Teachers are in a unique position to identify and support students who experience mental health concerns. The purpose of this systematic review was to (a) identify current available evidence‐based teacher training programs related to students' mental health, (b) review the content and delivery methods of the training, and (c) evaluate the quality of the research designs and evaluation methods of the training. Most training programs are delivered face‐to‐face and include interactive discussion and content knowledge. Content varied among the training programs. Most studies found improved knowledge among teachers; however, no studies found improvement in effective communication.

The significant benefit of experiential learning in group work presents ethical complexities that must be considered by students, faculty, and programs. This article explores the clinical and ethical intricacies of teaching a group counseling course while facilitating an experiential group as part of the course curriculum. Specifically, the framework presented examines the dual roles of facilitator and instructor as complementary versus adversarial functions while analyzing challenges to both teacher and students. Guidelines for effectively running an experiential group as part of a group counseling course are presented utilizing five ethical principles: fidelity, beneficence, nonmaleficence, autonomy, and justice. Finally, guidelines and practice considerations specifically tailored for the educative role as instructor and the process role as group facilitator are provided.

No abstract

Vicarious posttraumatic growth (VPTG) is a growth experience resulting from indirect trauma exposure. Helping professionals are often exposed to indirect trauma by hearing and addressing the trauma narrative through various capacities. However, there is limited information regarding the experiences of VPTG across helping professions. The purpose of this systematic review and thematic synthesis was to (a) identify current literature of the lived experiences of VPTG across professions, (b) review and integrate findings of multiple qualitative studies, and (c) inform policy and practice to facilitate VPTG across helping professions. The authors identified 6 themes in the thematic synthesis: negative affective responses, changes in world view, creating meaning to change self, changes in interpersonal relationships, engaging in efforts of support and self-care, and client progress impacting growth. The authors discuss implications of findings to inform policy, practice, and training programs across helping professions.

Counsellors who work with children exhibiting externalised behaviours may struggle to maintain therapeutic presence. Challenging client behaviours may trigger countertransference, thus influencing counsellors' presence in session. In this study, we examined the experiences of beginning counsellors working with children who exhibit externalised behaviours in counselling sessions. We used thematic analysis and identified six emergent themes related to countertransference. K E Y W O R D S countertransference, externalised behaviours, children Carolina. She is a clinically licensed, trauma-focused therapist and supervisor with specializations in child sexual trauma treatment and parenting support interventions. Her research interests include trauma-focused clinical supervision, child trauma treatment, counselor wellness, and child abuse prevention.