Preadolescence is a time of emotional, physical, social, and relational changes, which can lead to mental health concerns. Parents of preadolescents also experience changes within their roles as parents, and both parents and preadolescents experienced a wide range of changes and challenges during the COVID-19 pandemic. A mental health intervention focused on enhancing the parent-child relationship among parents of preadolescents is important for overall family functioning. This phenomenological study explored the experiences of parents of preadolescents after participating in a virtual child-parent relationship therapy (CPRT) intervention. Participants were seven parents ages 35 to 56 years-old with preadolescent children between the ages of 9 to 12 years-old. Semi-structured interviews were conducted following the CPRT intervention and analyzed. Six themes were found, including impact of group on learning, child's engagement with parent, child qualities, parent's understanding of self, importance of parent-child relationship, and integration of CPRT skills. The emerging themes indicated that the seven participants experienced changes in themselves, in their child, and in their parent-child relationships. Participants discussed their experiences with the virtual format and their integration of CPRT skills. The participants also reported feeling closeness and support from other group members, even with the virtual format. Findings from this study …

I used singlecase A-B-A experimental design to examine the effectiveness of Adlerian play therapy (AdPT) for children identified with clinical levels of perfectionism on the Conners Parent Rating Scale-Revised and Conners Teacher Rating Scale-Revised. Participants were 2 children, a 10 year-old Hispanic male and a 7 year-old Caucasian female. To examine the effect of AdPT on maladaptive perfectionism and anxiety, the Child-Adolescent Perfectionism Scale and the Revised Children’s Manifest Anxiety Scale were administered to the children twice weekly over 3 phases of the study: baseline (6 administrations), intervention (12-16 administrations), and maintenance (6 administrations) for a total of 24 to 29 data points. Additionally, parents and teachers completed the Conners Rating Scales-Revised5 times: (1) prior to study, (2) following baseline/prior to treatment, (3) midpoint of treatment, (4) following treatment, and (5) following maintenance phase.During the intervention phase, the male and female participants attended 21 and 16 play therapy sessions, their mothers attended 6 and 5 parent consultations, and their teachers attended 6 and 3 teacher consultations, respectively. Analysis of the child self-report assessments indicated mixed and inconclusive results regarding the effects of AdPT on target behaviors. However, results of the parent and teacher reports indicated clinically significant reductionsin maladaptive perfectionism …

This study aimed to explore the ability to capture the theoretical constructs of Adlerian crucial Cs (capable, connect, count, and courage) through creation of a self-report instrument for children. After following a four-phase process to develop the Crucial Cs Self Report (CCSR), including use of an expert panel, field reviews, preliminary testing, and final administration, the researcher utilized a series of exploratory factor analyses to explore the internal factor structure and relationships between items and resulting factors. The final EFA sample consisted of 112 children between the ages of 8 and 12 years recruited from various settings including three elementary schools, two mental health counseling clinics, and one private practice mental health agency. Exploratory factor analysis revealed a three-factor structure with 14 items. Refined model identified three factors later named count/significance, connect/belonging, and capable/striving. This initial exploration into the constructs of the Crucial Cs provides increased understanding of the widely used concepts. Further exploration and validation of the CCSR can help support parents and teachers in their efforts to foster healthy development of children as well as allow professionals and researchers to conceptualize progress and measure effectiveness of counseling intervention more accurately.

Mindfulness-based practices are associated with increased attentional qualities, improved self-focus styles, enhanced empathic understanding, and strengthened self-compassion, making these practices a viable addition to counselor training programs. However, current mindfulness training models are primarily designed for relief of psychological distress, stress reduction, and increased well-being rather than focused on enhancing therapeutic skills and require intensive time commitments that may present logistical difficulties for overburdened curricula and graduate students. This study piloted an on-line, eight-week mindfulness-based practices learning management system for counselors (MBLMS-C) with a specific focus on the cultivation of qualities associated with successful therapeutic relationships. Ten of forty-six recruited counseling master's students enrolled in their first basic skills course at a sample of accredited universities across the United States completed the exit survey. Data were analyzed using multivariate repeated measures analyses comparing pre- post- counselor relational qualities of mindfulness traits, empathy, self-focus style, and self-compassion. Results indicated no statistically significant difference with a partial ?2 = .73. What-if analyses (N = 30) indicated statistical significance may have been obtained given a larger sample. Variance was explained by increased self-compassion (partial ?2 = .34) and mindfulness traits (partial ?2 = .31) and decreased self-focus style rumination (partial ?2 = .23) …

The shortage of bilingual counselors is one barrier to young Latina/o children receiving mental health services. Child-centered play therapy (CCPT) is a developmentally responsive intervention based on the premise that play is children's natural means of communication across cultures. This randomized controlled study examined the effects of CCPT with young Spanish-speaking Latina/o children exhibiting clinical levels of school behavior problems. Participants were 57 pre-K to kindergarten Latina/o children (72% male; mean age = 4.0) randomly assigned to three treatment groups: CCPT with Spanish-speaking, bilingual counselors; CCPT with English-speaking, monolingual counselors; or active control (bilingual mentoring). Monolingual counselors participated in cultural competency training and supervision with bilingual counselors and supervisors. According to independent observers and teachers blinded to children's group assignment, both the bilingual CCPT group and the monolingual CCPT group demonstrated moderate treatment effects over bilingual mentoring, yet between-group differences were not statistically significant. Analysis of within-group change over time indicated that children in both CCPT interventions demonstrated statistically significant improvement, while the mentoring group did not. The percentage of children in each treatment group who improved from clinical to normal behavioral functioning suggests the clinical significance of the findings: 80% bilingual CCPT, 70% monolingual CCPT, 15% bilingual mentoring. Overall, …

Neuroscience is a relevant topic for counseling and counselor education, and it is a required area of competency for accredited counseling education programs. Despite this required competency, current counseling literature scarcely addresses neuroscience in counselor education. I have designed the present study to address this scarcity by exploring counselor educators' experiences of incorporating neuroscience into the counselor education curriculum using a consensual qualitative research (CQR) approach. The purpose of this study is to create a foundational understanding of (a) what elements of neuroscience counselor educators are currently including in their courses, and (b) the experience of counselor educators with teaching neuroscience. I interviewed eight counselor educators about their experiences learning and teaching neuroscience. Six domains emerged from the interviews: (1) participants' background and experience, (2) influence of neuroscience on participants' teaching, (3) personal, academic, and professional responses to neuroscience, (4) ethical concerns and recommendations for neuroscience, (5) areas of interest and future research in neuroscience, and (6) counseling literature and publication in neuroscience. The information shared by the participants will contribute to future research of teaching effectiveness and outcomes using neuroscience in counselor education.

Professional counselors may choose to increase self-awareness and/or engage in self-care through the use of personal therapy. In particular, counselors may feel reluctant to pursue personal therapy due to stigma related to their professional identity. To date, researchers have paid limited attention to the unique concerns of counselors in personal therapy. The purpose of this phenomenological study was to explore counselors' experiences and decision-making in seeking personal therapy. I addressed the following questions: What contributes to counselors' decision to seek personal therapy? How do counselors make meaning of their experiences in utilizing personal therapy? Participants included 13 licensed professional counselors who had attended personal therapy with a licensed mental health professional in the past three years. I identified six emergent themes through adapted classic phenomenological analysis: presenting concerns, therapist attributes, intrapersonal growth, interpersonal growth, therapeutic factors, and challenges. Participants reported positive changes in personality and relationships, as well as several barriers specifically related to their counselor identity. Findings inform mental health professionals and the field of counselor education and supervision about the personal and professional needs of counselors. Limitations and future research directions are discussed.

A randomized controlled trial study was conducted to test the effectiveness of 16 sessions of the modalities of individual and group child-centered play therapy (CCPT) on improving social-emotional assets, including self-regulation/responsibility, social competence, and empathy. Participants were 56 students in four urban elementary schools in north central Texas, referred by teachers for disruptive or problematic behavior: 10 female and 46 male; ages 5 to 10 years with mean age 7.12; and 21 identifying as Hispanic, 17 as White, 8 as Multiracial, 1 as Asian, and 9 unspecified. Teachers and parents completed the Social and Emotional Assets and Resilience Scale (SEARS; Merrill, 2011) at pre- and post-treatment. With a significance criterion of p< .05, teacher reports provided no statistically significant results. However, parent reports indicated a statistically and practically significant interaction effect with a medium to large effect size, indicating a substantial improvement in children's scores from pre- to post-test attributed to group assignment. Mean differences indicated substantial gains in overall social-emotional assets, according to Total scores, in both individual and group treatment conditions as compared to the waitlist control group. Additionally, both individual and group play therapy was correlated with significant improvement with a large effect for the constructs of …

This study examined the effectiveness of child centered play therapy (CCPT) with academically at-risk 1st graders. In this quasi-experimental design, twenty-one 1st grade students were assigned to the experimental group and 20 students were assigned to the no treatment control group. The children in the experimental group received two 30 minute play therapy sessions per week for the duration of eight weeks. Three hypotheses were analyzed. A two-factor repeated measures analysis of variances (SPANOVA) were performed on each dependent variable to determine if the experimental group performed differently from the control group across time according to the pretest and posttest results of the Young Child's Achievement Test (YCAT), the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSAYC), and the Student-Teacher Relationship Scale (STRS). Additionally, partial η2 was calculated to determine practical significance. One hypothesis was retained at the .05 level of significance. Findings indicated that academically at-risk 1st graders who participated in CCPT scored statistically significant higher on academic achievement. Specifically, children assigned to the experimental group demonstrated a statistically significant increase in Early Achievement Composite (p = .03) when compared to children assigned to the no treatment control group. No statistical significant results were found …

The effectiveness of a pre-graduation animal assisted therapy internship site was investigated through an ethnographic, phenomenological methodology with mixed-methods components. A total of 12 participants who fit into either the category of supervisor, intern, or administrator involved in the animal assisted therapy practice, were interviewed. A research team analyzed the qualitative interview data and researcher participant field notes and came to a consensus of eight major themes: ranch environment, ranch modalities, community impact, counselor development, relationships, partnership, sense of purpose, and the COVID-19 pandemic. Past historical client data were analyzed (n = 47) to investigate effectiveness of the AAT internship cite through the lens of the clients. Historical client data was divided into three categories, dependent on the client's age and the assessment taken: Adult Self Report (ASR), Youth Self Report (YSR), and Child Behavior Checklist (CBCL). A paired t-test was run for each assessment group to compare the means of the pre-assessment scores and the means of the post assessment scores for the total problems scale and anxiety problems scale. There was a statistically significant decrease in anxiety problems for the CBCL group. There was a marginally statistically significant decrease in total problems for the CBCL group. There were …

Depression in childhood is a significant mental health concern, impacting cognitive, affective, social, behavioral, and physical domains. Children who experience depressive symptoms are at an increased risk for physical and mental health, social, and behavioral problems throughout adulthood. Children who are marginalized due to their socioeconomic status, racial and ethnic identities are at an increased risk to experience depression and limited access to mental health care. Further, previous research has demonstrated limited efficacy of depression treatments for young children. In this study, I examined the efficacy of child-centered play therapy [CCPT], a culturally and developmentally responsive treatment, on depression among young children. Participants were 71 children from five Title 1 elementary schools in the southwestern U.S. referred by school personnel for depressive symptoms (49 males, 22 females; ages 5-9, mean age M = 6.21). The sample consisted of 14 (19.7%) African American, 3 (4.2%) Asian American, 15 (21.1%) biracial, 19 (26.8%) Caucasian, and 20 (28.2%) Latino children. Participants were randomly assigned to eight weeks of twice-weekly CCPT treatment group (n = 34) or a waitlist control group (n = 37). Results of doubly multivariate repeated-measures MANOVA revealed statistically significant improvement in depressive symptoms for children who participated in CCPT on …

At the University of North Texas, and as per the Council for Accreditation of Counseling and Related Educational Programs (CACREP) standards, masters students in counselor training are required to choose a personal theoretical approach to the counseling process. The purpose of this study was to investigate an experimental counseling theory identification procedure compared to the traditional procedure of helping students identify a personal theory of counseling. The investigation assessed the effect on 1) counselor self-report of confidence in theoretical orientation selection/identification, and 2) the degree to which a student consistently identifies, conceptualizes and utilizes a particular counseling theoretical approach. Volunteer participants (n=35) were recruited from three sections of COUN 5660 and were randomly drawn to group assignment within each class. The experimental condition focused on exploration of personal beliefs related to human nature, maladjustment and the nature of change as a basis for theory selection. The comparison group received the standard theory selection activities. The TCQ and TOPS-R were used to examine the effect of treatment and were administered at three points of time. Data was analyzed using a split plot ANOVA to examine group differences, changes across time, and the possible interaction of change with group membership. Statistical and …

The purpose of this study was to examine the effectiveness of a play-based teacher consultation (PBTC) program on individual teachers’ interpersonal classroom behaviors and teacher-child relationships. The research questions addressed the application of child-centered play therapy principles and PBTC increasing teacher responsiveness, decreasing teacher criticism, and enhancing teachers‟ perceptions of the teacher-child relationship in elementary school classrooms. Single-case design was utilized to examine eight teachers‟ perceptions over 16 weeks. The sample included 8 White female teachers from three local elementary schools. Teacher ages ranged from 28 to 59 years old. There were 5 kindergarten, 1 first grade, and 2 second grade teachers. The teachers participated in one educational training session followed by play sessions with children of focus and interactive modeling sessions. Trained observers, blind to the study’s purpose, utilized the Interaction Analysis System in classroom observations of the teachers, three times per week, to examine teachers’ interpersonal skills. Additionally, the teachers completed the Student Teacher Relationship Scale for the children of focus before and after the play session phase to examine change in the teacher-child relationship. Visual analysis of the data indicated the PBTC’s overall positive impact. 5 out of 8 teachers demonstrated increases in teacher responding scores at …

This randomized controlled study is a preliminary investigation on the effects of Child-Parent Relationship Therapy (CPRT) with 61 adoptive parents. The participants in this study identified themselves as the following: 54 European American, 3 Black American, 3 Hispanic/Latino, and 1 individual who chose not to indicate ethnicity. The study included 23 couples and 15 individual mothers. The CPRT is a structured, time limited approach that trains caregivers to be an active participant as a therapeutic change agent in their child's life. Results from a two (group) by two (measures) split plot ANOVA indicated that adoptive parents who participated in 10 weeks of CPRT reported statistically significant decreases in child behavior problems and parent child-relationship stress. Statistically significant increases in parent empathy were also reported by raters blinded to the study. CPRT demonstrated a medium to large treatment effect on reducing children's behavior problems and parent-child relationship stress. In addition, CPRT demonstrated a large treatment effect on increasing parental empathy. The results of the study provide preliminary support for CPRT as a responsive intervention for adoptive parents and their children.

This quasi-experimental study examined the effects of child-parent relationship therapy (CPRT) with low income first generation immigrant Hispanic parents. Forty-eight parents were randomly assigned by school site to the experimental group (n=24) and to the no treatment control group (n=24). A two factor (Time x Group) repeated measures analysis of variance was performed to examine the effects of group membership (experimental, control) and time (pretest, posttest) on each of the six hypotheses. Dependent variables for the Spanish version of the Child Behavior Checklist (CBCL) included Externalizing Problems, Internalizing Problems, and Total Problems. Dependent variables for the Spanish version of the Parenting Stress Index (PSI) included Child Domain, Parent Domain, and Total Stress. Results indicated that from pre-test to post-test, parents who participated in the CPRT treatment group reported a statistically significant improvement on their children's behaviors at the alpha .025 level (Internalizing Problems p< .001; Externalizing Problems p< .001; Total Problems p<.001) when compared to children whose parents did not participate in CPRT. Partial eta squared (ηp2) further indicated that the effects of CPRT treatment on the experimental group compared to the control group from pre-test to post-test was large (ηp2 = .56; ηp2 = .59; and ηp2 = .68, …

Parents of children with autism experience high degrees of stress. Research pertaining to the reduction of parental stress in families with a child with autism is needed. In this study, the relationship between family resilience, parent gender, and parental stress was examined. Seventy-one parents of young children with autism were surveyed. Regression and correlational analyses were performed. Results indicated that the vast majority of respondents reported significantly high levels of stress. Lower degrees of parental stress were correlated with higher degrees of family resilience. Family resiliency factors were significant contributors to the shared variance in parental stress. Mothers of children demonstrated higher levels of stress than fathers. Suggested explanations of these findings are presented and clinical and research implications are provided. The findings of this study provide evidence for the importance of facilitating family resilience for parents of children with autism and affirm differing stress levels between mothers and fathers.

Teachers appear to feel challenged by children’s off-task behavior in the classroom. Children’s off-task behavior can result in reduced academic engagement, increased teaching stress, and strained teacher-child relationships. The purpose of this study was to investigate the impact of kinder training on young children’s on-task behavior in the classroom. This study utilized an experimental single-case methodology and a multiple baseline across subjects design. Three elementary school teachers conducted weekly individual play sessions with students they identified as frequently exhibiting off-task behavior. The three children ranged in age from five to six years: two males and one female, two Caucasian non-Hispanic and one biracial. Two trained observers repeatedly assessed the child participants’ on-task behavior using the Direct Observation Form throughout the baseline and intervention phases. The findings provide support for kinder training as an effective play-based professional development-training model that can improve children’s on-task behavior. Results demonstrated that all child participants showed improvement in on-task classroom behavior. Visual analysis revealed that all child participants demonstrated a positive change in on-task behavior during the intervention phase. All teacher participants reported observing improvement in the child participants’ on-task behavior and teacher-child relationships. Teachers’ post-intervention reports supported the notion of reciprocal interactions among teacher-child …

Early childhood is a critical period during which children develop social-emotional competence that will affect future success. Developing social-emotional assets is of importance for kindergarten children because of their concurrent cognitive and social changes as well as the experience of transitioning from home to school environment. A growing number of schools have adopted social-emotional learning (SEL) programming to focus on fostering children’s prosocial behaviors through direct instruction and engaging activities in classroom settings. However, some researchers have proposed that learning should capitalize on children’s natural interests rather than adult-determined agendas. Based on theoretical assumptions regarding potential effectiveness of child-centered group play therapy (CCGPT) as a treatment modality, I sought to explore the effects of CCGPT on social-emotional assets of kindergarten children utilizing parent and teacher reports across pretest, posttest, and one-month follow-up. Additionally, given that group sizes have been inconsistent and rarely explored across previous studies, I investigated the therapeutic aspect of group sizes in CCGPT outcome by comparing 2-member and 3-member CCGPT groups. Forty-three participants with mean age of 5.14 were recruited from three elementary schools, including 19 Hispanic, 14 Caucasian, and 10 African American. Twenty-one participants were randomly assigned to the intervention group receiving a mean of 15.32 …

The purpose of this study was to examine the impact of ABC on adaptive functioning in high school males. Specifically, a pretest/posttest, experimental design (N = 46; Caucasian = 26, Hispanic = 20) was used to examine the changes in adaptive and maladaptive functioning in ABC participants (n = 21) compared to those in a control/waitlist group (n = 25) as measured by the Behavior Assessment System for Children, second edition (BASC-2). Participants randomly assigned to the treatment group engaged in 10 ABC sessions. In order to better understand group process in ABC, I had experimental group participants complete the Group Climate Question Short form (GCQ-S) three times during the intervention. A mixed between/within subjects ANOVA of the BASC-2 scores revealed a statistically significant increase in adaptive functioning for both groups, F(1, 33) = 8.58, p < .01, with a partial eta squared of .21 indicating a large effect. There was no statistically significant difference between the experimental and control/waitlist groups, F(1, 33) = .064, p = .80, and a very small effect size (partial eta squared < .01). A repeated measures ANOVA of the GCQ-S scores revealed a statistically significant increase in engagement, F(2, 38) = 4.067, p = …

The purpose of this study was to confirm the four-factor model of the Child Interpersonal Relationship and Attitudes Assessment (CIRAA) in order to establish the instrument’s factor/structure validity using a sample different than that used in instrument development. The CIRAA was the first parent-report instrument based on child-centered theory and designed to measure play therapy outcomes. Its four factors are Self-Regulation (formerly Self-Control), Interpersonal Relationships, Coping Skills, and Internal Locus of Evaluation. For this study, the CIRAA was administered to 206 parents; their children were 75 females and 131 males aged 3 to 10 years old. The distributions of children’s genders and ages in this study were similar to the distributions of the sample used to develop the CIRAA. Based on confirmatory factor analysis results of overall goodness-of-fit indices; localized areas of strain; and interpretability, size, and statistical significance (p < .001) of the model's parameter estimate, the four-factor model of the CIRAA was confirmed with both theoretical and empirical support. Internal consistency reliability for the subscales and total score were acceptable, with an overall reliability coefficient of .928. A medium negative correlation (r = -.417, n = 47, p < .01) was found between the CIRAA total scores and …

The current study is the first repeated-measures design exploring the impact of child-centered play therapy (CCPT), an evidence-based child psychotherapy intervention, on autistic children's social-emotional assets, and emotional and behavioral problems across four times during intervention based on teacher reports. Participants consisted of 19 autistic children recruited from two Title-1 elementary schools in the southwest United States who were aged between 5 years and 8.25 years (M = 6.22, SD = .91), presented with varied levels of cognitive functioning and speech and language abilities. Over 60% of participants were identified by their parents as children of color. Results indicated participants' increased time in CCPT predicted statistically significant improvement in social-emotional assets measured by Social-Emotional Assets and Resilience Scales-Teacher (SEARS-T) total score with a large effect size. Results also indicated participants' increased time in CCPT predicted a statistically significant reduction in emotional and behavioral problems of irritability, social withdrawal, and hyperactivity/ noncompliance, measured by Aberrant Behavior Checklist-Second Edition (ABC- 2), with large effect sizes. Findings of this study revealed substantive changes in social-emotional assets as early as 8 CCPT sessions, and reduction of emotional and behavioral concerns as early as 12 CCPT sessions. Clinical significance, implications for practice, and limitations of …

The purpose of this transcendental phenomenological inquiry was to explore the experiences of adoptive parents who have Black transracially adopted children. More specifically, I sought to understand how the parents perceived their child's cultural and racial identity development and how they perceived the child-parent relationship. Therefore, I used the cultural-racial identity model created for transracial adoptees as a theoretical framework to answer the following questions: What are Black transracially adoptive parents' perceptions of their child's racial/cultural identity development? What are Black transracially adoptive parents' perceptions of the parent-child relationship? Upon approval from the Institutional Review Board, six transracially adoptive parents with Black transracially adopted children participated in this study. Participants engaged in a 60-minute interview that was transcribed and coded to develop themes consistent with other participants. There were six themes identified from the data: (a) experience of the child-parent relationship, (b) impact of trauma, (c) becoming a transracially adoptive parent, (d) cultural, racial, ethnic, identity development process (CREID), (e) encounters with microaggressions, and (f) cultural socialization practices. Implications and conclusions drawn from the themes were identified for transracially adoptive parents, counselors, counselor education programs, and transracial adoption researchers to inform culturally responsive practices when working within the adoption kinship …

Research has indicated that filial therapy, an approach in which parents conduct play sessions with their young children, has strong effects on the participating parents and children. As a result, some have speculated that filial therapy improves the family system; however, minimal research exists to support this claim. Using a single-case, time-series design, I examined the impact of child parent relationship therapy (CPRT), a filial therapy approach, on the functioning of 8 diverse families (two-parent, biological children = 4; two-parent, adopted children = 3; single-parent, biological children = 1). 15 parents and 17 children (male = 15, female = 17) participated in the study. All but 1 parent was Caucasian. The children were more ethnically diverse (Caucasian = 5, Hispanic/Caucasian = 5, Hispanic = 3, Asian = 2). Parents’ ages ranged from 29 to 49 and children’s from 2 to 13. Results from simulation modeling analyses (SMA) indicated that 6 of 7 families experienced a statistically significant improvement in their targeted areas of family functioning, and the average effect size was moderate. Results from self-reported measures indicated that 7 families experienced notable improvements in family satisfaction, 4 in cohesion, 3 in communication, and 1 in flexibility. Data from an observational …

Lesbian, gay, bisexual, transgender, questioning, intersex, and queer (LGBTQIQ) adults are more likely to report experiences of complex trauma, and have detrimental mental health effects as a result, when compared to cisgender, heterosexual adults. However, LGBTQIQ adults have excellent capacity for resilience. In this phenomenological investigation, I explored the lived experiences of resilient LGBTQIQ emerging adults (N = 11) who have histories of complex trauma. Five themes emerged as a result of this study, including (a) abuse and neglect, (b) emotional experiences during and after trauma, (c) connections are essential, (d) getting through hard times, and (e) struggles in the counseling process. The results indicated implications for counselors and counselor educators to better address the experiences of complex trauma and identify resilience in LGBTQIQ emerging adults. Recommendations are provided to counselors and counselor educators for integrating knowledge and actions into their counseling, teaching, and supervision practices, as well as for parents and caregivers, teachers and school personnel, and policymakers.