Lees DOCUMENT RESUME 5D 418 368 ca 028 298 AUTHOR Magnuson, Sandy, Ed.; Nores, Ken, Bd ‘TITLE Alabama Counseling Association Journal, 1997-1998 PUB DATE 1998-00-00 nore: 126p.; Published semianual ty. Pup ryPE Collected Works - serials (022) JOURNAL CIT Alabama Counseling Association Journal; v23 n1-2 Sum 1997. in 1998 EDRS Price MPOL/PCO6 Plus Postage. DESCRIPTORS Reademic Achievenent; Admission (School); College seudents; ‘counseling: Counselors; Disabilities: Employment; Ethics; Experience; Higher Education; Homosexuality; Interviews; Job Satisfaction; Mental Health; ‘Mental Health Programs; Opportunities; Predictor Variables; School Administration: Success; Supervision; Surveys; ‘Training IDENTIFIERS *Alabama; Appalachia; Developmental ‘Theory; Interpersonal Process Recall; Miller Analogies Test; Public Agency Rehabilitation Counselors; Solution Focused Therapy; variables ansTeAct ‘This document consists of the two issues of the “Alabama Counseling Association Journal” published during 1997. The focus of the journa? is on communicating ideas and information that will help counselors to implement the counseling role and develap the profession of counceling The following articles are contained in issue 1: "Management aod Administration of Nental-Mealth Centers: Options and Opportunities,” Valerie Lawrence and Allen Wilcoxon; “Perceptions of Employment Variables and Individuals with Specific Disabilities,” Nickele Chism and Jamie Satcher; “Counseling Students’ Preparation and Experiences in Ethics: A National Survey," Debra C, Cobia and Robert £. Kiedinger; “The Miller Analogies Test and Undergraduate Grade Point Average as Predictors of Success in a Masters Level Counselor Education Program,” Ken Norem and Sandy Magnuson; and "Predicting success of Students Enrolled in Hasters Level Counselor Education Programs with a Structured Interview: Preliminary Findings," Kon Norew and Sandy Magnuson, Issue 2 supplies tips for successful submission for publication and offers recommendations from the ALCA. Articles are “Interpersonal Process Recall and Solution-Focused Process Recall in the Supervision of Counselors," Basilia C. Softas-Nall, Christine A. Brier, and Tracy D. Baldo; "Predictors of Job Satisfaction among Public Rehabilitation counselors in Alabama," Marcheta MeGhee and damie S. Satcher; “Mental Health Counseling in Rural Appalachia," Dale V. Wayman; "Homosexuality and Disability: Considerations for Rehabilitation Comselor Pre-service Training," Jamie §, Satcher, Karla Carmichael, and deff Todd; "Review of Admission Provedures of Counselor Education Programs," Penny Chi-Sing Li, Richard Canada, and Mee-Gaik Li; and "The Impact of Developmental Theory on Individual Counseling," Pamela 0. Paisley and Glenda T, Hubbard. (HKA) . Reproductions supplied by EDRS are the best that can he made + a From the original document .ED 418 364 aah ewe COUNSELING Pe earn loner dCanmnatheneren irene FOUEAIONN, RESOUTCES INFORMATION PERWISSION TO REPRODUCE THIS MATERIAL HAS @EEN GRANTED OY GAMacausan TO THE EDUCATIONAL RESOURCES INFORM. SUMMER 1997 BEST COPY AVAILABLE‘An official pablicaton of The Atabama Coun. seling Associaton, The Alabama Counsel “Assocation Journals published twice a year. A primary purpose is to communicate ideas and information which can help courseors ina va ety of work sertingsimpement their counsling rules and develop the profession of counseling The Journal may include thought provoking arucles, theoretical summaries. tepotts of research, desenpuve techniques, summaries of presentatinns, discussions of professional issues. reader reacts, and reviews of books or media. SUBSCRIPTION: Subscription o The Journal és inefuded in the dues for membership in The Alsbatna Counseling Assocation. Non-member subserptions ate $1008 annually singe copes ane availa $5.08 anise. Request fa sh ons single capes. on memberships should be addressed Dr Erm, Wand ALCS Frevunve Secretary Staton %. Universi of West Alubomns Lasimgston, Abana 3470 Telephune 2080082.3828 CHANGE OF ADDRESS: Members stouki rept abies changes to Dr sin L, Wola je alwne Inte atldhess Undelete copes sate from Ald cates will aot Be replaced. but nay be purchased atthe single issue peace thee clam for undelivered enpies oust be mae thin + mnths of publication PERMISSIONS: ALCA reserves the ight to sumiosize tepentng of Jul ances for eb aor paepones to andividuas requesting such m asthe aubrey mission J mss hee iis mot ple bo uy the author wth eeasonabhe elt, the on eesere the Fight to fat pe Swat repin ato pemnss of taut 1. toe reproduction should be directed to the ALC V Executve Secretary MANUSCRIP! ec, ad ters a thy Sede of guar, counsel ue encourage bot ica rarity ll he sels frome ved entuters te Guanes tor 3 The Alabama Counseling Association Journal ‘Authors must be submitted tothe co-editers Ken Norem and Sandy Magnuseo 31ST McGobee Road #13 ‘Afonigomery, Alabama. 36111 kusnl@a0l. com 3347229-4253 (Ken's office) 205/348-2902 (Sandy's office EDITORIAL BOARD: The ALCA Journal Editorial Board consists of one representative tivation of The Alabarta Counseling ion. Members serve three Year tems for Which a rotation system has been established ‘The pamary function ofthe Editorial Boards 10 deters the conten of publeatioss. [At Teast two members of the Editorial Board read each manuscript through an anonymous honoraria or travel funds are trial Board Members, respective divisions, and terns ae Darrell Luezo ALACES 199.1999 Frank Hrabe ALCCA 1996-1909) Windell Wallamson ALAMEC — 196.1999 Jamie S. Carney ALASGAY 197 290 Margaret Walon ALAHEAD 1997-20080 ALCDA 1997-2000 Cher) Stat atshueh ALASERVIC 1995-1998 Naney Bele ALSCA. | 1905:1095, Judith Harrngion— ALMHCA. 1995-199 Janne Satcher ALDARCA 1995-1998, Joyee Rhoden ALAMICD 1996-1999) Une ALCA Journal published under the dee tion of The Aluhuma Counseling: Ssecraon Execute Couey). The ofcets are President feta MeGibee eanery. Alabama Sherry Quan Helens, Aluban (Cheri Sonith Fiviueh Montevallo, Aahoma Secretary ‘Rarhernne Niet Hose, Alabama Present ect Past Present Treasurer Carol Furvee srmingham, Nlabana thstoran Joann Schran Greene, Abibatns Part Frank Hohe Montgorners. AfahamaIhe perpeses of the Alabama Counseling Ausocialion are te enhance individual ts promele the counseling profession. publication of scientific, education, and professional lileraluneThe Alatama Counseling Association Journal Volume 23, Number 1 ‘Summer, 1997 Comments from the Co-Editors Sandy Magnuson and Ken Norem Articles Management and Administration of Meatal-ffealth Centers: Options and Opportunities Valerie Lawrence Allen Wilcoxon, Perceptions of Employment Variables and Individuals with Specific Disabitities Michele Chis Jamie Satcher Counseling Students’ Preparation and Experiences in Ethies: A National Survey . Debra C. Cobia Robert F. Kiedinger ‘The Miller Analogies ‘Test and Undergraduate Grade Point Average as Predictors of Success in a Masters Level Counselor Education Program ..- Ken Norem Sandy Magnuson Predicting Success of Students Enrolled in Masters Level Counsclor Education Programs with a Structured Interview: Preliminary Findings. Ken Norem Sandy Magnuson Guidelines For AuthorsComments from the Co-Lditars We stepped into this new Alabama Counseling Association role with extensive support from previous ALCA Journal Editors, actively involved Editorial Board ‘members, and many valued ALCA friends, We have already discovered a greater magnitude of responsibility than we anticipated: a¢ the same time we have found the various tasks required to edit The Journal to be challenging and satis(ving. We have appreciated the opportunity to review manuscripts and become profes- sionally acquainted with authors. We have atso enjoyed a fresh context for net- working with colleagues on the Editorial Board and friends who have previously edited The Journal, Undoubtedly like many ALCA members, we find previously given minimal thought to the purpese of The ALCA Journal. Two previous editors with whom wwe have worked closely during the past three months have frequently alluded 10 The Journal's mission. We, of course, have alse eeferred to it several times as we have made editorial decisions. We'd like to amplify on elements of the official statement of purpose. “The purpose of The Alabama Counseling Assaciation Joumal is w conmu- nicate ideas and inforanation which can help counselors in a variety of work set- tings implement their counseling role and develop the profession of counseling.” Indeed. this calls for selection of manuscripts that address the various settings in which our members cortrifute counseling services, It also reminds us that The Journal is another mechanism te advanee the profession of counseling “A. function of The Journal is wo sttengihen the comnton bond among coun- selors and to help maiatain a mutual awareness of the roles, the problems, and the progress of the profession at its various levels.” Again, ours is a journal that rtist be relevant to counselors working in a variety of settings, atthe same time it pro- vides an opportunity fer us to appreciate the similarities and differeaces oF the various roles we fill within the profession of counseling. We are alarmed wlten counselors in one sector express disinterest in professional knowledge generated in other specialty areas. We challenge readers to consider the possibility of a strengthened bond as they consider relevance of various articles, We also enowtur- age ALCA members in diverse work seitings fo strengthen instividual and collee- tive bonds by collahoratia on manuscripts “Thought provoking articles, theoretical summaries, reports of reseach, descriptive techniques. summaries of presentations, discussions of professional issues. reader reactions, and review of books or media are highly cegarded.” Yes, they are highly regarded! “Manuscripts that are either theoretical-phitosophical or research-nriented. should contain diseu'sions of implications and/or practical applications.” This is often an area reviewers note as lacking. We encourage authors to address this important mission element when they prepare maascripts. “Authors should ground their wosk with an appropriate review of related fit. erature.” Indeed, we have been handed a rich legacy af profession! Siterature VOLUME 23, NuMaeK * SumMeR 1997 1from which to draw, Writees may be inspired by the thought that published man- scripts become part of the legacy ot which authors of the future will draw! While archival literature is valued. respected and appropriate for certain citations, the review of literature should focus on contemporary books, aeteles, or papers. As co-editors we have articulated a personal mission statement. We aie com- mitted to encouraging and promoting authors representing a full spectrum of writ- ing experience. To that end, we ask the Editorial Board to provide extensive feed- back (0 authors. Whether oF not manuscripts are accepted, we endeavor 10 offer suggestions that will assist them in strengthening their professional writing skills as well as the present manuscript. Iris with pleasure that we introduce The ALCA Journal. Volume 23, Number 1 All anicles in this issue were submitted to the previous editor, Joel Farrell, who cither initiated or completed the review process. We appreciate Joel's working with ALCA Past President Meg Smith to facilitate a comfortable and expedient editor transition, We also appreciate the auilyats’ paticrice with the review process compounded by that (ransiti Following an overview of organizational theory. leadership, and management, Lavresce and Wilcoxon's tead article examines the considerations administrators make in the administration of mental-health centers. The second article, by Chism and Satcher, describes a research study which assessed human resource manage- ‘ment students’ perceptions of various types of disabilities and selected employ. ment variables, (¢.g., productivity, coworker relations, and need for supervision). A clea implication of the study is that counselors has h wenk to do to “over- ‘come stereotypical assumptions about persons with specific disabilities. The final ihiee articles address counselor preparatic : and supervision. Cobia and Kiedinger report the results of a national survey of counselor education stu- denis’ preparation and experiences in ethics. In adil. to summarizing the val- ue students attacled to various types of ethics training, the authors address the students” perceptions of interactions between students and faculty ‘The last two articles are research studies assessing the predictive validity of enteance requirements for counselor education programs at a regional university in Alabama, ‘The first study investigated two traditional entrance requirements, undergraduate grade point averages and Miller Analogies Test scores. The Ginal article lends credibility to the use of a structasad interview for predicting. stu dents performance in a counseling practicum. We hope that practitioners and students will find value in these articles, and gain “awareness of the roles, the problems, and the progress of the profession at its various levels.” We will endeavor to provide a wider spectrum of topics in future issues. By the way, have YOU thought about submitting a mannseript? Guidelines for authors are included at the conclusion of this isste. KEN NokEM AND SANDY MAGNUSON ALABAMA COUNSELING ASSOCIATION JOURNALManagement and Administration of Mental-health Centers: Options and Opportunilios ‘VALERIE LAWRENCE AND S, ALLEN WILCOXON This article offers an examination of fundamental elements of organizational th on, dealership, aud management relative to audininisteation of comanuniey mete tal-healih agencies. Emphasis is noted for the applicability of these foundational elements of leadership for upper- and mid-level management within a communi- Iyagency. Specific discussion is alo offered reguuding unique considerations for ‘adninisirauors in these settings. Wien management of mentat health comers is discussed among helping pro- fessionals. a subsequent debate often follows. Such discussions typically focus upon whether clinicians who are not trained in organizational and management Plactices should be administracars, or if professional manager who hats tietited ‘raining in mental health vare should be respansible for administrative duties, Ide- ally, the most beneficial situation would scem to be for administrative leaders to have both hackgrounds. Thus, counselors who wave ap awareness and knowledge ‘of management and organizational practices can offer a nonclinical asset in men- tat health centers (Neugeboren, 1985). When mental health organizations offer only outpatient or minimal services, management is relatively uncomplicated. However, with the multitude of services being offered within typical agency settings and with the nancial constraints of contemporary times, management is a complex proposition for governmental agencies (ferrell & Jerrell, 1987). Management of a mental health center needs to be flexible and to fit the environment, ‘The key aspects of mainstream manage- ment theories can provide a basis for development of administrative principles applicable in community mencat heatth settings, This articte affers an overview of models, structures, and administrative styles that may be considered hy clini- cians and nonclinicians responsible for such administeative duties. ‘The article is, intesded to provide an examination of the Various considerations both novice and seasoned administrators must face in organizational management of mental- health care in community setings. Uslerte Launence, M.A, 1s a prwate practicing courselor ot Allanta, Geor- gia &. Allen Wilcoxon, EdD. it professor and chair of cawwcielor educa tion at the Viriuersily, of Alabama ix Tuscale-sa Correspondence concereng this article should be tent to 8. Allon Wileoran, EdD. Rox §70231, The Unworsily of Alabama, Tuscaloasa, Alabama 35487-0231. Address olecton- (a mad to auideoro@bamacd.ua-odu. Vouume 23, NUMBER 1» SUMMER 1997LAWRENCE /WILCOXON O? ganizational Functions and Structures Models of Organizational Functioning One of the more significant tasks of an organization is to define what is to be done and who is to do it. Tn this regard, organizations can be oriented toward a variety of models which represent composites of either {a} the Rational Medel, (b) the Political Model, or (c) the Standards Model of organizational functioning. ‘When considering haw a mental health ccater should operate, a comprehensive understanding of the various aspects of these models car help administrators to identify and address needs in the areas of staff relations, public relations, and funding (Silverman & Silverman. 1986).Within the Rational Model of organiza- tional functioning, actions are problem-centered and goal-directed. An organiza- tion employing this mode! is driven by earetul data collection and analysis before any substantive decision is made zelative to programming and evaluation. An attcactive element of the Rational Model isis efficiency and fiscal accountabili- ty. When employing the Ravional Model, all aspects of the organization are man- aged in terms of cost-effectiveness and prospective gains, An unfortunate artifact of the Rational mode! of organizational functioning in mental-health e2se is hat patient aceds may be considered after cost concems. Such an approach is often reflected in corporate ttanaged care systems, often reflecting decisions driven by ccost analysis rather than care. However. such decisions are often beneficial for sustaining at Icast minimal care in underserved settings rather than total loss of care due to cost-overrins, ‘A system implementing the Political Model of organizational functioning typ- ically reflects aetions based Upon negotiations instead af established goals and objectives This model often leads to power struggles and competition within the system. ‘The Political Model does not frame conflict as a negative activity but, rather, aS a source of motivation for interested parties, Bargaining and opportunity- based decisions are key characteristics in the Political Model. Therefore, imple- mentation of servives is generatly bused upon petmission being granted instead of needs being met (Silverman & Silverman, 1986). One of the Political Model's indisputable strengths és its cesponsiveness to public demands and tocal needs. Personnel in this type of organization often work closely with public representa- tives, resteting in substanial influence being exerted by external forces. Such cit- cumstances can affect both positive and negative perceptions among community Teaders. consequently affecting the “political” viability of the organization. ‘The Standards Mode! of organizational functioning ceflects an assuv.ption that ‘one way of operating the system can be determined and should be ° -plemented fy its leadership. ‘Thus, conformity among personnel and associates 1s one of the major goals of the Standards model. Organizations functioning under the Stan- dards Madel strive to offer the highest quality services within a predictable, reg- ented formal (Silverman & Silverman, 1986}. Such organizations usvally develop professionally-approved guidelines for practices which are then impl: mented on a wholesale basis by organizational staff. A linbility of this Mode! is g 3 4 ALABAMA COUNSELING ASSOCIATION JOURNALMENTAL HEALTH MANAGEMENT. that conflicts between professionals often stem from disagreements about inter- pretating the intented impact of standards (Silverman & Silverman, 1986). By contrast, many professinns have established, rational accreditation standards and expect al associated agencies/employees to adhere to these uniform guidelines. ‘Therefore, ths model derives its principal benefit from deferring to professional standards as the basis for decisions and as the driving Force for programming in an organization. Decisions selated 10 adopting a madeb of organization fanetioning are typi cally made at a high layer of admjnistrativemanagerial operations. Such deci sions are often the result of task forces at federal/state levels identifying a partie- ular need oF federalstate legis indating special serviees. Thus, when an organizational function is identified, such decisions typically serve as the basis, for driving si) subsequem! decisions relative to structure, etployees, ancl out- comes, In this regard, adopting an organizational fanetion is clearly an upper- management activity within a community mental health center, usually based on the directives of a stateflederal agency to establish a new organization oF the board of directors of an existing agency to expand/aller current orpanizational Jusclions, Such decwians typically preceed decisions refated to organizational structire Organizational Steuctare After the upper management of a community mental-health center agrees on how an ageney will function, its nest task is to define the structure Sor the om ization to employ in order to aceomphsh its organizational tunction. “Organiz Lional structure” refers to the activity patterns of staff members in their perfo mance af roles sel tasks wichin the system (Neugeboren, 1985), Organizational structure defines heitarehical power, agency accountability, and evaluation mieth- ods for agency employees. Organizational structure influences administration because jC drives the rules and procedures for organizational bebavior as well as definitions for assignment and performance evaluation for middle management and other stal?. Orgauizational steucture also tends to enstire unity within the sys- tem and conformity among staff. Organizational structure may he categorized as either Bureaucratic or Centralized/Decentsalized (Neugehoren, 1985 In the carly 1900s, Max Weber first described «in organizational structure which continues to he emulated by many aclininisteators (Abels & Murphy. 198. ‘The Bureaucratic structure fefleets the belief that individuals should be appoint. ced to positions based on their abilities and expertise. This hierarchical concept assumes that all managers have stperior authoray aad abilities that wilt allow them to insure compliance of the staff through their hierarchical control structure (Neugeboren, 1985). In mental health centers, it is beneficial for professional ctinicat employees to be involved in many aspeets of decision-making. Policy ‘and agency rules may be decided hy the tipper management. while their imple- mentation is affected by other employees. Unlike maay prafit-hased businesses with corporate ownership, mental-health centers feature substantive clinival Vor.tme: 23, NUMBER 1 * SUMMER 1997 aldLAWRENCE! WILCOXON, issues that are most often, and most log:ally, resolved by thase in elosest rox imity to the actual client concems. Therefore, mental-health centers typically fea ture only a miniraum of bureaveratie structure, although bureaucratic poli from governmental (c.g., Medicare/Medtcaid) or corporate agenctes (e.g. insur ance companies) often dictate compliance decisions relative to case management Clinical case staffing of clients is another area in which clinical professionals must be at the forefront of decisien-mmaking processes rather than upper-leve! uninvolved administrators attempting to impose an unworkable bureaucratic structure, Centralized and Decentralized organizational sivucture cefers to the focus of authority for decision-making in an onganization, A Centralized structure places all control at the top levels in the system while a decentralized structure delegates, decision-making © lower-level personnel (Simon. 1989). Typically. de-ceatral- ion connotes upper- and mid-level managerial expertise in evaluating and implementing programs. In circumstances where managers are expected 0 fute- won as professional experts to evaluate program decisions, a centtalized structure typically prevails, By contrast, circumstances in which managers do not have the professional expertise to evaluate all options within a program, decentralization, is necessary in organizational straciwre. Decentralization often predominates in organizations with multiple offices/satellitesAranches stemming from a central office. in this regard, the decentralized structure is almost essential for aa men- tal-health center with more than one central office and multiple branches/satellites. Mid-Level Management Mid-tevel managers are responsible for coordinating and integrating goals set by upporlevel managers as well as serving as a conduit from stall/personnel to policy makers regarding needed adjustments. These employees typically have the authority to make some decisions concecning program budget, pkinning, and per- sonnel, often being expected to innplement long-range goals via objective amd ible plans (Hodgetts & Cascio, 1983), Mid-level managers spend a great deal of their time supervising unit setivities and, therefore, must he good leaders {ov wental-health centers, mid-level managers are often Unit Coordinators or Pro- gram [irectors for specific aspects of service (e-8. ounppationt services. dity treat nent, etc. In this capacity. mid-level managers im mental health centers are after called upon to be teaders, supervisors, and exemplary practitioners, “The style of leadership mid-level managers adopt may affect the entire system of services within an atganization, MeGregor (1960) identified two distinct styles for leadership, these being the Theory X and ‘Theory Y styles of feadership, The ‘Theory X leader believes that people lack interest in work, have no motivation, and resist responsibilities. This type of leader is controlling and uses rewards and punishments as supervision tools. The leader in Theory X is authoritarian and hicrarchal, offen demanding an organiratianal network witl the leader clearly separated from managed employees (Abels & Murphy, 1981). By contrast, The- {ALABAMA COUNSELING ASSOCIATION JOURNALMENTAL HEALTH MANAGEMENT cory ¥ managers assume individuals desire responsibilities, enjoy their work, and will assist in organizational goals and ohicctives (Lewis & Lewis, [983). This type of leader will often de!2eate responsibility and ask all to participate in deci- sion-making. They encourage and promote excativity aed communication among and with subordinates, often reflecting more concern for employees than produc- tion within the system. In mental health, power is often construed as negative. Power aut its disteib- tation often lead {© many conflicts within systems (Slavin, 1985). Ina mental health setting, the mid-level administrators altempting to employ powerful dic- ales may try to influence all aspects of agencyistaff a including the mettid by winch one counsels. 111s impossible for an administrator nat to have authority over others. However, one must be carelul not to confuse power and authority. Authority is described as @ result of one’s position within the organiza- Jinn, whereas pawer reflects a means of actually influencing ones behavior (Mid- dleman & Rhodes. 1985}. Administrators go not have power over ot.er individe uals unless it is first given to them by their subordinates. In many instances, upper- and mid-level managers ace anavcare of theit attempts to influence on the basis of authority when the are essentially “powerless” to impact others. Whas leaders are appropriate role models, power to influence the beliefs of others ean. be a strength that far exceeds authority (Schwarte, 1989). This dictum is particu- larly notable for mid-level management in that their downward attempts: at authority/power toward subordinates may be offset by their upwatd loss of pow- ecfauthority in relationships with upper-level management. Aa imbatuace ia these aspects of inid-level management can profoundly impact the servives and pro- gramming in mental-health centers. Special Management Concecns in Community Mental Health, When organising and managing a community mental health center, several uunique concerns that must be considered. While serving in an administrative pasi- toon, one is often accountable to the interests of several different communities (Elpers & Abbott, 1992), Conflicts may occur when the perceived needs of agement, staff, chents, and these communities appear to be at odds. Therefore, for any ental-health organization to be managed so that client and community needs are met, admmnisteators must be able to iWentify and arbitrate conflictve elements a *ecting the system. In this regard, a variety of special concerns emerge Sos administrative cemsideration Advisory Boards ‘The ultimate local governing body of many mental healih agencies is the boar of ditectors. For an agency to be successful, there must be a balance of effort and influence coming from staff, administration, and the advisory board (Slavin, 1985), Bowd members are usually appointed for theit expestise or because of their visibifity as a pubhe figure. Most mental health azeney boards include individuals with specializations in lass, public relations, Finance/budget- Voiast: 23, NUMBER L + SUMMER 1997 Le 7LawRENCE/ WiL.coxon ing, of administration, Such compositions usually provide readily available assis- tance when concerns specific to these fields arise within the aw = A.well-orga- nized and utilized board can be a valuable asset, especially for programs with fim- ited vesources. Staffing Community Mental Health Centers One of the most importam aspeets in agency administration is assembling staif of professionals who are both capable and motivated in working toward ayency goals and objectives, The first step in agency staffing is to identify the programs and program elements needed to implement and achieve the identified agency goals and objectives. Collaboration of administrators, program supervi- sors. staff, and board members, in addition to consultation from others who have special expertise in the arca, is often required in any stage of program develop. ment. Throughout this process. work-related program elements can be organized and categorized in terms of position descriptions or duties. After a job description isestablished, the agency can determine the required staff credentials for the posi- tion. These credentials will be essential elements for screening and asses:ing potential candidates for employment (Simon, 1989), ‘Training and experience should he carefully examined during staff selection, Once qualified candidates have been identified, the agency must carefully follow: legal requirements and guidelines. The Civit Rights Act of 1964, the Equal Opportunity Aet of 1972, the Rehabilitation Act of 1973, ate the Americans with Disabilitics Act of 1992 all require tha stalT sefection be & nondiscriminatory process. IT the agency dees not follow these laws, legal achions by job applicants may result, When discrimination complaints eceur, the burden of proof lies with the employer. Therefore. administrative energies devoted to clear and discernable aff duties, along with specific guidelines for ewnployment, retention, suspension, and dismissal are “musts” in effective management fot mental-health agencics. Paraproressionals There has always been contzoversy within the mental health field concerning: professional training. Debates abound concerning administrative and stafl ere- dentials, Conservative opinions often hold that only persons with a business degree should administrate and that individuals with professional counseling, degrees and licensures should provide counseling services. However, established traditions and state agency regutations permit paraprofessionals to provide a vari- ety of services (Lewis & Lewis, 1983). Supporters of this trend feel that individ- uals who have experien.ed specific problems can help those with similar con- cerns (Silverman, 1982). [also may be cconomically prudent te employ pari. professionals in times of financial cutbacks. Tfa mental-health center uses paraprofessionaas. such persons should have job discriptions which specifically define duties and limitations which sse consistent with their training and experience. When paraprofessionals are not qualified tor the position they hold, the agency will be particularly lable for services provided by these individuals, ‘The pest recommendation is that whenever parapeofession- R LS snananta FING ASSOCIATION JOURNALMENTAL HEALTIE MANAGEMENT als are employed, they should be closely supervised by a professional expel enced in the area, However, one should note that prospective “losses” in using paraprofessionals (e.g. time in supervision and training. lack of agency linkage, ete.) may often be offset by the "gains" in expanded services, enhanced public relations, and even preventive efforts Volunteers Mental-health agencies often use the services of volunteers. A volunteer is an unpaid helper in the organization and the agency is the recipient of their serv (Lewis & Lewis, 1983). Like the paraprofessional, volunteers offen have minimal training in mental heakh services. However, paraprofessionals are often employed as workers in day treatment, residential and in-patient programs, while vofuntecrs might provide nonprofessional services (e.g. bring clothes t a needy client, serve as a mentor to service recipients, etc.). Because there are no mone~ tary incentives, volunteers are usually motivated by their altruistic values and beliefs. Volunteers should be provided with all staff policies and guidelines which per- tain to their duties and be clear on their accountability. Agencies should provide a supervisor who will select, (rain, and monitor all volunicers. Occasionally, vol- ‘unteers will he involved in actually providing services to clients. When volun- teers provide services, managers should be aware of some specific concerns. Specifically, managing volunteer activities reflects less control over behavior than sith paid employees. Admunistrators are often grateful for the volunteer's participation but are reluctant to assert too much control and managerial intrusion for fear of potential repercussions, When there is a great aced for voltinteers. it is often easier to overlook nonprofessionalisix than to closely manage a volunteer's style and actions (Allen, 1987}. Final Thoughts The field of community mental health counseling is continually changing and growing. For a mental health center to be effective, administrators at every eve! of managetwent need a sound understanding of basic nianagement theories and skills. The development and continuous improvemcat of community mental health centers also depemis on professional leadership, successful staffing, pro- gtam evaluation, and etbicat awareness. For a community mental health admin- istiator (o he most effective, a background in both management and counseling ‘would be beneficial. The ability (0 ascertain ways to accomplish established orga- nizational functioning within a management structure demands keen observation, considered opinion, and commitment to long-range organizational visions. in this regaed, the managerial and administrative skills of agency Leaders would seem to be most meaningful when they are grounded in an understanding the fundamen- tal options for leadership and organizational theory. Toward this end, this article has been fashioned to promote inquiry and sensitivity by both novice and seasoned administrators in mental-health agencies. ‘VoLuME 23, NUMBER 1 ¢ SUMMER 1997LAWRENCE/ WICOXON References Abels, P. & Murphy, M. (1981). Administration in the human services: A nor- ‘mative systems approach. Newark, NJ: Prentice-Hall Allen, N. J. (1987). The role of social and organizational factors in the evalu- ation of volunteer programs. Evaluation and Program Planning, 10, 257-262. Elpers, I. R.. & Abbott, B. (1992). Public policy. ethical issues, and mental health advninistration. Administration and Palicy in Mental Health, 19{8), 437- 447. Hodgetts, R. M., & Cascio, D. M. (1983). Modern health care administration. New York: Academic. Jerrell, J. M., & Jerrell, $. L. (1987). Selecting the proper management strate- gy: Community Mental Health Journal, 23, 19-29. Lewis, J.. & Lewis, M. (1982). Community counseling: A human service ‘approach. New York: John Wiley and Sons McGregor, D. M. (1960). The human side of enterprise. New York: MeGraw Hil. Middleman, R.. & Rhodes, G. (1985). Competent supervision. Newark: Pren~ tice-Hall. Neugeboren, B. (1985). Organization. policy. and practice in the huaman ser- vices. New York: Longin. Schwartz, D. (1989). Administrative update. Community Mental Heatth Jour- nad, 25(31), 229-244. Silverman, W., & Silverman, M. (1986). Staffing and organizational function: ing in mental health programs. Administration in Mental Health, 22(3), 18-95. Silverman, P. R. (1982). People helping people: Beyond the professional mod- el. In M. Killilea & H. Schubert (Eds.}, The modern practice of comnunity men- tal health, (pp. 611-631). San Francisco: Josey-Bass. Simon, S. (1989). A guidebook to rehabilitation and huunan services manage- ‘ment Springfield, IL: Charles Thoma Slavin, S. (1985), An introduction to human services management. New York: Haworth, Lo ALABAMA COUNSELING ASSOCIATION JOURNALPe de é Variables and Individuals MICHELE CHISM AND JAMIE SATCHER, This study examined the perceptions of huaman resource management students regarding employment variables and six disability sypes: ta) blindness, (b) epilepsy, (c) mental retardation, (d) mental illness, (e} spinal cord injury, and (f) cardiovascular disease, Multivariate analysis of variance followed hy post hoc testing (Scheffé) indicated that persons with mental retardation and mental itt ness were viewed less favorably on almost all aspects of employment studied including productivity, communication, need for supervision, and aduptability. Inclividuats with blindness and spinal cont injury were viewed as needing higher levels of job and worksite modifications than the otter disability types. Implica- tions of these findings are discussed aud recommendations for future research are provided, Persons with disabiluies have historically faced discrimination in all aspects of their lives. Pervasive soctal and cultural norms, standards. and expectations have led (o negative attitudes ¢ ards individuals with disabilities, These ne} tive attitudes have created substantial barriers to mdividuals with disabilities as they seek full participation in the mainstream of American society (Bowman, 1987; Livneb, 1982). Negative attitudes toward persons with disabilities have been particularly reflected in the hiring and retention practices of employers and have contributed to the fact that only one-third of the 35 million Americans with disabilities are working (Bureau of the Census, 1991). Examples of stereotypical thinking and myth aceepiance have been described in the literature addressing employers® per- ceptions of individuals with disabilities. Employers have viewed persons with disabilities as having potential limitations in attendance. coworker relations, safe- ly, communication, need for supervision, and need for work accommodation when compared with nondisabled workers (Greenwood & Johnson, 1987: Mithaug, 1979; Stone & Sawatzki, 1980). Such perceptions have led ts the con- clusion that any adverse physical condition may negatively jaTuence the chances Michels Chitm, Dh. is avr assistant dercetor at Stdlosan Management Juslilute in Tescaleasa, aod Jamie Satcher, Pie ,, 1s a assoctate profes- 402 of conaselas education ad The Universily of Alabama um Tuscaloosa. Csr- respondence concerning thus article should be send to Michele Chasm, Phe D., Stillman Management Jusidate, PO fox 1430, Tutealoosa, Alabama 35403, du VoLume 23, NUMBER 1+ SusMER 1997 ttCHISM/SATCHER that a person with a disability will be hired for some positions (Wages, Manson, & Jordan, 1990), Sweeping protection from employment discrimination has only recendy been afforded individuals with disabilities. While the Rehabilitation Act of 1973 pro- hibited employment discrimination against persons with disabilities by agencies and institutions with federal grants or contracts, this legislation did not affect the employment practices of the majority of employers in the private sector (Perlman & Kirk, 1991). This changed, however. in 1990 with the passage of the Ameri- cans with Disabilities Act of 1990 (ADA). The ADA prohibits private-sector employers from discriminating against qualified individuals with disabilities at of employment, from recruitment through retention (Adams, 1991), ating nondiscrimination in employment, however, may not in and of itself enhance opportunities For persons with disabilities without substantial atti tudinal change. As Yuker and Block (1986) explained, prejudice against persons with disabilities is usually hidden. Outwardly stated support of employment for peons with disabilities may not be reflected in positive action, Although employers ofien state a willingness to hire workers with disabilities, the prevail- ing opisinn is that employer attitudes continue to be a major barciee to the employment of such persons (Weisenstein & Koshman, 1991). Research conducted prior to the passage of the ADA indicated that employer perceptions differ depending on type of disability. For example, Jobnson, Green- wood, and Schriner (1988) asked employers to compare workers with various types of disabilities with nondisabled workers, They found that persons with sert- ‘ous emotional disorders, blindness, mental retardation, back ailments, epilepsy, and mild mental disorders were seen less favorably than persons with diabetes or unilateral amputations. It has also been reported that individuals with obvious physical impairments are viewed more favorably than those with mental, cmo- tional, or communication discaders on almost every aspect of recruitment, sel tion, acceptance and performance expectation (Bolton & Racssler, 1985; Bow. man, 1987; Combs & Omvig, 1986; Greenwood & Johnson, 1987, Minskoff, Sauiter, Hoffman, & Hawks, 1987; Schriner, Greenwood, & Johnson, 1989). ‘The purpose of the current study was to investigate perceptions of employ- ment variables and individuals with disabilities seven years after the ADA was assed. Because no current research is available which would allow predicting the direction of responses. the following nuli hypothesis was tested: There will be no significant differences among human resource management students’ per- ceptions of employment variables and individuals with disabilities when com- pared hy the following disabling conditions: (a) badness, (b) mental retarda- tion, (€) epilepsy, (d) spinal cord injury. (e) mental illness, and (P) cardiovascu- Jar disease. The emplayment variables studied were productivity, interpersonal communication skills, coworker relavans, need for worksite accommodation, need for job accommodation. tevel of required supervision, attendance, safety, and adaptability. 2 ALAWAMA COUNSELING ASSOCIATION JOURNAL,EMPLOYMENT VARIABLES Methodology Participants ‘The participants in this study were 147 students taking human resource man- agement classes at the five universities in Alabama which offer degrees in this specialty area. Human resource management students were selected because, upon graduation, they will likely be in positions in which they will recruit and hire workers, including those with disabilities. Five responses were not used because of incomplete responses, resuling in a final sample size of 140. The stu- dents were either juniors (28%), seniors (58%). or graduate students (11%) Racial groups represented were as follows: White (65S), African American (24%), and Other (194), Five students reporied having a disability. Instrumentation ‘The instrument used in this study, the Disability Perceptions Survey, was adapted with permission fram The Inventory of Hiring Practices Related to Per- sons with Disabilities (McGowan & Gurley. 1994), MeGowan and Gurley's instrument was developed through a comprehensive renew of the literature describing employer concerns when hiring and managing workers with disabil «content validity were determined through review of the instrument by experts in rehabilitation counseling. Using Cronbach's Alpha, the reliability of the original instrument was determined to be 93. Word Table 1. ‘ements: Disability Perceptions Survey When compared to nondisabled individuals. I feel that petsons with (dis ability type) will: make productive employees be capable of communicating well with others in the workpkice get along well with coworkers requite that no modifications be made in the worksite require that no modifications be made in the job itself require only that supervision whieh is appropriate to the task maintain a satisfactory attendance record inaintain a satisfactory safely record 9, adapt successfully to changes in the workplace PNY AwRe For this study, the original instrument was adapted 10 reflect terminology which would be more specific. For example, the statement “visual impairments including blindness” was changed to “btindness.” The adapted instrument. which can be found in World Table 1, asks participants to respond to nine statements about employment variables and individuals with six types of disabilities: Blind- ness, epilepsy, spinal cord injury. cardiovascular disease, mental illness. mental retardation. The statements are rated using a 5 point Likert scale ranging fram | VOLUME 23, NUMBER 1 * SUMMER 1997 3 isCinsn/Sarcurr, (strongly agree) ta 5 (strongly disagree). Content validity of the revised instru- ment was tested using item (o total correlations. All correlations were significant lp <05 and ranged from .52 - .79. Using Cronbach's Alpha, the adapted insbu- ment yiclded a reliability coefficient of 87. Data Collection The data were collected dusing regular class meetings. One instructor from each university was soficited to take part in the study and was provided a packet containing demographic questionnaires, the Disability Perceptions Survex, and instructions for how to request student participation, Students were provided a brief explanation of how t complete the mnstrument and were read a siatement addressing informed consent. The students were volunteers and were offered no -entives for their participation. Il students in cach of the classes elected to par- ticipate in the study. Upon completion, instruments were gathered hy the course instcuctors and returned to the primary investigator, Data Analysis The hypothesis was tested using a Multivariate Analysis of Variance (MANO- VA). This statistical approach is used when comparing oae or more independent variables across a number of dependent variables. It is used as a nieans of con (tolling for the family wise error rate. or inflated chance of Type f error, which may occur when a series of univariate tests are conducted on a single set of data (Hair, Anderson, & Twaam, 1987) tn this study the independent variable was disability type and the dependent variables were the nine statements of the instru- nent. Hach student responded l each statement for each of the six disability types The results of MANOVA sndicated that there were significant dlfeences ta how the students viewed employment yzriables by dis shility type, # (5.819) = 9.01, p <.01. The results of fottow-up univariate F tests can be found in Table 1. Al were significant, indicating that differences existed in how the six types of disabilities were viewed for each statement Table 1, Univariate F Tests: Disability Type by Employment Variables Variable F Productivity 8.37 Communication 70 Coworker Relations 12.77 No Worksite Modifications M10 No Job Modifications lo97 Need for Supervision 9.46" Satisfactory Attendance R.05¢ Satisfactory Safety 3.K6* Adaptability 120g ELING ASSOCIATION JOURNAL,EMPLOYMENT VARIABLES. Post hoe Scheffé tests were used tn identity specifi areas of mean differences, Mean scores for cach disubitity type of each statement can be found in Table 2. Individuals with montal illness and mental retardation were seen as less produc- tive than those with -lindness, epilepsy. or eardiovaseular disease. They were ilso scenas less able to communicate effectively in the workplace. fess adaptable, and in aved of higher levels of supers ision than persons with blindness, epileps) spina} cord injuries, ot cardiovascular disease, Persons with mental illness were the feast favorably perceived group in terms of ability to get along well with coworkers Table 2. Mean Results: Disability Type by Employment Variable Nona Tindacs —Fyilepyr Mental Menst——Spinat_—_Cardrasaar eatin — hos Cart taity eae Productivity 25K Te Kb SR 2.38 Communication 29h 2.245 Conorker Relations 19 2400 28h 2A Warkstte Mow. RBH RIT 2KA 3th Job Mo 459 Roh MAAS Supervision 205 S094 20m 25 Autendnce 199. 2M 28th 28H Satery 2a 279 BSS 382 Adapt 245 iw LB 28a Note: Means wah differing subscripts differ from each orhier at p <.05 Individuals with bdness and spinal cord injuries were seen as more likely to need worksite modifications than those witk ¢ other types of disabilities. Those With blindness, mental retardation, ae spinal cord injury were viewed as more likely to need job accommodations than those with epilepsy. mental aliness, of cardiovascular disease. Persons with blindness were perceived ts having more satisfactory attendance records than any of the other disability types. Only ene significant difference was Lound for safety: Individuals with blindiess were per- cenved ay having more sabsfaetory safety records than those with mental ness. Discussion The purpose of this study was to investigate human resource management stu: dents’ perceptions of employment variables and individuals with specilic disabil- ities, The finding raise concerns that stereotypical attitudes toward individuals with certain types of disabilitics may limit the consideration that these students, will give « such persons when they are in positions o recruit and hire employ ces. Individuals with mental illness and mental retasdation appeared to be per- ceived less favorably than the nther disability types studied. ‘This finding suppons VoLUME 23, NUMBER 1° SU. MER 1997 : 15 aUCHISM/SaTCuER previous research in mental retardation in which employers viewed persons with mental retardation as needing extra supervision, not adaptable, slow to perform, and undependable (Hartlage & Roland, 1971; Hill & Wehman, 1979: Shafer, Hill, Wehman, & Seyfarth, 1987). In effect, perce ions of persons with mental retar- dation appear to have changed litle in the past 25 years. The finding that persons ‘with mental retardation were not viewed differer’y from most of the other dis- ability types regarding attendance lyo supports previous research, Shafer et a (1987) reported that employers are often willing to overlook the limitations asso. ciated with mentat retardation in exchange for reliable attendance Persons with mental illness have historically been subjected to prejudive and discrimination. Nagi, McBroom, and Colletts (1972) reported that employers are 1ore hesitant to hire former mental patients than persons with other disabilities because mental illness is perceived as uncontroliabie, More recent, but still dated research (Parina, Murray, & Groh, 1978; Florian, 1978), indicated that itis feared that employees with mental illness will have greater difficulty gaining acceptance by their coworkers than other disability groups duc to lack of understaading of imental illness. This study indicates that litte has changed vegarding perceptions of mental illness. Mental illness was the only disability type for whieh the stu- dents perceived coworker relations significantly less favorably than the other dis- abitity types. Persons with mental illness were also viewed more negatively shan most of the other disability types in regard to productivity, communication, need for supervision, and adaptability. Persons with spinal cord injuries and blindness were seen as need levels of worksite and job mocification than the other disability types. This find- ing supports the view of Combs & Omvig (1986) that individuals wath blindness ate one of the hardest groups to accommodate in the workplace. It ako suppor stereotypical assumption that individuals with severe physical impairme! need more accommodation than those with hidden or less severe physical impai ments, Conelusions “The findings of this study: suggest that negative perceptions of employtnent variables and individuals with disabilities continue (o exist. seven years after the passage of the ADA. These findings have one clear implication for rebabilitatien counselors and other counselors working with individuals with disabilitves: Much, work still necds to he done to overcome stereotypical assumptions about persons with specific disabilities. ‘This is particularly tur for indwwiduals with mental retardation and mental illness. As part of the counseling process, special consid- ration may need to he given to the emplayment concerns of mdividuals with di abilities as they seek community integration. Counselors should be prepared to help individuals with disabilities cope with the rejection which may result from Sereotypieal attitudes toward them. They should also be prepared (o aet as advo- cates on the behalf of individuals with disabilities by promoting positive percep: 16 2 ALABAMA COUNSELING ASSOCIATION JOURNAL.EMPLOYMENT VARIABLES ‘ions of the work capabilities of persons with disabilities. “This study was limited in several ways so specific recommendations for coun- selor practice would be inappropriate, The first limitation was (hat human resource management students. rather than emplayers, were studied. Therefore, the cesafts may not reflect current employer perceptions. It is recommended that researchers conduct similar studies using employers or human resource managers as subjects. Such studies would ellow comparisons to he made between those who are directly involved in hiring decisions and those wh are in training to be making these decisions. Also, the study was conducted in one geographic area. ‘Therefore, the results cannot be generalized to populations in other areas. Final- ly, this study did not address the possible effects of interventions on the students" perceptions, Future research using control group designs would be hefpfut in determining if specific interventions (¢.g.. case studies, awareness training, etc) can alter negative perceptions of individuals with disabilities. References Adams, J. F. (1991). Judical and regulatory interpretations of the employment rights of persons with disabilities. Journal of Applied Rehabilitation Counseling. 22, Wed. Bolton, B., & Roessler, R. (2985), After the interview: How employers rate handicapped employees. Personnel, 62, 3ll. Bordieri, J. L.. & Drehimer, D, FE. (1986), Hiting decisions for disabled work- ers: Looking at the cause. Journal of Applied Psychology, 16, 197-208. Bowman, J. T. (1987). Attitudes toward cisabted persons: Social distance and work competence. Journal of Rehabilitation, 53, 41-44. Bureau of the Census (1991), Washington DC: U.S. Governnient Printing Office Combs, 1. H.. & Omvig, C. P. (1986), Accommadition of disabled into employment: Perveptions of employers. Journal of Rehabittation. 52, 42-45. Farina, A., Murray, P. 5., & Groh, T. (1978), Sex and worker acceptance of a former mental patient, Journal of Consulting and Clinical Psychology: 46, 887- 891 Flosian, V. (197%). Employers’ opinions of the disabled person as. a worker, Rehabilitation Counseling Bulletin, 22, 38-4 Greenwood, R., & Johnson, V. A. (1987), Employer perspectives on workers with disabilities. Journal of Rehabititation, 53, 37-45. Hair, JF, Anderson, R. E., & Tatham, R, L. (1987). Mulidveriare data anatys sis (nd ed.). New York: McMillan Hartlage, L. C., & Roland, P. E. (1971). Attitudes of employers toward differ- ent types of handicapped workers, Jounal of Applied Reh litation Counseling. 2, 115-120, Hill, M., & Weltaran, B. (1979). Employer and nonhandieapped workers’ per- ceptions of moderately and severely retarded workers. Jaurnal of Contemporary Business, 8, 107-112 2 VoLvME 23, NusGeR {+ SUMMER 1997 1Cimsa/ SATCHER Johnson, A. J., Greenwood, R., & Schriner. K. F. (1988). Work performance and work personality: Employer concerns about workers with disabilities. Rehea- bilitation Counseling Bullet, 48, 25-30. Livneh, H. (1982). On the oxigins of negative attitudes toward people with dis- abilities. In R. P. Marinelli & A. E. Dell Oo (Eds.) The psychological and social inpact of disability (pp. 181-193), New York: Springer. McGowan, J., & Gurley, J. (1994). Attitudes of employers toward hiring peo- ple with severe disabilities. Unpublished manuscript, ‘The University of Alabam Minskoff, B. H., Sautter, S. W., Hoffian, F.J. & Hawks. R. (1987). Employ- er altitudes toward hiring the learning disabled. Journal of Learning Disabilities, 20, 53-58. Mithaug, D. &. (1979). Negative employer attitudes toward hiting the handi- capped: Fact or fiction? Journal of Contemporary Business, 8, 19-26 Nagi, S., McBroom, W, H., & Callets, J. (1972). Work, employment. and the disabled. Anrerican Journal of Economics and Saciety, 31, 20-34. Perlman. 1. G.. & Kirk, F, S. (1991). Key disability and rehabulitation legisla tion, Journal of Applied Rehabilitation Counseling, 22, 21-27. Satcher, J. F, & Hendren, G. R. (1991). Acceptance of the Americans with Disabilities Act of 1990 by persons preparing to enter the business field. Journal ‘of Applied Rehabilitation Counseling, 22, 15-18. Sebriner, K. F,, Greenwood, R., & Johnson, V. A. (1989). Counselor percep: tions of employer concerns about workers with disabilities and employer- rehabilitation partnerships. Refiabilitation Counseling Bulletin, 23, 140-180, Shafer, M. S., Hill, J., Wehman, P., & Seyfarth, J. (1987). Competitive ‘employment and workers with meatal retardation: Analysis of employers’ per- ceptions and experiences. American Journal of Mental Retardation, 92, 304-311 Stone, C.1., & Sawatzki, B. (1980), Hiring bias and the disabled interviewee: Effects of manipulating work history and disability information of the disabled Joh applicant. Journal of Vacational Behavior, 16, 96-104. ‘Wages. C., Manson, T., & fordan, J. (1990). Effects of adverse medical histo- ry on college students” ratings of job applicants, Journal af Apphed Social Psy: chology, 20, 1322-1332. Weisenstein, G. R., & Koshman, 4, L. (1991). The influence of being labeled handicapped on employer perceptions of the importance of worker traits for suc- cessful employment. Career Development for Exceptional Individuals, 14, 61-16. Yuber, H. E., & Block, J. R. (1986). Measurement of aititudes toward disabled persot s. Hempstead, NY: Center for the Study ef Auitudes Toward Persons with Disabilities. eo ALAWAMA COUNSELING ASSOCIATION JOURNALCounseling Students! Irenanicn and Expercences in Ethics: A National Survey Dawes C. Conta AND ROWER B, KiEDINGERR Results of a nasional survey of counselor education stulems” preparation and experiences in counseling ethics are presented Students observations of faculties and their interactions with shadents are vaphasized. Aca recent meeting of the Alabama Association for Counselor Educa ‘Supervision (AIACES), the executive director of the Alabama Board of Exa es in Counseling (ABEC) implored menibers to emphasize ethies edueation in counselor preparation programs (Cox, 1995), In 1987, a similar eall was made nationally for collaboration between counselor educators and ste fi boards to prepare counselors to practice ethically (Heslity, Healy, Cook, & Hud- son). In the intervening years, reports of enethical behavior among counselors have increased (ACA Ethics Committee, 1992), and recommendations by: researchers exazzining both ethies knowledge and ethical bel suggestions for including training in counseling ethies in eounselor preparation (Baldick, 1980; Robinson & Gross, 1989). Preparation in counseling ethies is included in the curricular requirements for accreditation by the Council for Accreditation and Related Educational Programs (CACREP) (1994), Curther ext. dence of the widely recognized nced for such training. As more attention has been focused on cthies education, descriptions have appeared in the professional literature of formal courses in counseling ethies for both graduate and undergraduate students (Eberlein, 1987; Haemerlie & Math 1980; Lamb, (991; McGovern, 1988). Such courses typically include didactic instruction combined with ethical decision making and problem solving based on case examples and legal and ethical dilemmas. One such study indicates that ‘mental health counselors who participate in an ethies course are better able to ree ‘ognize when an ethical standard is violated than these who have mo course (Robinson & Gross, 1989), Other curricular experiences éciude the infusion af counseling ethies inte courses which do not fave ethics sts their primary focus, but where ethical issues figue prominently into the course content (eg. Debra Cobia 4 an associate professor of cousriclor sducateon at Auburn Piuwersty and Robert Kiedinger is a doclorad candidate al Kuebiens Uni- versity. Comespardence oncoming Us article shauld be send to delra 2 Cobia, £4D., Cousrtelug aud Coumselurg Prychology, 208% Haley Couder, Auukwors Uniaersdy, Alabama 36849. Electome mail may be sent via Iuter- nel to. cabiade@mail asbiers.edi. Vo une 23, NUMBER 1 + SusIMER 1997 “ 19CoBia/ KieDINGER practicum, assessment, social and cultural foundations). Additionally, counselors inay enhance their knowledge of counseling ethics through participation in con- Terence programs, continuing education workshops, teleconferences, et. While in training, graduate students also learn about ethical behavior by obser- vation of the behaviors of their professors and through participation in an ethi- cally congruent learning environment (Brown & Krager, 1985). In a recent arti- cle, Hazler & Carney (1993) emphasized the importance of informal contacts between faculty and stadents in c ited several studies in related disciplines in which informal contacts between faculty and students influenced educational outcomes (c.f. Eade & Harpel, 1982; Pascarella, 1980, Wilson, Gaff, Dienst, Wood, & Baviy, 1975). Extending this notion specifically lo ethies education, Kitchner (1986) noted that “By modeling, through discus sions, and valuing ethical hehaviors, counselor educators ean encourage young professionals to develop a sense of responsibility to act in an ethically responsi- ‘Me manner" (p.310), She further stated that strategies designed to meet the goals of ethics education will not be effective in an atmosphere that neither respects nor jues being ethical. Consistent with this point of view, Brown and Krager (1985) stated that "Graduate and professional school students cannot become ethieal and moral practitioners unless they are confronted with their ethical responsibilities as students and work with advisors and professors win eshibit ethical behavior” (p. A171 The present study, exploratory in nature, was designed to deseribwe the current status of preparation of counselors-in-training in ethics spes of Tearing sodllies used and the pewerved value oF sanons in including observation of professors’ ethical behavior. Method Subjects “The sampte for this study consisted of 215 students enrolled in counselor edu- cation programs accredited by CACREP (1: ster’s = 93; doctoral = 119; other = 2, Of these, 68.5 female (n= 148) {mae (2 = 66). This ratio of approximately two females to cael mate student is consistent with national trends, (Hollis & Wantz, 1994). In reference to diversity, 85.6% of the participants were Caueusian (n= 185), 6.9% were African American (1 = 15), 2.96 were Asian American (2 = 5), .9% were Native American (n= 2), 5% were Hispanic (a= 1), and 3.2% identified themselves as other (n = 7). Participants ages were between 20 and 29 years (n = 78), 20 and 39 years (a = 68), 40 and 49 years (n = 59} and. 50 and 59 years (w = 10) Materials ‘The Survey of Students’ ‘Traning and Experience in Counseling Ethics was developed by the authors to solicit information in three areas: (a) basic dem graphic information; (b) the contributions of nine learning modalities (0 part pants’ understanding of counseling ethics: and (¢) Faculty and student intera participants had either observed or experienced which they believe to be unethi 20 AALADAMA COUNSELING ASSOCIATION JOURNAL 25Erttcs DUCATION, cal. Content of the survey instrument was based on a review of the fiterature in the arexs of ethics education, ethical practices of counselors and faculty student interactions. Seven doctoral students in counselor education and supervision who. had compreted’ a required course in counseling ethies at a CACREP accredited institution reviewed the questionnaire and provided feedback to the authors. Their feedback led to revisions in format and wording of the instrument prior to implementation of the study, Data Cotteetion Participation was solicited through the department chairs at 28 institutions which had CACREP accreditation at both the master’s and doctoral levels at the time of data collection. Department chairs at the identitied progsams were auatted a package containing the faliowing: a fetter describing the project, 30 copies oF the instrument, 20 copies of the information and consent letter, and 30 stamped envelopes addressed to the researchers. To protect participant confidential department chairs were asked to distribute the instruments to subjects who would then complete and return them dsrectly to the researchers. The respondents were instructed not to identify themselves on cither the instrument or return envelape. Respondents were anonymous to the researchers, aad department clanrs were not to see the data provided by individual participant. Reminder notices with response post cards were mailed to department chars approsimaicly 3) days atier the initial mailing asking whether they had parlici- pated and, if 0, hew many surveys they had distributed. Post cards Were returned from 12 institutions indicating that a total of 255 surveys hal bs to students, with (wo institutions declining to participate, Geographic representa- tion from respondent institutions included che Southern (60% ), Western (10%), Midwest (30%), and North Adantic (0). OF the institutions from which participa- solicited, regional representation included Southern (50%), Western (14%), Midwest (32%), and North Atlantic (0). The percentage of respondents actoss regions was highly similar to the (otal poo! of institations from whieh par licipation was cequested. Data Analysis Demographic dataas well as identification of learning modalities anid their rel- ative importance to the participants’ understanding of ccuascling ethies were summaciced using descriptive statisties. Responses to the open ended questions were reviewed and like responses were coded and categorized, leading to the identification of dominant themes. disseminated Results Participants first identified through which of the nine learmng modalities they had acquired knowledge about counseling ethics. They then indicated on a 5+ point Likert scale the degree to which cach learning experience had contributed {o their understanding of counseling ethies. The madatitics and numbers of par- ticipants who had been exposed to each appear in table one. ‘VoLUME 23, NUMBER 1» SUMMER 1997 2 20COBIA/ KIEDINGER TABLE 1. Persons Exposed to Each Learning Modality % Ethies course (master's) 630 Ethics course (doctoral) 278 Infused across curriculum 81S Continuing education 3 », Conferences: SHS Observation of professors 7B Observation of colleagues 667 Formal consultation 458 Informal consultation 708 *Subjects were asked (o check all that applied Participants had been exposed (0 multiple learning modalities with most of the sample indicating that counseling. ethies had becn infused across courses in the curriculum (n= 76). Formal course work at the master’s level was widespread (n 36) with relatively fewer courses taken at the doctoral level (n = 60). While some indicated that they had participated in professional development opportuni- ties such as conference programs and continuing education workshops, these were not common. Almost three-fourths (73.1%) of the sample indicated that they had learned about ethies in counseling by observing their professors, and two-thirds (66.7%) learned by cbserving other professional colleagues. Informal consultation was mentioned by more students than formal consultation as a learning modality ‘The relative importance assigned to cach learning modality identified by par- ticipants is reported in table two. ‘The percentages reparted refer to the total number of participants who identi- fied the modatity in question as one to which they had both been exposed and rat- ed as having contributed greatly (o their understanding of counseling ethics. TABLE 2, Persons Rating Modality as Greatly Influential To Achieving Understanding of Counseling Ethies Modality " iid % Ethies course (master's) 3 143 Ethies course (doctoral) st 648 Infased across curriculum rr ora Continuing education a 367 Conferences. 3 355 Observation of professors 120 102 Observation of colleagues 2 RA Formal consultation kd D8 Informal consultation 129 597 2” ALABAMA COUNSELING ASSOCIATION JOURNALEmites Epucation Of the 216 participants, 168 (77.8%) reporied never having experienced an interaction with faculty which they befieved to be unethical. When asked about theit observations of others who had experienced interactions which they believed to he unethical, 150 (69.4%) reported no such observations. Those who had experienced or observed interactions they believed to be unethical identified 88x lypes of violations. Based on participant descriptions, these were Jaheled dual relationships, research conflicts. sexual harassment, brewehes of confidentiality, houndary violations, and lack of professional responsibility. The frequency with which each type of interaction was identified is reported in table 3 TABLE 3. Observed and Experi s Believed to he Unethical n (valid %) at (valid %) ‘Tepe Observed Experienced Dual relationships 5 Mose Research conflicts 311 As Sexual harassment Confidentiality GOR) Linney Boundaries TA3%] Rade) Professionalism 49%) 92s) ‘Total 65. 802%) 47 QU.8%) ‘the lirst, dual relationships, included descriptions of faculyy whe held evalu- ative roles and were involved in amorous (mutually desired) er aen-amorous, social relationships, or therapeutic relationships with students. Research conflicts, described most often were disputes over levels of contribution reflected in order of, or inclusian in, authorship for work submitted by faculty for publication. Sex- ual harassment included inappropriate sexual innuendo, pressure ( engage in sex in exchange for favorable grades, and verbal come ons to students by faculty. Breaches of confidentiality were most often described in terms of faculty reveal- ing client or student information inappropriately, Boundary violations included course requirements of personzt disclosure in order to be successful, soliciting clients. for pri practice, proselytizing, and demonstrations of favoritism. Examples of lack of professional responsibility included faculty who failed to assess or screen students for suitability for the profession. Allowing doctoral stu- dents to provide supervision without adequate preparation was also cited by sev- ral participants. A surprising finding regarding these teractions was that as supervisors, evaluators, and professional role models, doctoral students were included in responses to the open ended questions whicl specifically requested information about faculty. In summary, the formal mechanisms through which the majority of respon- dents reported learning about counseling ethics were coursework and infusion across the curriculum. Informally, they reported observing the behavior of facul- ‘VoLUME 23, NUMBER 1 * SUMMER 1997 o 23COBIA! KIEDINGER ty and seeking consultation. Less frequently, they reported participation in pro- fessional development activities such as conferences and seminars. Respondents indicated that a formal course at the master’s level, formal consultation eetivities, and observation of colleagues and professors were the most influential means for achieving an understanding of ethies. Most frequently reported observations of, or experiences with, colleagues and professors which respondents believed to be unethical included dual relationships, breaches of confidentiality, sexual harass- tment, and lack of professionalism. Discussion and Implications 1n 1983, Paul and Stadler indicated that 46.6% of the participants in their study of counselors and psychologists had participated in masters’ level courses in counseling ethics (cited in Stadler & Paul, 1986). In the current study, 63% of the. sample had participated in such # course and viewed their participation as con- tributing, greatly to their understanding of counseling ethics. It seems important to continue to offer such courses and to examine their outcomes. Thus far in the literature, support for such courses resides in the fact that counselors who have participated are more readily able to recognize that an ethical standard has been jolaled than those whe have not participated (Robinson & Gross, 1986). One criticism of such courses is the focus on the codes of various professional org. nizations rather than on ethical decision making (Kitchner, 1986). Kitchner exp! cated a framework for teaching ethics which integrated psychological processes and philosophical analysis. Such an approach purportedly sakes students beyond identifying code violations, placing more emphasis on decision making and behavior. Now that many programs have begun to incorporate courses in ethics, perhaps counselor eduicators should examine the content and instructional strate ics most widely used and determine theit effectiveness in preparing future coun- selors to meet their ethical responsibilities. Paralleling the increased offerings of formal course work has heen che increased opportunity for participation in ethics focused professional devetop- ment workshops. Although the need for such oppostunities was identified by Robinson and Gross (1989), participants in this study did not identify those learn- ing experiences ax having been particularly valuable. Prior to recommending, such learning experiences to students, counselor educators need to evaluate the objectives of the training and to determine whether the experiences planned are appropriate to the students levels of development.as well as whether the content and experiences nay be redundant. As alls for self-scrutiny have increased in hoth counselor education (Havler & Carney, 1993) and academia in general (Tabachnik, Keith-Spiegel, & Pope, 1991), the need to address and evaluate the impact of faculty and student inter- actions on student, and future practitioner, bekavior is obvious. Consistent with the findings of others who have identified the context in which learning occurs as important (Brown & Krager, 1985; Kitchner, (986) participants in this study con- Pa 2G) ALAMANA COUNSELING ASSOCIATION JOURNAL,Emics Epucation sidered learning through observations of faculty and other professional col- leagues as a highly influential aspect of their ethies education. Finding that 30% of the respondents had observed, and one-fifth experienced, Faculty interactions with students that chey believed might be unethical seems relevant, even alan ing. As the profession abserves increased reports of inappropriate dual refation- ships, particularly those of an amorous nature, between counselors and clients, the concept of facully members modeling appropriate professional behaviors for students becomes increasingly more important. In fact, Brown and Krayer (1985) suggested that in ordey . meet ethical obligations to society, attention should first be focused on the day (o day interaction hetween faculty and students. ‘They far- ther suggested a framework for these interactions based on the ethical principles of autonomy, nonmaicficence, beneficence. justice and fidelity. If rmplemented, such a framework would encourage both faculty and students to exantine their ethical responsibilities in the coniext of the various cafes they oecupy during graduate training. IC seems prudent (o move beyond teaching the cades, and even the principles which underlie them, to providing counseling students with & reke- vant context for experigncing and resolving dilemmas when ethical principles conflict, Otherwise, the unethical behavior observed by students may well become the unethical behavior practiced by them as counselors Based on the descriptions provided by participants in this study, several Implications for future researc in the area of ethics educs c. AS has already been stated, the climate in which students experience ethiey education seems an important focus for program evaluation efforts. Achieving a clearer understanding of the outcomes of interactions between students and faculty meri- bers, a well ay those between doctoral students andl masters studken’s. may’ fro- vide insight into future ethical decision making and behavior, Finally, while this study focused on (raining ind uncthical interactions between Faculty and students, describing (he ethical practices of counselor educators whieh influence students’ ethical understanding and practice would be of equal importance, References Brown, R.1D., & Kiger (1985), Bthical inves an hither education: Faculty and student responsibilities. Journal of Higher Education, 56, 403-418, Couneil for Accreditation of Counseling and Related educational Programs (1994). CACREP acereditation standards aud procedures manual. Mexande VA: Author. Cox. W. (1995, June). Up-date on requiresents for licensed professtonal couns selors, presentation ALACES Summer Retreat, Montgomery. AL. Bherlein, L. (1987). Introducing ethics to beginning psychologists: A proble: solving approach, Professional Psychology: Research and Practice, 18, 382-259. Haemerlic, E, M., & Matthews, J. R. (1988), Preparing undergrads for para- professional positions: What, where, when, and how are etbiead issues taught? Teaching of Psychology, 15, 192-198 VoLUMe 23, NUMBER 1 + SUMMER 1997 oly 25COBIA/ KIEDINGER Hazler, R. D.. & Carney, J. (1993). Stadent-faculty interactions: An underem- phasized dimension of covaselor education. Counselor Education and Supervi- Sion, 33. 80-88. Herlihy, B., Healy, M., Cook, B, P, & Hudson, P. (11°87), Ethical practices of licensed professional counselors: A survey of state livensing hoards. Counselor Education and Supervision, 27, 69-16. Hollis, 1. W., & Wantz, R.A. (1994), Counselor Preparation 1993-1995: Vol- ume Hl: Status, Trends, and Implications (8th Ed.), Muncie, IN: Accelerated De. Kitehner, K. S. (1986), Teaching applied ethies in counselor education: An integration of pyychological analysis, Journal of Counseling and Development, 64, 306-310, Lamb, C. S. (1991), Teaching professional etines to undergraduate counseling students, Psychological Reports, 69, 1215-1223. McGovern, T. V. (1988). Teaching the ethical principles of psyebo ing of Psychology, 1S, 22-26, Robinson, S. E.. & Gross. D. R. (1989, Applied ethies and the mental health counseling. Journal of Mental Health Counseling. 11. 289-299 Stadler, H. & Paul, R. D. (1986). Counselor educators’ preparation in ethics. Joural of Counseling and Development, 64, 3283X0 wy. Teach 26 ALABAMA COUNSELING ASSOCIATION JOURNAL,The Miller As ies Test and Up Grade Point aaa Prediotars eee, access ih Masters Level Counselor Education Program KEN NuREM AND SANDY MAGNUSON This. study investigated the Miller Analogies Test (MAT) and undergradute grade point average (UGPA) as predictors of success in a masters level counselor education program, The MAT scores and UGPAs were statistically significant predictors of success as measured by graduate grade point average (GGUA) and scores on a Comprehensive Examination. UGPA was alsa a statistically. signifi- cant predicior of practicum ratings Counselor education programs coitinue to rely on admission eriterta whi have fimited empirical support for predicting academic success and the attain- ment of counseling skills (Hosford, Johnson & Atkinson, 1984; Markert & Monke, 1990; Ridgway & Sharpley, 1990). Many counselor education programs use undergraduate grade point average (UGPA) and scores on either the Miller Analogies Test (MAT) or the Graduate Record Examination (GRE) to select stu- dents (Markert & Monke, 1990) Results of research have not uniformly supported a relationship between these ncasures and success in masters level counselor education programs as assessed by a student's final graduate giade point average (GGPA) o scores on a compre= hensive examination (Camp & Clawson, 1979: Cantwell, 1990; Hosford et al, 1984: Omizo & Michael, 1979). UGPA and traditional aptitude tests have not becn useful in predicting the attaintnent of counseling skills (Markert & Monke, 1990), Young (1986), in a study of the relationship between admissions information and success in a preparation program for student personnel workers, found a Spearman Rank Correlation of only .17 (p< .05) hetween UGPA and GGPA, A higher corselation of .32 (p< .O1) was found between the Verbal test on the Gral= uate Record Exami live power of UGPA may I ints” diverse back gro nds, ‘The Psychological Corporation (1994) recerved information [rom 50 graduate Ken Norem is an astociale professor of connicler educate at Alabama Stale University is Montgomery and Sandy Magnuson is an assstant pro- fessor of counselsr educator af The Vasiversty of Malama ue Tescaleoss Correspondence concomung this article shold be sent to the authors at 3157 Meljohece faad #.L 7, Montgomery, Makama 36111. Address electronve aad bs bessetaal com. YoLUsE 23, NUMBER 1 + SUMMER 1997NOREM /MAGNUSON schoo! departments to assess the predictive vahdity of the MAT. Statistically sig- nificant (p < 01) Pearson Produet-moment correlations of 23 and .29 were reported between MAT scores and GGPA and between UGPA and GGPA, respec lively, A mutiple regression coefficient of .37 (p< 001) was reported for MAT and LGPA as predictors of GGPA. The writers of the Miller Analagies Test Tech nical Manual (Psychological Corporation, 1994) suggested that consideration be given (o potential sources uf underprediction (e.g.. restiction 6 range duc to admission requirements and grading practices). The availability of MAT and UGPA data for students in counselor educa programs hetween 1991 and 1995 at a regional university in Alabama provided an opportunity (0 assess the rekitionship of these admission requirements with academic sticcess in graduate counselor education programs. At the beginning of the four year period no minimum score was specified for the MAT, a minimum, UGPA of 2.0 was required. Thus, a relatively large range of MAT scores and UGPAS was available for the study Admission standards published by the Counetl for Accreditation of Counsel- ing and Retated Educational Programs (1994) require consideration of each appli- cant's aptitude for graduate-level study. Therefore, valid assessments of students’ potential for attaining academic and performance skills are necessary for setting, admission criteria and offering beneficial student advisement. This study repre- sents an effort to meet the professional responsibilities for sereening students who anply for counselor education programs. The purpose of the rvestigation was to determine the predictive validity of MAT scores and UGPAs relative to Masters, nination (COMP) scores, GGPAs sand performance ratings, Sample “This study: was conducted at a cegional university: im Alabama with a student enrollment of approximately $,000 undergraduate students and S00 graduate stu- dents. Almost all of the graduate students were part-time students commuting within a 100 mile radius of the university. The student enrolleent (Full-time equivalent) in the graduate counselor education programs was approximately 3 “The saniple for this study consisted of 78 students (16 males and 62 females) enrolled in the community and school counselor education programs during the Summer, 1991, through the Spring, 1995, semesters. The ethnic composition of he sample included 76 Euro-Americans, 1 African American, and 1 Asian Amer- ican. The students ranged in age from 22 to S8. Fifteen students were enrolled in the Schiol Counseling Program and 63 students were enrolled in the Communi- ty Counseling Program. Practicum performance ratings (PPR) were available for 34 students whe had taken practicum during the Fall, 1993, through the Spring, 1995, semest During the course of this study, admission requirements were mnereased 10 a Se ALABAMA COUNSELING ASSOCIATION JOURNALPREDICATORS OF SUCCESS minimum score of 35 on the MAT and a 2.5 UGPA. The initial absence of mini- mum entrance requirements provided a sample with a range of MAT scores from 18 10 78, and a range of UGPAs from 2,05 t0 3.90. Measures Criterion variables. ‘The criterion variables were COMP scores, GGPAs, and PPRs. The comprehensive examination contained 141 multiple choice items assessing knowledge and understanding of de content taught in the counselor education programs. Performance catings were assigned to counseling peneticum, students on a 5 point scale primarily assessing ability to meet the following er teria: (a) demonstrate facilitative responding and appropriate use of counseling techniques, (b} demonstrate understanding and appliratiext of counseling theory to client situations, and (e) dentensirate awareness of strengths and weaknesses, in eounseting, Predictor variables. ‘The predictor variables were MAT scores and UGPAS, ‘The MAT publisher (Psychological Corporation, 1994) elsimedl imernatl consis tency reliability coefficients ranging from 90 ¢o .94. Criterion, predictive valid Ay (described previeusiy} was reported by the Pyychological Corporation in a study of the relationship between MAT and GGPA for 1,035 students in $0 grad uate programs, Data Analysis Multiple regession analyses of the data were conducted using MYSTAT Statistical Applications (Hale, 1990), MAT scores ind UGPAs were predictor var- iabley; three eriterion measures, COMP, GGPA and PPR, were dependent variables. Fiadings MAT scores and UGPAS Were statistically significant (p< 001) in predicting scores on the comprehensive examination. The results af the multiple repression analysis for predicting COMP scores are shown in Table {. MAT seores and. UGPAs accounted for 289 of the variation in COMP seores. Stepwise regression showed that MAT scores accounted for 23% of the variance, and UGPAs aceonnt- ed for an additional S% variance. The additional variance accounted for by UGPAs was statistically sugnificant (p « 05). Table 1, Mattipfe Regression Analysis for Variables Predicting COMP Scores (N = 78) Variable B SEB 8 Mar O42 O10 (aaee* UGPA ST 2.68 0.22 Note. R= 28 F (2.75) = 14.57 p <.001) sp c0S. Mpc, tp YIDIN ISTE ep Apung pue WAIN UyALABAM COUNSELING: PEST Area 3, peranuent oF eoucaTo onctticiothnnect natant OUCATTONAL RESOURCES MMFORMATH ERR EE fo csunestoa © Rectdy oo secereniytevenert eat a “PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY 10 THE EDUCATIONAL RESOURCES FORMATION CENTER (ERIC)The Alabama Counseling Association Journal ‘An official publication of The Alabama Coun- seling Association, The Alabama Counseling Association Journals pttished awice ayear. A primary purpoce 1s to communicate ideas and information which can help counselors ina vai ety of work settings implement their counseling ‘oles and develop the profession of counseling The Journal may include houghe provekine articles, eleoretical. summanes, reports of research, deseripive tehniques,samimaies of presentations, dseussions of professional issues reader reactions, and vevies of hooks oe meda SUBSCRIPTION: Subscription 6 Zhe fowraal Ws included fiche dues for membership in The ‘Alabama Counseling Assoctatwn. Non-member stthsriptions are $10.00 annually single copes teavaiable at S5.00.an nue Request fo tb Sertptions, sie coptes.or memberships should be addressed to: Dr Evia L. Wand ALCA Evecutive Seutetar, ‘Statwn 36, Chiversity of West Mubinn Livingston. Atabams 35470 “Telephone 205/052-3823 CHANGE OF ADDRESS: Members shosld report ares changes tv De Evin L. Woes at the abyee tated aldeess Undchvered ee soll trom aldeess ch replaced, fut may be phased at Ue issue pee Oter etamn for un tnust Remade wuhin A ons of pabeti ed sp LCA foserves the sl Jour atiles bot aon purponen to nivale rquesine set trivleges ss done ee autores has gwen pe Toestances weve m9 an poste ts sway the guthar with reasonable et Acsocttion gexeries the mL 4 Sow to repent ata Requests (or repraducton souk he direst the ALCA Executive Secretary MANUSCRIPTS: teveatcors on the tng, and develo manuscript. W Prater, lists aa els of pundnce, sunt alas fray il znenAVG A meter couch Stew ai cts ae tale cothns Monit whe outon 6 Gilg at " 32 Authors must he subrstted tothe co-editor: ‘Ken Norem and Sandy Magnoson BIST McGehee Road! #3 Montgomery, Alabama 36111 knsm@aol.com 234929.4253 (Ken's offieet 205/248-2902 (Sandy's officer EDITORIAL BOARD: The ALCA Journal dural Beard consists of one representative from gach division of The Alshama Counseling Assoctation. Members sere three yea ers for ‘which a rorauon system has beet. established. The primary function ofthe Eduorial Boards to syst in determining the content of publicatons. At Teast two members of the Editorial Board rea each mamiscript through an ahonyqous, revrew system No honoraria easel tunds are ised or Faltoial Board members ‘Cher Seat Farhugh AL. y Bel Jat Hovemgeon ante Satebe Joyce Rhode SERVIC 1995.19 AISCA 15.1998 ALMHCA — 1998.1998 ALDARCA 1995.1998 ALAMCD 19761959 Darrell Luvze ALACES 19961999 Frank tabs ALCOA 196.190 Windell Waknwon ADAREE 1996-1999 Jane S. Cantey ALASGW 1902000 Margate Watson 2000 em 2500 ALCA Journal published ander the dre tion of The Alabama Coubselime Asetation Exeatee Cane Ihe otfiests ane Marehota MeGhse Montgomery, Mcpama ‘hers Quan Helens, ‘shame ‘Chen Smuth avuet Mfoavevaile, Alasuma ie Katherine Niche Hower. bans President Presse Past Seven Montgomery, A chums AVAILABLE 'y COPYThe Alabama Counseling Astocialion forrnal Winer, ALCA President’s Message... Marcheta MeGhee Editorial wee wees Sandy Magnuson and Ken Norem Successful Submissions for Publications: Notions and Suggestions S-Alien Wileoxon Recommendations from The ALCA Journal Editorial Board Members Joyce Rhoden Darrell Luzzo Jammie Carney Ingie Givens Judith Harrington Anticles Interpersonal Process Recall and Solution-Focused Process Recall in the Supervision af Counselors... Basilia C. Softas-Nall Christine A. Breier ‘Tracy D. Baldo Predictors of Job Satistaction Among Public Rehabilitation Counselors in Alabama Mare veta McGhee Jamie S. Satcher Mental Health Counseling in Rural Appalachia . . . . Dale ¥, Wayman DGHomosexuality and Disability: Considerations for Rehabilitation Counselor Pre-service Training .... oo AB Jamie S. Satcher Karla Carmichael Jeff Todd Review of Admission Procedures of Counselor Education Programs............-....-- cee 82 Denny Chi-Sing Li Richard Canada Mee-Gaik Lim The Impact of Developmental Theory on {ndividual Counseling. ............. 002.000 2 60 Pameia O. Paisley Glenda T. Hubbard (Reprimed from Developmental Schoot Counseling Programs: From Theory to Practice with permission of The American Counseling Association.) Guidelines For AuthorsA MESSAGE FROM DR. MARCHETA MCGHEE, PRESIDENT OF THE ALABAMA COUNSELING ASSOCIATION Empowerment Urough Soctal Action with COPE. Over the past months as president of the Alabama Counseling Association, I have promoted my theme of Empowerment through Socral Action with C.O.PS. In cach issuc of the Quarterly Lave taken che time to focus on the last four letters C (Cooperation), O (Organization), P (Participation), and E (Education). I have seen how cach one of these letters has come (o life in this organization and through. the efforts of everyone connected with the Alabama Counseling Association. “This has led me to the focus for this journal piece on the frst part of our theme: Empowerment through Social Action. When 1 look at this section of the theme, { y 10 determine what import this has for counselors. Of course, I have always been taught that if you want to understand something try to break it down and ccome up with an answer. So, le’s look at the word empowerment. The basic def: inition of empowerment (Webster's, 1991) facuses on “the giving of authority or official power to.” So what is this saying? In the 1980s we constantly heard the word empowerment. Actually, it became abuzz” word for the decade. We were charged as counselors to “erpower” our clients, 1 developed a personal definition of empowerment to mean that we were teaching cur elientsjstudents/patients the imporance of being a voice for theit issues, helping them to realize that what they wanted regarding the direction of their lives needed to be expressed assertively, and helping them tearn to be advo- cates for themselves. With this personal definition ia lund, | proceeded to work with my clionts and students. Thave come to a time in my life where I must stop and assess where I am pro- fessionally. What are my goals and dreams for the future? Am I feeling empow- ered? Has anyone given me the authority to be a voice and advacate for my pro- fession? Then the thought came to rind: 1° { am not an advocate then who is? It reminded me of all the talks T had with my students and clients and of the “pep” {alks with them regarding being the captains oftheir ships. I know as a profession we are faced with so many challenges, changes and opportunities. Some of these changes involve issues of managed care and organizational disaffiliation to name a few, What will we do as professionals? We can empower ourselves to be more socially active. We have a professional responsibility to be more socially active and participate in promoting social legislation. ‘The next part of the theme focuses on social action. Far a fong time, we were aught to ignore the role of sociat context on change. Inthe 1960s, when there was 42 tot of social and political upheaval, the profession was not able to respond 10 the many social issues, The profession was unable (o handle such issues as civil tights, women's rights, the Vietnam War, counterculture, and drugs (Peterson & Nisenholz, 1995). Now we are seeing the impact this lick of understanding of the VOLUME 23, NUMBER 2* WINTER 1998 Due e importance of social context had on the profession. We must sce clients/students from their social context, That brings me to the conclusion that we must know and be involved in what is happening socially and environmentally When { took back at counseling history on the concept of social action and commitment, there are so many of the “great” founders of counseling theory that were socially active. The first name that invades my mind is Alfred Adler. A very important concept in his theory is gemeinschaftsgefith! which translates into social interest. He stated that we must realize thal we are a part of a larger social whole, not fragmented. His work (hrough life focused on such issues as crime, war, nationalism. and many others. There are other prominent theorists that addressed issues of social consciousness: Mastows, Rogers, Frankl, Ellis, Skinner, and Erickson. In a book written by M.Scott Peck (1987), The Different Dram: Community Making and Peace, the issues of prejudices, religious beliefs, and cultural backgrounds are addressed extensively. He supported the concept of ‘community connection. According to Peck, this is a concept that should be shared by all people. T have discussed whet it means to empower and have shown the historical precedent that has been set regarding social action by some of the major names in counseling. The next part of the theme deals with what we can do. As effective counselors, we must have the knowledge and skills 10 deal with these issues: empathic understanding; an ability 10 listen; knowledge of social and political issues and the impact these have on families: and insights into how people mod- ‘fy their actions. As counselors we must realize the impact of such issues as sex- ism, racism, classism and any ather “ism” on our clients and ourselves. What can we do? First of all, we need to make a decision to be socially active. 1 hope as I go through this in more detail you will make a decision to move For- ward with your social activity. There are really two ways you can proceed. The first involves what Peterson and Nisenholz (1995) called inner work. This is on the intrapsychic level. It involves such things as: + Opening yourself to new opportunities + Taking the time to listen to yourself + Allowing yourself to be you * Lear to live the tenants you espouse + Learn the importance to taking care of yourself through exereise, nutrition, ame management, relaxation, association, and laughtcr. I really like the concept of laughter. For me I have used it as “medicine” for some of the most painful experiences. On to the outerwork. We must take action as counseling professionals. Fol- Jowing are some suggestions: * Be politically active. We can write letters to legislators, call elected offi- cials, and support political candidates. The American Counseting Associ- ation offers training on government retations training at the national Level for ity members. 5y AVAAMA COUNSELING ASSOCIATION JOURNAL+ Be involved in service organizations. ‘There are so many agencies and community organizations in your area where you can beeome involved such as domestic violence and civil rights organizations * Finally, be involved in crisis and disaster preparation and response. The American Red Cross offers introductory training in Disaster Services and Disaster Mental Heaith training. These courses prepares participants {© pro- vide the specific activities and interventions necessary to meet the intie- diate disaster-related mental health needs of people affected by disaster. The list of inner work and outerwork can be expanded ty include so many more areas that hold personal significance, The idea is to help you realize the importance of giving yourself the authority or power to move ahead and become anadvocate for your profession, counseling, We can all sit hack and complain about contemporary issues and challenges such ged care, The American Counseling Association and ils reorganizational and issues such as rrafticulturalism, racism, and sexism. In the final analy can make a difference by being involved. History has proven this to us. Complaining never solves anything. It is the action part of this theme that makes it work. OF course this actian cannot oceur without you, the counselor. So let us move forward with excitement and anticipation. Yes. change does bring about a certain amount of anxiety. That's natural, but as counselors we must nat be probleny-focused, but sohutian-oriented to effectively face these challenges. References Peck, MS.1987), The differant dram: Community making: and peace New York: Simen & Schust Peterson J. ¥. & Nisenholy, BL (1998), Orcentation to Counseling (4rd edt. Needham Heights, Mass. Allyn & Bacon, Webster’ ninth new callegiate dictionary. A991). Springfield, MA: Merriam: Webster YoLUME 23, NUMBER 2° WINTER 1998Editorial During the past ten months we have come to view the ALCA Journal as a col- laborative effort made possible by contributions of the Association, the Editorial Board, the authors, and the readers. We are pleased to submit Volume 23, Num- ber 2 of The Alabama Counseling Association Jewrual as a product of that col- aboration. This issue features Dr. Allen Wilcoxon’ lead anticle offering valuable suggestions for strengthening professional writing skills. We hope his excellent article will stimulate readers to submit manuscripts for Volume 24! Yours will be ‘welcomed! ‘We also welcome this opportunity to publicly acknowledge the Editorial Board members’ multiple silent contributions. In adherence to the blind review process, these professional counselors anonymously invest expertise and time in review- ing manuscripts. determining appropriate publication recommendations, and offering assistance to authors for improving their manuscripts. We value our opportunity to work with Ingie, Darrell, Joyce, Judith, Frank, Windell, Margaret, Cheri, Nancy, Jamie, and Jamie! Subsequent to “Successful Submissions for Publications: Notions and Suggestions” you will find advice that several mem- bers of the Editorial Board offer to assist and encourage authors. While many of the tiles contained in this issue of The ALCA Journal address specific segments of the profession, we believe readers in all areas of the coun- seling profession will find the articles relevant and useful. Basilia Softas-Nall, Christine Breier, and Tracy Baldo propose a supervision intervention termed solution-focused process recall, which is a modified application of interpersonal process recall. ‘This article should be of interest to supervisors in both clinical and academic seuiings. Marcheta MeGhee and Samnie Satcher report on a study designed to predict job satisfaction among rehabilitation counselors in Alabama. Their findings may sug- gest variables that contribute to counselor satisfaction in all settings. Dale Wayman offers suggestions for counselors working with clients in rural Appalachia. We encourage counselors in all seitings to review the article for information that will empower them to work more effectively with this client population We also encourage counselors in diverse settings to consider the recommen- dations provided by Jamie Satcher, Karla Carmichael, and Jeff Todd for working with clients who have a disability and are gay. Although this article is specifical- ly directed towards rehabilitation counselor educators, we believe the content of the article will be of interest to practicing counselors as well as counselor educators. ‘The review of admission procedures of counselor education programs provid- ed by Denny Chi-Sing Li, Richard Canada. and Mee-Gaik Lim will increase counselors’ awareness of another element of our profession's rich history. These authors call on the profession to scrutinize procedures for selecting counsetors+ in-training. ALABAMA COUNSELING ASSOCIATION JOURNAL“The issuc is culminated with a chapter from Pamela O. Paisley and Glenda T. Hubbard's comprehensive text, Developmental School Counseling Programs: From Theory to Practice. These authors provide concrete illustration of ways developmental theories apply to individual counseling. Again, we offer this as a resource for school counselors and their colleagues in other settings who work with children AND SAXDY MAGNUSON ‘VOLUME 23, NUMBER 2 ¢ WINTER 1998Successful Seebmissions for Pultication: Notions and Suggestions S. ALLEN WILCONON For many in our profession, the thought of wrung for publication holds intrigue, ave. terror, and even pleasure. ‘The nation of expressi ideas in written form, whether as synthesis, commentary, novelty, or seientific discovery, represents an array af challenges, maay of which seem so considerable that one may be defeated before even beginning. That's really too bad! Most counselors have the intelligence, insight, skill, conviction, and even the time to commit their ideas to written form for dispersal among their colleagues in a professional nut- lot such as @ journal entry. However. swany times, the barriers that impede their success are attitudial, informational, of experiential in nature rather than intel Jeetusl or organizational. Again, that’s to bad. particularly because many prospective publishing counselors have much to offer to professional readerships «McGowan, 1997), This article is intended to examine various elements of the po n process that might aosist aypining authors ay they fice and defeat “demons” shat are possibly more personal “enemues” than professional ones. ue of sus proms professonal watery Pilooron't mudded arte publication Dr. Wileonore 1s the Program Cheer aud Psafessar of Caustselar Educa tae al Te tsersty of Alakana Ae as swe of Ue Mabana A cxalyors Jar Counseluig and ‘Sevelopuscet Jounal fram 1985 la 1959. le was alo weagnajed ws a 197% ussue of The Joursal of Marta and Pamuly Therapy as the author hewn the greatest number of articles published in marnuage and family oursals Mes casstrbuded to the Unisorsly of Alaba mas ranhug fourth on lolal publeations 1 Whicoran conseslently and actucly cxcousages colleagues’ and students’ publeaton efforts We ertend our appreceations to Dr Weston for the cxtenswe contula- tans he has made ls the ALCA Jaumal and the profestianal kleralere. and for hes generosity ae sha rang hes expertete our “Successful Subuesscans for Publreaton- Notion: and Suggestons” mutton a1 MEA Jounal Cdeors 1s to cxsurage 1 pulicston Thus, Ues esse features “ds 8 Allen le that offers tuggettions fox successful efforts toward 6 (J ALADAMA COUNSELING ASSOCIATION JOURNAL,PUBLICATIONS Attitudinal Considerations; Truisms and Passions “Publish or Perish,” “Write or Withe ey of other professional teu- isms have endured within the “publication culture” for many decades. Perhaps these notions existed initially asa commentary about unique settings (eta, acad- comia, research instieures, etc.), but they have come to permeate the context of writing for professional purposes. From these points of reference. one’s initial thoughts concerning writing for publication might likely be dis anxiety, While there is considerable accuracy in these (ruisms regedit al labor of writing for patitication, wo be defeated by the initial “demon” of an at ludinat obstacle is unfortunate for aspiring authors. Other truisms are equally accurate regarding the autitudinal barriers ene encounters at the outset when considering w:-ing far professional publication, For example, “Even the fongest trip begir . «th the first step” or even “Easy does ir” could be useful thoughts to consider. Even the notion of "Take stnall bites and chew well” offers remarkable application for affecting the attitudinal factors in writing. Human-serview prefessionals have a unique perspective from which they can examine the initial attitudinal barriers to publication: process versus. task (McGowan, 1992). Essentially, our profession demands that we approach aitempls to assist with human dilemmas as a process of gradual change, usually accompanied with inceraittent difficulties. to achieve an ultimate desired end Unlike a diseipline in whieh one can pursue the completion of a task with likely straight-line success se long as the initial premises and organisational plans are sound, counseling demands that we employ patience, itigence, and an inherent belief in a successful outcome in order not to be defeated as the outset, This alti ‘ude 1s clearly applicable in the process of writing for publication. ‘An equally compelling factor in one’s attitude toward writing for publication is to view the process as having personal meaning. A well-focumented aspect of burnout in the work setting is the tendancy to depersonatize one’s work, From this perspective, one's work is viewed as an activity with aeulral or even punitive oul- comes rather than reward and estcem, While a certain objectivity is required as fone encounters the process of editorial review, this fore af reatism should occur far later in the writing pracess. Most successful authors will confess to some sense of impassioned commitment to theit Work as they formulate their ini plan and effort, {fone envisions writing for publication as being similar to wri ing a report or ferm paper, such tedium ean promote depersematization and resent- ment which can defeat the author at the outset, Rather than the defer of writing to avoid an outcome such as “perishing” or "withering. writing 40 accomplish something with personal significance and meaning stimu. lates and invigorates one’s efforts. Like so many components of comtemporary life, writing: for publwation is grounded in one’s personal investment in the cre~ acivity, discipline, and energy needed to accomplish an outcome that Features am Vouume 23, NUMBER 26 WINTER 1998 62 1Witcoxon almost intimate drive for success rather than a desire for completing a task. Per- haps “Write and Enjoy” would be a wonderful truism to promote on a wide-scale ‘basis similar to the more traditional axioms of drudgery and woe! A final attitudinal consideration that aspiring authors should consiver is the importance of persistence and task-orientation. In that most practicing counselors have successfully completed graduate study, they will have an appreciation for the traditions of “Type A behavior" (ic., driven, cerebral, sequential, organized approaches (o completing defined tasks). The noted author and humorist Garrison Keilor once said “Writing is a for like doing dentistry on cadavers. You work all day doing small tasks and then when you're finished, no one notices your work.” ‘While there may be some accuracy in this statement, a more applicable notion is that the work of writing for publication requires discipline and focused effort. The aformentioned elements of viewing writing as a process with personal meaning are significant but cannot offset the need for disciplined library research, formu- ating multiple drafts, and grinding out sentences (McGowan, 1992). In this respect, one might recall the response from Agatha Christie when she was asked about how to begin the process of writing when she noted “First, you read; then, you read; then, you read some more.” Similarly, the suggestion that "You can never go wrong so long as you have your pen on paper" (or possibly “fingers on a keyboard") denotes the importance of the focused work ethic as an attitudinal ‘consideration in professional publication efforts. In summary, like much of what human-services professionals encounter in ‘theit work with clients, one’s initial attitude can be the difference between suc- cessful initiative or neglected aspiration in writing for publication. A perspective of committed diligence, tempered with realism and grit, can often exeate the encr- gy necessary to develop a document with personal significance. The impartance of overcoming these attitudinal barriers is that once some initial work is com- pleted, the author will be encouraged to continue. In this regard, “Nothing breeds success like success” might be the most notable truism of all eoncerning one's altitude in writing for publication. Informational Considerations: What are My Options and What are the Procedures? Coincidental with the attitudinal considerations one faces in writing for publi- cation are the informational considerations for such efforts. A variety of informa- tional areas affect writing for publication, though the most notable concerns are: (2) information about possible avenues for publication, (b) information about the guidelines for authors submitting manuscripts, and (c) information concerning the process of editorial review. In thal each of these spheres of inforination fea- ture significant aspects to consider in writing for publication, they will be con- sidered separately, then in combination thrcughout this section of the article, 6.2 ALABAMA COUNSELING ASSOCIATION JOURNALPUBLICATIONS Possible Publication Avenues Often, aspiring authors have a somewhat narrow perspective concerning their options for publication efforts; actually, many options exist! In examining these selected examples, I have decided to offer examples from my own wark only because { have greatest famiiarity with their content and the ways in which they illustrate the intended focus of this article. I wust this approach does not appear tobe self-ingratiating but, ratcr, simply illustrative for the purposes of the article, As an initial venture, onc’s “best bet” for a successful publication begins with an activity featuring Jitile written work. A professional presentation is an activity that requires one to conduct library research, organize ideas in a logical and sequential manner, produce brief summary documents, and articulate an idea with a professional audience. A professional presentation features deadlines for sub- mitting proposals and for preparing tangible final products that can assist immensely in the work one must accomplish to develop a publication (author note: this manuscript is being written using the outline of a presentation for the 1997 AICA Fall Workshop). A related benefit from af fessional presentation as an intermediate task in the publication process is the feedback and dialogue with colleagues ¢0 assist in additional reading, overlooked perspectives and “blind spots,” and collaboration with co-authors. From my own experience, a presenta- tion in October 1996 (Wilcoxon & Archer, 1996) was quite helpful far a publica~ tion (Wilcoxon & Archer, 1997) related to a copic of interest for both myseif and my co-author. Ia some instances, the abstract from a professional publication will serve as a publication from the proceedings of that professional conference. Despite appearances to the contrary, a professional presentation is an excellent avenue to assist in the publication process. Concerning actual written documents submitted for editorial review, much variely exists in terms of avenues for professional publication. Commentaries, articles, or position papers in professional publications such as newsletters or service bulletins may not feature the same rigor or he same notoriety as that asso- ciated with an empiricat work in a high-profile journal, but they are legitimate activities that can assist in publication efforts. Many authors find their work in such avenues (0 be important preludes to more lofty goals. In miost instances, these publications are not “refereed” or “juried” (i.e. reviewed as “blind” or anonymous manuscripts hy an editorial board) but they are contributions to the professional literature that may lead to subsequent efforts on a more ambitious scale. For myself, a newsletter anicle 1 once wrote was refereed and served 10 stimulate interest for both the newsletter editor and a graduate student complet- ing her master’s thesis (Wilcoxon, {985a). As a related item, aspiring authors will nearly always find newsietter of bulletin editors to be appreciative of offers for prospective entries for their publications. Abook review is perhaps one of the more overlooked yet natabte publication avenues available (0 those wishing to publish. ‘The clegance of a hook review is shat it represents a finive task, typically with a finite structure (c.g., word or sen- VOLUME 23, NUMBER 2 * WINTER 1998Witcoxon tence restrictions, limited opportunities for personal commentary, etc.) but some editorial review: { found that the discipline and assistance from the journal editor i completing book reviews were of great help in developing my imeerest in writ- ing for publication (\Witcoxon, 1985b). Additionally, once I completed the review Of this text, my own interest in clinical supervision was piqued to the point that 1 pursued a formal supervisor status with a professional group. Once again, writing for personal reasons can often lead to personal henefit! While most book reviews are not refereed, they afe more rigorous and feature a format that demands disci pliv~ $ and focused writing. cut integrative summary can be a very stimulating and creative avenue for publication. In most instances, integrative summaries are attempts to juxtapose and synthesize traditional and/or enntempora into a meaningful whole. These works frequently feature a eompare-contrast clement that stirs readers to consider aspects of ideas. theories. oF notions that they might have otherwise ‘overlooked, For example. one might examine the integration of a traditional approach to career exploration with elementary children that considers develop- mental readiness for using technology at different grade levels. Or, one might examine the similarities and differences between Structural and Integenerational approaches to family therapy as they might affect intervention efforts with per- sons diagnosed as a Borderline Personality: For myself, | have found that two (2) integrative summaries T authored in my career were particularly satisfying and enjoyable. The initial article was entitled “Healthy ‘unctioning: The Oth- cr Side of Family Pathology” (Wilcoxon, 1985c) and the other was “Grandpar- ‘ents and Grandchildren: An Often Neglected Relationship between Significant Others” (Wilcoxon, 19871, In each of these entries. I found the library review to be quite enjoyable and the integrated products were really useful for my teaching and practice. The two (2) essential elements for a successful integrative summa- ry are navelly and application. Ifthe idea is dated or already in print, its novelty 18 diminished considerably. Similarly. if the idea is novel but impractical for application purposes, it may appear to be primarily a cerebral exercise tat might bbe publishable only in an obscure outlet. In most instances, editorial management of an integeative summary entails refereed cr juried review. A derivate of the integrative summary is a publication devoted (© contem= porary issues. An adticle featuring a particular topic or an array of lopies may infornt and stimulate & professional readership. For example, an integrative sum- mary devoted to the ethical issue of disclosure or confidentiality when a third par- ty is unaware of a confirmed diagnosis of HIV+ or AIDS with a client currently being served by a counselor would be an integrative summary of a contemporary issue. Similarly. examining various trends in practice, legislation, and regulation affecting school counselors on a national scale could he informative and exciting lo aprofessional audience, For myself, [learned a great deal in working as a cu- author with a colleague (Dr. Robert Comas) to examine a contemporary issue from a perspective with which | was somewhat unfamiliar Wilcoxon & Comas, 6. 10 ALABAMA COUNSELING ASSOCIATION JOURNALPUBLICATIONS 1987). Even mare ineresting was the array of letters and calls from readers react ing to an issue entry [ authored entitled “He/She/They/I? Implied Sexism in Speech and Print” (Wilcoxon, 1°89), In faet, one reader took the time to send a rather scathing letter noting the irony of an article a this topic containing the phrase “rule of thumb.” which ts in fact a 16th century law allowing a husband (0 beat his wife so long as the stick used was no wider than his thumb! AAs with the integrat ve summary, referced review of a manuseript devoted so contemporary issue would be founded on two (2) key elements, these being: (8) comprehensiveness, and, (b) variety. Scrutinizing a contemporary issue from ‘only one perspective resembles advocacy more than examination, thereby su gesting an ultesior motive which many editorial reviewers will find offeasive or myopic. When ckamining a contemporary issue, a comprehensive review is essen- tial for emphasizing its uniqueness. Stated otherwise, another truism emerges: “If there's onty one side, there is na issue.” Variety is also important in examining a oniemporary issue. Variety should he demonstrated in entries from multiple jour- fhafs or soutees, multiple research findings. multiple opinions. and multiple sug- gested resolutions/actions. To think of a contemporary issue publication as a syn- opsis of literature that readers could uncover if they decided to investigate on their own is a good guideline for aurthars to use in developing their manuscript Many human-services professionals are mtcrested in reading multiple but suc- cinct entries concerning a particular theme, In this regard, annotated bibliogra- phies are an excellent avenue for publication available to authors, Semaaries of foxs, aiticles, or simifar professional works examining a specific topic are quite beneficial ta journal rcaderships. Unlike a hook review, an annotated bibliogra- phy is devoted (o a topic that can serve to introduce relevant hterature to it prac- titioner searching for resources. For example, a L5-eaury summary of approxi- mately 2 paragraphs each devoted to both empirical findings and applied notions for counseling families with a meinber who has Alzheimer's disease or who have encountered Financial cin or who have relocated into a new culture ean be uniquely helpful as.a starting point (o fearn about these topics. An annotated bib- Tiography may be an inital by-product of alitcrature review for a subsequent arti cle or possibly a literature review for a class project, thesis, oF dissertation. In my own experience, { elected to write an annotated bibliography to ilustrate as atil- ily with a group of doctoral students and found 1 yielded contacts from a number of practicing counselors (Wilcoxon, 1I986a), Most annotated bibliographies are subjected to refereed review and may feature requests for minor or even mayor changes prior to their acceptance for pubheatian Perhaps the majority of entries in counseling-related journals are those typi- cally noted as application works. Because ours is offen an inexact science, the signficance of publications devoted to examinng the “How-to” or “Whal-to™ aspects of pracive often trsld great interest for professional readers. ‘Those con- sidering developing an application work for possible publication should be aware of the potential impact of their ideas and claims. To suggest an activity an a rec~ ‘Youme: 23, NUMBER 2 + WINTER 1998 boWILCOXON ognized professional outlet such as a journal is to endorse a behavior that might have direct or indirect effects on clients, thus the ethical obligation to examine fully the implications of a suggested practice is considerable. Discussions of nov- el methods, “In-the-Field” techniques, and possible remedies for practice con- cerns should have a basis in recognized literature rather than simple intuition. Application works are perhaps the most scrutinized version of manuscripts sub- ‘mitted for publication since their appearance in a professional outlet is tanta- moun to endorsement by that journal. However, despite concerns regarding these obvious precautions, application works are great contributions to the human-ser- vices literature since they often inspire others (o offer commentary and rejoinders appearing in the same of subsequent publications. f unce published an article enti- ted “One-Spouse Marital Therapy: Is Informed Consent Necessary?” (Wilcoxon, 1986b) (hat was immediately (ollowed by a personal commentary offered by the journal editor questioning the entire premise of the article (Kastaw, 1986), From this experience, 1 would offer that in taking a position with an application work, ‘one should be prepared for an immediate reaction! The essential and shared desire of ethical practitioners is to improve upon the services to clients and to alvance the profession. thus application works often serve to answer as well as prompt questions among colleagues, hth of which cepresent meaningful contri- butions to the field Data-based research works are often viewed as the most difficult forms of publication in professional outlets. Nothing could be further from the truth! When. the method is sound, the statistics afe appropriate, and the eonclusions are tied directly to the analyses, a data-based research work is often the cas form of publication, In many respects, such @ publication is more of a “sepoct” than an “article” since the basis for the manuscript is a completed rescarch project rather than a review of an issue or a suggested practice for an applicd need. Again, a data-based rescarch work will be subject to referced review, but frequently yiclds only minor revisions for publication. A variety of data-based research works may be published in professional journals. Findings froin data-based research works may also lead to @ number of subse- quent outcomes that extend far beyond the publication. For example. one of the more popular approaches in a publication featuring research data is the use of sur- Xwy outcomes related (o large-scale issues. For example, {and another counsclor educator in our slate (De. Richard Hawk) secured a small ALACD grant to con- duct a survey of state AACD associations regarding their contimamng education practices and services (Wilcoxon & Hawk, 1990). The results of this survey were requested by AACD and were used to develop a strategy for encouraging states to emphasize certain types of continuing education offerings to assist their mem- bers. A similar owteome was reflected in a request from the American Mental Health Counselors Association (AMHCA) to scrutinize data gublished by myself and another counselor educator in our state (Dr, Stephanie Pulea) concerning the professional development needs of mental health counselors (Wilcoxon & Puleo, n ania Could ie ASSOCIATION JOURNALPUBLICATIONS 1992), More conventional examples of data-based research weuld involve in- field studies featuring more elaborate statistical analyses. A practitioner in our state (Dr. Francis Strick) published one of the most natable studies coacemning dissociative experiences of aduit survivors of sexual victimization (Strick & Wilcoxon, 1992). This work has been referenced on multiple oveasions by those wishing to extend her research In using either survey or in-field methods, the acteal use of dita to support conclusions reMected in the text of the article por- trays the heritage of the Scientist-Practitioner model advocated by practicing counselors, educators, and supervisors. A final category of publication avenucs is atypical entries that might include novel or “ether” categories of publication efforts. Within these atypical entries might he creative works such as poetry (Wilcoxon, 1983), interviews with noted professionals (Good, Fischer, Johnston, & Heppner, 1995), humorous/entertain- ing publications uniquely fashioned for a professioaat ceadership (Dooley-Dick- ey & Satcher, 1991}, or even sriginal models reflecting theoretical or philosoph- real notions not currently featured in practice or professional literature (Wileox- on, 1990). Atypical entries é2 the professional fiterature uswally feature unique formats or organizational scaemes that, despite their unconventional form and content, offer a definite cont-ibutinn to the professional cukure ard potential ser- view te clients. Atypical encties often prompt refereed review by one ot more guest reviewers specially skilled to assist the editor in examining the manuscript for its contnhution to the Geld. Combinations of these various avenues are also quite common for those wishing (0 have their works published in professional outlets. Far exampte, tke afticle concermmg geandparenyrandchild relationships (Wilcoxon, 1987) was refashioned as a book chapter in an edited text (Wilcoxon, 1991). Similarly, the coniemporay issues articke co-authored by Wilcoxon aad Comas (1987) served a8 the framework for another lengthy integrative summary in a subsequent article Wilcoxon, 199}. A particularly attractive approach to publication is reflected in the use of programmatic writing (Gladding & Wilcoxon, 1987) in which one identifies a particular multifaceted theme or concept ia library and/or data-based research that is then examined from a variety of vantage points. 1 was privileged 10 Work as a co-author with a now deceased practitioner in aur state (Dr, Sandy. Apolinsky) on an array of articles devoted to interventions with adult survivors of childhood sexual victimization, Specifically, one article was both an atypical and an integrative suminary entry examining moral development of these clients, CApolinsky & Wilcoxon, 1991ay; a second article examined the specific inter- vention technique af synibatic confrontation in a group work with these clients (Apolinsky & Wilcoxon, 199 1b); and, a third article examined an entire 12-week procedure (including symbolic confrontation) as an interventson model for these chents (Apotinsky & Wilcoxon, 199Ic). In this way, the programmatic approach 10 examining specific elements of the topic were emphasized and submitted for review vith different readerships. A firal example of a combination concerns the 23, Nustuer 2+ WINTER 1998 13WiLcoxon use of an applied work followed by a data-based research work. A colleague and | pursued this approach when we introduced 1 suggested format for promoting conjoint marital therapy (Wilcoxon & Fennell, 1983). then followed the applica: tion work with a data-based research work in which the proposed format was actually field tested to determine its utility for accomplishing the task (Wilcoxon & Fennell, 1986). In a programmatic way, the natural progression of the applica- tion work followed by the data-based research work allowed an opportunity to suggest the concept, then to test its applied utility ‘The generous use of personal examples in this section has been based on the notion that allustrations offen serve to strengthen the point ofa text. Typically. one can identify examples of miany of these publication avenues an single issues of professional journals. Guidelines for Manuscripts Many times. one may have identified a specific publicauon avenue but be unaware of the specific aspects of manuscript preparation. To use an anafogy, “one may have a marvelous gift wrapped im a very unattractive package.” Every reputable professional outlet provides “Guidelines for Authors” in their issues as a means of providing a structure of expectations for prospective authors. These guidelines are often treated as sacred! Typical components of "Guide- lines for Authors” will be statements concerning maximum manuscript lengt Rotations about referencing formats. mumbers of copies to accompany the origi nal manuscript. diskettes preparation and preferred word-processing programs, and use of nonsexist and nundiseriminatory language. Thus, manuscripts devel. sped with disregard for the expeeted format may be returned for revision before they are even read (McGowan, 1997), Similarly, manuseripts submitted with in adequate numbers of copies. improper referencing. or esen highly personalized and unsubstantiated claims reflecting personal agendas will likely aot be distrib: uted among editorial board members. Those wishing to he successful in pubheation should have great familianty with and adherance t these published guidelines. However, there are many unpublished guidelines for manuscript preparation that authors should know in terms of informational considerations for publication A careful review of any randomly selected array of professional publications wall reveal the expectations for professionalism, responsibility. and propriety: among professional outlets These unpublished guidelines often serve as pivotal points in determining suc- cessful or unsuccessful publication efforts. Exsenually. these items reflect a “tenor of exvess” (i.e. (oo much of too hte? related to the content of the manus script. Some examples arc. ‘Too Many Errors" - manavenpts wary ewcessive spelling. grammat errors. “Too Lengthy” - protracted beyonu necessary Tength even if within page maximums “Too Disorganized™ ~ difficult ws follow wath no clear line of premwse or conclusion in G Go Atawasta COUNSELING ASSOCIATION JOURNALPuBLicaTions “Too Dated?” — a review of literature andor data that ignores more contemporary findings “Too Repelitive/Redundant” — repeatedly making the same point “Too Argumentative” — outbursts or personalized commentary similar to “Let- ters to the Editor” “Too ‘Jargonish’” - undisciplined esoterica with vague or capricious meanings “Too Apologetic or Indefinite” a minsnal contribution or one with limited clacity “Too Definitive” - attempted clarity and complete resolution of a comptex issue “Too ‘Gimmicky’ or Unsubstantiated” - lacking in schoiarly content or ground- ing in literature “Too Unrelated to Readership” - possibly a great work but for the wrong audience “Too Impractical” ~ suggestions/ideas that would only have limited applicability From only this partial list of “excesses,” the need to develop manuscript con- tent with objective, professional. and collegial features would seem clear. Essen- (ially. respecting the published and unpublished guidelines for professional man- scripts zepresents a notable informational consideration for authors. Editorial Review: The Interminable Waiting Game Once a manuscript is developed and submitted to a professional outfet, the process of editorial review begins. Novice authors are sometimes unaware of the considerable delay in te review process. Seasoned veterans will also note that the defay in editorial review can seem interminable. Editors and members of their editoral hoards are people with lives outside of reviewing a manuscript sudmit- ted for their consideration A few items of informational consideration are in order for this area of publication effor Along with providiag alt materials required in the “Guidelines for Authors” for the publication outlet, authors should offer a brief yet clear letter of iatroduc- tion to the editor, Most cover letters feature a very brief commentary about the ‘manuscript (1-2 sentences), acknowledgement of co-authors (where appropriate). and simple professional courtesies. Attempts to ingratiate one’s self to the editor or to convince the editor af the readiness of the manuscript for immediate publ cation ate distracting and unnecessary. Authors should understand that the editor is acither friend tior enemy to the author; the editor is the gate-keeper for the pro- fessional outlet and. thereby, the “protector” of the reputation of the autiet. In this, regard, the process of editorial review 1s dedicated (o crafting a final product that will assist readership of the professional ovtlet. For brevity, this article will feature only an exzmination of the essentials of the process of editorial review. Authors should expect (0 receive a contact from the editor acknowledging receipt of the manuscript within a month of its miaifing: failure to do so may indicate that the manuscript has been misplaced and should prompt a query with the edecor concerning its receipt. Typical procedures in ref- erced editorial review involve (wo of three members of an ediforial hoard being, assigned the task Of “blind” or anonymous review of a manuscript, usually to be VoLusie 23, NuMBER 2+ Wintin 1998 G3 IsWiLcoxoN completed within six (0 eight weeks of its receipt. Editorial board members are to offer written feedback for use by the authors in revising their manuscripts. Once all editorial comments and recommendations are received by the editor, a summa- ry of the suggestions for the manuscript will be returned to the author. Great vari- ely may be noted in this process, ranging from receiving annotated manuscripts and reviewer comments to a single summary and recommendations for revision Wepared by the editor ta incorporate all suggestions for authors to consider. In general, the possible outcomes of an editorial review are: (a) “Accept Without Revision” (a rare outcome), (b) “Accept with Minor Revision” (also quite care), (© “Resubmit with Revisions” (most common). and (d) “Reject” (generally an indication that one should reconsider either the idea or the outlet for the manu- script). A guideline to consider with the “reject” outcome is to make some revi- sions but resubmit the document to another outlet for editorial consideration. ‘The single most important aspect in editorial review is access. Components of accessibility include access of the editor and the author to one another, access of the editor and the author to the suggestions of the editorial board, and access of the editor and the author to the manuscript. Authors should retain copies (mag- netic and printed) of their manuscripts and all correspondence from editors. While authors should be aware of the demands of editors’ time, they are also encouraged {0 contact editors after innordinate periods of delay {e.g.. 5 months with no editorial feedback). Similarly, authors should be prompt in responding to editor contacts, preferably in person and in writing. Again, authors should per- ceive publication as a process rather than a task that typically involved 18 to 24 months from start to finish Experiential Considerations: Thoughts and Suggestions ‘Writing for publication is a personalized process that requires one to be aware ‘of many informational considerations for success. However, some notable expe- riential considerations also affect this process in profound and significant ways. ‘Asan initial experential consideration, one should know the typical audience for which a professional outlet is geared and determine whether that outlet corre sponds to the nature of the manuscript prepared for submission. For example, one may have an idea they wish to express as a professional commentary that could stimulate dialogue among colleagues and possibly lead (o formal research efforts. However, they may seck a publication outlet that is geared (o publish primarily data-based research findings. Such a decision may lead (o great diseouragement and frustration simply because the author selected an inappropriate outlet for their work. Regardless af attempts to do otherwise, letters from editors expressing their regrets about having to reject a manuscript are disturbing and even painful, The unfortunate reality is that such an outcome can be avoided by having sufficient information about the nature of the publication and its readership to “hedge one's bets” at successful publication. Thus, an understanding of the nature of the pro- fessional outlet to which one’s materials are submitted can have a significant impact on one’s attitude of expecting success. 6 10 Acamanta Counsel {G ASSOCIATION JOURNAL,PUBLICATIONS A second experiential consideration is related (0 the outcomes of editorial review. A significantly smal! nunber of manuscripts ace ever submitted for pub- cation and examined under referced scrutiny to then result in “Accept AS Is” sta tus. Essentially, the process of writing for publication is a leaming experience featuring successive approximations that ullimately Jead to a manuscript deemed acceptable for distribution in a professional outlet (McGowan, 1992). In this eespecl, ambitious authors must develop a strong, tolerant, and resilient ego for their efforts, Most professional outlets have an acceptance rate of less than 50%, with some as low as 15%. Thus, the competitive nalure of writing for publication necessitates that one arcept chat failure (or at least “postponed success") is a real possibility. Hence, writing for publication demands a balance of personalized passion but detached realism in one’s attitude, a combination not casity achieved. Authors often find the experience of writing as a co-author to be helpful and educational. When successful, a co-author relationship for a novice author can be 2 very beneficial way of being oriented and/or mentored by 2 seasoned writer accustomed to the attitudinal, informational, and experiential considerations of ‘writing for publication. However, despite the best of intentions to develop c author relationships that feature symmetry in work load and duties, most co- author arrangements feature inevitable inequities. Many find their initial expo- sure to such inequities to be frustrating, possibly leading to a decision to abandon the publication effort. This is an unfortunate ane! an unnecessary outcome of co- author relationships. Most successful co-author relationships are forged over time with both/all participants negotiating for symmetry in subsequent efforts (i.c., taking turns with the majority of the work). In this way, the collegiality and leam- ing fostered in the co-author relationship is nat sacrificed, Another experiential consideration for those wishing to become successful in writing for publication is (6 secure reliable, skilled, and honest editorial help. One of the least helpful activities among colleagues or friends is “polite review” of a manuscript. If one is secking assistance, one should request and expect assis- tance that will feature suggested changes, possibly even of an extensive nature. By contrast. if one is seeking assurance, a “polite review" from a colleague or friend featuring few, if any, suggested changes, followed by harsh “rejection” or a recommendation for a comprehensive revision by an editor serves only to heighten the discouragement of an editorial review. In a real way, assurance accompanies assistance when seeking an opinion from a colleague or friend pri- or to submitting a manuscript for editorial review. A final experiential consideration is related to the initial aititudinal item noted. in this articte: writing as a process rather than as a task. Authors should avoid ere- ating situations in which they must produce under pressure fram constraints such as editor deadlines or job expectations. Because writing is a creative process, it must emerge and unfold, often wher onc is removed ftom the tedium of devel- oping 2 draft document for later revision. Some authors find it quite helpful to ereate an entire draft of a manuscript then not examine the dacument for an entire Vouunte, 23, NUMNER 2» WINTER 1998 e. ”WILCOXON day or longer. The freshness of “new eyes” or a “rested brain” often serves to expedite the process of creating a final product much more than continually push- ing for an eventual product, Again, one should understand that writing for publi- cation is quite different from developing a report; the latter is a task while the for- met is a work of personal pride. Closing Thoughts “These notions and suggestions for successful submissions for publicatio neither definitive not exhaustive. Rather, they are intended to serve as guidelines and pronipters for those considering writing for professional publication. In a real way, writing for publication is a mathod of extending one’s self beyond the typi- cal sphere of one's practice to introduce a novel and challenging component of one’s personal and professional development. The axioms of “Publish or Perish” and “Write or Wither” both suggest writing for publication as a task one under- takes to avoid an otherwise disastrous outconic. As a substitute, aspiring authors are urged to consider the axiom of “Enjoy the Ride” as a realistic and meaningful theme for their efforts. Ta you. { say “Walk Sofily and Camy a Large Thesaurus!” References Apolinsky, S. R., & Wilcoxon, §. A. (1991a). Moral self-concept of adult sur- ivors of childhood sexual victimization. HMlinois Association for Counseling and Development Journal, 12(1), 2-16. Apolinsky, S. R.. & Wilcoxon, S. A. (1991b), Symbolic confrontation with, women survivors of childhood sewwat sictinacation, Janenal for Specialists in Group Wark, 16, 85-90. Apolinsky, 5. R., & Wilcoxon, S. A. (1991c). Adult survivors of sexual vie~ timization: A group procedure for women. Family Therapy, 18, 37-45. Dooley-Dickey, K., & Satcher. J. F. (1991). Doctoral disorder of adulthood. Journal of Mental Health Counseling. 13(4), 486-491. Gladding. S. T. & Wilcoxon, 8. A. Programmatic writing: A “what 10” option for professional publication. Journal of Counseling and Development, 66, 52. Good, G. E., Fischer, A. R., Johnston, J. A., & Heppner, P. P, (1995). Norman, C. Gyshers: A proponent of comprehensive school guidance programs, Journal of Counseling end Development, 73, 115-120. Kaslow, 1. (1986). Editor's commentary. American Journal of Famly Thera- ps. 14271. McGowan, A. S. (1992). Publishing in a refereed, American Counseling Asso- ciation branch journal: The New York State Journal for Counseling and Develop- ment. The New York State Journal for Counseling and Development, 7, (9-27. McGowan, A. S, (1997). Successful research and writing for publication in The Journal of Humanistic Education and Development: Counsel from the edi- tor. Journal of Humanistic Education and Development, 36, 3-12. Strick, F. L., & Wilcoxon, S. A. (1992). A comparisan of dissociative experi= ences in adult female outpatients with aad without histories of early incestuous » 18 (12 ALAnAMA COUNSELING ASSOCIATION JOURNAT.PUBLICATIONS abuse. Dissociation, 4, 193-199, Wilcoxon, S. A. (1983). Irony in intervention. Personnel and Guidance Jour- nal, 61, 638. Wilcoxon, S, A. (1985a). Systemic intervention in a university counseling cea ter: A popbation that fats tet«ween the cracks? Family Therapy Mews, 16(2), 1.12 Wilcoxon, S. A. (1985b). Review of Family of origin applications in elinical supervision by C.B, Munson. Journal of Marital and Family Therapy, 11, 429-430. Wilcoxon, S. A. (1985c). Heaithy family functioning: The other side of famni- Jy pathology. fournal of Counseling and Development, 63, 495-499. Wilcoxon, S. A. (1986a). Family counseling practices: A suggested reading guide for school counselors. The School Counselor, 23, 272-278. Wilcoxon, 8. A. (1986b). One-spouse marital thecapy: ts informed consent aecessary? American Joumal of Family Therapy, 1, 265-210. Wilcoxon, S. A. (1987). Grandparents and grandchildren: An often neglected relationship between significant others. Journal of Counseling «ind Development, 65, 289-290, Wilcoxon, S. A. (1989), He/she/they/it? Implied sexism in speech and print. Journal of Counseling and Development, 68, 14-116. Wileoxon, S. A. (1990). Community mental health counseling: An aptinn to the CACREP dichotomy. Conasetor Education and Supervision, 30, 26-36. Wilcoxon, S. A. (1991), Grandparents and grandchildren: An often neglected relationship between significant others. In. JE, Veevers (Ed.). Continuity: and change in marriage and family, (pp. 42-345), Toronto: Bolt. Rinehart, and Win- ston of Canada, Wilcoxon. S. A. (1993), Fihical issues in marital and family therapy: A framework for examining unique ethical concerns. Family Counseling and Therapy, 2, 1-16. Wilcoxon, S. A. & Archer, G. D. (1997). Professional development and ttain- ing; A consortium model. Joumal of Mental Health Counseling, 19, 191-198. Wilcoxon, S. A.. & Archer, G. D. (1996, October). The Consorsium for Edu- cation and Training (CET): 8 model for collaborative professional development, Paper presentation at the nalzonal corterence of the Assaciation for Counselor Education and Supervision. Wilcoxon, §, A., & Comas. R. E. (1987). Contemporary (rend in family counsel- ing: What do they mean for school counselors? The School Counselor, 34, 219-225. Wilcoxon, S, A., & Fenactl, D. L. (1983). Engaging the non-altending spouse through the use of therapist-initiated written communication, Journal of Marital and Family Therapy, 9, 199-205 Wilcoxon, §. A.. & Fennell, DL. (1986). Linear and paradoxical leters to che non-attending spouse: A comparison of engagement rates. Jounial of Marital and Family Therapy, 12, 191-193. Wilcoxon, S. A., & Hawk, R. (1990), Continuing education services: A survey of state associations of ACD. Jaurtal of Counseling avid Development, 69, 93-94 Wilcoxon, S. A.. & Puleo, S. G. (1992). Professional development needs of mental health counselors: Results of a national survey. Journal af Mental Health Counseling, 14, 187-195, VoLusse 23, NuMBER 2 * WINTER 1998Comments About The Publication Processes Grom ALCA Journal Editorial Board Members Joyce V. RHODEN, ED.D. DIRECTOR, COUNSELING CENTER ‘TUSKEGEE UNIVERSITY Lremember vividly twelve years ago, when I submutted a manuscript (0 a state journat and received the letter of rejection. 1 had just graduated from a dociaral Program and my dissertation advisor co-wrote this manuscript with me. The review for me was devastating, and for him, it was just another rejection. He had written several books and had served on the editarial board of several national Journals, Much later. 1 bolstered the courage to make the comrections and resub- ‘mit to the journal. ‘The manuscript was aecepted with revision and later published. In reviewing Allen's article it brought back old memories. [ went through the “Twish I had these guidelines when {first started” phase. For me it is a compre- hensive guide, I literally took notes while I read the article, It has energized me in that T have taken out my research file again. [ have reworked a questionnaire that | plan to administer in order to do-a companion study with my “research part- ner” in another stare. ‘The point I want to make here is that the article is very timely, and it hits the right spots. As an editorial board member. { cannot stress the impo, ance of first reading the guidelines written by the journal in which you plan to publish, and concen- (rating on the “unpublished guidelines.” These are reafly the things that deteseuine Whether a publicatian és successful or not. Transitioning statements ~ the flow oF smoothness of thought from one paragraph to the next, spelling, grammatical errors, repetition of phases or certain connecting words are all issues that relate to the content of one’s manuscript. Finally. vest in a “reliable, skilled and hon- en” colleague for some assistance, and refer to this lead article if you have to, DARRELL ANTHONY LUZZO. PH.D. DIRECTOR OF CaREER TRANSITIONS RESEARCH ACT. Isc. Allen Wilcoxon's article contains some of the best advice far professional Publication that I have ever rex. to the past seven years, | have attended nearly a dozen presentations at professional counseling conferences on the topic of pubs lishing in professional journals. Wilcoxon's “notions and suggestions” provide a rich, concise summary of the lessons [have learned over the years. and praspec- tive authors woot be well served by considering his recommendations. OF the varsous topics Wilcoxon addresses. the importance of a positive attitude toward the publication and professional presestation pracess cannot be empha sized enough. The sriting process, in particular, is significwatly 20 ‘ ALABAMA Couns! LING ASSOCIATION JOURNALCOMMENTS when viewed as a “Write and Enjoy” rather than a “Publish or Perish” endeavor. Teouldn’t agree with Wilcoxon more regarding his insights about what it akes 10 endure the road (© professional publication: “A perspective of committed diti- gence, tempered with realism and grit, can often create the energy necessary 10 develop a document with personal significance.” I would ike to briefly address and expand upon a couple of the poinis raised in Wilcoxon's article. As Wilcoxon explains, although the content of a manuscript ‘or presentation proposal is, by far, the most imporiant quality thet is considered during the editorial review process. authors should not underestimate the attrac- tiveness of the presentation. Adhering to stylistic concems (e.g, grammar, spelling, punctuation) and preparing manuscripts according to a jouenat’s “Guidetines for Authors” is 4 very important part of the process, It always surprises me when [ review a manuscript for a journal and immediately realize that the authors have neglected to prepare the manuscript accardiag t author guidelines. {t isn't as if such guidelines are hard to find: they're in almost every issue of the journal! Prior to submitting a manuscript to a journal editor, make sure that you have read and te-read the guidelines for submissiod, and ensure that the manuscript you are about to submit is prepared accordingly. Despite some of the challenges associated with collaboration in the publica- sion process, I would like «a encourage prospective authors to seriously consider co-authorship of an article or presentation. This is an especially useful approach {0 publication for new authors. Writing an article with one of your colleagues who as published some of his or her work previously can help you learn additional “(ricks of the trade” and can greatly demystify the publication process altogether. Of course, sts maportant atthe onset of x collaborative endeavor to discuss order ‘of authorship, expectations of each contributor, and responsibilities for carrying. out the various phases of the project. Doing so will help you to eliminate many of the “unfortunate and .. . unnecessaev quteome|s) of co-author cclationstips” referred to by Wilcoxon Counseling professionals, especially those who percerve themselves primarily as practitioners. play a critical role in bridging the gap between teary. research, ‘and practice in our Held. I hope that readers of this issue will realize the impor- tance of all members of our profession sharing their insights, perspectives, and lessons learned hy engaging sn the publication process. VoLUMe 23, NOSBER 2 © WINTER 1998RHODEN/LUZZ0/GIVENS/CARNEY/HARRINGTON INGHE BuRKE Givens, M. Ep. GUIDANCE COUNSELOR TALLAPOOSA-ALEXANDER CITY AREA VOCATIONAL CENTER Asubmission for publication in the ALCA Journat should reflect the Following: |. Strict adherence to the Publication Manual of the American Psychological Association. This is the essential road map for serious publication in psy- chology and counseling. In research articles, it’s important to know how to act when the hypothesis is not supported by data. I recall an article submitted for publication which contained a wonderful theory as to how the archival data would respond. The review of the literature was extensive and scemed to support the writer's assertions. But the data used in the study failed to live up to the writer's expectations, The result was a weak and lifeless discussion and conclusion. In reporting research it is important to achieve balance. Each section should complement the others. 3. Typographical, punctuation, and spelling errors are indefensible, Excessive use of jargon or pretentious language is equally objectionable. The key con- vem of the writer should be the readability of the article, The listed errors create distraction Finally, the purpose of the editorial review hoard is to assist writers who wish to publish in The ALCA Journal. [tis a process involving the editors, the edito board and the author. Publication is most often a product of revision with assistance, JAMIE S, CaRNEY, PH.D. ASSOCIATE PROFESSOR Counsetor EptcaTios, AUBURN UNIVERSITY Dr. Wilcoxon does an eavellent job of providing insights and recommenda- tions concerning the process of writing for publication. One paint that comes through strongly is that thts process requires both persistenc J patience. It is important in developing and writing manuscripts (hat the auiws) be prepared to write and re-write the manuscript. This often means that you need to rely on col- Teagues to read works in progress and provide constructive feedback. As a last Point you may ask a friend ar colleague unfamiliar with your subject to read the article, for they can often tell you how easy itis to follow or understand, These outside reviews arc essential for as we become familiar with a subject or the con- tent of our article we often overlook areas such as information about data callee: 22 “7.1 ALABAMA COUNSELING ASSOCIATION JOURNALComments (ion, correct citations, oF aspects about the introduction. As Dr. Wilcoxon sug- gested, this time commitment and need to attend to the details leads many to con- sider co-authorship as a method for developing and writing manuscripts, This allows authors to share strengths and balance weaknesses or time limitations. ‘An important point raised by Dr Wilcoxon is that with this process comes ‘ejection and the almost more dreaded “revise and resubmit.” Many authors are pul off by the latter, seeing this as a rejection or an insurmountable task. Howey- er, all authors have been rejected at some point, and most of the publications cur- rently in print were originally revise and resubmits. The important thing is to spend time reading the reviewers’ comments. Initially, make those changes that, are easiest and may include points such as adding additional information, cor- recting typos, or changing citations. Then tackle the more difficult changes. If you read a difficult point you may want to discuss or get clarification from the editors about the changes, One important part of the resubmission process is writ- ing a detailed letter to the editors addressing the ways in which you have revised or addressed the recommended changes. This may include specific references to pages or significant changes in the manuscript. This may also include your rea- soning if you did not make x specific recomaiended change. Finally, don’t put the process off. The further you get away from re-writing, the more difficult it will he to address the changes and stay motivated. Rememer. the revise and resub- mit is intended to clarify that the article could be publistied and does have value. ITH HARRINGTON, PID. LICENSED PROFESSIONAL COUNSELOK COUNSELING, CONSULTATION. TRAINING, AND DEVELOPMENT When A Well-Published Author Advises, People Lister Dr. Wilcoxon is one of the more well-published authors that we have ia the state of Alabama, and if his method wosks well for him. then one who is inter- ested in publishing is well-advised to consider seriously Dr. Wilcoxon's sugges ions. His helpful article is thorough, well-documented, well-written, reflective, practical, and motivating. ‘These characteristics have permeated the more than 400 journal articles which he has published in the last several years. ‘As one of the members ot the editorial review commitice for Tite Jownal, L would like to offer my top ten suggestions along with some “do's and don'ts” for submnitting a manuscript which makes an optimally pasitive impression. “‘fop Ten Tips From One Reviewer's Point OF View 1. Write your article with the readership of The Alabama Counseling Assoria. tion Journal in mind. DO customize your tone with use of examples or implications for practice VoLUM~ 23, NUMBER 2+ WINTER 1998 23