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Higher education students need help and support to enable them to cope with the challenges of their studies. The aim of this study was to investigate the perspectives of first-year undergraduate students on predictors of psychosocial support in challenging situations. A creative art-based descriptive research design was employed utilising an individual One-Page Profile form to gather data from 240 first-year students from two different universities in Slovakia. Data was collected and analysed using a content-thematic and visual approach. Four significant individual predictors of psychosocial support were identified: emotional, instrumental, informational and appraisal. Emotional support consists of desirable mental health, defined by the students as experiencing happiness, self-satisfaction, self-development, relationships which are satisfying, loving and safe, trust, empathic acceptance, and care from others. Instrumental support varies from personnel up to material resources e.g., people, animals, and assistance such as financial services. The preferred informational support is peer-to-peer counselling, followed by professional counselling. When students describe appraisal support their needs are primarily in the areas of well-being and self-efficacy. The study makes various suggestions on how University staff can provide first-year students with support and counselling in their everyday challenges.

Students at school need to develop a character of responsibility in learning discipline (Re-LeaD) after the COVID-19 pandemic (CV-19P), or face-to-face meetings (FTF) are a concern. The character of Re-LeaD as a form of student success in the future. Aims to research determine the individual blended counselling model of the behaviouristic counselling approach to increase Re-LeaDs and the effectiveness of the individual blended counselling model of the behaviouristic counselling approach to increase Re-LeaDs. Individual counselling with a behaviouristic process combines FTF chat and counselling with an e-counseling website. Research and development are limited to five steps (1) study problem; (2) hypothetical draft model; (3) model feasibility test through guidance and counselling reviews; (4) revising model; (5) testing effectiveness model. The instrument used is the Re-LeaD scale and expert review on the feasibility model. Data analysis with the reliability coefficient between reviewers and Cohens Kappa, then t-test to test the model's effectiveness. The results of the study concluded that the blended counselling model with a behaviouristic counselling approach is feasible to be applied by school counsellors to increase Re-LeaDs students based on an average rating of more than 3.09 (scale 4) from reviews by experts and guidance and counselling practitioners (0.621 with sig. 0.000 < 0.05). The individual blended counselling with behaviouristic counselling approach can also effectively increase Re-LeaDs students in the higher category (21.5) than before the intervention (10.75) and sig. 0.000 < 0.05. Counsellors can use individual blended counselling with behaviouristic methods as one of the counselling strategies to increase Re-LeaDs.

The main purpose of this study is to examine the perceptions of psychological counselors on working with clients from different cultures. Accordingly, the extent of the knowledge of psychological counselors on multicultural counseling approach and their perceptions of this approach, the theoretical competencies thereof, and cultural differences were examined in line with the main purpose of the study. The study was conducted using the basic qualitative design. The study group consists of 17 psychological counselors (eleven females and six males) who were continuing their post-graduate education at Gazi University Institute of Educational Sciences in the Spring Semester of the 2020-2021 Academic Year. Data were collected online with semi-structured interviews. The results revealed that a significant portion of the participants did not consider themselves theoretically competent in the multicultural counseling approach. It was further concluded that the majority of the participants had positive perceptions of cultural differences. On the other hand, the holistic evaluation of the answers indicated that the extent of knowledge and awareness of the significant portion of the participants on cultural differences are rather poor and insufficient. It is recommended to implement psychoeducational programs and training on the subject, to give compulsory courses on multicultural counseling approach in Guidance and Psychological Counseling undergraduate programs, and to direct students to exchange programs to experience cultural differences.

This study was carried out to examine the confidence of faculty in providing culturally responsive teaching from both a student and faculty perspective within the helping disciplines of counseling and social work. Researchers hypothesized that students and faculty would report higher percentages of confidence in being part of a culturally responsive learning environment. The study was conducted by means of questionnaires to both students and faculty. Data were collected using two types of questionnaires: students (n = 146) were given the Student Measure of Culturally Responsive Teaching (SMCRT) and the faculty (n = 14) were given the Culturally Responsive Teaching (CRT) Scale. Descriptive analyses of frequencies and cross-tabulations were conducted to observe how faculty rated their overall level of confidence to how students perceived the professor's ability to create a culturally responsive environment. Other parametric tests assessed differences within and amongst groups. Only 23.1% (n = 51) of students reported an average score of 80% or higher for having a culturally responsive learning environment with all of the statements, but a majority of the student participants indicated lower than 80% confidence in their professor's culturally responsive behaviors as it relates to their learning environment. In addition, roughly 33% (n = 5) of faculty rated their confidence level in supporting a culturally inclusive learning environment of 80% or higher. The results provide insight into implementing inclusive strategies to ensure that students and faculty are confident in providing more tangible experiences of operating within a culturally responsive learning environment.

Interest in sustainable careers has grown substantially in recent decades as a host of external and personal forces has increasingly disrupted individuals' continued employment or diminished the quality of their experiences at work. However, there is a lack of consensus regarding the definition and measurement of career sustainability that limits our understanding of the career sustainability process. In this article, we propose a definition that we believe represents the essence of career sustainability and make recommendations regarding the assessment of the construct. We then present a research agenda that includes a framework to guide research on the career sustainability process and identifies areas where future research attention is warranted. We conclude with a discussion of the implications of the framework for counseling practice.

In a rapidly changing and challenging world, teachers as influential social agents can play an important and promising role to guide through but also bring about positive change to individuals and society as a whole. This potential stresses the importance of professionalization of teachers and the need for elaborate learning settings to equip (future) teachers as psychologically literate and reflective practitioners who systematically reflect and integrate practice and (psychological) theory. As part of the preservice teachers' psychology curriculum, we implemented a theory-practice learning setting in their educational foundation studies that aims at fostering preservice teachers' psychological literacy. Specifically, to reflect their own and other's behavior and to apply their psychological knowledge of learning and counseling principles into real-life counseling sessions. This study addresses the didactical concept of teaching psychology to non-psychology students and the results from its evaluation. In a quasi-experimental pre-posttest design with comparison group (N[subscript intervention] = 46; N[subscript comparison] = 102), we analyzed the effects of the seminar on the preservice teachers' reflexivity, their beliefs about the theory--practice relationship and their agency. Results indicate that beliefs about the theory--practice relationship and the levels of reflection significantly increase through the practice task in the intervention group, but reflexivity and agency does not.

The growing number of autistic adults challenges the limited adult service system. While data on service use and barriers are available, there is limited information from the individual's perspective on which services are most helpful in adulthood and how service use is connected to community participation outcomes. Forty autistic adults participated in a study combining global positioning system community participation measures with survey and interview data on service use, including which services are most helpful in adulthood, barriers to services, and service needs. Participation outcomes were analyzed relative to demographics, number and types of services received in the past 2 years, and current mental health service use. Participants received an average of two services in the past 2 years, most frequently mental health and employment services. Individuals currently seeing a mental health counselor were more likely to be working full-time and visit more community locations compared to those who were not seeing a counselor. Participants reported mental health services as the most helpful service received in adulthood followed by employment services. While an emphasis is often placed on employment services in the transition to adulthood, findings suggest a need for integrated mental health and employment services for autistic adults. [This paper was presented at the Conference on Rehabilitation Education (NCRE/CSAV/RSA) Annual Meeting, 16 September 2022.]

With the COVID-19 pandemic, people have become inclined to seek online counseling help in addition to face-to-face counseling. For individuals who need mental health services, social-physical isolation and quarantine decisions have rendered online counseling a necessity rather than an option. In this process, individuals needing mental health services may avoid seeking help due to their self-concealment tendencies or inadequate self-perceived social support. The present research explores whether online and face-to-face counseling are predicted by self-concealment level, multidimensional perceived social support, age, gender, and previous experience with face-to-face/online counseling. The study group comprises 508 adults aged 18 or above living in Turkey. The data were collected with the help of "Online and Face-to-Face Counseling Attitudes Scale", "Self-Concealment Scale", "Multidimensional Scale of Perceived Social Support", and a "Personal Information Form". Data analysis was based on Pearson's Product-Moment Correlation Coefficient and Multiple Regression Analysis. The results demonstrate that attitudes toward online counseling are predicted by self-concealment, perceived social support, age, and previous experience of online counseling. The findings also show that attitudes toward face-to-face counseling are predicted by self-concealment, perceived social support, gender, and previous experience with online and face-to-face counseling.

This research examined the direct and indirect links of supervisory working alliance on supervisory satisfaction. Participants were 291 supervisees who had participated in individual counseling practicum courses either in undergraduate or graduate Psychological Counseling and Guidance program in Turkish universities. Data were collected using the Brief Form of the Supervisory Working Alliance Inventory (BSWAI-T), Supervisee Disclosure in Supervision Scale (SDSS), and Supervisory Satisfaction Questionnaire (SSQ). Research results indicated that supervisory working alliance made direct contributions to supervisory satisfaction. In addition, the supervisory working alliance contributed indirectly to supervisory satisfaction via supervisee disclosure in supervision. Supervisory working alliance and supervisee disclosure in supervision explained 56% of the variance in supervisory satisfaction. This study offers novel insights into the role of supervisee disclosure in supervision as an underlying mechanism that operates on the influence of supervisory working alliance on supervisory satisfaction. Implications for the supervision process and counselor training are discussed.

Learners from different generations have enrolled and graduated from educational institutions for many decades, but educators have been using the same strategies despite what generation they teach in their classrooms. A new generation of students has occupied today's classrooms who are called 'Generation Z' or Gen Z for short, and they are colloquially called 'Zoomers'. They have unique characteristics and expectations, and they were raised with technology. They are digitally connected all the time, and it is necessary to check the quality of education given to them. Educational quality is a crucial topic worldwide and it is the need of the hour to discuss the quality of educators. To a large extent, teachers are considered the key factor in determining, and improving the quality of our educational systems. Presently, our teachers are expected to provide a quality hybrid delivery of teaching that best fits Gen Z learners. In the present century, teachers face greater challenges than ever before. The augmented skills of educators with modern, innovative, and creative strategies are the most in demand in this digital world. As new skills and technologies take over all the fields, educators also need to up-skill and re-skill themselves. This white paper discusses the augmented skills of the educators who teach Generation Z and the future generations to come.

This article describes how intentional planning using the principles of Fink's (2013) taxonomy for significant learning and Garrison's (2007) three presences, a traditional face-to-face course can be converted into a strong online course using the best practices of the flipped classroom model that facilitated better student outcomes. The suggested approach shows how focusing on Garrison's three presences and Fink's taxonomy for significant learning can create a foundation for successful course delivery. This course, Counseling and Guidance in Education, helps counseling educators prepare future counselors to create a comprehensive school counseling program in a well-designed online course. Implications for counselor educators are also discussed encouraging educators to think beyond the traditional face-to-face classroom in an effort to prepare a counseling course for an online environment.

Since 2019, the Spiritual Counseling course has been incorporated into Türkiye's third-year undergraduate program on Psychological Counseling and Guidance. The goal of this study is to examine how this course affects students' perspectives on spirituality in the counseling process and counseling self-efficacy. The study uses a single-group pretest-posttest experimental design that includes 40 students (25 female and 15 male). Over 14 weeks, the study's author presented a weekly two-hour Spiritual Counseling course to the students, with the pretest given in the second week and the posttest in the fourteenth week. The Counselors Attitudes Toward Spirituality Scale and the Counselor Self-Efficacy Scale were used to collect data. The data was analyzed using the paired-samples t-test. The results reveal that the spiritual counseling course significantly increased students' positive attitudes toward spirituality in the therapeutic process and their counselor self-efficacy levels. The results are addressed in relation to the literature.

Social justice is a critical component of many of the helping disciplines. Similar goals govern these different disciplines, which are reflected in the scholarship of their professional training. However, the crossover in scholarship is limited. This review of social justice andragogy literature from various fields in the United States creates a conversation among these helping disciplines so that they may be able to learn from each other. From these separate realms of scholarship, the authors have derived terms and recommendations of what these disciplines may learn from one another through their shared obstacles and through processing of their work.

It is said that working on forgiveness in psychological counseling will significantly benefit the individual, taking into account the good consequences of forgiving on the individual. This study aimed to develop a measurement tool for determining self-efficacy to work on forgiveness in counseling (SSWOFIC). The most commonly regarded forgiveness process model, Enright's Forgiveness Process Model, served as the foundation for the creation of this measurement tool. 285 counselors provided information for the Exploratory Factor Analysis (EFA) and 258 counselors provided information for the Confirmatory Factor Analysis (CFA). For the content validity of the scale, eight specialists were contacted. EFA revealed a single factor structure with 41 items that accounted for 61.7% of the overall variation. It was found that all of the SSWOFIC's items were discriminative and had a high level of factor loading value in the pertinent factor. To ascertain if the structure identified by EFA was confirmed or not, CFA was carried out. The one-factor structure was confirmed, as evidenced by the resulting model's fit indices. The computed Cronbach's Alpha and McDonald's Omega reliability coefficients were 0.99, and the Split-Half method's results for the Guttman and Spearman-Brown coefficients were 0.96. The SSWOFIC results demonstrated the validity and reliability of the scale, which consists of a single component and 41 items. The established scale will make it possible to conduct studies to ascertain the level of self-efficacy of psychological counselors with regard to this matter and to examine this feature in terms of other variables.

This study aimed to examine whether Asian international students' mental health literacy predicts mental health help-seeking behaviors above and beyond known influencing factors. Hierarchical logistic regression was conducted in analyzing a national sample of 460 Asian international students who reported depressive symptomatology. Results indicated that students who identified as female and experienced more days of academic impairment were more likely to seek counseling. Additionally, having more knowledge on mental disorders and treatments and campus mental health services were positively related to help-seeking behavior. However, the ability to recognize the development of mental disorders in others was negatively associated with seeking mental health help. Implications for administrators, college program planners, and mental health providers are discussed.

Unsafe and violent schools are a widespread problem in South Africa. This paper argues that Adverse Childhood Experiences (ACEs) contribute to this phenomenon. While various individual and community-level interventions to address ACEs have been reported on, the contribution of safe parks towards preventing school violence has not yet been explored. To support schools in dealing with violence, the Adopt-a-School Foundation introduced a pilot project at eight schools in Botshabelo in the Free State Province. The programme included psychosocial support services, establishing safe parks, and ensuring community involvement. The goal was to improve school communities by creating environments that are empowering, academically effective, gender sensitive and free from violence. Although there are safe parks in communities around South Africa, they are an uncommon sight at schools. This paper reports on the quantitative study conducted on safe parks' contribution to making schools safer and less violent. Results show that safe park activities improve community well-being, including reduced gangsterism, enhanced learner safety, and decreased disciplinary problems. It is recommended that safe parks continue to provide psychosocial services to children at schools and that their programmes be expanded to include more services.

Purpose: Many studies have illustrated the vast advantages which blended learning has to offer to the learning community. However, when a learner accesses a digital platform, one cannot ignore the negative repercussions which the learner would be subjected to in the process. Our study tries to analyze the negative repercussions of digital media distractions on their wholistic development. Design/methodology/approach: Information pertaining to the use of digital media among students for blended learning and the consequent distractions faced by them in the process was elicited through a well-structured questionnaire from pre-university and university students. The PLS-SEM model was constructed to identify the effect of digital distractions on students' academic performance, outlook of life and health, keeping counseling and spiritual inclination as moderating variables. Findings: From our research, we inferred that the students' time spent on a digital platform was directly related with their time spent on blended learning and their tendency to get distracted. However, they were more prone to e-distractions than e-learning. Furthermore, e-learning did not enhance their academic performance. However, distractions had significant negative repercussions on their mental health. Counseling that the students were getting in their educational institutions did not play any significant role in improving their mental health. Originality/value: Studies which have been undertaken to analyze the negative repercussions of blended learning on the wholistic development of students are scarce. Given the increasing popularity of blended learning among South Asian students in recent times, our study has tried to bridge this gap.

Low interest in STEM (science, technology, engineering and mathematics) among high school students in general and women in particular is a highly prevalent phenomenon in many industrialized countries. This study analyses whether study counselling--guiding students to select a major in higher education through self-exploration and fostering their confidence in completing higher education--increases their aspirations toward STEM. We pay particular attention to gender differences in this association. To identify the causal impact of the intervention, we employ a Randomized Controlled Trial (RCT) with pre-post design. Our results show that students participating in the counselling intervention more frequently develop aspirations toward life and environmental sciences subjects such as biology. Moreover, this effect is stronger for female students. In light of these results, we discuss the potential role of study counselling in reducing gender segregation in higher education.

This study aimed to provide meta-analytic reliability information of the Columbia-Suicide Severity Rating Scale (C-SSRS). We implemented systematic search procedures to 35 eligible studies (N = 23,247; Mage = 26.74 years) that reported reliability estimates. The synthesized average values of Cronbach's alpha were 0.88 (95% CI [0.85, 0.92]) for the total C-SSRS scores, 0.88 (95% CI [0.87, 0.89]) for the Suicidal Ideation Severity subscale, 0.76 (95% CI [0.70, 0.83]) for the Intensity of Ideation subscale, and 0.81 (95% CI [0.74, 0.88]) for the Suicidal Behavior subscale. Inter-rater reliability of the C-SSRS scores, as mostly indicated by Kappa coefficients, ranged from 0.67 to 1.00, suggesting substantial agreement. Additionally, other reliability estimates were examined, such as Guttman split-half reliability, McDonald's omega, and composite reliability. The findings of this study provided evidence of moderate to strong reliability for the C-SSRS scores. Implications for counselors and counseling researchers were provided.

Intercoder reliability can increase trustworthiness, accuracy, rigor, collaboration, and power sharing in qualitative research. Though not every qualitative design can utilize intercoder reliability, this article highlights how positivist qualitative research, community-based participatory research, and participatory evaluation all strengthen when intercoder reliability is sought among coding teams. Basic calculations for intercoder reliability can be completed manually or with software, making it an accessible metric to inform counseling research and evaluation, benefitting counselor education and practice. Interpreting metrics like percent agreement or kappa statistic largely depends on data context and potential impact of the study, which warrants researchers and evaluators to assess and understand the consequences of their work. Using ICR with clinical data such as interviews and other qualitative sources can be utilized to teach trainees the method in counseling research and evaluation and help make visible the important contributions of qualitative research using collaborative teams in counselor education.

The purpose of this instructional piece was to provide a nontechnical synthesis of common internal consistency reliability estimates used in professional counseling and in related fields. The article begins with an overview of coefficients alpha, omega, omega hierarchical, and H, with guidelines for their selection. Next, I provide recommendations for interpretive cutoff scores for higher and lower stakes testing followed by commentary on the limitations of relying too heavily on such guidelines. I discuss the importance of reporting confidence intervals (CIs) for reliability estimates to enhance reliability generalizations. When evaluating internal consistency reliability estimates of scores based on sample data counselors are advised to (a) determine the intended use of test scores in terms of higher or lower stakes testing, (b) take a multifaceted approach and consider the requirements of each reliability index, (c) include CIs, and (d) refer to interpretive cutoff scores as tentative general guidelines, not absolute standards.

The purpose of this article is to discuss reliability and precision through the lens of a modern measurement approach, item response theory (IRT). Reliability evidence in the field of counseling is primarily generated using Classical Test Theory (CTT) approaches, although recent studies in the field of counseling have shown the benefits of using IRT approaches to explore measurement precision. We discuss the theoretical foundations and assumptions of CTT and IRT, and examine how modern measurement theory (i.e. IRT) poses advantages for capturing measurement precision. We use an example analysis to demonstrate the indices of measurement precision in IRT approaches (e.g. standard errors, person-fit, item-fit, targeting, residual-based fit statistics). Finally, we discuss practical and clinical implications for counseling researchers for using IRT approaches to measure precision, including insights into precision for persons, items, and measurement invariance as well as the utility of brief and adaptive scales.

We describe best practices in reporting reliability estimates in counseling research with consideration to precision, generalization, and diverse populations. We provide a historical context to reporting reliability estimates, the limitations of past practices, and new methods to address reliability generalization. We highlight best practices including consideration of reliability estimates as function of scores, not scale, diverse sample, hierarchy of reporting reliability estimates, and methods of reliability generalization.

The complex trajectories of higher education students are deviations from the regular path due to delays in completing a degree, dropping out, taking breaks, or changing programmes. In this study, we investigated degree changing as a cause of complex student trajectories. We characterised cohorts of students who graduated with a complex trajectory and identified the characteristics that influenced the time to graduation. To support this predictive task, we employed machine learning techniques such as neural networks, support vector machines, and random forests. In addition, we used interpretable techniques such as decision trees to derive managerial insights that could prove useful to decision-makers. We validated the proposed methodology taking the University of Porto (Portugal) as case study. The results show that the time to degree (TTD) of students with and without complex trajectories was different. Moreover, the proposed models effectively predicted TTD, outperforming two benchmark models. The random forest model proved to be the best predictor. Finally, this study shows that the factors that best predict TTD are the median TTD and the admission regime of the programme of destination of transfer students, followed by the admission average of the previous programme. By identifying students who take longer to complete their studies, targeted interventions such as counselling and tutoring can be promoted, potentially improving completion rates and educational outcomes without having to use as many resources.

College student suicide is increasing but little research addresses it. We examine student-housing-staff responses to student suicide using meaning making, trauma theory, and trauma-informed counseling. The phenomenological study included 11 participants who experienced student suicide on campus. Student staff experienced trauma, guilt, and responsibility. Counseling was recommended, but whether student staff received counseling remained unclear. Some indications of meaning making followed the suicide. Implications for practice, policy, and research are provided.

Single-case research design is a useful methodology to investigate counseling treatment effects through a time-series graph. A systematic review of 42 counseling journals was conducted, yielding 50 studies, including 272 graphs. Most graphs did not meet recommended guidelines. How graphs impact visual analysis and suggestions to enhance interpretability are discussed.

The present study examined the measurement invariance and latent mean differences of three versions of the Self-Stigma of Seeking Help scale among demographic profiles of men. Results revealed strong invariance for the three scales across all demographic groups. Differences in strict invariance and latent mean differences were identified. Public significance: The Self Stigma of Seeking Help scale has widely been used to investigate barriers and pathways men experience when seeking professional psychological help. The present paper reports results that show that a range of groups of men (based on their race/ethnic group, sexuality, and age cohort) understand the scale in the same way, and thus the scale can be used to compare their scores.

Anxiety is a factor that affects the supervisee's learning and professional development process, performance while working with the client, counselling self-efficacy, supervisory relationship, and benefit from supervision. Anxiety, which developmental models accept as a developmental feature of novice supervisees (NS), may arise from the supervisee, factors related to the client, how the supervision process is carried out, and supervisor behaviours. This study aimed to reveal how NS experience anxiety during the supervision process. In this phenomenological study, 10 NS were interviewed. The findings obtained as a result of the content analysis revealed three basic structures as the source of anxiety, indicators of anxiety, and strategies for coping with anxiety. The results provide a framework for supervisors to recognise the anxiety of NS, understand its source, and deal with it effectively.

Music students in tertiary education struggle with a range of health-related problems. We investigated students' self-referrals for counseling at a UK conservatoire to explore trends in students' attendance at counseling sessions over time and identify their reasons for seeking and continuing to attend counseling. We conducted a secondary analysis of data collected from 645 students by two in-house counselors at the conservatoire between 2000 and 2016. We obtained analogous data on all students registered during the same period for comparison and conducted nonparametric tests of association between the groups. A total of 645 students attended a mean of eight (Mdn = 4) counseling sessions over the 16-year period: 63% were female, 79% were from the UK, and 72.5% were undergraduate students. The percentages of students attending counseling increased from 2 (1%) in 2000-2001 to 71 (13%) in 2015-2016. The presenting concerns of almost one in 10 students who sought counseling were related to self-esteem, self-confidence, ego strength, and coping ability. Their main reasons for continuing to attend counseling were also to do with self and identity, relationships, academic concerns, loss, abuse, and anxiety. Female students, postgraduate students, and those studying singing were most likely to attend counseling sessions.

A notable deterioration in mental health, especially anxiety and depression, was seen among university students during the COVID-19 pandemic. Therefore, immediate preventive action is required to remedy this concern by using the online-based Acceptance and Commitment Therapy (e-ACT). The effectiveness of this e-ACT on psychological flexibility and mental wellbeing was assessed among 52 Malaysian undergraduate university students aged between 18 and 23 years old during the pandemic. Based on a small group approach, participants received two online e-ACT sessions (a total of 5 hours). The paired sample t-tests result showed a significant improvement on mindfulness, psychological flexibility, and wellbeing among the students. The Wilcoxon Signed Rank Test showed a significant decrease in depression, anxiety, and stress. These findings support the use of e-ACT mental health education to promote psychological wellbeing among university students. Further empirical studies are needed to test the effectiveness of e-ACT on psychological flexibility and mental wellbeing.

The purpose of this study was to investigate the professional identity, post-degree experience, and journal article publication counts of 798 editorial board members who served on 22 counseling journals. Implications of these findings for counselor education and editorial board membership are discussed.

Despite school psychologists working in non-school settings since 1896, no studies have investigated the practices that these professionals engage in outside the schools. The purpose of this study was to explore the practices of school psychologists in school and non-school settings, such as state agencies and hospitals. Additionally, the researchers sought to uncover why school psychologists chose non-school settings to work in over schools. Insight is provided as to whether the NASP (2020) Practice Model domains were being applied in non-school settings. Findings suggest that the practices of school psychologists in school and non-school settings were aligned with the domains of the NASP Practice Model. Implications for practice, training, and future research regarding school psychologists in non-school settings are discussed.

This article aims to address issues of culture in counselling, with a particular emphasis on the links between culture, action, and counselling. It also addresses how action can be incorporated into counselling, with contextual action theory as an integrative framework. To this end, the article reviews the notion of culture and a general perspective of multicultural counselling that places culture into a helping context. It also discusses the issue of cultural values and norms, using individualism and collectivism as a major exemplar to illustrate how culture can affect action and interaction in a counselling context. It then provides ideas and helping methods of incorporating culture and action into counselling intervention.

This paper poses the question 'What can we learn from the person-centred counselling literature which could be used by the action learning facilitator to help benefit the set?'. This question may be particularly important to facilitators seeking new ways to run their sets and to facilitators who would like to introduce a more humanistic and less mechanistic way of working with set members. Person-centred counselling is an approach to helping which aims to foster human growth and wellbeing. The person-centred approach was developed by Carl Rogers in the 1950s and has a number of similarities with Revan's original ideas. Although Revans was insistent that action learning was not counselling there are several facets of person-centred theory which align with Revans underlying ideas and philosophy. The paper concludes with suggestions of how to incorporate Rogerian ideas into facilitation, namely those of empathy, congruence and Unconditional Positive Regard.

Very little is known about mental health service utilization among Arab and Middle Eastern American (AMEA) college students. We aimed to document AMEA college students' mental health service utilization behaviors and how known predictors shape this utilization. Using data from the 2015-2020 Healthy Minds Study, we examined self-reported diagnosis of depression or anxiety, lifetime use of therapy/psychotropic medications, and current use of therapy/medications among AMEA and non-AMEA white college students. Survey-weighted logistic regression models were fit with AMEA ethnicity as the main exposure and interaction terms to examine effect modification by religiosity, knowledge, beliefs, and stigma around treatment. Compared to non-AMEA white students, AMEA students had reduced odds of reporting diagnosis of depression (adjusted odds ratio, AOR: 0.84, 95% confidence interval, CI: 0.75, 0.94) or anxiety (AOR: 0.79, 95% CI: 0.71, 0.88), of ever attending therapy (AOR: 0.72, 95% CI: 0.65, 0.79), currently attending therapy (AOR: 0.88, 95% CI: 0.77, 0.99), and receiving medication for a mental health diagnosis (AOR: 0.79, 95% CI: 0.71, 0.88). The relationships between Arab ethnicity and mental health service utilization were modified by religiosity, knowledge, beliefs, and personal stigma about treatment. Better documentation on mental health service utilization in AMEA populations is needed in order to improve prevention efforts and service delivery.

The COVID-19 pandemic has changed the didactic landscape of adult education. To meet clients' ongoing demand for support, adult educators had to expand their didactic toolkit and enhance digital literacy. Relying on data gathered during a training series on digital adult education, this paper will examine the following questions: (1) How did adult educators manage to adopt digital methods despite pressing issues and hurdles in regards to the change? (2) Which conditions support efficient training of adult educators, aiming at 'nudging' digitalisation in adult education for families? To gain insight into this didactic transformation, we systematically analyse both quantitative and qualitative data collected during a training series fostering digital literacy such as technology handling, online counselling and the usage of social media. These events attracted 1,250 participants that specialise in parenting programmes, family counselling and institutionalised family welfare. Findings include how practitioners with different backgrounds and levels of digital skills assess different methods and didactic choices. Further, we will examine how providing accessible and applicable information can act as a nudge to spark intrinsic motivation for further learning and as a starting point for new ideas.

Background: Previous studies demonstrate a relationship between body dissatisfaction and substance use and suicidal ideation among older adolescent girls and young women while less documentation exists for early adolescence. This study explored the relationship between reported weight loss attempts and substance use history and suicidal thoughts among younger female adolescents. Methods: Participants (n = 1656) were middle school female students who participated in the 2019 Youth Behaviors Risk Survey. Participants were coded as "Trying to lose weight" and "Not trying to lose weight." Two hierarchal multiple binary logistic regressions were conducted, 1 for each of the dependent variables: (1) substance use history and (2) suicidality. Results: Fifty-seven percent of the participants were trying to lose weight, 40% reported suicidal thoughts and 45% reported substance use history. Trying to lose weight was a significant predictor for both substance use (p < 0.01) and suicidality (p < 0.001). Conclusion: Body dissatisfaction and its association with risky health behaviors highlight the need for prevention education at earlier ages while reinforcing the need for availability of school counselors.

South African schools are faced with an arguably insurmountable problem as a culture of indiscipline continually increases in schools. Despite being undeterred by the legal framework that guides stakeholders in the discipline crisis in schools, indiscipline in schools has soared to critical levels. Scant literature exists on how stakeholders collaborate in managing discipline in schools. The research reported on here was guided by the primary research question: How do stakeholders collaborate in managing discipline in schools? As such, in this article we explore how stakeholders collaborate in managing discipline in schools. Through purposive sampling, 16 participants from 4 secondary schools in KwaZulu-Natal were chosen to take part in semi-structured interviews. The sample of participants comprised school management team members (SMT); the principal, 1 head of department, 1 post-level 1 educator and 1 school governing body (SGB) member from 4 schools in the iLembe education district. Themes that emerged from the data include that implementation of the school code of conduct as one of the most effective strategies in managing discipline in schools. The inclusion of stakeholders such as the local community, the Community Police Forum, the South African Police Services and the Department of Social Development in the successful management of learner discipline surfaced as an important theme. Furthermore, participants asserted that a whole-school approach to the implementation of the code of conduct was successful in managing discipline. The participants revealed that the collaboration of stakeholders in schools was very important for the smooth running of the school, including the management of discipline.