To address the need for research regarding online counseling, the authors explore the experiences of 4 female and 2 male Caucasian counseling students who facilitated 5 chat‐based online counseling sessions. Conducting semistructured interviews based in grounded theory methods, the authors discuss technological barriers, counseling without visual and verbal cues, online counseling techniques, counseling from home, and factors related to the pace of the sessions. They suggest that online counseling requires specific technical, ethical, and clinical considerations.

This study was conducted to determine the effectiveness of music therapy techniques as an intervention for teacher burnout. Of the 51 elementary school teachers who participated in the study, 25 were from a school undergoing comprehensive reform, and 26 were from a school employing traditional grade-level classrooms and teaching strategies. Each participant completed pretest and posttest instruments. In addition, there were two treatment groups, either cognitive behavioral/music therapy or cognitive behavioral therapy. Results of the study indicated that teachers who participated in school-based counseling groups, using music therapy techniques in conjunction with cognitive behavioral interventions, reported lower levels of burnout symptoms than teachers in school-based counseling groups using cognitive behavioral interventions only. Implications for mental health counseling are discussed.

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Abstract. International students not only face the normal adjustment problems of young adulthood but also the adjustment to a different culture. A random sample of 100 colleges and universities was contacted. International students enrolled at the institutions completed a questionnaire designed to assess the counselling preferences of international students. Results are discussed in terms of desirable counsellor characteristics and implications for counsellor training. Suggestions are made for facilitating counselling with international students.

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