Timing of the decision to remain voluntarily childless: evidence for continuous socialization

This study contrasts different types of voluntary childlessness. Women who decided to remain childless relatively early in life, before marriage ( early articulators ) were compared with women who did not decide until after they had married and developed a preferred life style that did not include children ( postpones ). The comparison centered on a previously formulated model that explained the decision to remain childless in terms of family background factors, autonomy and achievement orientation in adulthood, and reference group support. The major difference disclosed by this research was with respect to family background factors. In addition to the early versus later decision to remain childless, socialization patterns in the family of orientation differentiate the two types of voluntarily childless women.     

Preparing Counselors to Work with Refugees: Integration of Experiential Activities

The number of globally displaced refugees has increased by record-high numbers. Refugees are forced out of their home countries and many are resettled in the United States. As the number of refugees entering the US continues to increase, there is a need to ensure that mental health counselors understand the unique needs of this population and provide culturally appropriate counseling services. The aim of this article is to present experiential activities that counselor educators can use in counselor preparation programs to better prepare counselors-in-training to work with refugees.     

A Qualitative Exploration of Counselor Educators' Collaborative Authorship Perceptions and Practices

Limited research exists that examines the ethics of counselor educators' collaborative authorship practices. The study purpose was to explore the collaborative authorship decision-making perceptions and practices of counselor educators (N = 11). We identified six themes: (a) human process and communication, (b) context and nature of relationships, (c) learning experiences about authorship, (d) academic and career stage expectations, (e) collaborative authorship practices, and (f) philosophy of authorship. Implications and recommendations for research are discussed.