Nathaniel N. Ivers

Cuento Group Work in Emerging Rural Latino Communities: Promoting Personal–Social Development of Latina/o Middle School Students of Mexican Heritage

The experiences of Latina/o youth in rural emerging Latino communities are largely absent in the literature. This article proposes the benefits of a Cuento group work intervention designed to promote Latina/o student personal–social development. An outline of the group intervention offered to middle school students of Mexican Heritage is provided, in an effort to facilitate replication of the intervention in other emerging Latino communities. Preliminary pilot data on group efficacy also are presented.

A Cognitive-Behavioral Group Therapy Intervention With Depressed Spanish-Speaking Mexican Women Living in an Emerging Immigrant Community in the United States

This article reports feasibility issues with the implementation of an intervention study for depression in Latina women from Mexico living in an emerging immigrant community in the United States. Based on the PRECEDE-PROCEED model, the study explores implementation issues such as the intervention and retention, logistical issues such as transportation and childcare, and possible measurement issues such as reliability and validity of the Center for Epidemiologic Studies–Depression Scale, Spanish version. Future studies should evaluate the Center for Epidemiologic Studies–Depression Scale, Spanish version, and test the modified cognitive-behavioral group therapy intervention in larger samples and through randomized controlled studies.

Second Language Acquisition: Cultural, Cognitive, and Clinical Considerations for Counseling Practice

The non-English-speaking population of the United States has increased by 140% since 1980 (Shin & Kominski, 2010). To serve this growing population, it is important that counselors increase their multicultural and multilingual competence. Through the lens of multicultural theory and relational-cultural theory, we analyze potential benefits of second language acquisition to counseling practice, such as cognitive benefits and increased access to services. Implications for counseling practice and future research are discussed.

Mortality as a Context for Multicultural Practice: Awareness of Death and Relating With Diverse Clients

The effect of subtle death reminders (mortality salience) on multicultural counseling competence (MCC) was examined using a quasi-experimental design. One hundred forty-one counseling students were recruited and randomly assigned to an experimental or control group. Results of a one-way analysis of variance indicated that counseling students in the experimental group (the group exposed to subtle death reminders prior to rating their MCC), self-rated their MCC lower than did participants in the control group. Implications and limitations of these findings are explored.

Assessing Student-Learning Outcomes Within a Counselor Education Program Philosophy, Policy, and Praxis

Given that the 2009 Council for Accreditation of Counseling and Related Educational Programs (CACREP) standards require programs to implement curricular changes based on assessment data, there is a need for counselor education programs to share their assessment practices. We review the assessment procedures and structure in effect within CACREP-accredited programs at an urban state university. We describe how university policies and departmental mission framed the assessment procedures and provide examples of assessment criteria and program changes resulting from assessment data.

“There’s Beauty in Brokenness”: Teaching Empathy Through Dialogue with Art

ABSTRACT Empathy, a core element of helping skills training, is vital to the development of the therapeutic alliance and positive counseling outcomes. This article presents a classroom exercise developed to increase students’ empathy. The exercise features imaginative dialogue by members of a counselor education beginning skills class with art works in an exhibit curated by a museum educator. Presented are the details of the teaching exercise, student and faculty reflections on the exercise, and suggestions for further research.

ArtBreak Group Counseling for Children: Framework, Practice Points, and Results

Child social/emotional development and mitigation of child stress are receiving continued emphasis in the literature. While choice-based group art studios have a long association with mental health, documentation on their potential for supporting children is limited. This article describes an elementary school counseling intervention designed to mitigate child stress and support child social/emotional development through a choice-based studio art group known as ArtBreak. The article explains its fully developed framework, provides information that supports practitioner implementation, presents results of the program, and proposes directions for future research.

Wellness of Counselor Educators: Do We Practice What We Preach?

ABSTRACT Wellness of counselor educators has remained relatively unexamined in the literature. Eleven counselor educators were interviewed to investigate the meaning of wellness to those in the profession as well as factors that affect counselor educator wellness. Phenomenological analysis of the interviews resulted in three themes (time, congruence, and professional supports). Implications for counselor educators and future research are discussed.

Supervision in Spanish: Reflections From Supervisor-Trainee Dyads

Due to the increasing presence of clients who speak a language other than English, educators and supervisors will need to address bilingual training issues in mental health service provision. Supervision that utilizes the preferred language of the client is an effective way to support growth in bilingual trainees, but there is little scholarly literature describing best practices or approaches to this complex task. We describe our experiences with bilingual supervision in Spanish (from both trainee and supervisor points of view) and provide resources and suggestions to encourage other supervisory dyads to attempt bilingual service provision.

CARE TRAIN: THE PILOT STUDY OF A LAY-LED SUPPORT GROUP FOR AFRICAN AMERICAN CAREGIVERS

P2-558 CARE TRAIN: THE PILOT STUDY OFA LAY-LED SUPPORT GROUP FOR AFRICAN AMERICAN CAREGIVERS Philip Clarke, Alyssa Botte, Edward G. Shaw, Brian M. Calhoun, Nathaniel N. Ivers, Rabeeba Alli, Sara W. Bailey, Wake Forest University, Winston-Salem, NC, USA; Wake Forest Health, Winston-Salem, NC, USA; Wake Forest Baptist Health, Winston-Salem, NC, USA; Loyola University Maryland, Baltimore, MD, USA; University of North Carolina at Greensboro, Greensboro, NC, USA. Contact e-mail: clarkepb@wfu.edu