Laura E. Welfare

Best Practices in Clinical Supervision: Evolution of a Counseling Specialty

A number of developments have marked the evolution of clinical supervision as a separate specialty since publication of the Standards for Counseling Supervisors in 1990, including accreditation and counselor licensure standards, supervisor credentials, and research on supervision practice and supervisor training, nationally and internationally. Such developments culminated in the development of a statement of Supervision Best Practices Guidelines. The Guidelines are described, followed by suggestions for their implementation and further evolution through research.

Elements of Successful School Reentry After Psychiatric Hospitalization

Psychiatric hospitalization is an intensive intervention designed to stabilize adolescents who are experiencing an acute mental health crisis. Reintegrating to school after discharge from psychiatric hospitalization can be overwhelming for many adolescents (E. V. Clemens, L. E. Welfare, & A. M. Williams, 2010). The authors used a consensual qualitative research approach (C. E. Hill et al., 2005; C. E. Hill, B. J. Thompson, & E. N. Williams, 1997) to explore 14 mental health professionals’ perceptions regarding assets and barriers to adolescents’ successful school reintegration after psychiatric hospitalization. The authors describe the implications for educators and parents derived from participant interviews.

The Counselor Cognitions Questionnaire: Development and validation.

Cognitive complexity is a crucial factor in counselor efficacy, yet an empirically validated instrument that measures counselors’ cognitions about clients does not exist. Development and preliminary psychometric support for such a measure, the Counselor Cognitions Questionnaire (CCQ), are described. Evidence of validity and reliability are reported.

Student-Faculty Collaborative Research: A Qualitative Study of Experiences with the Authorship Determination Process.

Mentoring students through collaborative research can be an effective method for cultivating student development as scholars; but negotiating the division of responsibilities and recognition may be difficult due to the inherent complexities of the relationship between collaborators and the research process itself. A national sample of 440 students and faculty in education and social science disciplines described their positive and negative experiences with authorship determination in student–faculty collaborative research. Qualitative analysis of these responses revealed important themes and informed the development of suggestions for articulating authorship to avoid potential difficulties.

Brief Alcohol Screening and Intervention for College Students (BASICS) with the Mandated Student: Some Practical Considerations

Brief Alcohol Screening and Intervention for College Students (BASICS) is a common intervention for high-risk drinking. Many institutions mandate that students who violate alcohol policies complete the BASICS program. While there is strong evidence that supports the use of BASICS with college students, little is known about the experiences of mental health professionals who facilitate the intervention with the mandated student population. This article details a qualitative study exploring the perspectives and experiences of 13 mental health professionals who use BASICS on their campuses. Recommendations for working with mandated students are discussed herein.