No abstract

This article presents a comprehensive review of the scholarly discourse on psychological and relational approaches to gambling disorder treatment. The article focuses on the “what” of knowledge production and treatment delivery by systematizing information on the types of scholarly articles that have been published in the English language; the treatment approaches that have been researched and discussed in the Anglophone literature; and the context of knowledge production over the past 50 years. The review includes 445 articles that present the findings of case studies and evaluations of disordered gambling interventions (k = 231), descriptive research (k = 49), meta-analyses (k = 10), and literature reviews and descriptions of novel approaches (k = 155). The findings show that Cognitive Behavioral Therapy (CBT), together with its constituent approaches, was the most discussed and researched approach to gambling disorder treatment in the period between late 1960s and the first half of 2019, covered by about 60% of the articles. Motivational Interviewing approaches were discussed in over one-fifth of the articles, whereas psychoanalytic and psychodynamic approaches accounted for under 10% of the articles. Roughly three-quarters of articles included in the review were published in North American and international journals. Our discussion situates these trends in critical discourses of the medicalization of mental health, dominance of Western mental health frameworks, and the politics of knowledge production.

The purpose of this chapter is to provide counseling students with a framework that will allow them to broach gender with male clients and to navigate conversations that may elicit anxiety for beginning counselors. This will be done through the case example of Whitney, a graduate student who just started internship. Her client is Rick, a client in his 50s, who is coming to services because of receiving a DUI and needing to complete counseling for his diversion mandate. Whitney is younger than Rick and has the experience of having some discomforting exchanges with him, such as remarks on how “bright” she is and a passing comment her outfit. The strategies proposed in this case study are grounded in the Multicultural and Social Justice Counseling Competencies and in Relational Cultural Theory and will give students a framework for understanding clients who may respond like Rick.

No abstract

Multicultural courses pose several challenges for counselor educators. This article presents a rationale for using a relational approach to teaching multicultural courses and includes 3 classroom activities based in relational pedagogy and relational‐cultural theory. By using a relational approach, counselor educators can encourage students to become more engaged, more self‐motivated, and more willing to take risks in the pursuit of learning inclusive, competent, and culturally aware counseling practice.Los cursos multiculturales presentan varios retos para los educadores de consejeros. Este artículo presenta un razonamiento para el uso de un enfoque relacional en la enseñanza de cursos multiculturales e incluye 3 actividades para el aula basadas en la pedagogía relacional y la teoría relacional‐cultural. Mediante el uso de un enfoque relacional, los educadores de consejeros pueden animar a sus estudiantes a estar más involucrados, motivados y dispuestos a asumir riesgos en su esfuerzo por aprender una práctica de la consejería que sea culturalmente inclusiva, competente y consciente.