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This article discusses how counselors can assist individuals, families, and communities to prepare and deal effectively with first-year anniversaries of traumatic events. These anniversaries represent psychological importance to traumatic events, so the effects need to be addressed preventively, not reactively. Counselors can become important resources in helping individuals, families, and communities in this process. This article provides specific guidelines in what needs to be considered when dealing with survivors, victims, their families and friends, communities, and the country at large to prepare and deal more effectively with the one-year anniversary of traumatic events that influence not just a community but the whole nation. More specifically, the article emphasizes five areas for counselors to consider: (a) expected anniversary reactions, (b) education that can help prepare for the one-year anniversary, (c) mental health services, (d) how counselors can help schools with the one-year anniversary, and (e) what counselors should remember.

Bullying has been studied for many years in the U.S. and other countries. This article is a review of the literature focusing on the laws (state and federal) pertaining to bullying and the long-term effects of being a bully. In addition, the article provides an overview of the five different types of bullying: (a) physical bullying, (b) verbal bullying, (c) bullying through relational aggression, (d) bullying through social aggression, and (e) cyberbullying. Focus is also given to the emotional and physical behaviors of the (a) bully, (b) passive victim, (c) bully victim, and (d) bystander, as well as the short-and long-term effects of bullying on each of them.The last part of the article focuses on the importance of having a parent-educator partnership with zero tolerance for bullying.

This paper illustrates how programmed writing lessons to be completed as homework assignments can be used in conjunction with traditional verbal psychotherapy. Each patient was involved in a symbolically enmeshed relationship. Special benefits for patients from the combination of programmed writing lessong with traditional psychotherapy were: (1) increased couple communication; (2) possibly more rapid change; (3) possibly shorter-term therapy; (4) increased forgotten trauma discovery; (5) and increased explicit and specific instructions. Patients were informed from the outset that the use of programmed writing lessons would or might: (1) help the therapist get a better idea of what was going on in regard to the development, values, rules, etc. of their symbiotic relationships; (2) decrease the time spent in therapy, and (3) encourage self-realization through self-directed assignments between sessions. For psychotherapists there are advantages of: (1) putting the responsibility for change on the shoulders of patients rather than on themselves; (2) using programs of theoretical and therapeutic approaches that may not be well known to the therapist; (3) reducing the frequency of sessions and administering written homework assignments when the therapist is on vacation; and (4) increasing the number of patients that can be seen for unit of therapist's time.