Journal of Humanistic Counseling最新文献

“All real living is meeting”. This study presents an empirical study of the way a sense of meaning-as-connectedness is brought about in a group counseling intervention in which meaningful moments are shared. Results from a thematic analysis exemplify and at one point extend Buber's philosophy of meeting.

The spiritual but not religious (SBNR) identification is a burgeoning demographic with unique spiritual concerns often unmet by Eurocentric mainstream counseling theoretical orientations. This article presents an overview of Buddhist psychology, its intersection with SBNR values, and how Buddhist psychology may be a relevant theoretical orientation for SBNR clients.

The purpose of this article is to propose child-centered interventions that may support disrupting systemic oppression within the education system for Black children. The author shares Black children's experiences in the U.S. education system and how child-centered interventions may be helpful for both school and school based clinical counselors.

This nonexperimental field study examined the relationship between participant reported experiences of relational depth (RD) with their individual counselors in substance use disorder (SUD) treatment and participant reported motivation to change substance use. Participants in the study were clients enrolled in inpatient and outpatient levels of substance use disorder treatment.

Urban school counselors face unique challenges, and traditional approaches have proven inadequate. Grounded in existential theory and Super's Career theory, the School Counseling for College and Career Readiness Using Existential Theory (S3CRET) model fosters identity development and existentialist understanding within postsecondary decision-making. Implications and suggestions for implementation are discussed.

School counselors may be integral in disrupting racial disparities in college attendance by increasing conversations about college using humanistic approaches. A covariate analysis of family income, family education, and math performance, of 14,520 Black and White students from 944 schools, revealed factors impacting conversations about college.

Parent training programs have been deemed the gold standard for addressing child misbehavior in families. Recent investigations on parent education have placed an emphasis on developing culturally responsive programming in which evidence-based parenting interventions are adopted to focus on racial, ethnic, and cultural issues. The purpose of this article is to examine the impact of group counseling sessions, as measured from pre- to postintervention, on how African-American parents respond to adolescent misbehavior. The results provide evidence that group counseling does have an overall effect on the intensity of disciplinary practices among African-American parents. Irrespective of the child's age, the effect appears to be more prevalent in cases of mild misbehavior than those of severe misbehavior. Implications for culturally responsive counseling practice are also discussed.

This correlational study examined the relationship between self-care, burnout, compassion satisfaction, and secondary traumatic stress among higher education faculty members during the COVID-19 pandemic. The results inform higher education faculty members about the effects of self-care and suggest strategies to reduce burnout, compassion satisfaction and secondary traumatic stress.

Research supports the positive implications of applying humanistic constructs such as empathy and compassion in counseling supervision. However, there is a clear lack of counseling supervision approaches that utilize compassion, specifically to facilitate the development of counselors-in-training. This article introduces a compassion-supported developmental approach to supervision.

Pandemic stress can be a dehumanizing experience, especially for children and adolescents, and can be described in terms of the research paradigm of chronic variable stress (CVS). Humanistic counseling speaks to this particular kind of stress. This article presents eight principles for humanistic responsiveness for working with children and adolescents.