Introduction to Special Section: Student Paper Competition

It is not unusual for researchers to complain about institutional review board (IRB) oversight, but social scientists have a unique set of objections to the work of ethics committees. In an effort to better understand the problems associated with ethics review of social, behavioral, and economic sciences (SBES) research, this article examines 3 different aspects of research ethics committees: (a) the composition of review boards; (b) the guidelines used by these boards to review SBES—and in particular, behavioral health—research; and (c) the actual deliberations of IRBs. The article concludes with recommendations for changes in the review process and with suggestions for filling the gaps in knowledge about the way IRBs work.     

Student to Student Support Teams for Special Services Delivery

Student to student support teams can be used to provide special services in schools. These teams, which have potential as a viable intervention approach for the 1990s, provide unique but beneficial challen~es for special services practitioners and administrators. In this aitde, issues pertinent to implementation of student to student support teams are discussed.     

Special Section Epilogue: A Call to Action

The purpose of this article is to offer specific recommendations and a call to action for counselors who engage in social justice work. Recommendations regarding the philosophical, ethical, spiritual, and religious aspects of social justice work are emphasized in this call to action based on articles presented in this special section.     

Introduction to the Special Section

This study adopted a dialectical framework to provide insight into the doctoral advisement relationship early in the dissertation phase in different disciplines. Interpretive analysis of in-depth interviews with 6 advisor–student pairs revealed the variety of ways that the autonomy–guidance dialectic was conceptualized and experienced. It also illustrated moments when the advisor and student were not synchronized in their perceptions. Implications are considered.