Scholars have identified vicarious traumatization (VT) as one of the most extreme effects of working with traumatized clients; however, not all mental health therapists develop VT (Pearlman & Saakvitne, 1995). Path analytic procedures were used to assess a comprehensive theoretical VT model based on constructivist self-development theory (CSDT). The model explained 46% of the variance in VT in mental health therapists surveyed.

The authors evaluated a small-group counseling intervention, Student Success Skills, provided to 53 inner-city, 4thand 5th-grade African American students. Compared with the control group, students who received the treatment reported significant changes in metacognitive skill and feelings of connectedness to school. Furthermore, treatmentgroup students received higher posttest change scores on certain executive functioning subscale items, as reported by their classroom teachers. Implications for counseling practice are presented.

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