A Survey of Management Educators’ Perceptions of Unethical Faculty Behavior

To help academic associations in management develop, refine, and implement a code of ethics, we conducted a survey of management educators’ perception of the ethicality of 142 specific behaviors in teaching, research, and service. The results of the survey could be used to inform ethics committees of these associations regarding the level of acceptability of such conduct. The potential value of our study for the Academy of Management or similar management associations lie in our (1) systematically involving the members in building support for the code of ethics, (2) assessing members’ ethical judgments on both cross-sectional and longitudinal bases so as to identify areas needing particular attention in ethical training, (3) providing an extensive list of specific examples of questionable and potentially unethical behaviors so as to make it easier to implement the code, and (4) providing a template survey document for potential use in involving more stakeholder groups in the development of codes of ethics.

Is the Counselor a Woman?

The 16 PF was administered to 75 male and 43 female high school counselors to determine whether they manifested the femininity (loving receptivity) and the masculinity (potency) that have been said to be important to the counseling role. The men differed significantly from male norms in the feminine direction on warmth, tender-mindedness, and trust. They deviated significantly in the direction of potency on brightness, ego strength, adequacy, and tranquility, but away from potency on caution and group-dependency. The women differed significantly from female norms in the feminine direction only on trust, but in the masculine direction on assertiveness, venturesomeness, and practicality. They deviated significantly in the direction of personal strength on brightness, ego strength, superego strength, adequacy, experimentation, and tranquility.     

The “ABCs” of REBT II: A Preliminary Study of Errors and Confusions Made by REBT Therapists

In this study, 19 REBT therapists from the Albert Ellis Institute??s referral list from a sample of 83 provided a specific ??ABC?? assessment of a problem and its solution that they would teach a class of counselling graduate students. This material was analysed for evidence of errors and confusions with respect to the ??ABCs?? of REBT. A total of 81 of such errors/confusions were found with most being made about beliefs at ??B??, particularly about rational beliefs. A variety of errors and confusions were also made about ??A?? and emotional ??Cs??. It was suggested that one way of addressing this state of affairs would be for the Albert Ellis Institute to introduce a theory test which applicants for Fellowship and Associate Fellowship status would have to pass before being awarded such status. Weaknesses of the current study were noted and suggestions for future research made.     

Counselor Licensure: Overkill?

Within a context of public and individual harm resulting from the administration of licensing acts by those very health-care practitioners in medicine, psychology, and marriage and family counseling committed to the betterment of society, this article argues that professional injustice can be decreased through both the implementation of state licensing and the alternative of national professional certification.     

Self–Compassion as Self-Care: A Simple and Effective Tool for Counselor Educators and Counseling Students

This article explores teaching self-compassion as a means of self-care for counseling graduate students. Self-care is vital to helping professionals, but few students learn specific self-care skills to integrate into their own self-care practice. Self-compassion is a simple practice used in the immediate moment or as an activity at home. The authors describe Kristen Neff’s model of self-compassion. The authors discuss the benefits of self-compassion as self-care and explain its practice as an effective avenue to increase compassion and relationship building with clients. In addition, they clarify how self-compassion practices strengthen relational connection. The writers describe three examples of self-care practices, and share suggestions for counselor educators to integrate self-care into graduate counselor training.     

Counselor Effectiveness and Family-of-Origin Experiences: A Significant Relationship?

In this article, the authors investigate the relationship between family-of-origin experiences and counseling effectiveness of counselors in training.     

Substance Abuse Counselor Certification Requirements: Is It Time for a Change?

The minimum professional training requirements of 32 state certifying bodies for substance abuse counselors were analyzed. Only 14 of the certifying boards included any of the Council for the Accreditation of Counseling and Related Educational Programs core knowledge areas in their training components for Certified Addictions Counselors. Specific training in counseling and drug and alcohol treatment issues also appeared to be minimal. The lack of specific drug and alcohol training brings the quality of preparation for substance abuse counselors into question.     

Is it Racist? Addressing Racial Microaggressions in Counselor Training

This article describes a series of activities for educating counselors regarding a form of racism dubbed racial microaggressions. Meaning and impact of microaggressions are examined. Activities for responding to microaggressions can be applied to clinical and school contexts, and are useful for educators in professional and university settings.     

Is Alexithymia Related to Colon Cancer? A Survey of Patients Undergoing a Screening Colonoscopy Examination

The current study examined whether alexithymia is involved in colon cancer as has been found in breast and uterine cancer research. The TAS-20 was administered before examination to patients who underwent colon cancer screening. Histological data were obtained from the biopsies. Gender, age, education, smoking and drinking habits, and personal and family histories of neoplastic colonic disease were controlled for in the analysis. Both adenoma and adenocarcinoma patients had higher TAS-20 scores than negative cases, and both high and intermediate levels of alexithymia were implicated. Difficulty identifying feelings and externally oriented thinking were the most prominent facets related to the disease process.     

Is risky sexual behavior continuous or categorical? A taxometric analysis of the Sexual Risk Survey

Risky sexual behaviors are behaviors that involve the possibility of an adverse outcome, such as contracting a sexually transmitted infection or unwanted pregnancy. The question of whether risky sexual behavior exists as a discrete class (i.e., taxon) or as a dimensional construct has not previously been explored. The authors performed a set of taxometric analyses on 4 factor scales derived from the Sexual Risk Survey (Turchik & Garske, 2009) with data from 1,103 college students. The results provided consistent support for a dimensional latent structure in which variations in reported risky sexual behavior reflect differences in degree and not differences in kind. The implications of these findings for the assessment of risky sexual behavior are discussed.     

Ethics Consultant: Problem Solver or Spiritual Counselor?

The primary goal of ethics consultation should be to provide effective assistance to patients and families in obtaining care that is duly responsive to their rights and their needs. The consultation reported by Mark Bliton fails in this regard because it never ascertains why the consultation was called; makes little attempt to ascertain the motives of those involved; avoids exploration of the ethical concerns of family, attending or staff; makes no connection with institutional policies or practices; uncritically adopts and serves the medical treatment ethos; and substitutes fellowfeeling for compassionate action.     

Who Are the Next Generation of Genetic Counselors? A Survey of Students

Genetic counseling students were surveyed about their backgrounds, application process to genetic counseling programs, and career motivations and plans. Program directors from 27 accredited programs were asked to distribute 362 surveys to students. Fifty-two survey items assess demographics; sources of support for pursuing a genetic counseling career (information about genetic counseling, encouragement/discouragement from others); career motivations (reasons for applying and for becoming a genetic counselor); and career certainty. Two hundred and thirty-five usable surveys were returned (64.9% usable return rate). Most respondents were Caucasian females (mean age = 25.4 years). About 13% identified as ethnic minorities, and about one-third reported family histories of a genetic condition(s). Most respondents learned about the field in classes, and most were strongly encouraged by family and friends to pursue genetic counseling. Reasons rated as most important for becoming a genetic counselor included helping others and intellectual stimulation. Recruitment, training, and research recommendations are given.     

Counselor certification: who still needs teaching experience?

This article reports the results of a survey of the departments of education in 50 states and the Virgin Islands. The purpose of the survey was to ascertain current teaching requirements for counselor certification and what changes states plan to make in those requirements in the future. About two-thirds of the states presently require a teaching background; an additional fourth requires either teaching or some alternative; and one in seven requires no teaching background. Some 18 states are considering possible alternatives to their teaching requirement.     

Counselor Liability: Does the Risk Require Insurance Coverage?

Counselors face various types of liability risk. Knowledge of case law can help minimize those risks, but insurance is a must.