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After the recent publication of a couple of succinct and overarching essays covering the state of the field in the history of political thought (in the English language), Prof. Davide Cadeddu from the University of Milan expressed polemical remarks on some of their content. At the same time, he asked for comments on his own article, inviting the response several of English-speaking scholars (or scholars educated in anglophone cultural context). In response to this challenge, ten colleagues John Dunn (King’s College, University of Cambridge) Humeira Iqtidar (King’s College London) Iain Hampsher-Monk (University of Exeter) Richard Bourke (King’s College, University of Cambridge) Adrian Blau (King’s College London) Alexandra Chadwick (University of Jyväskylä) Duncan Kelly (Jesus College, University of Cambridge) David Leopold (Mansfield College, University of Oxford) Peter Burke (Emmanuel College, University of Cambridge) Richard Whatmore (University of St Andrews) answered with texts of different length and complexity. Depending on each case individually, each scholar was either in agreement or disagreement with the statements previously formulated by him, henceforth eliciting, more or less implicitly, new reflections on the matter at hand.

Individuals with chronic liver or kidney disease are at increased risk of severe COVID‐19. Molnupiravir is an orally administered antiviral authorized for the treatment of mild‐to‐moderate COVID‐19 in adults at risk of progression to severe disease. Two nonrandomized, open‐label, single‐dose, multicenter, phase 1 trials were conducted to investigate the effects of hepatic and renal impairment on the tolerability and pharmacokinetics of molnupiravir (800 mg) and its metabolite β‐D‐N4‐hydroxycytidine (NHC; NCT05386589/NCT05386758). The impact of renal impairment on urinary excretion of NHC was also assessed. The 90% CI for the geometric mean ratio of the plasma NHC area under the concentration–time curve (AUC) from zero to infinity was <2.0 for participants with moderate hepatic or severe renal impairment versus healthy mean‐matched controls. Comparable geometric mean values were observed for other pharmacokinetic parameters—including AUC from 0 to 12 h, AUC from zero to the last measurable concentration, and peak plasma concentration—in participants with moderate hepatic or severe renal impairment and in healthy mean‐matched controls. Urinary excretion of NHC was low in healthy participants and participants with severe renal impairment; renal clearance was numerically lower in those with renal impairment. In both trials, all adverse events were of mild or moderate intensity and resolved by study completion. There were no clinically relevant treatment‐related effects on other safety evaluations. Overall, molnupiravir was generally well‐tolerated, with similar pharmacokinetic profiles in participants with hepatic or renal impairment and healthy participants, supporting its use for treating COVID‐19 in these individuals without the need for dose adjustment. [ABSTRACT FROM AUTHOR]

This study examined demographic factors as predictors of parent involvement (engagement with school, support of learning, support of child) among parents of children that attended a school implementing a college access program. The authors also examined whether involvement predicted access of postsecondary education facilitators in parents, when accounting for demographic factors. Results from multiple regression analyses indicated that parent race/ethnicity and income predicted involvement, while education level predicted access of postsecondary education facilitators. However, when including demographic factors, parent involvement was not predictive of access of postsecondary education facilitators.

This study explored counselor research identity, an aspect of professional identity, in master's-level counseling students. Twelve students participated in individual interviews; six of the participants were involved in a focus group interview and visual representation process. The three data sources supported the emergence of five themes. The authors describe the themes in terms of what students contributed to the following three stages of research identity development: stage one, "stagnation"; stage two, "negotiation"; and stage three, "stabilization." Implications for counselor education programs, counselor educators and counseling students are explored.

This study explored rural school counselors' perceptions of clinical supervision. School counselors working in rural communities commonly encounter issues that challenge their ability to provide competent counseling services to the students they serve. School counselors serving in these areas are often the only rural mental health provider in their community, and they may lack access to other professionals to meet supervision needs. Participants' (n = 118) current experiences and future needs were investigated concurrently with supervision training and delivery methods most desired. The majority of school counselors in the study reported that they perceive clinical supervision as an important element in their continued personal and professional growth. However, these school counselors reported not receiving supervision at an individual, group or peer level. The need for the supervision is apparent; however, access to supervision in rural areas is limited. Implications for school counselors and recommendations for future research are discussed.

This mixed-methods study investigated the relationship between burnout and performing noncounseling duties among a national sample of professional school counselors, while identifying school factors that could attenuate this relationship. Results of regression analyses indicate that performing noncounseling duties significantly predicted burnout (e.g., exhaustion, negative work environment and deterioration in personal life), and that school factors such as caseload, Adequate Yearly Progress status and level of principal support significantly added to the prediction of burnout over and above noncounseling duties. Moderation tests revealed that Adequate Yearly Progress and caseload moderated the effect of noncounseling duties as related to several burnout dimensions. Participants related their burnout experience to emotional exhaustion, reduced effectiveness, performing noncounseling duties, job dissatisfaction and other school factors. Participants conceptualized noncounseling duties in terms of adverse effects and as a reality of the job, while also reframing them within the context of being a school counselor.

Responding to the lack of clarity related to the defined role of the school counselor, the authors investigated school principals (n = 538), in a rural Midwest state, and their perceptions of the role of the school counselor. The survey utilized was developed based on professional standards of service delivery for professional school counselors as identified by the American School Counselor Association and a listing of identified appropriate and inappropriate school counselor tasks. Results indicate that school principals see responsive service provision as an essential task of the school counselor. School principals also perceive a number of ASCA identified inappropriate tasks as being important. Recommendations are made to further enhance school principals' understanding of the appropriate role of the school counselor. (Contains 2 tables.)

Psychometric meta-analyses and reviews were provided for four commonly used suicidal ideation instruments: the Beck Scale for Suicide Ideation, the Suicide Ideation Questionnaire, the Suicide Probability Scale, and Columbia--Suicide Severity Rating Scale. Practical and technical issues and best use recommendations for screening and outcome research are offered.

This preliminary research examined the effectiveness of a classroom counseling intervention on student self-efficacy development. Five first-grade classrooms in a rural school with high rates of economic disparity were randomly assigned to either a set of 12 specialized lessons emphasizing self-efficacy or lessons from the existing core curriculum. Teachers completed the Self-Efficacy Teacher Rating Scale (SETRS) for each student as a pretest and 3 months following the classroom intervention. A significant mean score difference posttreatment [F(1, 77) = 19.57, p < 0.05, ?[superscript 2] = 0.209; d= 0.58(CI95= 0.36 - 0.80)] supports the effectiveness of this intervention in improving the self-efficacy of first-grade students.

The Self-Evaluation Scale-Self-Report version was designed to assess self-concept in students aged 10 to 17 years. Coefficient a was 0.94, and test-retest was 0.87. A unidimensional construct emerged with strong convergent validity with scores on the Piers-Harris 2 (r = 0.77) and Self-Efficacy Self-Report Scale (r = 0.70).

A grounded theory approach was used to examine the research identity of 17 master's-level counseling trainees and practitioners. The emergent theory gave an understanding to sources of variation in the process and outcome of research identity. The authors provide recommendations for counselor educators to use with current and former students.

Nine single-race American Indian secondary students' career development experiences were examined through a phenomenological methodology. All 9 participants were in the transition period starting in late secondary school (age 18). Data sources included individual interviews and journal analysis. The phenomenon of American Indian secondary students' career development process comprised 7 themes, which were integrated into 3 interacting dimensions: introspective, relational, and contextual. Findings reveal unique career development processes for American Indian secondary students living in tribal settings, including career decision process, career options, outcome expectations, and self-efficacy. Implications for school counselors and counselor educators are discussed.

Cell and gene therapy (CGT) describes a broad category of medicinal products with potential applications to prevent and treat human disease in multiple therapeutic areas. These therapies leverage the use of modified nucleic acids, altered cells or tissue, or both. The modality, mechanism, route of administration, and therapeutic indication for a CGT product will influence the challenges and opportunities for early clinical development, some of which may be highly specific to the product under consideration. Both the European Medicines Agency (EMA) and the US Food and Drug Administration (FDA) encourage early interaction between sponsor and health authority to align on key elements of the CGT development program. [ABSTRACT FROM AUTHOR]

This study examined 21 American Indian students' postsecondary transition and retention experiences through a phenomenological methodology. Postsecondary transition is the process of leaving home and adjusting to postsecondary education. Postsecondary retention is achieving success and remaining at a university for at least 6 months. Data sources included individual interviews, journal analysis, and document analysis. The 10 emergent themes described an interconnected phenomenon centered on institutional, social, and interpersonal dimensions. (Contains 1 table.)

The purpose of this study was to provide preliminary analysis of reliability and validity of scores on the "Self-Efficacy Self-Report Scale", which was designed to assess general self-efficacy in students aged 10 to 17 years. Confirmatory factor analysis on cross-validated samples was conducted revealing a marginal fit of the data to the 19-item unidimensional scale. Studies of internal consistency and test-retest reliability revealed adequate levels of total scale consistency. Criterion-related validity estimates were moderate to strong. Norms and a test protocol are provided to encourage free use of the scale for student assessment and research purposes. (Contains 1 table and 2 figures.)

The purpose of this study was to examine the factors that promote successful transitions into and through postsecondary education for American Indian students, from the perspectives of the student, school counselor, and college advisor. The method of study included analysis of interview transcripts from clinical practitioners, service providers, and American Indian advisees who had successfully completed postsecondary education programs. A phenomenological approach was used that included a multistep analysis to identify significant statements and themes among participant responses. Interviews revealed that strong academic preparation, motivation and self-confidence, family support, ongoing relations with culturally sensitive faculty members and advisors, strong connections with culturally relevant peer groups, and a clear focus for the future were all factors related to successful transitions to postsecondary programs. Success in degree completion was related to supportive relationships that take into account students' cultural backgrounds and the integration of students' cultural identities into the context of higher education. (Contains 1 figure.)

Submission patterns of articles accepted for publication in "Measurement and Evaluation in Counseling and Development" from 1990 to 2009 are reviewed. Trends are analyzed in article content (i.e., type, issue, statistical procedures) and author demographic characteristics (e.g., sex, nation of domicile, professional title, departmental affiliation, employment setting). (Contains 16 tables.)