Relational depth is an emergent counseling construct that captures the profound connection felt by client and counselor in moments of therapeutic encounter. We used interpretative phenomenological analysis to understand how 10 doctoral counseling students perceived curricular experiences designed to facilitate their ability to engage in relational depth. We identified the following themes: mutuality, counselor growth, externalized to internalized expectations, authenticity, impact of relational depth educational experiences, and relational depth reflection and articulation.

We examined the gaming patterns and withdrawal symptomology of 144 American collegiate internet gamers. Our findings indicated that Internet Gaming Disorder Scale (IGDS) scores positively correlated with withdrawal symptomology. The 10 most endorsed withdrawal symptoms were craving to game, impatience, increased sleeping, increased eating, lack of pleasure, irritable/angry, anxious/tense, restless, difficulty concentrating, and increased dreaming. Only 27.1% of gamers did not endorse any withdrawal symptoms. A MANOVA revealed significant differences in IGDS and withdrawal symptom scores among gamers who preferred to game alone, with others in person, with others online, or with others in person and online (8.1% variance explained). Specifically, IGDS scores were higher among gamers who preferred to game with others online compared with other modalities. Withdrawal symptoms did not significantly discriminate between groups. Finally, many gamers indicated that if internet gaming were not available, they would be more likely to engage in other potentially addictive behaviors.

We proposed the implementation of a course dedicated to the etiology and treatment of process addictions in counselor training programs. We described the nature of the course and results of paired-sample t-tests examining differences in 23 students' preferences, competence, importance, and understanding at the beginning and end of the semester. Specifically, student preferences for working with process addictions, competence, and understanding of process addictions significantly increased with large effect sizes at the completion of the course. We concluded with a description of implications for counselor educators and counselor training programs.

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