Explore the vast range of titles available.

This study aimed to determine the mediating role of psychological capital in the relationship between effective counselor characteristics, subjective well-being at work (work engagement) and professional quality of life of counselors. Conducted in a relational survey model, the study involved 333 counselors. Research data were collected with the “Effective Counselor Characteristics Assessment”, “Psychological Capital”, “Professional Quality of Life” and “Utrecht Work Engagement” scales. The PROCESS Macro regression-based bootstrapping technique was used to analyze the mediation models created for the purpose of the study. The analysis revealed that all direct and indirect effects were significant. The findings related to direct effects show that effective counselor characteristics and psychological capital significantly predict subjective well-being at work (work engagement) and professional quality of life (compassion satisfaction, burnout, and compassion fatigue). When examining the indirect effects, it was found that psychological capital partially mediates the relationship between effective counselor characteristics and subjective well-being at work (work engagement) as well as compassion satisfaction. Psychological capital fully mediates the relationship between effective counselor characteristics and burnout and compassion fatigue. The findings reveal the importance of not only effective counselor characteristics but also psychological capital in professional quality of life and subjective well-being at work (work engagement). Bu araştırmada psikolojik danışmanların etkili psikolojik danışman nitelikleri, iş yaşamında öznel iyi oluş (işe bağlılık) ve iş yaşam kaliteleri arasındaki ilişkide psikolojik sermayenin aracılık rolünün belirlenmesi amaçlanmıştır. İlişkisel tarama modelinde düzenlenmiş olan araştırma 333 psikolojik danışman üzerinde yürütülmüştür. Araştırma verileri “Etkili Psikolojik Danışman Niteliklerini Değerlendirme”, “Psikolojik Sermaye”, “Çalışanlar İçin Yaşam Kalitesi” ve “Utrecht İşe Bağlılık” Ölçekleri ile toplanmıştır. Araştırmanın amacı doğrultusunda oluşturulan aracılık modellerini analiz etmek üzere PROCESS Makrosu regresyon temelli bootstrapping tekniğinden yararlanılmıştır. Yapılan analizler sonucunda tüm doğrudan ve dolaylı etkilerin anlamlı olduğu görülmüştür. Doğrudan etkilere ilişkin bulgular etkili psikolojik danışman nitelikleri ve psikolojik sermayenin, iş yaşamında öznel iyi oluşu (işe bağlılık) ve iş yaşam kalitesini (mesleki tatmin, tükenmişlik, eşduyum yorgunluğu) anlamlı şekilde yordadığını göstermektedir. Dolaylı etkiler incelendiğinde ise psikolojik sermayenin, etkili psikolojik danışman nitelikleri ile iş yaşamında öznel iyi oluş (işe başlılık) ve mesleki tatmin arasındaki ilişkide kısmi aracılık etkisinin olduğu görülmüştür. Psikolojik sermaye, etkili psikolojik danışman niteliklerinin tükenmişlik ve eşduyum yorgunluğu ile ilişkisinde ise tam aracılık rolü göstermektedir. Elde edilen bulgular iş yaşam kalitesi ve iş yaşamında öznel iyi oluşta (işe bağlılık) yalnızca etkili psikolojik danışman niteliklerinin değil aynı zamanda psikolojik sermayenin de önemini ortaya koymaktadır.

Despite evidence that pre-exposure prophylaxis (PrEP) reduces HIV risk, initiation and adherence remain low among vulnerable communities. Motivational interviewing (MI) can improve HIV prevention behaviors. However, limited research identifies how MI impacts PrEP uptake and adherence. This scoping review examines essential components of MI-based interventions that aimed to improve PrEP use, including the number and duration of sessions, counselor characteristics, and interview content. We searched four databases, PubMed, CINAHL Plus, Embase, and Web of Science, and reviewed 379 articles. Studies were considered if they (a) were published between 2012 and 2023, (b) used MI independently or part of a multi-component intervention strategy, and (c) focused on improving PrEP initiation or adherence. Seven articles met inclusion criteria. Regarding intervention components, the number of MI sessions varied and duration ranged between 15 and 60 min. MI counselors varied in credentialing and demographic characteristics. MI content included PrEP education, identifying initiation and adherence barriers, and strategizing ways to overcome barriers. MI is an important component of interventions that aim to improve PrEP initiation and adherence. However, the variability and limited details across studies hinder our ability to assess MI efficacy on PrEP initiation and adherence or replicate these approaches in future interventions.

Research on counselors-in-training is necessary to improve the success of the counseling process. The counseling skills used by counselors are critical to managing this process. This paper aims to contribute to the existing body of knowledge in counseling pedagogy by examining the role of counselor characteristics as a mediator in the relationship between counselors-in-training values and counseling skills. In this study, we had 524 counselors-in-training from various universities in Turkey. The results showed that the values of counselors-in-training significantly predict their counselor characteristics. Specifically, the values of the counselors-in-training predict their counseling skills, with the mediating role of the counselor characteristics. Additionally, the counselor characteristics of the counselors-in-training significantly predicted their counseling skills. Various practices and methods can be applied to improve counseling skills. Given that the development of values allows counselors-in-training to acquire important counselor characteristics, value education is essential in the training of counselors. Individuals who acquire essential counselor characteristics can use their counseling skills effectively.

Counselor training that does not attend to dynamics of cultural differences and oppression can run the risk of promoting false empathy that serves the voyeuristic purpose of the counselor rather than achieving accurate empathy for the client. In this article, we discuss the differences between true and false empathy and how Whiteness, racial identity and culture, and classroom dynamics can impact the ability to engage in cultural empathy development. We present a model for cultural empathy training that attends to each of these dynamics.

Background Maternity care professionals find the art of counselling for prenatal screening challenging. An approach that could help professionals support patients' self-regulated behavior, enabling them to make their own choices, is autonomy-supportive counselling, which is based on the self-determination theory. This study aimed to gain insight into professionals' views on good counselling. Understanding their perspectives can shed light on the underlying mechanisms that drive professionals to focus on providing information and options rather than on decision-making support. These insights, in turn, can be instrumental in tailoring education. Methods This qualitative survey study was conducted in the Netherlands among Dutch maternity care professionals involved in counselling for prenatal screening. Thematic analysis was used to analyze the answers to the open-ended question: In your opinion, what constitutes ‘good’ counselling for prenatal anomaly screening? Next, the research team discussed the identified themes and related these themes to the concept of autonomy-supportive counselling. Lastly, the researchers conducted a quantitative analysis of the qualitative data to draw attention to specific patterns. Results Of 2813 invited registered counsellors, 1426 were included in the study. The themes regarding the context of good counselling were time, counsellors’ competence , and ethical sensitivity . Exploring the parents' values was found to be an overarching theme in the interaction between patients and professionals during the process of good counselling. Almost all participants mentioned providing information and facilitating free choice as essential themes in the interaction before and during decision-making. Other identified themes were exploring the impact of the test result on the parents and guiding . Regarding the outcome, the most frequently mentioned theme was parents making their own choices , other themes were making the right choice and no assurance of getting a healthy baby. Conclusions Most participants consider that in good counselling, important themes are providing information as a mechanism, and parents making their own free choices as an outcome. The results and discourse reflect a more non-directive attitude before and during the decision-making process. Since a non-directive attitude can complicate parents’ more autonomous decision-making, we suggest paying attention to more directive guidance by providing structure to facilitate parents’ more autonomous decision-making.

Thirty‐two counselor educators completed Q sorts measuring beliefs about helpful learning for clinical mental health counseling students. Four viewpoints developed: Preparing Scientists of Counseling, Preparing Agents of Change, Preparing Lifelong Learner‐Practitioners, Preparing Artists of Counseling. Implications for teaching and curricula within counselor education programs and future research directions are discussed.

Despite advanced definitions and continued research on counselor burnout, attempts to investigate an expanded structure of counselor burnout remain limited. Using a serial mediation, the current study conducted a path analysis of a hypothesized process model using the five dimensions of the Counselor Burnout Inventory. Our research findings support the hypothesized sequential process model of counselor burnout, confirming full mediating effects of Deterioration in Personal Life, Exhaustion, and Incompetence in a serial order on the relationship between Negative Work Environment and Devaluing Client. Suggestions for future research and practical implications for counselors, supervisors, and directors are discussed.

The counselor's internal competence has an impact on the counselor's self-management, primarily the cognitive domain. Failure to manage thoughts will cause cognitive distortions, even to identify biases in mental experiences. This condition is cognitive fusion. Cognitive fusion causes the counselor to be trapped in his mind, unable to discern the effects of his mind's external assumptions on conditions. The experienced counselor can predict the counselor's cognitive fusion condition. This study aims to identify and describe the cognitive fusion condition data for counselors. The research method uses a comparative study design through the Cognitive Fusion Questionnaire instrument. Respondents in this study totaled 170 divided into two groups, experienced counselors and novice counselors. The results of the study describe the cognitive fusion condition of most counselors in moderate form. In particular, some counselors have high cognitive fusion conditions. The counselor's experience in counseling, evaluation, supervision, and action research makes them train their minds to think at a high level. Thus, the counselor has many historical events as their reflection and internalization in their mind. Mind-skills training is one of the conditions to improve the metacognitive skills of novice counselors so that they can match the performance of experienced counselors.

Public service motivation (PSM) plays a critical role in shaping the job performance of college counselors, whose responsibilities encompass both ideological-political education and student affairs management within Chinese higher education institutions. This study employs a large-scale survey and empirical analysis to explore the mechanisms linking PSM and job performance, focusing specifically on the mediating role of work engagement and the moderating effect of transformational leadership. A total of 550 college counselors from a diverse set of higher education institutions across China participated in the survey. The findings reveal that PSM significantly enhances job performance, with work engagement serving as a partial mediator in this relationship. Furthermore, transformational leadership positively moderates the influence of PSM and work engagement, thereby amplifying its indirect effect on job performance. These results contribute to the broader discourse on higher education management and offer practical insights for student affairs administrators aiming to optimize counselor performance and enhance institutional governance.

This study explored school counselors’ perceptions and knowledge of trauma-informed practices, self-efficacy in promoting these practices, and the extent to which school counseling programs provided relevant training. A majority of participants believed they were not sufficiently prepared in their school counseling programs. The culturally responsive, trauma-informed educator identity framework outlines knowledge and skills needed to promote trauma-informed practices, such as the need for ongoing self-reflection. I discuss implications for school counselors and school counseling programs.