Counseling Psychology Revitalizing Commitments for the 21st Century

This article advocates the need for a much stronger emphasis on and commitment to the science and practice of prevention in counseling psychology. Historical and recent developments in the profession are highlighted, as are the changing U.S. demographics and societal needs that mandate an enhanced prevention focus for the field. A prevention-based agenda of four fundamental goals for counseling psychology is articulated. The goals include eight training domains and objectives as well as skills needed to support a prevention agenda for counseling psychology. Barriers and adjustments needed to give renewed vitality toward prevention are discussed. Prevention resources and funding opportunities are presented.

Best Practice Guidelines on Prevention Practice, Research, Training, and Social Advocacy for Psychologists:

Preventive interventions have been shown to successfully aid the development of children, youths, and adults and avert maladjustment in individuals at risk for negative outcomes. Continued scientific advancement of preventive interventions is crucial to further the health of U.S. children, youths, and families. This article presents 15 best practice guidelines on prevention practice, research, training, and social advocacy for psychology. These guidelines articulate clear standards and a framework for moving the profession toward improving the well-being of a greater number of individuals and communities. The guidelines are intended to assist psychologists in evaluating their preparation for engaging in prevention work and in furthering their understanding through increased knowledge, skills, and experience in prevention.

Counseling Psychology and School Counseling: An Underutilized Partnership

Counseling psychology and school counseling have become quite removed from each other despite sharing a common history, having similar values, and the fact that many training programs for the two disciplines coexist in the same university department or college. This article argues for a stronger integration of the two specialties to advance their contributions to pre–K-12 education and the nation’s youth. Counseling psychology, with its strong commitment to career psychology, counselor training and supervision, multiculturalism, prevention, and scientific inquiry, is well positioned among psychological specialties to exert major influence in the educational enterprise. Models of school counselor training and service delivery have been recently developed and offer numerous opportunities for collaboration between counseling psychologists and school counselors. A collaborative model that encompasses training curricula, research, service, and professional organization dimensions of the specialties is presented. Challenges that may impede a stronger partnership between counseling psychology and school counseling, as well as suggestions for addressing them, are also discussed.

The Application of the Theory of Reasoned Action and Planned Behavior to Prevention Science in Counseling Psychology

The theory of reasoned action and planned behavior (TRA/PB) is a model of behavior change that has been extensively studied in the health sciences but has had limited exposure in the counseling psychology literature. The model offers counseling psychologists a framework to conceptualize prevention research and practice. The model is important to consider since the training of counseling psychologists is heavily dominated by theories of psychotherapy that emphasize remediation rather than prevention. This article discusses a brief history and explanation of TRA/PB along with relevant research, limitations, and multicultural considerations. Elicitation research, an important component of the model, receives emphasis because it solicits population-specific cognitions and social influences relevant to targeted behaviors, thus strengthening prevention interventions. An example demonstrates how TRA/PB can be used as a theoretical framework to support prevention research. Recommendations for prevention training of counseling psychologists are presented.

Thai Adolescent Survivors 1 Year after the 2004 Tsunami: A Mixed Methods Study.

This study examined the impact of the 2004 Asian tsunami on 400 Thai adolescents 1 year after the disaster. Quantitative analyses showed that youth behavior problems were positively associated with tsunami experiences and negatively associated with positive family functioning. Tsunami exposure, school connectedness, religious beliefs and practices, and availability of mental health services did not predict behavior problems. Sequential regression analysis was performed with age, gender, tsunami experiences, and family functioning predicting youth behavior problems. In-depth interviews with 40 adolescents revealed many losses and difficulties after the tsunami, including death of parents and school difficulties. Positive aspects of recovery were support from family, peers, and other social networks and increased educational opportunities.

Simulated group counseling: An experiential training model for group work

Abstract An experiential group training model designed for prepracticum-level counseling graduate students is described. Simulated Group Counseling (SGC) offers students an opportunity to experience being group members, facilitating a group, and processing the group with peers and an advanced graduate student observer as well as the instructor during the course of an academic term. SGC reduces dual-relationship ethical issues because students role-play group members during the SGC. Procedures such as group formation, roles of observers and instructor; and group processing are discussed as are the strengths and limitations of the model.

Two Key Strategies for Teaching Prevention: Specialized Course and Infusion

Prevention is taught only rarely in counseling and counseling psychology curricula. Failure to teach it suggests that graduates may be less likely to conduct prevention. In this article, we describe two key strategies for addressing this problem, where prevention is being taught through (a) required courses, and (b) infusion within existing courses. Four training programs, two examples of each mode, are presented from the University of Cincinnati, Pennsylvania State University, Boston College, and the University of Minnesota. We describe the processes involved in developing and implementing these key pedagogical strategies that lead, we intend, to broadened application.

School counseling in the United States: Implications for the Asia-Pacific region

The impetus for this paper came about after an international conference in Asia which focused on school counseling in the Asia-Pacific region. Representatives from several Asian and non-Asian countries attended the conference and presented their scholarly work. The importance of international exchange about school counseling was emphasized at the conference. In this paper the history of school counseling in the United States (US) is summarized, including descriptions of newer models of school counselor practice and training and suggestions on how these models might strengthen the impact of school counselors. In addition, a brief overview of school counseling in the Asia-Pacific region is presented with attention to cultural issues that need to be considered. Finally, the implications of the US models are discussed and some questions presented that are potentially relevant for countries in the Asia-Pacific region, as well as those outside the region

Simulated group counseling for group work training: A four-year research study of group development

Abstract Simulated Group Counseling (SGC) as a training model for graduate-level group workers is examined. SGC requires counseling students to role-play a group character during 8 sessions of a personal development group. During a 4-year period, 98 graduate students participated in 12 role-played SGC groups. Group member behaviors were rated using the Group Observer Form. SGC followed a 4-stage model of group development and was highly consistent (p < .001) with expected changes in well-functioning, non-role-played groups. SGC advantages are discussed, especially related to dual relationship issues of experiential group training.

Expanding the Dialogue to Improve Schools and Develop Healthy Kids

We are delighted that the editor of The Counseling Psychologist (TCP) solicited reaction papers to our article, and grateful for and humbled by the candor and thoughtful commentary made by this group of scholars and professional leaders. Although it is impossible to address adequately all of the issues presented in the papers given space and time constraints, we will highlight some, understanding that perhaps the most important objectives of the process are the continuing conversations and the creative initiatives that hopefully will flow from them. The major goal, as we see it, is to encourage counseling psychologists to use the science and practice of their profession to enhance the lives of children and youth within the school context. The reaction papers offer much to digest; some commentaries were quite hopeful, whereas others were the opposite. We were surprised by some of the misunderstandings of what we wrote. We are not advocating that counseling psychologists become school counselors (Pope, 2004 [this issue]), nor do we advocate that school counselors move away from working within a developmental framework (Galassi & Akos, 2004 [this issue]). We support national school counselor models that emphasize a developmental perspective. We also understand that school-based interests and partnerships will be attractive to some counseling psychology faculty and students but not all. We agree with Lichtenberg and Goodyear (2004 [this issue]) that professionals work best when they are passionate about their work. However, is there room within counseling psychology to mentor and nurture those students and faculty colleagues who desire greater involvement in schools? We hope so. There are vast opportunities for counseling psychology students and doctoral graduates to learn from and contribute to school reforms. However, it does require openness to the idea, which to us is neither revolutionary nor impossible to achieve with greater regularity and intensity. The fact that prominent counseling psychologists as well as the presidents of the American Counseling Association (ACA) and American School Counseling Association (ASCA) were asked and agreed to share their perspectives on this topic provides a forum to begin the dialogue anew, and hopefully with benefi-