The authors conducted a phenomenological investigation of creative teaching with 10 counselor educators. The resulting 4 themes suggest creative teaching (a) is shaped by past experiences, (b) promotes student engagement, (c) is not formulary, and (d) requires risk taking. Implications for creative teaching strategies and training are provided. Limitations and implications for future research on creative pedagogy are discussed.

Poverty impacts holistic health and wellness, yet little research in counseling has been conducted exploring the holistic wellness and self-care of marginalized groups. Self-care and wellness are important components of overall mental health, and integrating strategies for self-care and wellness can support mental health counseling practice. A transcendental phenomenological design was used to explore and describe the wellness and self-care experiences of 10 single mothers in poverty. Data were collected using individual, face-to-face, semi-structured interviews, conducted for 45 to 60 minutes each. Major themes that emerged from the data include (a) barriers to wellness and self-care, (b) supports with wellness and self-care, (c) single mothers' awareness of wellness and self-care, and (d) personal strengths of single mothers in poverty. Implications for clinical mental health counselors include utilizing strengths-based approaches, wellness, and advocacy interventions for single mothers in poverty.

No abstract