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DOCUMENT RESUME CG 029 875 ED 440 333 Wickwire, Pat Nellor, Ed. AUTHOR CACD Journal, 1998-1999. TITLE California Association for Counseling and Development, INSTITUTION Fullerton. ISSN-1052-3103 ISSN 1999-00-00 PUB DATE 81p.; Published annually. NOTE California Association for Counseling and Development, 2555 AVAILABLE FROM East Chapman Ave., Suite 201, Fullerton, CA 92831 ($4, members; $8, nonmembers). Tel: 714-871-6460. Collected Works - Serials (022) PUB TYPE CACD Journal; v19 1998-1999 JOURNAL CIT MF01/PC04 Plus Postage. EDRS PRICE Career Academies; *Counseling; Counselor Educators; DESCRIPTORS Counselor Training; Higher Education; Intermediate Grades; Intervention; Mental Health; *Professional Associations; School Psychologists California ABSTRACT This publication of the California Association for Counseling and Development for 1998-1999 supports the organizational goals of leadership, inquiry, discovery, excellence, and innovation. It attempts to identify the current issues of concern in ':he counseling field and to share research to help improve the professional :.earning commuity. As a leading voice in the counseling field, it serves af.: an important link for all professionals in practice. The articles for this issue include: "The (1) "The CACD President's Message" Editor's Message" (Pat Nellor Wickwire); (2) "Correlates of Depression among Fifth- and Sixth-Grade (Sharon Johnson); (3) Students from Regular Education, Gifted Education, and Special Education" (Dudley J. Wiest, Eugene H. Wong, Joseph M. Cervantes, LuAnn Craik, and "Attitudes of College Students from Three Countries on Dennis Krell); (4) Intimacy and People with Disability: A Cross-Cultural Perspective" (Roy K. "Generations Theory: Counseling Using Chen and Martin G. Brodwin); (5) Generational Value Systems" (Colette F. Dollarhide and Robyn Haxton); (6) "Meeting "Critical Analysis of Social Skills Training" (B. Grant Hayes); (7) the Needs of College Athletes: Implications for Counselors" (Trey Fitch and "The California Association for Multicultural Chester Robinson); (8) "Ethics Counseling (CAMC): History and Development" (Mary Ellen Davis); (9) Training and Counseling Practice: An Interactive Decision-Making Analysis" (10) "Dual Model Group Supervision: Simultaneous Use of (Bette Katsekas); Dynamic and Cognitive-Behavioral Approaches" (Kathryn C. MacCluskie); (11) "Advocacy for Clients and the Profession: A Multicultural Perspective" "The Counselor as a Person: Integrating Theory (Marcelett C. Henry); (12) (13) "The New World of Work: Implications for with Self" (Dwight Webb); "Doodling: Boredom or Creative Career Counselors" (Shelley Metzger); and (14) Learning?" (Robert Estell). (Each article contains references.) (JDM) Reproductions supplied by EDRS are the best that can be made from the original document. . I MI a =I U S DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS Office of Educational Research and Improvement MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) --=l_.-0 0 This document has been reproduced as . received from the person or organization originating it 0 Minor Changes have been made to improve reproduction quality Points of view or opinions stated in this docu RESOURCES TO THE EDUCATIONAL L..._Tent do not necessarily represent official OERI position or policy INFORMATION CENTER (ERIC)" ' -, II- . . I CACD JOURNAL California Association for Counseling and Development 2555 East Chapman Avenue, Suite 201 Fullerton, CA 92831 (714) 871-6460 Editor Pat Nellor Wickwire The Nel lor Wickwire Group Hermosa Beach Associate Editor Assistant Editor Martin G. Brodwin John Bancroft, Emeritus California State University San Bernardino Valley College Los Angeles Yucaipa Production Editor Richard Hoover CACD, Fullerton Editorial Revievi Board Joan Blacher, Emerita Jackie M. Allen California Lutheran University Allen Consulting Associates Thousand Oaks Fremont Nils Carlson, Jr, Dale Burklund, Retired California State University Santa Clara County Schools Bakersfield Cupertino C. D. Johnson Margaret Cooney Johnsons and Associates California State University San Juan Capistrano San Bernardino Lisa Lee Cynthia S. Johnson, Emerita . EdITS California State University San Diego Long Beach Benjamin Reddish, Jr. Mark Pope Edison High School University of Missouri Stockton St. -Louis Peggy Smith Marcelino Saucedo San Francisco State University Cerritos College San Francisco Norwalk William H. Wright, Jr. Elizabeth Stebbins Consultant Services Hinton Career Strategists Whittier Aliso.Viejo The CACD Journal (ISSN 1052-3103), official publication of the California Associa- tion for Counseling and Development, is indexed by ERIC. CACD members receive the CACD Journal as a benefit of CACD membership. Single copies are $4.00 for members and $8.00 for non-members. Address correspondence to CACD Publication Sales. The CACD Journal invites manuscripts about the profession for the professional, including articles about theory and practice, research, trends, issues, and ideas. Guidelines for authors are included in each issue of the CACD Journal. Address correspondence to CACD Journal Editor. Copyright is held by the CACD Journal to protect authorship. Permission must be requested in writing for the reproduction of 300 or more words. Address correspondence to CACD Journal Editor. Advertising space is available in the CACD Journal, subject to the principles of law and ethics. Address correspondence to CACD Journal Advertising. Undelivered copies of the CACD Journal resulting from lack of notification of address change are not replaced. Address correspondence to CACD Address Changes. The CACD Joumalis printed by Bixby Knolls Printing & Graphics, Fullerton, CA 92832. California Association for Counseling and Development CACD JOURNAL Volume 19 1998-99 TABLE OF CONTENTS The Editor's Message 3 Pat Nellor Wickwire The CACD President's Message 5 Sharon Johnson Correlates of Depression Among Fifth- and Sixth-Grade Students from Regular Education, Gifted Education, and Special Education 7 Dudley J. Wiest, Eugene H. Wong, Joseph M. Cervantes, LuAnn Craik, and Dennis Krell Attitudes of College Students from Three Countries on Intimacy and People with Disability: A Cross-Cultural Perspective 15 Roy K. Chen and Martin G. Brodwin Generations Theory: Counseling Using Generational Value Systems 21 Colette F Dollarhide and Robyn Haxton Critical Analysis of Social Skills Training 29 B. Grant Hayes Meeting the Needs of College Athletes: Implications for Counselors 35 Trey Fitch and Chester Robinson FEATURE Building the Counseling Profession The California Association for Multicultural Counseling (CAMC): History and Development 41 Mary Ellen Davis FEATURE Professional Practices in Counseling Ethics Training and Counseling Practice: An Interactive Decision-Making Analysis 47 Bette Katsekas Dual Model Group Supervision: Simultaneous Use of Dynamic and Cognitive-Behavioral Approaches 53 Kathryn C. MacCluskie r 4 FEATURE The Personal Side of Counseling Advocacy for Clients and the Profession: A Multicultural Perspective 61 Marcelett C. Henry The Counselor as a Person: Integrating Theory with Self 65 Dwight Webb The New World of Work: Implications for Career Counselors 69 Shelley Metzger Doodling: Boredom or Creative Learning? 71 Robert Estell CACD Journal Guidelines for Authors 73 74 CACD Leadership Team Directory © 1999 by the California Association for Counseling and Development 5 THE EDITOR'S MESSAGE -;> Pat Nel lor Wickwire This issue of the CACD Journal clearly supports 1998-99 CACD President Sharon Johnson's theme, "leadership, Leadership, LEADERSHIP." Research, theory, and practice articles highlight inquiry, discovery, excellence, innovation, and leadership in the counseling profession. Dudley J. Wiest, Eugene H. Wong, Joseph M. Cervantes, LuAnn Craik, and Den- nis Kreil report the results of research to identify the factors that relate to depression in upper elementary school students. Roy K. Chen and Martin G. Brodwin present the results of a study of the attitudes of college students from the United States, Taiwan, and Singapore about establishing relationships with individuals with disabilities. Colette F. Dollarhide and Robyn Haxton discuss generations theory, and suggest applications of generational value systems in counseling. B. Grant Hayes provides information about the benefits and limitations of social skills training. Trey Fitch and Chester Robinson support counselor attention to the developmental needs of college athletes. In the continuing feature "Building the Counseling Profession," Mary Ellen Davis reviews the history and the development of the California Association for Multicultural Counseling. In the continuing feature "Professional Practices in Counseling," Bette Katsekas outlines an approach to ethics education in counselor training programs. Kathryn C. MacCluskie presents a model for co-led supervision groups in counselor training. In the continuing feature "The Personal Side of Counseling," Marcelett C. Henry encourages counselors to assume active roles in advocacy for clients and counselors. Dwight Webb invites counselors to address personal and professional imperatives in counseling. Shelley Metzger challenges counselors to display awareness and commu- nication about changes in work. Robert Estell demonstrates the benefits of creative learning and expression. You are invited to join these leaders in sharing your research, theory, and practice with professional colleagues through the CACD Journal. Your leadership legacy of insights, ideas, and information will become part of the permanent professional literature, and support the advancement of the counseling profession. CACD Journal, 1998-99, Vol. 19 3 6 T E PRESIDENT'S MESSAGE Sharon Johnson Counseling is a profession; in a profession, there are certain expectations and re- quirements. One element of a profession is the necessity for special knowledge or education. There must be a professional culture that is perpetuated via consistent training programs, research, and continuing professional growth and knowledge. Another requirement of professionalism is active participation and leadership in professional organizations. The CACD Journal is an important contribution to our profession of counseling. Through the journal, the community of counselors seeks to identify the current issues of concern to our field, to share research, and to reformulate our shared mission, vision, and values. The collective inquiry presented through the articles becomes the engine of improvement, growth, and renewal for our professional learning community. Together, we must form collaborative teams, learning from one another and creating mo- mentum to fuel continued improvement. It has been said that counseling has a 5-year halflife. If we lose our willingness to experiment and sometimes to fail, in order to change and improve, then we risk losing our sense of community. The purpose of the CACD Journal is to foster continuous improvement. As a profession, we must strive for results. If something is not working, we must recreate new ways of achieving our desired results. As professionals, counselors must continually renew skills through attendance at workshops, professional conferences, and conven- tions; subscribe to and read scholarly journals; and maintain currency in the field through reading a variety of professional literature related to counseling, education, psychology, and other related disciplines. The CACD Journal has been a leading voice in the field of counseling for many years. The articles submitted by our colleagues initiate the conversations that will lead us into the next millenium. I want to acknowledge how much Pat Nellor Wickwire, serving brilliantly for 9 years as Editor of the CACD Journal, has provided this important link between professionals. The awards granted the journal over the years speak to the excellence of Pat's contributions, but even more to the dedication and energy she has contributed to a model of what it means to be a professional. Your leadership is gratefully appreciated in a year in which the focus has been on "leadership, Leader- ship, LEADERSHIP." Sharon Johnson, 1998-99 President, California Association for Counseling and De- velopment; Professor, Division of Administration and Counseling, California State University, Los Angeles. 7 5 CACD Journal, 1998-99, Vol. 19 Correlates of Depression Among Fifth- and Sixth-Grade Students from Regular Education, Gifted Education, and Special Education Dudley J. Wiest, Eugene H. Wong, Joseph M. Cervantes, LuAnn Craik, and Dennis Kreil The deficits and consequences of depression syndromes are well-known to clinicians in both school and mental health settings. Less clear are the problems associated with symptoms of depressed mood which students report from the school setting. This study offifih- and sixth-grade students from regular, special, and gifted education explored the associations between two basic symptoms of childhood depression (irritable/ angry and sad/hopeless) and scales designed to measure positive outcomes of child development such as attachment, intrinsic motivation, coping skills, competence, and autonomy. Depression in children and adolescents has received more serious attention in recent years as a result of its incidence, the increased complexity of life problems, rising urban violence, and the extension of depression into adulthood (Black & Krishnakumar, 1998; Cicchetti & Toth, 1998; Kovacs, 1996). In fact, depression is becoming so prob- lematic and prevalent in the child and adolescent population that it represents a public health risk (Hammen & Rudolph, 1996). Recent epidemiological studies have suggested that both diagnosed and self- reported symptoms of depression predict high rates of significant emotional distress in both children and adolescents (Cooper & Goodyear, 1993; Costello, 1998; Offord, 1987; Reinherz, 1993). Contemporary research has also noted that depression in children often extends into varying stages of adulthood, is typically preceded by the presence of anxiety or the development of an anxiety disorder, and may result in suicide. Suicide as an outcome is particularly associated with the presence of a major depressive disorder in childhood or during the adolescent years (Kovacs, 1996; McCracken & Cantwell, 1992; Rao, 1993). Part of the difficulty in understanding the issues surrounding child and adolescent depression involves the lack of clarity in defining the term. Angold (1988) described how depression has characteristically been operationalized as involving depressed mood, depressive syndromes, or depressive disorders. Depressed mood has been defined as a single symptom or group of symptoms that involve dysphoric affect. Typically, self-report measures have been used to identify depressed mood. Depression symptoms which significantly correlate with each other are empirically and theoretically constructed as a syndrome. Finally, depressive disorders have been reflected as categor- ical diagnoses such as those noted by the American Psychiatric Association's [APA] Dudley J. Wiest, Professor, Department of Educational Psychology and Counseling, California State University, San Bernardino; Eugene H. Wong, Associate Professor, Department of Psychology, California State University, San Bernardino; Joseph M. Cervantes, Associate Professor, Department of Marriage and Family Therapy, Cali- fornia State University, Fullerton; LuAnn Craik, Program Specialist, Placentia/Yorba Linda Unified School District, Placentia, California; Dennis Kreil, Director of Pupil Services, Placentia/Yorba Linda Unified School District, Placentia, California. 8 CACD journal, 1998-99, Vol. 19 7 (1994) Diagnostic and Statistical Manual of Mental Disorders (4th ed.) (DSM-IV). Previously Wong and Wiest (in press) noted that a single depressive symptom statement (I feel sad and depressed) was endorsed by 25% of the adolescents in the study group as "usually" or "always" occurring. This single factor was significantly related to poor coping skills, projection of blame onto others, high levels of anxiety, perceptions of parents as less involved and less supportive of autonomy, and perceptions of peers as less supportive of autonomy. The percentage of students endorsing this factor was the same for regular, special, and alternative education students. Stu- dents from different academic experiences equally endorsed the symptom of depression and reported experiencing related negative outcomes considered detrimental to the developmental process. The present study extends the discussion of depression symptoms to the elementary school-aged child. Specifically, children from fifth- and sixth-grade programs (regular, special, and gifted education) were queried for their self-perceptions of depressive mood, including the domains of sad/hopeless and irritable/angry. These symptoms are noted in the DSM-IV (APA, 1994) as representative of the syndrome of depression. While these two moods, sad/hopeless and irritable/angry, are quite different in expression, both are considered to be parallel constructs of childhood depression. In this study, correlation matrices were developed to examine the relationships between these two symptoms and other indices of emotional well-being (coping, mastery, attachment, self-worth, and competence) in childhood. Method Participants The study cohort was comprised of 243 fifth- and sixth-grade students from regular education (n = 135 ), gifted education (n = 55), and special education students (n = 53). Students from the regular and special education cohorts were chosen from a South- ern California school district of over 26,000 students. Students from the gifted cohort were chosen from a neighboring district with similar demographics and more defini- tive guidelines for inclusion in the gifted education program (i.e., intelligence at the 98th percentile or above, as well as global reading and global math academic scores at or above the 98th percentile). These districts reflected the diversity of Southern Cali- fornia, with over 47 languages spoken in the homes. The sample cohort also reflected diversity: 56% White, 19% Latino, 15% Asian, 3% Black, and 7% other. All students attended elementary schools, as opposed to middle schools. Students in the regular education group had one primary teacher for instruction. The special education students were identified under federal guidelines for learning disabilities and attended the special program less than 49% of the day. Students from the gifted cohort attended a regular school site and attended a self-contained classroom for ac- celerated learning. Procedure The districts agreed to sponsor the study, and participant teachers were visited to develop rapport and generate support for the project. Parents were informed through a letter of the potential administration of the scales, as well as rationale, goals, proce- dures, and confidentiality. Over 90% of the students received formal written permission from their parent(s) or guardian(s) and participated in the study.' During the administration of the survey instrument, standard instructions were given to the classes, and all members were encouraged to finish all items. The instrument was confidential and anonymous. A proctor read the scales aloud to all of the elementary school stu- 8 CACD journal, 1998-99, Vol. 19 dents to control for reading level. Instruments The following five scales were utilized to develop the assessment instrument: In- ventory of Parent and Peer Attachment (Armsden & Greenberg, 1987), Self-Percep- tion Profile for Adolescents (Harter, 1988), Origin and Climate Questionnaire (DeCharms,1976), Academic Coping Inventory (Tero & Conne11,1984), and The Scale of Intrinsic versus Extrinsic Orientation in the Classroom (Harter, 1989). Three subscales (academic competence, social competence, and global self-worth) from the Self-Perception Profile were utilized in this project. Only the teacher autonomy support subscale from the Origin-Climate measure was utilized. Four subscales (positive coping, anxiety, denial, and projection) from the Academic Coping Inventory were employed. Finally, three subscales (preference for challenge, independent mastery, and curiosity) from the motivation measure were utilized. All of the scales have been used nationally in research, and they reflect moderate to excellent levels of reliability and validity Depression Variables Two depression variables were embedded within the assessment tool. Each vari- able represents a symptom of depression typically noted in children and adolescents. Items included "When I think about my life, I feel sad and hopeless." and "When I think about my life, I feel irritable and angry." Results Students responded-to the items on the individual scales, as well as the two depression items, on a 4-point Likert scale ("never, sometimes, most of the time, always"). Fifty-three percent of the entire sample reported that they were irritable/angry sometimes, most of the time, or always. Forty percent of the entire sample reported that they were sad/hopeless sometimes, most of the time, or always. In other words, ap- proximately half of the students reported having some aspect of mood symptom when reflecting on their lives. It is also interesting to note that 14% of the sample indicated that they were irritable/angry most of the time or always, and 15% of the sample reported that they were sad/hopeless most of the time or always. Within the gifted sample, 47% of students indicated that they were irritable/angry sometimes, most of the time, or always; 42% of the students reported that they were sad/hopeless sometimes, most of the time, or always. In the special education sample, 55% endorsed the irritable/angry item and 43% endorsed the sad/hopeless item sometimes, most of the time, or always. Finally, among students from regular education, 56% acknowledged the irritable/angry symptom and 38% acknowledged the sad/hopeless symptom at the sometimes, most of the time, or always levels. In order to examine the relationship between depression and academically related variables (i.e., motivational orientation, attachment, perceived competence, teacher autonomy support, and academic coping), Pearson correlations were calculated. Subscale scores of the academically related variables were employed in the correlational analysis. Table 1 contains the correlational analysis for the gifted students. Nine correlations were significant. Specifically, the irritable/angry item was significantly associated with anxiety, positive coping, academic competence, global self-worth, and social competence. Sad/hopeless was significantly associated with anxiety, academic competence, global self-worth, and social competence. 10 9 CACD journal, 1998-99, Vol. 19