This study investigated counselor self-efficacy and anxiety among psychology students at different levels of training. All participants, including undergraduate and graduate students, completed a set of questionnaires covering topics ranging from clinical experience to feelings encountered during counseling sessions (for example, anxiety and confidence). We compared students across various levels of training and computed a multivariate analysis of variance, with dependent variables measuring self-efficacy, self-esteem, life satisfaction, and general happiness. Results indicated curvilinear relationships across level of training for self-efficacy and anxiety about seeing clients. These findings, as well as possible theoretical underpinnings, have important implications for supervision and training.

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Roman Catholic diocesan priests are a subgroup of men with unique religious and spiritual roles, beliefs, and practices. This qualitative study of 15 priests from the mid-Atlantic area of the United States focused on how priests' relationship with God and promises of celibacy and obedience influenced their psychological health. Using a consensual qualitative research (CQR) design, the analysis revealed that participants described their relationship with God as central to their health and contributing to positive outcomes (e.g., sense of connection and support). The influence of their promises of celibacy and obedience were linked to both positive outcomes (e.g., decreased stress, improved relationships) and negative outcomes (e.g., internal conflict, depression/loneliness). This study highlighted the central role that priests' relationship with God has on positive psychological health. Future research is necessary to understand how to maximize the positive effects and minimize the negative effects of priests' promises of celibacy and obedience, which would benefit programs aimed at supporting priests' psychological health.

This article describes a unique format for graduate education in professional ethics that integrated doctoral-and master's-level instruction in "ethics laboratory" activities for the mutual benefit of both groups of graduate psychology students. Students enrolled in concurrently offered sections of doctoraland master's-level professional ethics courses participated in periodic small group discussions facilitated by the doctoral students. A mixed quantitative and qualitative outcome evaluation provided preliminary support for this instructional method as an effective supplement to traditional classroom pedagogy in providing students with knowledge of ethics codes and models of ethical reasoning. The method was not effective in increasing students' self-reported confidence in their ability to resolve ethical dilemmas. The significance of these findings is discussed.

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