Journal of Humanistic Counseling最新文献

{"title":"Toc","authors":"","doi":"10.1002/johc.12140","DOIUrl":"https://doi.org/10.1002/johc.12140","url":null,"abstract":"","PeriodicalId":45214,"journal":{"name":"Journal of Humanistic Counseling","volume":"61 3","pages":"141"},"PeriodicalIF":0.9,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/johc.12140","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137516539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Becoming existential counselors: Co/autoethnography of students’ identity formation","authors":"Anna-Sophie Holliday,&nbsp;Elliot Townley,&nbsp;Javier F. Casado Pérez,&nbsp;Sarah M. Roundtree","doi":"10.1002/johc.12195","DOIUrl":"10.1002/johc.12195","url":null,"abstract":"<p>We present the co/autoethnography of two counselors-in-training (CIT) working to integrate existentialism into their emerging practice. Autoethnography examines unique insights from the iterative and reflexive processes that two CIT engaged with when establishing an existential counseling practice. We discuss these lived experiences in relation to existentialism, theoretical selection, and graduate student development.</p>","PeriodicalId":45214,"journal":{"name":"Journal of Humanistic Counseling","volume":"61 3","pages":"184-197"},"PeriodicalIF":0.9,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43007523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction to the special issue","authors":"Ann Shillingford,&nbsp;Lynn Bohecker","doi":"10.1002/johc.12179","DOIUrl":"10.1002/johc.12179","url":null,"abstract":"&lt;p&gt;We believe this special issue provides necessary contributions to counseling literature, increasing awareness and knowledge of humanistic systems disruptions and recovery. Numerous current events have brought the United States to its knees. From COVID-19 to racial unrest, the burden of unpreparedness has challenged our ability to stand these tests of time. Many systems have been exposed including, health care, education, race relations, and the virtues of government. Although the long-term effects of these issues are unknown at this time, there is much that counselors can do to promote systemic recovery. This special issue contains contributions that provide suggestions for healing and recovery of our current society and the impact on children, families, schools, and communities. We hope the articles found in this issue will inspire counselors and scholars to continue to do the work required to address these important systemic challenges.&lt;/p&gt;&lt;p&gt;We want to acknowledge the researchers and authors of the individual articles contained within who shine a light on systemic issues and recovery, the work has only just begun. Within this issue are three conceptual pieces and two research studies. Conner provides an overview of systemic oppression in education settings and proposed child-centered interventions that may aid in disrupting systemic oppression within the education system for black children. A case study provides a concrete example and highlights the necessity for school counselors to understand racism, discrimination, the effects of marginalization on Black children, and to advocate and disrupt systemic oppression. The child-centered interventions contained within this article may be helpful for both school based and clinical counselors. Luke addresses the added stress of the pandemic and presents eight principles for humanistic responsiveness for working with children and adolescents. Solomon and colleagues address the battle fatigue experienced by teachers of color due to racism in the workplace. The authors provide coping strategies and mindfulness interventions to increase self-compassion and reduce emotional fatigue for teachers of color.&lt;/p&gt;&lt;p&gt;Just as the positive relationship between self-care and compassion satisfaction is intuitive, so is the negative relationship between self-care and burnout, and self-care and secondary traumatic stress. However, Velez-Cruz and Holstun provide empirical evidence that these intuitive relationships are correct. Not only are the relationships statistically significant, but the medium and large effect sizes of the correlational analyses make these results noteworthy for the role of physical and emotional self-care in relationship with compassion satisfaction, burnout, and secondary traumatic stress. Because of the general humanistic aspects of these elements in connection with one's work (self-care, compassion satisfaction, burnout, and secondary traumatic stress), it is likely possible to generalize","PeriodicalId":45214,"journal":{"name":"Journal of Humanistic Counseling","volume":"61 2","pages":"76-77"},"PeriodicalIF":0.9,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/johc.12179","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47084635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Toc","authors":"","doi":"10.1002/johc.12138","DOIUrl":"https://doi.org/10.1002/johc.12138","url":null,"abstract":"","PeriodicalId":45214,"journal":{"name":"Journal of Humanistic Counseling","volume":"61 2","pages":"75"},"PeriodicalIF":0.9,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/johc.12138","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137646898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The power of sharing meaningful moments: A Buberian analysis of a counseling intervention","authors":"Jacky van de Goor,&nbsp;Anneke M. Sools,&nbsp;Micole M. Smits,&nbsp;Gerben J. Westerhof","doi":"10.1002/johc.12194","DOIUrl":"10.1002/johc.12194","url":null,"abstract":"<p>“All real living is meeting”. This study presents an empirical study of the way a sense of meaning-as-connectedness is brought about in a group counseling intervention in which meaningful moments are shared. Results from a thematic analysis exemplify and at one point extend Buber's philosophy of meeting.</p>","PeriodicalId":45214,"journal":{"name":"Journal of Humanistic Counseling","volume":"62 1","pages":"41-56"},"PeriodicalIF":0.9,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/johc.12194","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48346065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"I am awake: A case for Buddhist psychology as a theoretical orientation for spiritual but not religious clients","authors":"Adam H. Brandt","doi":"10.1002/johc.12186","DOIUrl":"10.1002/johc.12186","url":null,"abstract":"<p>The spiritual but not religious (SBNR) identification is a burgeoning demographic with unique spiritual concerns often unmet by Eurocentric mainstream counseling theoretical orientations. This article presents an overview of Buddhist psychology, its intersection with SBNR values, and how Buddhist psychology may be a relevant theoretical orientation for SBNR clients.</p>","PeriodicalId":45214,"journal":{"name":"Journal of Humanistic Counseling","volume":"62 2","pages":"62-76"},"PeriodicalIF":0.9,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/johc.12186","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42098252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Black children matter too: Disrupting systemic oppression in education","authors":"Charmaine Conner","doi":"10.1002/johc.12178","DOIUrl":"10.1002/johc.12178","url":null,"abstract":"<p>The purpose of this article is to propose child-centered interventions that may support disrupting systemic oppression within the education system for Black children. The author shares Black children's experiences in the U.S. education system and how child-centered interventions may be helpful for both school and school based clinical counselors.</p>","PeriodicalId":45214,"journal":{"name":"Journal of Humanistic Counseling","volume":"61 2","pages":"78-91"},"PeriodicalIF":0.9,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45283660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The client–counselor encounter: Assessing relational depth and motivation to change in substance use disorder treatment","authors":"Elliott Woehler,&nbsp;Dee Ray","doi":"10.1002/johc.12185","DOIUrl":"10.1002/johc.12185","url":null,"abstract":"<p>This nonexperimental field study examined the relationship between participant reported experiences of relational depth (RD) with their individual counselors in substance use disorder (SUD) treatment and participant reported motivation to change substance use. Participants in the study were clients enrolled in inpatient and outpatient levels of substance use disorder treatment.</p>","PeriodicalId":45214,"journal":{"name":"Journal of Humanistic Counseling","volume":"61 3","pages":"158-169"},"PeriodicalIF":0.9,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47427778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School counseling for college and career readiness using Existential Theory model: A humanistic approach to counseling students of color in urban school settings","authors":"Clewiston D. Challenger,&nbsp;Kevin Duquette,&nbsp;Ikone T. Mason","doi":"10.1002/johc.12184","DOIUrl":"10.1002/johc.12184","url":null,"abstract":"<p>Urban school counselors face unique challenges, and traditional approaches have proven inadequate. Grounded in existential theory and Super's Career theory, the School Counseling for College and Career Readiness Using Existential Theory (S3CRET) model fosters identity development and existentialist understanding within postsecondary decision-making. Implications and suggestions for implementation are discussed.</p>","PeriodicalId":45214,"journal":{"name":"Journal of Humanistic Counseling","volume":"61 3","pages":"198-210"},"PeriodicalIF":0.9,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/johc.12184","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43566550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Is humanism the antidote? School counselor conversations disrupting the impact of systemic racism on college attendance","authors":"Lorise D. Grey,&nbsp;Jason L. Vannest,&nbsp;Rebecca J. Vannest,&nbsp;Julia B. Smith","doi":"10.1002/johc.12176","DOIUrl":"10.1002/johc.12176","url":null,"abstract":"<p>School counselors may be integral in disrupting racial disparities in college attendance by increasing conversations about college using humanistic approaches. A covariate analysis of family income, family education, and math performance, of 14,520 Black and White students from 944 schools, revealed factors impacting conversations about college.</p>","PeriodicalId":45214,"journal":{"name":"Journal of Humanistic Counseling","volume":"61 2","pages":"128-138"},"PeriodicalIF":0.9,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44346129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}