Shari M. Sias

An Integrative Social-Cognitive Developmental Model of Supervision for Substance Abuse Counselors-in-Training.

ABSTRACT Substance abuse counselors (SACs) at higher levels of social-cognitive maturity manage complex situations and perform counselor-related tasks more effectively than individuals at lower levels of development. This article presents an integrative clinical supervision model designed to promote the social-cognitive maturity (ego development; Loevinger, 1976) of SACs-in-training; reviews practical aspects of the model; and discusses implications for SAC educators, supervisors, and researchers.

Substance Abuse and Clinical Counseling Students' Characteristics and Career Goals

ABSTRACT Students from a masters program in Substance Abuse and Clinical Counseling (SACC) at a midsize southeastern university were surveyed to determine personal characteristics and career goals. Sixty-two of the 68 students currently enrolled in the program volunteered to anonymously complete the questionnaire. The typical profile of the SACC student was 30 years old (i.e., average age), white (85%) and female (68%) with a bachelors degree in psychology (44%) and work experience in human services (60%). Eight-four percent of the students had a specific career goal. The top four goals were substance abuse counselor, clinical mental health counselor, substance abuse prevention specialist, and state agency rehabilitation counselor. Implications for substance abuse counselor education and recruitment are discussed.