This paper provides a synthesis of the literature concerning the duality of touch and talk between therapist and client in the psychotherapy setting. It discusses the ethical considerations, prohibitions, and attitudes about touch within the psychotherapeutic field. In addition, it looks at the client's perception of touch, types of touch, paradigms, rationales for the use of touch, religious and cultural considerations, the effects of touch, and research implications. Despite the reservations and lack of training around the use of touch in psychotherapy, there is a variety of literature to support its uses, benefits, effectiveness, and rationales, insomuch as there is a variety of literature about prohibitions, contraindications, and cautions of its use. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

E-learning is an evolutionary pedagogy in social work. E-learning technologies transform learning so that it can be synchronous or asynchronous. The author provides a systematic discussion of e-learning and its role in social work education. E-learning appears advantageous as a hybrid or blended venue when used in academia and suitable in various formats for continuing education. Theoretical foundations that support positive learning outcomes should guide delivery. Distance delivery, regardless of the media or technology used, is not by itself a contributing variable in students' achievement. The priority of teaching and learning should be on effectiveness of the learning, regardless of the mode of delivery. Current descriptive research on e-learning can be improved by increasing the rigor of methodology and theoretical considerations. This information is necessary as the profession navigates the best ways to meet the changing needs of social work students and social workers in the field.

This report examined ethical violations as grounds for membership expulsions made by the major counseling, psychology, and social work organizations in the United States over a 10-yr. period. Data indicated that the rates of expulsions stayed steady or declined, were disproportional across organizations, and that organizational sanctioning may be even more rigid than that of state boards. In addition, not all organizations followed procedures in a consistent manner when reporting or processing cases. The most common reason for expulsion was for violations under the category of dual relationships, particularly those of a sexual nature. Further research is needed to show how the variations of membership types, the profiles of the offenders, or the potential biases of the committees' judges weigh in on the issued sanctions, particularly those of ambiguous nature (e.g., nonsexual violations). It is also recommended that the expulsion data be easily available to all, and that it be reported systemically for the analysis of trends and for the overall accountability of ethics committees.

Cultural metacognition, or thinking about cultural assumptions, can help increase awareness, build trust, and create successful business outcomes. The role of cultural metacognition in business is vital. This chapter will enable building a cultural metacognition knowledge base, and promote appreciation of its importance and effect on business enhancement. The context of this chapter will amplify knowledge, ideas, and skills necessary to connect various issues of teaching and learning cultural metacognition in cross-cultural environments. The chapter will facilitate business educators' teaching practices that foster learning cultural metacognition and its effects on cross-cultural business practices. In addition, it includes discussion of the facts related to tools for developing metacognition skills, as well as suggestions for how to fill the gap between theoretical and practical implications. The ultimate goal is to help elevate teaching, learning practices, and research related to the topic of cultural metacognition in cross-cultural business education.

This report examined ethical violations as grounds for membership expulsions made by the major counseling, psychology, and social work organizations in the United States over a 10-yr. period. Data indicated that the rates of expulsions stayed steady or declined, were disproportional across organizations, and that organizational sanctioning may be even more rigid than that of state boards. In addition, not all organizations followed procedures in a consistent manner when reporting or processing cases. The most common reason for expulsion was for violations under the category of dual relationships, particularly those of a sexual nature. Further research is needed to show how the variations of membership types, the profiles of the offenders, or the potential biases of the committees' judges weigh in on the issued sanctions, particularly those of ambiguous nature (e.g., nonsexual violations). It is also recommended that the expulsion data be easily available to all, and that it be reported systemically for the analysis of trends and for the overall accountability of ethics committees.