Incorporating Lesbian and Gay Issues Into Counselor Training: A Resource Guide

In order for counselors to facilitate the growth of their lesbian and gay clients, they must be familiar with and become sensitive to the special needs of this population. However, most counselors and counselor trainees have had little exposure to these needs. One way of increasing their awareness and sensitivity is to incorporate lesbian and gay issues into counselor training programs. The focus of this article is to present a limited list of strategies and resources that can be used to supplement materials in traditional courses in counselor training so as to better prepare counselors for dealing with lesbian and gay clients.     

Combating Homophobia in AIDS Education

Homophobia is a central theme in response to the AIDS epidemic. In this article we review literature explicating the connection between homophobia and AIDS and then call for the integration of antihomophobia elements into AIDS education. We discuss negative messages in portrayals of gay and bisexual men and in discussions of safer sexual practices, as well as materials and educational strategies that explicitly contradict such homophobic messages. We then discuss the emerging trend to exclude lesbian women and gay men in education and programs, suggest guidelines for countering such exclusion, and give examples of creative approaches to inclusion.     

Hans Zacharias Hoxter: Building Counseling Internationally

Counseling is an international phenomenon. This interview presents the lifework of Hans Hoxter and illustrates how the American counseling movement affects and is affected by multinational and multicultural conceptions.     

Assessing the relationship of Type A beliefs to cardiovascular disease risk and psychosocial distress

Investigators have begun to take a multimodal approach to the assessment and treatment of psychosocial risk factors for cardiovascular disease (CVD). For instance, cognitive responses have become the focus of contemporary research along with continued examination of overt Type A behaviors. Price (1982) has outlined a set of beliefs purportedly associated with Type A behavior and subsequent CVD risk. The current study examines the validity of this belief set as represented by a newly developed measure, the Type A Cognitive Questionnaire (TACQ). Subjects were 221 employed adults participating in a worksite CVD risk reduction program. They completed the TACQ as part of a pretreatment CVD risk screening protocol. As hypothesized, TACQ scores were significantly associated with Type A behavior, hostility, physiological mediators of CVD, and psychosocial distress. Discussion addresses continued refinement of the Type A belief construct.     

The Drinking Expectancy Questionnaire: A revised measure of alcohol-related beliefs

Alcohol-related expectancies have been recently proposed as potentially important determinants of drinking behavior. This study describes the development of a New Zealand measure of such beliefs, the Drinking Expectancy Questionnaire (DEQ). Items selected through interviews, literature review, and the modification of other relevant questionnaires were piloted on 333 drinkers in a community sample and 275 college students. Factor analyses of both samples revealed nine alcohol reinforcement domains relating to assertiveness, affective change, sexual enhancement, social enhancement, relaxation, cognitive impairment, dependence, carelessness, and aggression. The potential clinical and research possibilities using this revised expectancy measure are briefly discussed, along with the scale's strength and weaknesses.The financial assistance of the Alcoholic Liquor Advisory Council of New Zealand in conducting this study is gratefully acknowledged.     

A Student Development Theory to Practice Workshop

This article describes a workshop designed to introduce Chickering's theory to paraprofessional staff.     

Self-Involving Versus Self-Disclosing Counselor Statements During an Initial Interview

This study examined the hypothesis that positive self-involving and self-disclosing counselor responses would be rated more favorably by subjects than negative self-involving and self-disclosing counselor responses (Andersen & Anderson, 1985). The differential effectiveness of the counselor responses during the initial interview was discussed, and some implications of the findings for counseling practice were considered.     

Responding to Student or Teacher Death: Preplanning Crisis Intervention

Crisis caused by the sudden death of a student or teacher can be averted or diminished via a preplanned team intervention approach. The guidelines and strategies of a field-proven intervention program are described.