Polyamory is an identity that describes the ability to experience romantic love with more than one romantic partner at a time. Polyamory is often perceived as being perverse, amoral, and relationally broken or deficient; however, people who identify as polyamorous are found to be as mentally healthy and happy as people who are monogamous. Clients who identify as polyamorous may experience their counselor as lacking familiarity with and knowledge of polyamory or as actively working against their identity. This study was a phenomenological inquiry designed to illuminate the counseling experiences of polyamorous people. Data were collected through semistructured interviews with eight participants and analyzed with a modified van Kaam method with relational-cultural theory as the framework. The three major findings that constitute the essence of this inquiry were: (a) participants experienced disappointment and disrespect in the counselor's ignorance of their vital identities, (b) the necessities of trust and connection between participant and counselor for empowerment and growth, and (c) the complementary nature of relationality in polyamory and counseling. These findings indicated counselors should seek a baseline of education on polyamory. The implications for counselor educators were to strive to envelope counselors-in-training in a culture that supports developing multicultural competency and …

Graduating competent healthcare providers to meet increasing demands of the United States leads to interest in graduate health science student success. In this study, I explored the relationship between self-regulated learning strategies and licensing exam readiness among Doctor of Chiropractic students. Two research questions asked (1) how self-regulated learning strategies vary by gender and year of study, and (2) how self-regulated learning strategies relate to licensing exam readiness. One hundred thirty-three students from five chiropractic institutions were surveyed with questions from the Motivated Strategies for Learning Questionnaire (MSLQ) and exam readiness items. A series of t-tests, one-way analyses of variance, Kruskal-Wallis H tests, and ordinary least squares (OLS) regression addressed the research questions. Results indicated (1) self-regulated learning strategies do vary by gender and year of study, and (2) self-regulation is related to licensing exam readiness, particularly in Parts I and II of the exam. Chiropractic institutions and policymakers should focus efforts on introducing and reinforcing self-regulated learning strategies throughout the curriculum and explore licensing exam implications. Future research should continue expanding the literature on chiropractic education by considering actual licensing exam performance and determining appropriateness of the MSLQ for chiropractic students.