This heuristic study explores the impact of training in emotion-focused therapy (EFT) on the personal and professional lives of the researcher and research participants. It provides personal accounts of growing emotional self-awareness and suggests that training in EFT fostered increased emotional self-assurance among participants and increased their authenticity with clients.
This article provides evidence to support developing interventions for addressing the mental health concerns of Black sexual minority youth. The authors identify how to incorporate a culturally responsive existential-phenomenological approach with storytelling to facilitate the development of a healthy self-concept among a host of socially enforced categories. Implications are provided to supplement counselors' conceptualization of this population within therapeutic relationships.
Using qualitative methodology, the authors explored the experiences of 8 clients who received a 5-minute mindfulness meditation (MM) as implemented by 6 counseling students during a counseling session. Themes that emerged included (a) variations in individual experiences; (b) mental, physical, and emotional components of the experience; (c) perceptions of MM; (d) preferences for MM; and (e) implications for continued practice of MM.
Youth of color often experience counseling professionals as inauthentic. This presents a concern, especially considering the low utilization and retention rates of racial minority groups in counseling. This article describes a series of culturally sensitive interventions that are rooted in hip-hop definitions of authenticity.
The authors delivered a school counseling intervention grounded in advocating student-within-environment theory (Lemberger, 2010) to 57 kindergarten students. Using an action research design, 2 school counselors implemented the intervention in 5 classrooms. Program participation resulted in enhanced executive function and social-emotional learning skills. Implications for practice and research are provided.
The authors examine how the cognitive complexity domains of differentiation and integration are uniquely cultivated by constructivist and phenomenological teaching practices, respectively. Implications are explored in terms of reflective practices and proposed phenomenological activities that support concept deconstruction and empathy development as a means to grow integrative complexity.
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