Rebecca A. Newgent

Development and Initial Psychometrics of the Counselor Burnout Inventory.

Abstract This article describes the development and psychometric properties of the Counselor Burnout Inventory (CBI), which is designed to meet the needs of the counseling profession by assessing burnout in counselors. Factor structure, concurrent validity, internal consistency, and test-retest reliability of the CBI scores are reported. Implications for practice are discussed.

The Riso-Hudson Enneagram Type Indicator: Estimates of Reliability and Validity.

Abstract This investigation was conducted 10 estimate the reliability and validity of scores on the Riso-Hudson Enneagram Type Indicator (D. R. Riso di R. Hudson. 1999a). Results of 2H7 participants were analyzed. Alpha suggests an adequate degree of internal consistency Evidence provides mixed support for construct validity using correlational and canonical analyses but strong support for heuristic value.

Social Risk and Peer Victimization in Elementary School Children: The Protective Role of Teacher-Student Relationships

Children not accepted or actively rejected by peers are at greater risk for peer victimization. We examined whether a positive teacher-student relationship can potentially buffer these children from the risk of peer victimization. Participants were 361 elementary school children in the 4th or 5th grade. Peer-report measures were used to assess teacher-student relationship quality (TSRQ), social preference, and rejected sociometric status; peer victimization was assessed via self-, peer-, and teacher-reports. As expected, social preference assessed in the fall semester was a significant negative predictor of self- and peer-reported victimization measured in the spring, controlling for prior levels of peer victimization. TSRQ in the fall was not a significant unique predictor of self-, peer-, or teacher-reported victimization the following spring, controlling for fall victimization and social preference scores. We found a significant interaction between social preference and TSRQ in predicting self-, peer-, and teacher-reported peer victimization: Social preference significantly predicted peer victimization, but only for those children with relatively poor student-teacher relationships. Subgroup analysis revealed that children actively rejected by peers in the fall reported significantly less peer victimization in the spring (controlling for fall victimization scores) when their fall TSRQ scores were at or above the sample mean compared to rejected children whose TSRQ scores were low (i.e., < −0.5 SD below the mean). Findings offer preliminary support for the notion that teacher-student relationship quality can buffer children at social risk for continued peer victimization.

Single Session Treatment of Nontraumatic Fear of Flying With Eye Movement Desensitization Reprocessing Pre- and Post-September 11

Eye movement desensitization reprocessing (EMDR) was originally developed to treat traumaticmemories. Since its development, the application of EMDRhas proliferated to various disorders. Asingle session utilizing the EMDRapproach applied to the treatment of nontraumatic fear of flying is presented. For this study, the EMDR process was adapted tomeet the needs of the client. The purpose of this study is to provide an example of the in-flight application of a single session of EMDR to nontraumatic or small “t” fear of flying. The case of a client successfully treated with in-flight EMDR is presented. Pre-September 11 and post-September 11 follow-up with the client is also documented.

Improving the Empirical Credibility of Cinematherapy: A Single-Subject Interrupted Time-Series Design

This study intends to improve the empirical credibility of cinematherapy by measuring its effect on the level of hopelessness experienced by an adult diagnosed with Major Depression. Using a single-subject interrupted time-series design, themes of positivism were highlighted during a 5-week group showing of the movie The Lord of the Rings: The Fellowship of the Ring. Data obtained during the treatment period were compared to 3-week baseline and posttreatment data (total of 11 weeks). Results suggest that a structured, nondirective group cinematherapy intervention is statistically and clinically effective at decreasing hopelessness.

Psychosocial Educational Groups for Students (PEGS): An Evaluation of the Treatment Effectiveness of a School-Based Behavioral Intervention Program

The purpose of this study was to evaluate the outcome of a new psychosocial intervention program, Psychosocial Educational Groups for Students (PEGS). The PEGS program is designed to help students in the areas of social skills, problem behaviors, bullying, and self-esteem. Three groups of elementary school students participated. Results showed significant improvement in self-control for Group 1; social skills for Group 2; and assertion, self-reported bully behaviors, and perception of self for Group 3. Strong effect sizes were found for many of the indicators. Implications for counselors are presented.

A Time of New Beginnings

It has been an honor to serve as the Editor-in-Chief of Counseling Outcome Research and Evaluation (CORE) Journal for the past four years. It was my pleasure to work with the Executive Council of the Association for Assessment and Research in Counseling (AARC) and I appreciate the support and confidence they provided during my tenure as Editor. Over the past four years we accomplished many goals. We provided numerous education sessions about publishing in CORE, including tips on how to submit quality manuscripts. We also attended multiple national conferences where we had the opportunity to hear about cutting-edge research and encourage those researchers to consider CORE as a publication venue. Finally, we increased the visibility and access to CORE through abstracting/indexing in PsychINFO, ArticleFirst, and Electronic Collections Online. I want to take this opportunity to thank the numerous Editorial Board members and Ad Hoc members who generously contributed their knowledge and time reviewing manuscript submissions. I want to thank the authors who submitted manuscripts to CORE. Their commitment to advancing the counseling profession through research was impressive. I want to thank our subscribers and readers. I hope that you found CORE a valuable resource that you will continue adding your knowledge base. I also want to thank Dr. Paul Peluso, the Editorin-Chief of our sister journal, Measurement and Evaluation in Counseling and Development, for his support and collegiality. This is a time of new beginnings for CORE. In addition to a new Editor, this issue is the first issue of CORE published under Taylor & Francis. Thanks to the hard work of the AARC Executive Council and the Production Team at Taylor & Francis, the transition has been seamless for both the Editorial Team and our authors. Please visit our new website at http://www.tandfonline.com/loi/uore20 and feel free to share this information with your colleagues, students, and others. Last but not least, I could not have done this job without the invaluable help of my two Editorial Assistants, Molly Watkins and Eryka Berglund. Molly Watkins is now an Ad Hoc reviewer for CORE and works as the Success Counselor at Ames Middle School in Ames, Iowa. Eryka Berglund just graduated from Western Illinois University-Quad Cities with her M.S.Ed. in Counseling. I will forever be grateful for their professionalism and friendship.

The Juvenile Addiction Risk Rating Development and Initial Psychometrics

This article describes the development and psychometrics of the Juvenile Addiction Risk Rating. The Juvenile Addiction Risk Rating is a brief screening of addiction potential based on 10 risk factors predictive of youth alcohol and drug-related problems that assists examiners in more accurate treatment planning when self-report information is limited.

Social and Relational Aspects of Bullying and Victimization in Elementary School: Strength-Based Strategies for Prevention

ABSTRACT The purpose of this investigation is to study the relationship between types of bullying and victimization and problematic behaviors, which include both internalizing and externalizing behaviors. Social and relational data was examined on 22 fourth-grade elementary school students. Results of bivariate (Pearson) correlations indicate that internalizing problems demonstrated a positive relationship with verbal and relational bullying and externalizing problems demonstrated a positive relationship with physical, verbal, and relational victimization. The authors discuss implications and strength-based strategies for bullying prevention.