An increasingly common dialogue among mental health professionals revolves around adverse childhood experiences (ACEs) and developmental trauma. ACEs can occur in a number of ways with a myriad of potential outcomes, often making treatment choices difficult. During critical stages of neurodevelopmental growth, trauma makes a mark on the brain and body at a physiological level. Although the National Institute of Mental Health's Research Domain Criteria have been used to address this brain–body impact, the far-reaching scope of implications needs grounding in a theoretical framework. The current paper discusses developmental trauma and proposes a new reciprocally determinant model that advocates for neuroscience-informed counseling interventions such as neurofeedback therapy. Clinical implications and considerations for counselors are discussed.

No abstract

The purpose of this study was to examine dyadic coping constructs of support and undermining and their relationship with depressive symptoms among couples experiencing unemployment. A 1-year longitudinal correlational field study employing cross-lag autoregressive models among 417 job seekers and their partners was conducted. Results highlighted the significance of full-time reemployment status as the strongest predictor of changes in depressive symptoms over time. Specifically, depressive symptoms declined for those achieving full-time reemployment. Results of χ2 difference tests indicated no difference in the effects of support and undermining on depression. Furthermore, no gender differences were found between male and female coping processes and depressive symptoms. Implications for clinical interventions and future research directions are discussed.

No abstract

Clinical supervision is a critical process used to foster the development of professional competencies among counselors in training (CITs) in the counseling profession. Despite the significance of clinical supervision, CITs often report nondisclosure; that is, an unwillingness to share certain information regarding their work with a client for fear of negative evaluation from their supervisor. To address this barrier, the authors of this article propose a model integrating mindfulness and free association for use in group supervision. The goal is to foster and enhance CITs self-disclosure in supervision, to increase mindful awareness, openness to feedback, and ultimately to foster multicultural competence. Implications for using this model in group supervision with CITs are discussed.