Teaching's importance has increased for faculty members and is reflected in the selection criteria for new faculty, particularly those in counselor education. Thus, graduate programs need to provide students with opportunities to obtain teaching experience and enhance their pedagogical training. The collaborative teaching teams model is intended to assist counselor educators in preparing doctoral‐level counseling students for careers in academia. Recommendations for model implementation are provided and specific examples are presented to demonstrate the use of this model in a counselor education and supervision doctoral program accredited by the Council for Accreditation of Counseling and Related Educational Programs.

This article outlines ways by which counselor educators may prepare counselors and counselor trainees to be advocates for survivors of partner abuse. Advocacy strategies for counselors and counselor trainees working with survivors of partner abuse are provided, integrating the 5 components of collaboration, context, competence, critical consciousness, and community (E. McWhirter, 1998) within an ecological framework.

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Concepts of voice, meaning, mutual construction of knowledge, and transfer of learning are presented in this paper as critical ingredients that support the teaching of group work from an ecological perspective. Examples of these concepts are given to illustrate their application in group work classes.

The relationship between self–injury (SI) and suicide is largely unclear. However, researchers have suggested that clients who self–injure are at a heightened risk of suicide (Chapman & Dixon–Gordon, ; Toprak, Cetin, Guven, Can, & Demircan, ). Thus, it is important that college counselors be knowledgeable about both SI and suicide. In this article, the authors provide an overview of SI and suicide, as well as practical information for college counselors.