Human Growth and Development Across the Lifespan E-Book
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- Herausgeber: John Wiley & Sons
- Kategorie: Geisteswissenschaft
- Sprache: Englisch
A practically focused guide to effective counseling of all clients Human Development Across the Life Span is a practical guide to human growth and development, moving beyond theory to include real-world applications for counselors who work with clients. Written by recognized authorities in mental health counseling and counselor education, this book is fully aligned with the American Counseling Association's accreditation standards and includes contributions by well-known and respected academics and practitioners. Based on an extensive review of course syllabi across CACREP-accredited programs, this book is organized to follow the way courses are typically taught and follows a consistent structure including pedagogical elements that help students learn. After a thorough examination of essential concepts and theories of life span development, the book moves through each stage of human growth and development to provide expert insight, short case studies, and practical applications to counseling. The full Instructor's package provides a useful set of tools, including a Respondus test bank, PowerPoint slides, and an Instructor's Manual. This book is the only text on human growth and development that emphasizes the key implications and applications for counselors, providing useful information and the insights of real experts in each subject area. * Understand the developmental milestones at each life stage * Appreciate clients' perspectives to better facilitate appropriate interventions * Work more effectively with clients of any age, from toddlers to seniors * Tailor your approach to meet the unique needs and abilities of each life stage As a counselor, you cannot approach a child's therapy the same way you approach an adult's. Even within each major category, each developmental stage includes a nuanced set of characteristics that, considered appropriately, will inform a more effective treatment plan. Human Development Across the Life Span is a comprehensive guide to understanding all of your clients, and providing the type of counseling that facilitates more positive outcomes.
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Table of Contents
Title Page
Copyright
Acknowledgments
About the Editors
About the Contributors
Preface
Overview
Part 1: Essential Concepts
Chapter 1: Human Development: Counseling the Ever-Changing Person in Context
Orientation Toward the Study of Human Development for Counselors
Conceptualizing Human Development
Processes of Human Development
Influences on Development
Key Counseling Pointers for Human Development
Summary
Useful Websites
References
Chapter 2: Theories of Human Development
Why Study Psychological Theories of Development?
Theories and Their Impact on Understanding Human Growth and Development Across the Lifespan
Theories and Their Application to Counseling Clients
Summary
Useful Websites
References
Chapter 3: The Many Facets of Human Development: Spiritual and Moral Developmental Theories
Spiritual Development
Faith Development Theory
Moral Development Theories
What Is Moral Development?
Key Counseling Pointers for Moral and Spiritual Development
Summary
Useful Websites
References
Chapter 4: Cross-Cultural Counseling and Human Development
Introduction
Key Counseling Pointers for Cross-Cultural Counseling
Summary
Useful Websites
Resources
References
Part 2: Birth and Infancy
Chapter 5: Birth and Infancy: Physical and Cognitive Development
Introduction
Physical Development
Skeletal Development
Brain Development
Influences on Physical and Growth and Health
Infectious Disease
Childhood Injuries
Motor Development
Language Development
Vocabulary, Grammar, and Communication
Piaget's Theory of Cognitive Development: Birth Through Infancy
Cognitive Theory of Development
Vygotsky's Social Cultural Theory
Benefits and Applications for Counselors
Early Childhood Case Study and Class Discussion
Information-Processing Theory
Key Counseling Pointers for Physical and Cognitive Development During Birth and Infancy
Summary
Useful Websites
References
Chapter 6: Birth and Infancy: Emotional and Social Development
Introduction
Theoretical Frameworks and Infancy
Theories of Attachment and Caregiving
Temperament and Development
Key Counseling Pointers for Emotional and Social Development During Birth and Infancy
Summary
Useful Websites
References
Part 3: Early Childhood
Chapter 7: Early Childhood: Physical and Cognitive Development
The Case of Rosey
Physical Development in Early Childhood
Contextual Factors Impacting Physical Development
Key Counseling Pointers For Physical Development in Early Childhood
Cognitive Development in Early Childhood
Contextual Factors Impacting Cognitive and Language Development
The Case of Jackson
Key Counseling Pointers for Cognitive Development in Early Childhood
Summary
Useful Websites
References
Chapter 8: Early Childhood: Emotional and Social Development
Theories
Screening and Assessment
Influential Factors in Social and Emotional Development
Key Counseling Pointers for Social and Emotional Development in Early Childhood
Summary
Useful Websites
References
Part 4: Middle Childhood
Chapter 9: Middle Childhood: Physical and Cognitive Development
Physical Development
Motor Development
The Importance of a Healthy Environment
The Importance of Good Nutrition and Physical Activity
Cognitive Development
Piaget's Theory of Cognitive Development
Psychological Disorders in Middle Childhood
Key Counseling Pointers for Physical and Cognitive Development During Middle Childhood and Implications for Counseling
Summary
Useful Websites
References
Chapter 10: Middle Childhood: Emotional and Social Development
Emotional Development
Personal Identity and Self-Esteem
Moral Development
Social Development
The Family System
School
School Leads to a Career
Social Development Theory in Research and Literature
Bullying
Case Study—Tim
Drug Use
Key Counseling Pointers for Emotional and Social Development During Middle Childhood and Implications for Counseling
Summary
Useful Websites
References
Part 5: Adolescence
Chapter 11: Adolescence: Physical and Cognitive Development
Puberty: The Catalyst for Adolescence
Physical Development in Adolescence
Cognitive Development of Adolescence
Moral Development in Adolescence
Identity and Self-Concept in Adolescence
Contemporary Issues in Physical and Cognitive Development
Key Counseling Pointers for: Physical and Cognitive Development IN ADOLESCENCE
Summary
Useful Websites
References
Chapter 12: Adolescence: Emotional and Social Development
Peer Relationships and Adolescent Social Systems
Family Relationships and Adolescent Development
Romance, Intimacy, and Sexuality
Contemporary Issues in Social and Emotional Development
Key Counseling Pointers for Social and Emotional Development in Adolescence
Summary
Useful Websites
References
Part 6: Young Adulthood
Chapter 13: Young Adulthood: Physical and Cognitive Development
Definition of Terms
Theoretical Background and Early Adulthood
Key Counseling Pointers for Physical Development During Early Adulthood
Key Counseling Pointers for Cognitive Development During Early Adulthood
Summary
Useful Websites
References
Chapter 14: Young Adulthood: Emotional and Social Development
Psychosocial Development During Early Adulthood
Moral Development in Early Adulthood
Career Development in Early Adulthood
Key Counseling Pointers for Social-Emotional Development During Early Adulthood
Summary
Useful Assessments for Young Adults
Useful Websites
References
Part 7: Middle Adulthood
Chapter 15: Middle Adulthood: Physical and Cognitive Development
Amelia
Physical Development in Middle Adulthood
Cognitive Development in Middle Adulthood
Key Counseling Pointers for Physical and Cognitive Development
Summary
Useful Websites
References
Chapter 16: Middle Adulthood: Emotional and Social Development
Theories on Emotional and Social Development in Middle Adulthood
Issues Commonly Experienced in Middle Adulthood
Assessments
Key Counseling Pointers for Social and Emotional Development During Middle Adulthood and Some Implications for Counseling
Summary
Useful Websites
References
Part 8: Late Adulthood
Chapter 17: Late Adulthood: Physical and Cognitive Development
Physical Development
Cognitive Development
Assessment Related to Older Adults
Key Counseling Pointers for Physical and Cognitive Development During Late Adulthood
Summary
Useful Websites
References
Chapter 18: Late Adulthood: Emotional and Social Development
Factors Influencing Emotional and Social Development in Late Adulthood
Emotional Development in Late Adulthood
Social Development in Late Adulthood
Key Counseling Pointers for Emotional Development During Late Adulthood
Key Counseling Pointers for Social Development During Late Adulthood
Summary
Useful Websites
References
Part 9: The End of Life
Chapter 19: Generativity, Death, Dying, and Bereavement
Introduction
Historical Overview of Death and Death Rituals
Attitudes Toward Death
Influences of Circumstances of Death
Bereavement and Patterns of Grieving
Ethical, Legal, and Medical Considerations With Death
Developmental Issues and Non-death-Related Grief
Key Counseling Pointers for Generativity, Death, Dying, and Bereavement
Summary
Useful Websites
References
Author Index
Subject Index
End User License Agreement
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Guide
Cover
Table of Contents
Begin Reading
List of Illustrations
Chapter 1: Human Development: Counseling the Ever-Changing Person in Context
Figure 1.1 Extra chromosomes associated with Down syndrome.
Figure 1.2 The family life cycle (basic).
Chapter 2: Theories of Human Development
Figure 2.1 Brofenbrenner's ecological systems theory.
Chapter 3: The Many Facets of Human Development: Spiritual and Moral Developmental Theories
Figure 3.1 Fowler's stages of faith.
Chapter 5: Birth and Infancy: Physical and Cognitive Development
Figure 5.1 Zone of proximal development.
Figure 5.2 Information-processing model via the computer analogy.
Chapter 7: Early Childhood: Physical and Cognitive Development
Figure 7.1 Factors of the ecobiodevelopmental model.
Figure 7.2 Taking care of seeds: a way to demonstrate nurturing.
Chapter 8: Early Childhood: Emotional and Social Development
Figure 8.1 Erikson's psychosocial stages and period of development.
Chapter 11: Adolescence: Physical and Cognitive Development
Figure 11.1 Negative feedback loop of sex hormone production and regulation.
Figure 11.2 Kohlberg's levels and stages of moral development.
Figure 11.3 Marcia's four identity statuses of adolescence.
Chapter 12: Adolescence: Emotional and Social Development
Figure 12.1 Reciprocal socialization influences in family systems.
Chapter 13: Young Adulthood: Physical and Cognitive Development
Figure 13.1 The development of the brain.
List of Tables
Chapter 3: The Many Facets of Human Development: Spiritual and Moral Developmental Theories
Table 3.1 Kolhberg's Stages of Moral Reasoning
Table 3.2 Typical Expressed Motives for Action in the Case of Heinz's Dilemma
Table 3.3 Gilligan's Stages of Moral Reasoning
Chapter 4: Cross-Cultural Counseling and Human Development
Table 4.1 Social Identities of Privilege and Oppression
Chapter 5: Birth and Infancy: Physical and Cognitive Development
Table 5.1 Substages Within the Sensorimotor Stage of Development
Table 5.2 Substages of the Preoperational Stage of Development
Table 5.3 Using DCHAT in Counseling With a Growing Family
Chapter 6: Birth and Infancy: Emotional and Social Development
Table 6.1 Emotional and Social Milestones of Infants Through Age 12 Months
Table 6.2 Stages of Healthy Attachment of Infants Through Age 12 Months
Table 6.3 Attachment Styles and Interventions Based on Ainsworth's SCC Experiment
Chapter 8: Early Childhood: Emotional and Social Development
Table 8.1 Theories Related to Social-Emotional Development for Early Childhood
Chapter 9: Middle Childhood: Physical and Cognitive Development
Table 9.1 Developmental Milestones
Chapter 10: Middle Childhood: Emotional and Social Development
Table 10.1 Eight Basic Emotional Skills
Chapter 13: Young Adulthood: Physical and Cognitive Development
Table 13.1 Transitional Stages
Chapter 14: Young Adulthood: Emotional and Social Development
Table 14.1 Super's Five Stages
Chapter 15: Middle Adulthood: Physical and Cognitive Development
Table 15.1 Population Percentages for Health Conditions
Table 15.2 Population Percentages for Mental Health Conditions
Chapter 19: Generativity, Death, Dying, and Bereavement
Table 19.1 Ten Leading Causes of Death by Age Group, United States, 2012
Table 19.2 Kubler Ross's Stages of Grief
Table 19.3 Normal and Abnormal Grief Reactions
HUMAN GROWTH ANDDEVELOPMENT ACROSSTHE LIFESPAN
Applications for Counselors
Edited by
David Capuzzi
Walden University, Johns Hopkins University
Mark D. Stauffer
Walden University
Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.
Published by John Wiley & Sons, Inc., Hoboken, New Jersey.
Published simultaneously in Canada.
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Library of Congress Cataloging-in-Publication Data
Names: Capuzzi, Dave, editor. | Stauffer, Mark D., editor.
Title: Human growth and development across the lifespan : applications for counselors / edited by David Capuzzi and Mark D. Stauffer.
Description: Hoboken, New Jersey : John Wiley & Sons, Inc., [2016] | Includes bibliographical references and index.
Identifiers: LCCN 2015042772 | ISBN 9781118984727 (cloth) | ISBN 9781118984758 (ePDF) | ISBN 9781118984741 (epub)
Subjects: LCSH: Counseling psychology. | Counseling. | Developmental psychology.
Classification: LCC BF636.6 .H86 2016 | DDC 158.3—dc23 LC record available at http://lccn.loc.gov/2015042772
Cover Design: Wiley
Acknowledgments
We would like to thank the authors who contributed their expertise, knowledge, and experience in the development of this textbook. We would also like to thank our families, who provided the freedom and encouragement to make this endeavor possible. Our thanks are also directed to members of the Wiley production team: Rachel Livsey as Acquisition Editor and Patricia Rossi as Executive Sponsoring Editor, for their encouragement and assistance with the publication of the book; Kristi Bennett for copyediting; and to Maria Sunny Zacharias our Production Editor.
Special thanks are extended to Stephanie Scott, core faculty of clinical mental health counseling at Walden University, for review and suggestions of our content areas when we were developing this book. Additionally, thanks go out to Kakumyo-Lowe Charde for his review of chapter components on spiritual development.
About the Editors
David Capuzzi, PhD, NCC, LPC, is a counselor educator and member of the core faculty in clinical mental health counseling at Walden University and professor emeritus at Portland State University. Previously, he served as an affiliate professor in the Department of Counselor Education, Counseling Psychology, and Rehabilitation Services at Pennsylvania State University and scholar in residence in counselor education at Johns Hopkins University. He is past president of the American Counseling Association (ACA), formerly the American Association for Counseling and Development, and past chair of both the ACA Foundation and the ACA Insurance Trust.
From 1980 to 1984, Dr. Capuzzi was editor of the School Counselor. He has authored a number of textbook chapters and monographs on the topic of preventing adolescent suicide and is coeditor and author with Dr. Larry Golden of Helping Families Help Children: Family Interventions With School Related Problems (1986) and Preventing Adolescent Suicide (1988). He coauthored and edited with Douglas R. Gross Youth at Risk: A Prevention Resource for Counselors, Teachers, and Parents (1989, 1996, 2000, 2004, 2008, 2014); Introduction to the Counseling Profession (1991, 1997, 2001, 2005, 2009, 2013); Introduction to Group Work (1992, 1998, 2002, 2006; with Mark Stauffer, 2010); and Counseling and Psychotherapy: Theories and Interventions (1995, 1999, 2003, 2007, 2011; coauthored and edited with Mark Stauffer, 2016). Other texts are Approaches to Group Work: A Handbook for Practitioners (2003), Suicide Across the Life Span (2006), and Sexuality Issues in Counseling, the last coauthored and edited with Larry Burlew. He has also coauthored and edited with Mark Stauffer Career Counseling: Foundations, Perspectives, and Applications (2008, 2012) and Foundations of Addictions Counseling (2008, 2012, 2016). He has authored or coauthored articles in a number of ACA-related journals.
A frequent speaker and keynoter at professional conferences and institutes, Dr. Capuzzi has also consulted with a variety of school districts and community agencies interested in initiating prevention and intervention strategies for adolescents at risk for suicide. He has facilitated the development of suicide prevention, crisis management, and postvention programs in communities throughout the United States; provides training on the topics of youth at risk and grief and loss; and serves as an invited adjunct faculty member at other universities as time permits.
An ACA fellow, he is the first recipient of ACA's Kitty Cole Human Rights Award and also a recipient of the Leona Tyler Award in Oregon. In 2010, he received ACA's Gilbert and Kathleen Wrenn Award for a Humanitarian and Caring Person. In 2011, he was named a Distinguished Alumni of the College of Education at Florida State University.
Mark D. Stauffer, PhD, NCC, is a counselor educator and member of the core faculty in mental health counseling at Walden University. He specialized in couples, marriage, and family counseling during his graduate work in the counselor education program at Portland State University, where he received his master's degree. He received his doctoral degree from Oregon State University, Department of Teacher and Counselor Education.
As a clinician, Dr. Stauffer has worked in the Portland Metro Area in Oregon at crisis centers and other nonprofit organizations with low-income individuals, couples, and families. He studied and trained in the Zen tradition and presents locally and nationally on meditation and mindfulness-based therapies in counseling. His research focus centers on Eastern methods and East–West collaboration.
Dr. Stauffer was a Chi Sigma Iota International fellow and was awarded the American Counseling Association's (ACA) Emerging Leaders Training Grant. He recently served as cochair of the American Counseling Association International Committee.
In addition to the present counseling textbook with Dr. Capuzzi, Dr. Stauffer has coedited several textbooks in the counseling field: Introduction to Group Work (2010); Career Counseling: Foundations, Perspectives, and Applications (2006, 2012); Foundations of Addictions Counseling (2008, 2012, 2016); and Foundations of Couples, Marriage and Family Counseling (2015). Drs. Stauffer and Capuzzi are currently working on Counseling and Psychotherapy: Theories and Interventions (6th ed., 2016) with the American Counseling Association.
About the Contributors
Eric D. Anderson, PhD, is an instructor with the College of Education and Human Services at Wright State University. Dr. Anderson earned his bachelor's in history and psychology from Capital University, his master's in rehabilitation counseling from The Ohio State University, and his doctorate from the University of Wisconsin–Madison in rehabilitation psychology.
Dr. Anderson's teaching specialty is rehabilitation services, and his research interests include rehabilitation counseling and neuropsychology.
Jeff Cook, PhD, is assistant professor in the graduate counseling program at University of Wisconsin–Whitewater. He received his doctorate in counselor education from Oregon State University.
Dr. Cook is a licensed professional counselor (Wisconsin and Oregon) and a national certified counselor with the National Board of Certified Counselors. His academic focus is in family systems, intercultural counseling, professional orientation, and supervision. Prior to full-time academic work, Dr. Cook worked in private practice with a focus on trauma, shame, and couples and also as a school counselor and career counselor.
Nazak Dadashazar, MA, LPC-S, NCC, received her master's in counseling psychology at the University of Mary Hardin-Baylor (Belton, Texas) and is currently pursuing her doctorate in counselor education and supervision from Walden University. Ms. Dadashazar currently works for the U.S. Department of Justice as a federal law enforcement officer and as a military and family life consultant with Mental Health Network, Government Services, an organization employed by the U.S. Office of the Secretary of Defense.
Her counseling experience includes working extensively with the veteran population, men and women of the active armed forces, adolescents, children, domestic violence victims, sex offenders, inmates, and culturally diverse populations in the areas of assessment, diagnosis, treatment planning, crisis management, and intervention. Through her work as a federal hostage negotiator and critical incident stress debriefer, Ms. Dadashazar's research interests include the psychology of criminal and serial offenders, trauma and posttraumatic stress disorder, and social justice issues.
Darcie Davis Gage, PhD is an associate professor at the University of Northern Iowa and teaches in the CACREP accredited clinical mental health and school counseling programs. She received her graduate education in counseling at Pittsburg State University and the University of Iowa. Dr. Davis-Gage's research interests are in the areas of group counseling, creativity and flow theory, and diversity issues related to counselor education and practice. Her current research agenda includes examining the how popular media can be used to train counselors.
Dr. Davis Gage brings 15 years of various counseling experiences to the classroom. She worked as a counselor in a variety of mental health agencies which included a partial hospitalization program, a women's mental health agency, a college counseling and advising center, and private practice. Dr. Davis Gage is an active member of the American Counseling Association, the Association of Counselor Education and Supervision, and the North Central Association for Counselor Education and Supervision.
Kerrie R. Fineran, PhD, is assistant professor in the counselor education program at Indiana University–Purdue University, Fort Wayne, and also serves as coordinator of school counseling for the program. She earned her BS from the College of William and Mary in Williamsburg, Virginia, where she was also an NCAA Division I student athlete (swimming). Dr. Fineran obtained her MEd in counseling from Shippensburg University in Pennsylvania and her PhD in counselor education and supervision from the University of Toledo in Ohio.
Dr. Fineran's passion is preparing master's-level students to be competent, compassionate scholar practitioners who endeavor to serve individuals, couples, families, and communities in a variety of capacities. Her research and writing interests include best practices in counselor preparation; suicide assessment, prevention, and postvention; and working with individuals with substance and behavioral addictions, including reducing the stigma associated with these types of disorders. She is a member of and serves on various committees for professional organizations, including the American Counseling Association, Association for Counselor Education and Supervision, International Association of Addictions and Offender Counselors, Association for Specialists in Group Work, Chi Sigma Iota International Counseling Honor Society, and numerous state and local organizations.
Brandé Flamez, PhD, NCC, LPC, is a licensed professional counselor and clinical professor in the counseling and special populations department at Lamar University. Dr. Flamez is also the CEO founder of the nonprofit SALT (Serving and Learning Together) World, Inc., which provides volunteer services to developing countries. Her clinical background includes working with children, adolescents, and families in community-based and private counseling settings both nationally and internationally. In addition, Dr. Flamez helped design an outpatient program for court-referred adolescents and specializes in diagnosing and assessment. Dr. Flamez is active in the counseling profession. Currently, she serves on the American Counseling Association (ACA) Governing Council for the International Association of Marriage and Family Counselors, ACA Finance Committee, and ACA Investment Committee and is chair of the ACA Publications Committee. She is also past-president of the Association for Humanistic Counseling.
Dr. Flamez is on the editorial board for the Family Journal and Journal of College Counseling. She has presented over 100 times nationally and internationally and has authored or coauthored more than 30 book chapters and articles. Dr. Flamez is coauthor of the assessment textbook Counseling Assessment and Evaluation: Fundamentals of Applied Practice (2015), Diagnosing Children and Adolescents: Guide for Mental Health Practitioners (2015), and the upcoming textbook Introduction to Marriage, Couples, and Family Counseling: Applied Practice (2017). She is the recipient of numerous national awards, including the 2015 Counselor Educator Advocacy Award, the 2014 ACA Kitty Cole Human Rights Award, the 2012 ACA Gilbert and Kathleen Wrenn Award for a Caring and Humanitarian Person, and the 2012 IAMFC Distinguished Mentor Award.
Amy E. Ford, PhD, is a clinical core faculty member at Oregon State University (OSU)–Cascades in Bend, Oregon. She received her MS (2001) and PhD (2005) in counseling from OSU, and she has worked full time as a counselor educator since 2004. She joined the OSU faculty full time in 2012. Dr. Ford holds national credentials as an approved clinical supervisor and nationally certified counselor. She is a licensed professional counselor in Oregon and a certified compensation and pension examiner with the U.S. Department of Veteran's Affairs.
Dr. Ford's professional interests are trauma, posttraumatic stress disorder, veterans, humanitarian work, best practices in counselor education, and parental alienation. She has volunteered with Medical Teams International (MTI) since 2005 and has been on international assignment with MTI to Banda Aceh, Indonesia, and Chisinau, Moldova. One of her current projects at OSU is developing a counseling practicum outreach that offers low-cost mental health services to the Central Oregon community.
Leif A. Ford, PhD, earned his doctorate in psychology from Walden University in 2015. His dissertation researched the effects of emotional intelligence within the American workplace. He has a diverse professional background, including 8 years working in an international corporation and more than 20 years of experience in education and pastoral/community care.
Dr. Ford specializes in providing interventions and care for individuals and organizations challenged by relationship dysfunction and individuals with cognitive development issues resulting from family or substance abuse. He is passionate about contributing to positive social change through holistic human development.
Juliana J. Forrest-Lytle, MS, received her bachelor's in psychology and a certificate in women's studies from the University of Central Florida and her master's in mental health counseling from Walden University. Ms. Forrest-Lytle is currently completing her doctorate at Walden University in counselor education and supervision specializing in counseling and social change. While working toward her PhD, Ms. Forrest-Lytle is a teaching assistant to faculty in Walden's clinical mental health counseling program and works as a counselor for children in foster care.
Ms. Forrest-Lytle has applied experience working with adults in individual and couples counseling and with adolescents and children. She has also designed and led psychosocial education groups for adolescents and taught anger management and stress management classes within her community. Her research interests include burnout, self-care, work–life balance and stress management, multiculturalism in counseling, communication in marriage and other relationships, family dynamics, and parenting concerns.
Matt Glowiak, PhD, NCC, LPC, is assistant professor of the master's of clinical psychology program at Benedictine University and contributing faculty in the bachelor's of human services program at Walden University. Dr. Glowiak also cofounded Counseling Speaks, a practice in Chicago, Illinois, focused on clinical counseling, consultation, coaching, supervision, crisis intervention, and psychoeducational services and products. Dr. Glowiak completed his doctorate in counselor education and supervision at Walden University, where his dissertation focused on veteran educators' perceptions of the Internet's impact on K–8 learning and social development. He served as Chi Sigma Iota (CSI) president of the Omega Zeta Chapter and was selected by CSI International as a leadership fellow. Currently, he is serving the profession as president of the Chicago Counseling Association.
Dr. Glowiak is committed to counselor and client advocacy as evidenced through his leadership roles but also through community and clinical service. He counsels children, adolescents, and adults in a variety of settings. He has diverse contributions to the field through publication and continues to pursue his research interests in the areas of childhood development, technology use in counseling, and leadership.
Janet Froeschle Hicks, PhD, is associate professor of counseling and chair of the educational psychology and leadership department in the College of Education at Texas Tech University. She is both a licensed professional counselor and a certified school counselor in Texas.
Dr. Froeschle Hicks worked many years in the public school system as a teacher and school counselor as well as in the community before earning her doctorate in counseling and becoming a professor. She currently specializes in working with families, children, and adolescents.
Melinda Haley, PhD, received her master's in counselor education at Portland State University in Oregon and her doctorate in counseling psychology from New Mexico State University in Las Cruces. She was assistant professor at the University of Texas–El Paso in the counseling and guidance program for 5 years before transitioning to her current work as a core faculty member in the counselor education and supervision doctoral program at Walden University. She has written numerous book chapters and journal articles on diverse topics related to counseling.
Dr. Haley has extensive applied experience working with adults, adolescents, children, inmates, domestic violence offenders, and culturally diverse populations in the areas of assessment, diagnosis, treatment planning, crisis management, and intervention. Dr. Haley's research interests include multicultural issues in teaching and counseling, personality development over the life span, personality disorders, the psychology of criminal and serial offenders, trauma and posttraumatic stress disorder, bias and racism, and social justice issues.
Brooks Bastian Hanks, PhD, LCPC, is a core faculty member at Walden University in the clinical mental health counseling program. Dr. Bastian Hanks's scholarly interests include child sexual abuse, forensic interviewing, vicarious trauma, mental health accessibility, and professional development within the counseling and counselor education fields. She is a member of the American Counseling Association and the Association of Counselor Education and Supervision Council for the Acreditation of Counseling and Related Educational Programs and their Idaho branches. Dr. Bastian Hanks values the development of a strong professional identity and is an advocate for the counseling profession.
Clinically, since 2005 Dr. Bastian Hanks has been working with children who have been sexually abused and their families. She also works as a forensic interviewer and victim advocate. Dr. Bastian Hanks has worked in the field of substance abuse counseling with adolescent and adult clients and is a counseling supervisor for both master's-level and postmaster's-level counselors and enjoys being part of the growth process of her clients, supervisees, and students.
Nicole R. Hill, PhD, LPC, is professor and chair of the Department of Counseling and Human Services at Syracuse University. Dr. Hill's scholarly interests include working with children and adolescents, multicultural counseling competencies, professional development of faculty and graduate students, and mentoring. She currently serves as doctoral program co-coordinator and the Council for the Accreditation of Counseling and Related Educational Programs liaison. She is committed to leadership and professional engagement that strengthen counseling, counselor education, and supervision as a discipline. Her participation on the executive boards of Chi Sigma Iota, the Association for Counselor Education and Supervision, and Counselors for Social Justice has contributed to a broader understanding of how to advance the profession through service and advocacy.
Before joining the faculty at Syracuse University, Dr. Hill served as interim dean of the graduate school and chair of the Department of Counseling at Idaho State University. Her clinical experience is focused on counseling children and adolescents.
Brian Hutchison, PhD, LPC, NCC, is assistant professor, international studies fellow, and coordinator of the school counseling program at the University of Missouri–St. Louis. Dr. Hutchison received his doctorate in counselor education and supervision from Pennsylvania State University. He is the founding president of the Missouri Career Development Association, has served 3 years on the American Counseling Association of Missouri Executive Board, currently sits as co-chair of the Global Connection Committee for the National Career Development Association, and is an active member in several national counseling organizations. Currently, he serves on the editorial board of the Journal of Counseling & Development, Journal of Humanistic Counseling, and Asian Pacific Education Review and sits as an ad hoc reviewer for Career Development Quarterly.
Dr. Hutchison's scholarship can be broadly described as focused on career development and counseling within two primary counseling domains: school counseling and career counseling. This broad theme is infused into three primary scholarship areas: social class issues in counseling; international, multicultural, and social justice issues in counseling; and counselor education broadly defined. To this end, he has more than two dozen publications pertaining to social class bias in school counseling, career theory, career counseling, school counseling, academic advising, and specific counseling interventions. Recent publications include peer-reviewed articles in the Journal of Counseling & Development, Journal of Humanistic Psychology, Equity & Excellence in Education, and Career Development Quarterly and textbook chapters in seven books published by professional organization presses.
Kim Lee Hughes, PhD, LAPC, is assistant professor in the Department of Counseling at the University of Texas–San Antonio. She received her doctorate in counseling and student personnel services from the University of Georgia in 2015. She is coauthor of several book chapters on cross-cultural counseling.
Her clinical, research, and advocacy interests include queer college youth of color and empowerment, LGBTQQ youth in school settings, qualitative research, social justice, and multicultural training. Dr. Hughes was the 2014 chair of the Georgia Gay-Straight Alliance Summit and 2012 presidential fellow for the Association of Counselor Educators and Supervisors.
Andrew J. Intagliata, MA, is a doctoral student and graduate assistant in the counselor education program at the University of Toledo. He is the current president of the Alpha Omega chapter of Chi Sigma Iota. He earned both his MA and BA from the University of Toledo. Currently, he teaches undergraduate counseling courses at the University of Toledo as part of his graduate assistantship.
Mr. Intagliata is a PC/CR in Ohio. He has experience working in community mental health counseling and currently works with children and adolescents who have experienced abuse. His areas of clinical interest are domestic violence and child abuse.
Christie Jenkins, PhD, is a core faculty member at Walden University in the clinical mental health counseling program. Dr. Jenkins has been with Walden for more than 5 years teaching a variety of courses but finding her passion in the field experience classes. She has also been serving in the social service field for more than 19 years and as a counselor for more than 10 years. She began working in domestic violence safe houses as a child advocate, life skills trainer, crisis intervention specialist, and court advocate. She is independently licensed in two states and has a supervisory designation in the state of Ohio. She has been CEO, associate director, and supervisor for the Family and Child Abuse Prevention Center and the Children's Advocacy Center. She has over 10 years of experience working with a vast array of clientele in inner-city Toledo.
Dr. Jenkins has presented locally and at the state and national levels on various topics affecting counselors and their clients. She is also very active in professional organizations for counselors. Dr. Jenkins's primary research interests are in animal assisted therapy and domestic violence. She was just awarded the Ohio Counselor of the Year (2014) award by the Ohio Counseling Association. She was previously awarded the 2012 Clinical Supervisor of the Year and the 2012 Clinical Counselor of the Year from the Northwest Ohio Counseling Association. She is currently the president of the Ohio Association for Counselor Education and Supervision. She will be president of the Ohio Association for Spiritual, Ethical, and Religious Values in Counseling (OASERVIC) in 2015–2016.
Adrianne L. Johnson, PhD, is assistant professor in the clinical mental health counseling program at Wright State University. She earned her doctorate in counselor education from the University of Arkansas in 2007. Dr. Johnson's research interests and professional experience include clinical mental health counseling, addictions, crisis intervention, and diversity issues in counseling and counselor education.
She is active in various organizations committed to mental health advocacy and strongly promotes excellence in counselor education through teaching and supervision, scholarly publication, and international presentations.
Amber Lange, PhD, is a licensed professional counselor, a certified advanced alcohol and drug counselor, and national certified counselor. She has been providing counseling services since 2005. Before her counseling career she was the creator and director of a drop-in, part-time, child-care center. She has extensive training and experience in treating adults and youth. Her expertise includes trauma, grief, and loss; chemical dependency; infidelity; and work–life balance. Her experience includes both community counseling and private practice work.
Dr. Lange is an active participant within her counseling association and is an advocate for the counseling profession. Additionally, she has been teaching in higher education since 2004 and currently teaches master's-level students the skills necessary for becoming a professional counselor. Dr. Lange is a known speaker. She speaks on topics such as relationships, divorce, alcoholism, domestic violence, and addiction. She has researched, published about, and utilized a therapy dog in counseling. She also is working with several school counselors on utilizing dogs in schools.
John M. Laux, PhD, is a professor of counselor education and the current chair of the Department of School Psychology, Higher Education, & Counselor Education at the University of Toledo. He earned his PhD from the University of Akron, MA from West Virginia University, and BA from Ambassador University. He teaches courses in research, internship, psychopathology, and personality assessment.
Dr. Laux is a PCC-S in Ohio, a licensed independent chemical dependency counselor in Ohio, and a psychologist. His areas of clinical interest include substance use disorders and personality disorders. He has clinical experience in a variety of treatment settings including the Cincinnati VAMC, community mental health, a university counseling center, an inpatient chemical dependence treatment center, and private practice. His wife, Audrey, and two sons are the source of his support.
Elsa Soto Leggett, PhD, is associate professor with the University of Houston–Victoria (UHV) in Sugar Land, Texas. She is also program coordinator of the counselor educator program. She is a licensed professional counselor, board approved supervisor, and registered play therapist–supervisor as well as a certified school counselor. Her clinical experience, research, and advocacy have concentrated on mental health work with children and adolescents. Her work focuses on counseling with children and adolescents, school counseling, solution focused counseling, creative integration, and play therapy with a strong interest in services provided in school settings.
Dr. Leggett was a founding board member of the newest American Counseling Association division, the Association of Child and Adolescent Counseling (ACAC). She was the president of ACAC from 2013 to 2015. She has also served as president of the Texas Association of Counselor Education and Supervision in 2012–2013 and UHV Faculty Senate in 2014–2015. She has provided numerous publications and presentations at international, national, state, and local levels.
Katheryne T. Leigh, MEd, is a currently a second-year doctoral student at the University of Missouri–St. Louis in the counselor education and supervision program. She graduated from the University at Buffalo in 2012 with an MEd in school counseling and holds provisional school counseling certification in New York and Missouri. Ms. Leigh has experience working with several diverse populations of students and educational settings. These experiences include work with students living with developmental disorders, emotional disorders, and issues stemming from poverty and oppression. Having the opportunities to be immersed within different populations and ages encouraged Ms. Leigh to expand her education to include critical theory and critical consciousness within diverse experiences and contribute to the field of counselor education.
While at the University of Missouri–St. Louis, Ms. Leigh has taken steps toward her goals of becoming a counselor educator specializing in school counseling and critical counselor education pedagogy including social justice and advocacy work within the community and in the schools. Some of her research interests include cultural competency, critical school counseling pedagogy, social justice work, and advocacy within the school counseling profession. Additional interests include relational-cultural and critical race theories in counseling research. Upon graduation from the PhD program, Ms. Leigh plans on working in academia as a counselor educator further contributing to the profession through critical scholarship and advocacy for school counselors and students alike.
Mark Aaron Mayfield, MA, NCC, LPC, is assistant professor of counseling at Colorado Christian University. Mr. Mayfield is currently in the dissertation stage of his doctorate, pursuing a PhD in counselor education and supervision at Walden University. His clinical, research, and advocacy interests include exploring experiential therapeutic alternatives for active duty military and veteran survivors of posttraumatic stress disorder (specifically equine-facilitated and -assisted psychotherapy), bullying prevention, professional identity development through the enhancement of quality supervision, and the advocacy for marginalized populations.
Mr. Mayfield is an active member of the American Counseling Association (AHC, IMFCA, ACES, and several other divisions of ACA) and serves on the Association for Humanistic Counseling's Empty Plate Project Committee. He is also an active member of the Chi Sigma Omega Zeta Chapter and the Golden Key Honor's Society. Mr. Mayfield's early counseling work focused on in-home family therapy, court-ordered drug rehabilitation therapy, family therapy, adolescent substance abuse treatment, group therapy, and equine-facilitated psychotherapy. Mr. Mayfield currently lives in Colorado, where he also maintains a supervision practice and an equine-facilitated psychotherapy practice.
Taryne M. Mingo, PhD, is assistant professor at Missouri State University and has a career background as an elementary professional school counselor for rural student populations in Georgia. Her research interests include advocating for marginalized student populations across P–16 settings; using intersectionality theory to support marginalized student populations, womanist theory, and supervision; and incorporating a social justice lens within school counseling programs.
Dr. Mingo has served as a member on the Georgia School Counselor Association leadership team and was invited to participate in White House convening for school counselors as part of the Reach Higher Initiative, which encouraged an increase in postsecondary education for all high school graduates across the nation. Dr. Mingo identifies as a social justice change agent who seeks to find new and innovative methods toward accessing education, to support student learning, and to promote every student reaching his or her highest potential.
Tammie O'Neil, MS, is a member of the American Counseling Association. She is currently working as a licensed mental health counselor in private practice at Karner Psychological Associates. She has previously worked with at-risk youth and families with two agencies. She was able to assist families in attaining appropriate mental health care as well as community services to mitigate their psychosocial difficulties.
Ms. O'Neil is currently working on her PhD in counselor education and supervision at Walden University. She will use this degree to assist student counselors in developing the skill sets necessary to facilitate changes associated with individual, family, and couples counseling.
Ann Ordway, JD, EdS, is distance clinical professor in the counseling and special populations department at Lamar University in Beaumont, Texas. She holds her Juris Doctor from Seton Hall University and has been a licensed attorney in New Jersey for nearly 25 years, where she has practiced exclusively in the field of family law. Ms. Ordway currently practices parenting coordination, provides supervision for parenting time, and serves as a child advocate.
Ms. Ordway is a doctoral student at Walden University, where she is completing her dissertation toward a PhD in counselor education and supervision. She is a frequent regional and national presenter, and she has authored and coauthored several articles related to high-conflict divorce, parental alienation, and parenting coordination. Ms. Ordway's areas of interest include the preparation of counselors for court testimony and court-involved roles, multicultural competence, and various aspects of human development.
Dilani M. Perera-Diltz, PhD, is associate professor of counseling at Lamar University in Beaumont, Texas. She is a licensed professional clinical counselor, professional school counselor, and a licensed independent chemical dependency counselor in Ohio. She has worked in a variety of clinical settings including a prison, a hospital, and private practice.
Her research interests include assessment, social justice, and counselor education. She is coeditor of The Counselor Educator's Survival Guide: Designing and Teaching Outstanding Courses in Clinical Mental Health Counseling and School Counseling (2011), a reference for all counselor educators to find resources for teaching courses in counselor education. She has more than 20 peer-reviewed articles and book chapters. Outside of work, she enjoys listening to her 11-year-old's stories on life and spending time with her pets.
Torey Portrie-Bethke, PhD, NCC, is a core faculty member for the master's program in clinical mental health counseling at Walden University. Dr. Portrie-Bethke holds a PhD in counselor education and counseling; MCoun in couples, marriage, and family counseling; and a BS in communication disorders and hearing sciences. Dr. Portrie-Bethke specializes in providing counseling services for children, adolescents, and families using experiential counseling methods such as adventure-based counseling, play therapy, and sandplay. Her scholarly interests include counseling supervision, adventure-based counseling, online counselor education, childhood sexual abuse, vicarious trauma, and experiential teaching methods.
Dr. Portrie-Bethke is dedicated and enthusiastic in her role as a counselor educator and as a mental health and family counselor working toward empowering students and clients in the direction of positive growth and development. She provides clinical supervision for master's practicum and internship students. In her strength-based supervision role, she works to enhance students' self-efficacy through creating a bridge between counselor development and emerging counseling skills, techniques, and theory. She promotes students' professional identity and advocates for the profession by utilizing networking techniques such as student inclusion in presentations and professional publications. Dr. Portrie-Bethke is a frequent presenter in the areas of adventure-based counseling, abuse/trauma, play therapy, counseling supervision, and group counseling.
Gail K. Roaten, PhD, is associate professor in the Clinical Counseling and Marriage and Family Therapy Program at Hardin-Simmons University. She also chairs that graduate program and serves as the clinic director. Gail has been a counselor educator for 11 years, serving previously at Texas State University as the school counseling coordinator. Over many semesters, Dr. Roaten has taught the life span development class and focused on development as it relates to counseling in numerous other classes. One of her focused areas of research and publication is counseling children and adolescents.
Dr. Roaten is an active member of numerous professional organizations. She has been a part of a group of counselor educators and clinicians in the recent formation of the Association for Child and Adolescent Counseling; she will serve as president of that organization for the next 2 years. She is actively involved in the American Counseling Association, the Association for Counselor Education and Supervision, the Texas Counseling Association, and the Texas Association of Counselor Educators and Supervisors.
Tiffany Rush-Wilson, PhD, is the skill development coordinator for the counseling unit at Walden University with a focus on both the online classrooms and in-person residencies. She has taught a variety of courses in the clinical mental health counseling and psychology programs.
Professionally, Dr. Rush-Wilson is independently and dually licensed and certified as a counselor in the United States and Canada. She is interested in the impact of language and communication on mental health and body image and has worked in community mental health, children's services, and extensively in private practice. She is a member of both the American and Canadian Counseling Associations and the Academy for Eating Disorders and has participated in community outreach and presented on women's issues, scope of practice, and eating disorders at local, national, and international venues.
Kelli A. Saginak, PhD, serves as professor and the school counseling program coordinator in the Department of Professional Counseling at the University of Wisconsin–Oshkosh. She has worked in the field of education as a teacher, counselor, prevention specialist, and consultant for more than 20 years. In her university role, she strives to educate and train counselors to serve the needs of today's youth as advocates, leaders, and experts in child and adolescent development.
Dr. Saginak's passion for youth inspires her writing, scholarship, and teaching in the areas of school counseling, counseling process, counseling with children and adolescents, life span development, and addictions counseling. She presents on a variety of counseling-related topics and enjoys collaborating with students, colleagues, community partners, and school districts. She has served on her community's board of education and continues to support the district's focus on student development. Dr. Saginak's recent endeavors have inspired her to travel abroad with graduate students to Malaysia, where the group serves refugee children and adolescents and provides education and training to counselors, social workers, and human services professionals in Kuala Lumpur.
Stephanie K. Scott, PhD, is a core faculty in the clinical mental health counseling program at Walden University. She has her doctorate in human services, with a specialization in marriage and family therapy, which she earned at Capella University. Dr. Scott is a licensed mental health counselor in Florida, and her clinical work includes individuals, couples, and families. Much of her clinical work focuses on adolescents and young adults, with special attention to trauma, identity, and developmental considerations.
Dr. Scott's areas of research include affective training both in counselors and in clients, cultural diversity and conceptualization, systemic family issues, and standards of practice. She is also founder of a local teen advocacy organization that supports adolescent health and wellness. Dr. Scott has worked extensively in inpatient and outpatient settings and currently maintains a small private practice in Florida.
Anneliese A. Singh, PhD, LPC, is associate professor in the Department of Counseling and Human Development Services at the University of Georgia. Her clinical, research, and advocacy interests include investigating the resilience and coping of transgender survivors of trauma, LGBTQQ bullying and violence prevention, and South Asian American survivors of child sexual abuse. Dr. Singh has particular expertise in qualitative methodology with historically marginalized groups and is the author of Qualitative Inquiry in Counseling and Education (2012).
Dr. Singh is past president of the Association of Lesbian, Gay, Bisexual, and Transgender Issues in Counseling, a division of the American Counseling Association, where her presidential initiatives included the development of counseling competencies for working with transgender clients, supporting queer people of color, and ensuring safe schools for LGBTQQ youth. She has received numerous awards for her scholarship and community activism on violence prevention and intervention, including American Counseling Association awards (O'Hana Social Justice and Kitty Cole Human Rights) and the Ramesh and Vijaya Bakshi Community Change Award. Dr. Singh is a founder of the Georgia Safe Schools Coalition, an organization that works at the intersection of heterosexism, racism, sexism, and other oppressions to create safe school environments in Georgia; and of the Trans Resilience Project, which works on increasing knowledge and awareness of transgender resilience.
Robyn Trippany-Simmons, EdD, received her doctorate in counselor education from the University of Alabama. She serves as residency coordinator and core faculty in the master's in counseling programs at Walden University. Dr. Trippany-Simmon's research and clinical interests include sexual trauma, vicarious trauma, play therapy, spirituality in counseling, and professional identity issues. She serves on the editorial review board for the Journal of Mental Health Counseling, Association for Play Therapy Magazine, and Tennessee Counseling Association Journal.
Dr. Trippany-Simmons is a licensed professional counselor in Alabama and a registered play therapist. She also maintains a small counseling practice, where she works with individuals and couples in a faith-based counseling setting. She lives in north Alabama with her family.
Javier Cavazos Vela, PhD, is assistant professor of counseling and guidance at University of Texas Rio Grande Valley. He obtained a doctorate in counselor education from Texas A&M University–Corpus Christi. His research interests include Latina/o students' educational and mental health experiences.
He has published 34 peer-reviewed articles and book chapters on topics ranging from higher education to counselor education and supervision. His work has appeared in journals such as Professional School Counseling, Counselor Education and Supervision, Journal of School Counseling, and Journal of Hispanic Higher Education.
When he is not writing, he enjoys spending time with family, running, and watching sports.
Ann Vernon, PhD, is professor emerita at the University of Northern Iowa, where she was coordinator of the school and mental health programs for many years. In addition, she had a large private practice, specializing in applications of rational-emotive and cognitive behavior therapy with children and adolescents as well as adults. Presently, she works pro bono at a low-income clinic in Tucson, primarily treating anxiety and depression.
Dr. Vernon has written more than 20 books and many chapters and articles on a variety of topics related primarily to counseling children and adolescents. She is recognized as leading expert in applications of rational emotive and cognitive behavioral therapy with young clients and has presented trainings and workshops throughout the United States and Canada as well as in Romania, South America, Singapore, Australia, Mexico, and Europe. She is visiting professor in counseling at the University of Oradea in Romania, where she teaches courses on counseling children and adolescents. Dr. Vernon is president of the Albert Ellis Institute and a member of the International Standards Training and Review Committee, which sets policies for rational emotive and cognitive behavioral therapy training programs throughout the world.
Holly H. Wagner, PhD,
