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</o:shapelayout></xml><![endif]--></head><body lang=EN-US link=blue vlink=purple><div class=WordSection1><p class=MsoNormal><span style='font-size:12.0pt;font-family:"Times New Roman","serif";color:black'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt;font-family:"Times New Roman","serif";color:black'><o:p> </o:p></span></p><div><p class=MsoNormal><span style='font-size:12.0pt;font-family:"Times New Roman","serif";color:black'>Tracy Leinbaugh, PhD, NCC, PCC-S<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt;font-family:"Times New Roman","serif";color:black'>Associate Professor and Chair, Department of Counseling and Higher Education<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt;font-family:"Times New Roman","serif";color:black'>Ohio University<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt;font-family:"Times New Roman","serif";color:black'>The Gladys W. and David H. Patton College of Education and Human Services<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt;font-family:"Times New Roman","serif";color:black'>205 McCracken Hall<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt;font-family:"Times New Roman","serif";color:black'>Athens, OH 45701<o:p></o:p></span></p><p class=MsoNormal><span style='color:black'> </span><span style='font-size:12.0pt;font-family:"Times New Roman","serif";color:black'><o:p></o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt;font-family:"Times New Roman","serif";color:black'>Phone: 740-593-0846<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt;font-family:"Times New Roman","serif";color:black'>E-mail: <a href="mailto:leinbaug@ohio.edu">leinbaug@ohio.edu</a><o:p></o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt;font-family:"Times New Roman","serif";color:black'> <o:p></o:p></span></p><p class=MsoNormal><span lang=EN style='font-size:12.0pt;font-family:"Times New Roman","serif";color:black'>Show, by your actions, that you choose peace over war, freedom over oppression, voice over silence, service over self-interest, respect over advantage, cooperation over competition, action over passivity, diversity over uniformity, and justice over all. </span><span style='font-size:12.0pt;font-family:"Times New Roman","serif";color:black'><o:p></o:p></span></p></div><p class=MsoNormal><span style='font-size:12.0pt;font-family:"Times New Roman","serif";color:black'><o:p> </o:p></span></p><div><div style='border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0in 0in 0in'><p class=MsoNormal><b><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>From:</span></b><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'> CESNET-L is a unmoderated listserv concerning counselor ed. & supervision [mailto:CESNET-L@LISTSERV.KENT.EDU] <b>On Behalf Of </b>Watts, Richard<br><b>Sent:</b> Sunday, July 10, 2011 10:34 PM<br><b>To:</b> CESNET-L@LISTSERV.KENT.EDU<br><b>Subject:</b> Recent Issue of Professional Issues in Counseling Journal<o:p></o:p></span></p></div></div><p class=MsoNormal><o:p> </o:p></p><p class=MsoNormal><span style='font-family:"Times New Roman","serif"'>Below is the contents of the most recent issue of the Professional Issues in Counseling Journal (PIiCJ). PIiCJ is an on-line journal supported by the Department of Educational Leadership and Counseling at Sam Houston State University. The journal publishes manuscripts that report, synthesize, review or analyze scholarly inquiry on current professional issues in the field of counseling. For more information about the journal, or to access the articles listed below, please click on the following link: <a href="http://www.shsu.edu/~piic/">http://www.shsu.edu/~piic/</a> <o:p></o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><div align=center><table class=MsoNormalTable border=0 cellpadding=0 width="75%" style='width:75.0%'><tr style='height:55.5pt'><td valign=top style='padding:.75pt .75pt .75pt .75pt;height:55.5pt'><p align=center style='margin-bottom:0in;margin-bottom:.0001pt;text-align:center'><b><span style='font-size:28.0pt;color:#993300'>PIiC JOURNAL <o:p></o:p></span></b></p><p align=center style='margin-bottom:0in;margin-bottom:.0001pt;text-align:center'><span style='font-size:20.0pt;color:#993300'>Dr. Mary Nichter, Editor<o:p></o:p></span></p><p align=center style='margin-bottom:0in;margin-bottom:.0001pt;text-align:center'><span style='font-size:20.0pt;color:#993300'>Spring 2011<o:p></o:p></span></p></td></tr><tr style='height:99.75pt'><td style='padding:.75pt .75pt .75pt .75pt;height:99.75pt'><p align=center style='margin:0in;margin-bottom:.0001pt;text-align:center'><span class=style11><u><span style='color:blue'>An Analysis of Supervision Modalities Utilized in CACREP On-Campus Clinical Training </span></u></span><strong><u><span style='color:blue'><a href="http://www.shsu.edu/~piic/AnAnalysisofSupervisionModalitiesUtilizedinCACREPOnCampusClinicalTraining.htm">Programs: Results of a National Survey</a></span></u></strong><u><span style='color:blue'> <o:p></o:p></span></u></p><p align=center style='margin:0in;margin-bottom:.0001pt;text-align:center'><span style='color:black'><o:p> </o:p></span></p><p align=center style='margin:0in;margin-bottom:.0001pt;text-align:center'><span style='color:black'>Pit Kolodinsky </span><o:p></o:p></p><p align=center style='margin:0in;margin-bottom:.0001pt;text-align:center'><span style='color:black'>Northern Arizona University in Yuma<br>Charles V. Lindsey </span><o:p></o:p></p><p align=center style='margin:0in;margin-bottom:.0001pt;text-align:center'><span style='color:black'>University of Wisconsin Oshkosh<br>Mark Young </span><o:p></o:p></p><p align=center style='margin:0in;margin-bottom:.0001pt;text-align:center'><span style='color:black'>Gonzaga University<br>Nick Lund </span><o:p></o:p></p><p align=center style='margin:0in;margin-bottom:.0001pt;text-align:center'><span style='color:black'>Professor Emeritus </span><o:p></o:p></p><p align=center style='margin:0in;margin-bottom:.0001pt;text-align:center'><span style='color:black'>Northern Arizona University<br>Bennett Edgerly </span><o:p></o:p></p><p align=center style='margin:0in;margin-bottom:.0001pt;text-align:center'><span style='color:black'>Doctoral student in Counseling Psychology, Northern Arizona University<br>Michael Zlatev </span><o:p></o:p></p><p class=MsoNormal align=center style='text-align:center'><span style='font-size:12.0pt;font-family:"Times New Roman","serif";color:black'>Doctoral student in Counseling Psychology, SUNY Albany</span><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'> <o:p></o:p></span></p></td></tr><tr style='height:126.75pt'><td style='padding:.75pt .75pt .75pt .75pt;height:126.75pt'><p style='margin:0in;margin-bottom:.0001pt'><span style='color:black'>Given that the new 2009 CACREP standards are now being rapidly implemented among CACREP-accredited Counselor Education programs, a systematic review of CACREP programs’ supervision practices was considered by the authors to be timely. As such, a national survey was conducted in order to examine the breadth of supervision modalities methods. Findings indicated that live supervision appears to be trending upward, and that many professors seek to either expand the quality of live supervision technology they already have, or, among those that do not have that option, they wish to implement it if they can overcome logistical and/or financial obstacles. </span><o:p></o:p></p></td></tr></table></div><p class=MsoNormal><span style='display:none'><o:p> </o:p></span></p><div align=center><table class=MsoNormalTable border=0 cellpadding=0 width="75%" style='width:75.0%'><tr style='height:99.75pt'><td style='padding:.75pt .75pt .75pt .75pt;height:99.75pt'><p align=center style='margin:0in;margin-bottom:.0001pt;text-align:center'><span class=style21><a href="http://www.shsu.edu/~piic/DefiningCounselingProfessionalIdentityfromaGenderedPerspective.htm">Defining Counseling Professional Identity from a Gendered Perspective: </a></span><o:p></o:p></p><p class=style4 align=center style='margin-top:0in;text-align:center'><a href="http://www.shsu.edu/~piic/DefiningCounselingProfessionalIdentityfromaGenderedPerspective.htm">Role Conflict and Development</a><o:p></o:p></p><p align=center style='margin-bottom:0in;margin-bottom:.0001pt;text-align:center'>Amanda C. Healey and Danica G. Hays<o:p></o:p></p><p align=center style='margin:0in;margin-bottom:.0001pt;text-align:center'>Sam Houston State University<o:p></o:p></p><p align=center style='margin:0in;margin-bottom:.0001pt;text-align:center'>Old Dominion University<o:p></o:p></p><p align=center style='margin:0in;margin-bottom:.0001pt;text-align:center'> <o:p></o:p></p></td></tr><tr style='height:126.75pt'><td style='padding:.75pt .75pt .75pt .75pt;height:126.75pt'><p style='margin:0in;margin-bottom:.0001pt'>Professional identity results from a developmental process that facilitates a growing understanding of self in one’s chosen field, enabling one to articulate her or his role to others within and outside of the discipline (Brott & Myers, 1999; Smith & Robinson, 1995). In order to merge the personal and professional, every arena of one’s life will be reflected upon as the new professional emerges. This conceptual manuscript highlights how professional identity relates to personal beliefs, life experiences and gender role expectations. Implications for counselor educators and practitioners will be discussed.<o:p></o:p></p><p style='margin:0in;margin-bottom:.0001pt'><em>Keywords</em>: counseling, professional identity, gender, success<o:p></o:p></p><p style='margin:0in;margin-bottom:.0001pt'> <o:p></o:p></p></td></tr></table></div><p class=MsoNormal><span style='display:none'><o:p> </o:p></span></p><div align=center><table class=MsoNormalTable border=0 cellpadding=0 width="75%" style='width:75.0%'><tr style='height:99.75pt'><td style='padding:.75pt .75pt .75pt .75pt;height:99.75pt'><p align=center style='margin:0in;margin-bottom:.0001pt;text-align:center'><strong><a href="http://www.shsu.edu/~piic/Therelationshipbetweenpsycho-socialstageresolutions.htm">The relationship between psycho-social stage resolutions </a></strong><o:p></o:p></p><p align=center style='margin:0in;margin-bottom:.0001pt;text-align:center'><a href="http://www.shsu.edu/~piic/Therelationshipbetweenpsycho-socialstageresolutions.htm"><strong>and self-reported dynamics in the clinical supervision </strong></a><o:p></o:p></p><p align=center style='margin-top:0in;text-align:center'><a href="http://www.shsu.edu/~piic/Therelationshipbetweenpsycho-socialstageresolutions.htm"><strong>of counseling practicum students</strong></a><o:p></o:p></p><p align=center style='margin-bottom:0in;margin-bottom:.0001pt;text-align:center'>Joshua M. Gold<o:p></o:p></p><p align=center style='margin:0in;margin-bottom:.0001pt;text-align:center'>University of South Carolina<o:p></o:p></p></td></tr><tr style='height:126.75pt'><td style='padding:.75pt .75pt .75pt .75pt;height:126.75pt'><p style='margin:0in;margin-bottom:.0001pt'>As a component of the “personalization” issues of counselors-in-training, the issue of previous life experience is seen to affect clinical training and supervision. This study investigated how counseling students’ differing resolutions of the stages of Erikson’s developmental psycho-social model were related to their perceptions of the dynamics of supervision received during practicum. Eighty-seven practicum counseling students completed the Measures of Psychosocial Development and the Working Alliance Inventory. The analysis revealed statistically significant (<u>p</u><.01) results in terms of understanding the quality of the supervisory relationship based on students’ stage resolutions. These findings offer implications for clinical training and supervision.<o:p></o:p></p><p align=center style='margin:0in;margin-bottom:.0001pt;text-align:center'> <o:p></o:p></p><p style='margin:0in;margin-bottom:.0001pt'>Key Words: clinical training, clinical supervision, personalization issues, self-of-the-counselor<o:p></o:p></p><p style='margin:0in;margin-bottom:.0001pt'> <o:p></o:p></p></td></tr></table></div><p class=MsoNormal><span style='display:none'><o:p> </o:p></span></p><div align=center><table class=MsoNormalTable border=0 cellpadding=0 width="75%" style='width:75.0%'><tr style='height:99.75pt'><td style='padding:.75pt .75pt .75pt .75pt;height:99.75pt'><p align=center style='margin-top:0in;text-align:center'><a href="http://www.shsu.edu/~piic/SocialInterestandDifferentiationofSelf.htm"><strong>Social Interest and Differentiation of Self</strong></a><o:p></o:p></p><p align=center style='margin-bottom:0in;margin-bottom:.0001pt;text-align:center'>Patrick Johnson<o:p></o:p></p><p align=center style='margin:0in;margin-bottom:.0001pt;text-align:center'>Portland State University<o:p></o:p></p><p align=center style='margin:0in;margin-bottom:.0001pt;text-align:center'>Adina J. Smith<o:p></o:p></p><p align=center style='margin:0in;margin-bottom:.0001pt;text-align:center'>Montana State University<o:p></o:p></p><p align=center style='margin:0in;margin-bottom:.0001pt;text-align:center'> <o:p></o:p></p></td></tr><tr style='height:126.75pt'><td style='padding:.75pt .75pt .75pt .75pt;height:126.75pt'><p style='margin:0in;margin-bottom:.0001pt'>In this study, we assessed the relationship between differentiation of self and social interest, providing a family systems conceptualization of the Adlerian concept. Participants were 813 college student volunteers who completed measures of differentiation and social interest. Results indicate that various dimensions of differentiation have unique effects on social interest. Implications of these results are discussed. <o:p></o:p></p><p style='margin:0in;margin-bottom:.0001pt'> <em>Keywords: </em>social interest, differentiation, Adler, Bowen, family systems theory<o:p></o:p></p><p style='margin:0in;margin-bottom:.0001pt'> <o:p></o:p></p></td></tr></table></div><p class=MsoNormal><span style='font-size:10.0pt;font-family:"Georgia","serif";color:#003300'>Richard E. Watts, Ph.D., LPC-S, Distinguished Professor and Director<br>Center for Research and Doctoral Studies in Counselor Education<br>Department of Educational Leadership & Counseling<br>Sam Houston State University<br>1932 Bobby K. Marks Drive<br>Huntsville, TX 77341-2119<br>Phone: 936/294-4658<br>Fax: 936/294-4277<br>Email: <a href="mailto:watts@shsu.edu"><span style='color:#003300'>watts@shsu.edu</span></a><br>My Website: <a href="http://sites.google.com/site/richardwattswebsite/Home"><span style='color:#003300'>http://sites.google.com/site/richardwattswebsite/Home</span></a><o:p></o:p></span></p><p class=MsoNormal><span style='font-size:10.0pt;font-family:"Georgia","serif";color:#003300'><o:p> </o:p></span></p><p class=MsoNormal><b><span style='font-family:"Times New Roman","serif";color:#003300'>SHSU’s CACREP Accredited Ph.D. Program</span></b><span style='font-family:"Times New Roman","serif";color:#003300'>: http://www.shsu.edu/~grs_www/CounselorEducation_Ph.D.html<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:10.5pt;font-family:Consolas'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:12.0pt'><span style='font-size:10.0pt;font-family:"Georgia","serif";color:#003300'>Diplomate in Adlerian Psychology, North American Society for Adlerian Psychology<br>Fellow of the American Counseling Association<br>President-elect, North American Society for Adlerian Psychology<br><br><o:p></o:p></span></p><p class=MsoNormal><o:p> </o:p></p><p class=MsoNormal><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>******************** See www.CESNET-L.net for information on how to sign-off, sign-up, and use the CESNET-L listserv. <o:p></o:p></span></p></div></body></html>