Michael W. Firmin, Chi-en Hwang, Cedarville University
Annie Phillips, Regent University
Richard A. Wantz, Wright State University
The present study examined relationships between symptoms of ADHD, peer relations, academic performance, and self-image among university-level students. Eighty-three students at a private, Midwestern, comprehensive university participated in the study. None indicated that they had been previously diagnosed with ADHD or were currently receiving any form of ADHD treatment. The students were administered an adapted version of the General Adult ADD Symptom Checklist (Amen, 1995). Particular variables of interest included perceptions of peer relations, academic performance, and self-image. The results showed that 5% of students surveyed met the operational definition criteria for ADHD symptoms. Significant correlations were found with poor peer relations, less satisfactory academic performance, and poor self-image.
David Archer Johnson and John-Paul Lokey
Texas State University-San Marcos
The purpose of this paper is to provide evidence for a shift in treatment approaches related to sex offenders in group therapy settings. First, a discussion of key concepts in individual psychology will be presented. Changes from traditional behavioral and cognitive behavioral approaches to an individual psychology based approach will be highlighted in a review of five articles related to group therapy for sex offenders. Finally, a discussion of how these changes impact the therapist working with this population and suggestions for future research will be presented.
Kent State University
School counselors are directed to provide services to all students in schools including gay, lesbian, and questioning students. Often school counselors are reluctant to work with sexual minority students because they are unaware of the issues or lack experience with Gay, Lesbian and Questioning (GLQ) students. This article provides information regarding sexual identity development, the “coming out” process, and appropriate school counseling interventions. It also provides specific topics of discussion to assist school counselors in their work with GLQ students.
Thomas R. Scofield
University of Wisconsin Oshkosh
David D. Hof
University of Nebraska at Kearney
Survey results of community counseling programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) were analyzed across four groups (enrolled students, program graduates, faculty, and administrators) with regard to what respondents saw as benefits of accreditation and how these benefits were measured. Although respondents overwhelmingly endorsed perceived benefits of accreditation, they reported no systematic method in place to measure such benefits. Findings are discussed with regard to how respondents believed benefits could be measured, suggesting an identified need to develop a systematic model to measure benefits of accreditation.
John Beckenbach, Ed.D.
Texas State University
Fran Giordano, Ph.D.
Northern Illinois University
James Sells, Ph.D.
Toni Tollerud, Ph.D.
Northern Illinois University
This study investigated whether the experience of sexual abuse, long-term effects, global presence of pain, and previous treatment experiences of childhood sexual abuse predict level of forgiveness toward the perpetrator(s) by the survivors. The Hargrave model of forgiveness was utilized in this study yielding four separate regression analyses. Significant results were found for all four regressions. The general findings suggest that sexual abuse treatment may influence the work of forgiveness and that forgiveness could be useful in treating sexual abuse survivors.