Journal of Counseling and Development最新文献

In this article, we seek to broaden perspectives on program evaluation in the mental health domain. We argue that the social determinants of mental health (SDMH) framework can serve as a theory, within the context of theory-driven evaluation, to guide evaluation practice in counseling and mental health. We posit that applying an SDMH framework enables evaluators to conduct more holistic, systems-focused, and useful evaluations of mental health programs. The SDMH framework facilitates this by (1) serving as an empirically based framework to guide discussions about program design and improvement, (2) helping evaluators identify the most critical constructs to measure, and (3) connecting evaluators to previously validated instruments that measure those constructs. Additionally, through use of the SDMH framework, evaluators gain access to a literature base that helps build understanding of how to interpret evaluation findings. In contrast to traditional, goal-oriented evaluation, such a theory-driven approach has multiple advantages.

We live in a complex and interconnected world with individual- and community-level development and well-being shaped by numerous variables. Given this multi-deterministic nature of development, counselors are called to integrate the social determinants of mental health (SDMH) into key activities including clinical assessment, case conceptualization, treatment planning, prevention programming, education and training, and scientific inquiry. We discuss the consistency between the humanistic roots of the counseling profession with its values for developmental, preventative, and wellness-oriented care and practices associated with the integration of the SDMH. We also provide a supportive rationale for the integration of SDMH into counseling practice through review of several key concepts: (a) upstream, midstream, and downstream influences on mental health; (b) the social gradient of mental health; (c) integrating population-level perspectives on mental health and mental illness; (d) the functional roles of protective and risk factors; and (e) embodying a justice- and equity-focused orientation.

The social determinants of mental health (SDMH) have strong associations with the physiological and psychological stress that are frequently the impetus for client referrals. Despite the increasing momentum of SDMH within areas of education, assessment, and advocacy, examples of their integration into key counseling practice activities are scant. This article provides an introduction to interrelated strategies for integrating the SDMH into client case conceptualizations and treatment plans. Descriptions of core assumptions and activities are provided with examples depicting key areas of opportunity.

The social determinants of health (access to quality health care; economic stability; high-impact educational opportunities; community safety and support; and connected social networks) play a central role in individual health and wellness. These determinants and others also impact individual mental health and wellness. A shift is required in the preparation of counselors toward training students and current practitioners to assess, diagnose, and treat mental health issues through a social determinants’ lens. While the Council for the Accreditation of Counseling and Related Educational Programs and counseling ethics require that counseling training focus on diversity, equity, inclusion, and belonging, there is no mention of the social determinants in any guidelines. We present a rationale for including the social determinants as a core component of counselor preparation and provide examples to facilitate the incorporation of the social determinants into counselor education curriculum and continuing education efforts.

Workplace violence (WPV) is a global concern and consists of psychological and physical threats or acts. To date, limited data exist to document client-initiated WPV experienced by professional counselors. Survey results from 2616 counselors in 12 states indicate that most counselors have no memory of WPV training from their counselor education programs. Over 75% of the sample experienced WPV. Counselors experience psychological forms of WPV at greater rates than physical forms. Over half of WPV experiences occurred during participants’ graduate training and in the first 4 years of their professional practice. WPV occurs in all locations where counselors work. WPV's consequences differ, ranging from none to career ending disruptions. Counselors’ responses varied, including no action or responses, seeking support from supervisors, professional peers, and family members, and engaging in medical and/or mental health services. Suggestions for practice, training, and future research are offered.

Given the prevalence of suicide among school-aged children and youth, school counselors may experience a student death by suicide in their careers. Yet, there is little empirical research exploring the nuances and depth of school counselors’ experiences with student suicide. In this study, the authors employed consensual qualitative research to explore the experience of 12 school counselors who encountered student death by suicide. Three domains emerged consisting of five general, four typical, and four variant categories highlighting school counselors’ experiences learning about the student suicide, the long-term impact of the student death on school counselors’ personal and professional lives, and their advice for school counselors who experience a student suicide at some point in their careers. Findings have implications for school counseling practice, counselor educators, and future research.

We engaged in this study to better understand how counselors cope with and process client suicide. A researcher who also experienced a client suicide conducted interviews with licensed professional counselors (N = 7). Using interpretive phenomenological analysis, we identified eight superordinate themes: (a) professional counseling culture, (b) intense emotional reaction, (c) processing loss, (d) supports, (e) barriers, (f) impairment, (g) disillusionment, and (h) finding meaning. Findings have implications for the counseling profession, counselor educators, agencies and supervisors, counselors, and counselors-in-training.

The field of school counseling has evolved to feature varied means of supporting students, including individual counseling, group counseling, and classroom instruction. However, classroom instruction is typically overlooked in school counselor training programs, and school counselors often lack the skills needed to design effective lessons. This longitudinal study explored the experiences of 21 school counselors in a year-long, post-master's professional development program focused on improving classroom instruction. Data were drawn from interviews, curricular artifacts, and reflective journals and analyzed using interpretive qualitative methodology. This study's contributions lie in findings that illustrate school counselors’ nuanced perceptions of the utility of the Understanding by Design instructional approach as a framework for implementing ASCA Student Standards; the utility of learning science as a framework for designing classroom instruction that leads to long-term learning; and supports or challenges to implementing classroom instruction in individual contexts.

Attachment theory has been used to explain supervisee/supervisor bonding in clinical supervision, but research on these constructs has been mixed. To test the extent to which supervisee attachment strategies relate to the supervisory relationship, the authors conducted a meta-analysis of 19 published research studies on supervisee attachment from 1998 to 2022. Supervisee attachment strategies produced a small but statistically significant effect on the supervisory relationship (R² = 0.052). We discuss this finding in the light of previous mixed results, including that the supervisory relationship may not be characterized by a full-blown attachment bond. We recommend additional areas of research on attachment in supervision and highlight additional supervisory models to conceptualize and study the supervisory relationship.

The counseling field, with its grounding in wellness, social justice, and development, is well positioned to adopt a social determinants of mental health framework and lead initiatives to further integrate this type of framework into the larger mental health field. The purpose of this article is to bring together and apply two existing models, the social determinants of mental health and the social determinants of mental disorders, to the field of professional counseling. The authors argue that by adopting this framework, professional counselors will be better positioned to identify and address social determinants of mental health both proximal and distal to their clients and use this to inform direct clinical practice, the design and evaluation of counselor training programs, the development of community-based intervention programs, counseling research, as well as policy initiatives ranging from the organizational to public policy levels.