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This study examined the readiness of male intercollegiate varsity athletes to make career-related decisions. The research questions compared students participating in revenue-and noruevenueproducing sports as well a s Caucasian and minority (Black, Asian American, Hispanic American, Native American, and other) studentathletes on eight dimensions of career maturity measured by the Career Development Inventory (Super, Thompson, Lindeman, Jordaan, & Myers, 1981). No significant differences were found in the overall career maturity of the student-athletes based either on the type of sport played or on their race. Also, the interaction of type of sport and race was not significant in determining differences in studentathletes' career maturity levels. Implications for career counseling programs for student-athletes and future research are discussed.

This article examined the degree to which personality hardiness (control, commitment, and challenge), career beliefs (status, preference, motivation, and flexibility), self-efficacy (general and social), and occupational choice status related to career self-efficacy among a sample of 181 college juniors and seniors. Results from an intercorrelation matrix and regression analysis indicated that motivation, self-efficacy, occupational choice status, and commitment correlated significantly to career self-efficacy. Applications of these findings to career counseling are discussed.

The authors present the results of a survey investigating ethics education practices in counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs and counselor educators' beliefs regarding ethics education, Survey responses describe current curricular approaches to ethics education, content, and instructional methodologies used in counselor education. The survey also ascertained information regarding counselor educators' beliefs about ethics education and their abilities to teach ethics. Implications for counselor education, professional development and suggestions for further research are discussed.

A qualitative study of how 20 gifted children and adolescents cope with demands and pressures they experience is the basis of the model of social and emotional adjustment presented in this article. The model combines patterns in the ways the children and adolescents responded to the stressors in their lives with theoretical and empirical information from the fields of child development and personal adjustment to stress. Intrapersonal, family, school, and peer influences, as well as functional and dysfunctional patterns of social and emotional adjustment, are explained within the framework of the model.