S chool counselors have traditionally used psychodynamic, humanistic, and behavioral theories as conceptual frameworks to help students explore and understand their problems and achieve their goals (Corey, 1991; Cormier & Cormier, 1985). One assumption underlying these theories is that counselors and clients have generous amounts of time to work together. However, elementary and secondary school counselors are aware that the number of sessions they can meet with students is often quite limited because of the large number of students they are expected to serve (Amatea, 1989). School counselors need counseling approaches that are specifically time-limited and thus appropriate for the reality of the severe time constraints they encounter daily. ASSUMPTIONS UNDERLYING BRIEF COUNSELINGBeginning in the 1970s with the writings of Watzlawick, Weakland, and Fisch (1974) and continuing into the present (Budman, Hoyt, & Friedman, 1992;Cade & O'Hanlon, 1993;de Shazer, 1985de Shazer, , 1988 de Shazer, , 1990de Shazer, , 1991Fisch, Weakland, & Segal, 1982;Furman & Ahola, 1992;Koss & Butcher, 1986;O'Hanlon &Weiner-Davis, 1989), counselors and therapists increasingly have focused on approaches, strategies, and techniques to speed up the process of client change. O' Hanlon and Wilk (1987) and Walter and Peller (1992) have conceptualized brief counseling as a model with various stages for assisting people with change rather than as a theory of how people change. (The term brief counseling is used through this article even though much of the literature uses the term brief therapy. In a school setting, the term counseling is more descriptive and less threatening than the term therapy). A brief counseling model includes several key assumptions about how people who experience problems can make meaningful changes within shorter periods of time than with traditional psychodynamic approaches. The first assumption is that the problem that clients present when they enter counseling is the problem. Time will not be devoted to searching for an underlying, deeper,

The article's purpose is to introduce the reader to key concepts and models of family stress that family scientists have identified and developed. I describe process models of individual and family stress. I provide definitions for critical concepts in family stress theory and research and introduce the work of a number of contributors to family stress theory development: Hill and other early theorists, Antonovsky, Boss, Burr, Patterson, and the McCubbins. Measurement of stressors is addressed by examining instruments commonly used to tap stressors at the (a) micro level (daily hassles and uplifts), (b) meso level (life events), and (c) macro level (traumatic life events). I also consider the use of multiple indicators of stressors. I conclude with a description of commonly used individual-and family-level stress manifestation measures and discuss salutogenic paradigms of health.

This guide introduces the reader to family stress literature, including a variety of topics that are related to family stress: (a) health and family stress, as well as resilience research; (b) physical health issues and family stress; (c) biosocial models and family stress; (d) neighborhood and other community contexts and family stress; and (e) international perspectives on family stress. Next, the guide describes some research trends in response to specific stressors: (a) work and family; (b) family violence; (c) economic crisis, including the Great Depression and the Rural Stress Crisis; (d) natural and human-made disasters, with a special examination of Post-Traumatic Stress Disorder; (e) war; (f) military families' stressors; and (g) terrorism. Recommendations of materials for teaching about family stress in a variety of settings are included. The guide ends with other relevant information that may be of interest to the reader.

This phenomenological research report from analysis of interviews with 18 participants focuses on the theme of transferring an age‐old initiation‐into‐manhood circumcision ritual to future generations of Kenyan Kikuyu who are living in the US. We identified three subthemes and found a strong indication that, while personally meaningful to the participants, the ritual, its meaning, and its impact likely will dwindle and possibly eventually be eradicated among future Kikuyu generations in America unless there is a concerted effort to shape the initiation rite into a form that they find meaningful.

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