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Aligning with a particular theoretical orientation or personal multi-theory integration is often a formidable task to entry-level counselors. A better understanding of how personal strengths and abilities fit with theoretical approaches may facilitate this process. To examine this connection, thirty-five mental health professionals completed a series of inventories to determine if passive counselors adhere to more nondirective, insight-oriented theories, while assertive counselors adhere to more directive, action-oriented approaches. Analyses revealed a significant difference between level of assertiveness and theoretical orientation, with action-oriented counselors demonstrating significantly higher levels of assertiveness than insight-oriented counselors. Implications for professional practice and counselor education are discussed.

Accumulating evidence indicates that although the enrollment of students with psychiatric disabilities in U.S. postsecondary institutions is on the rise, these students are not persisting to degree completion at the same rate as their peers without psychiatric disabilities. However, a national investigation of the persistence rates and characteristics of students with disabilities has yet to be conducted. This research study summarizes descriptive data from the Beginning Postsecondary Students Longitudinal Study (BPS: 04/09) data set on the characteristics and persistence rates of students with psychiatric disabilities (N = 350) enrolled in U.S. postsecondary institutions. The first-to-second year persistence rate of these students was 76.6% while the three year cumulative persistence and persistence to degree completion rates were 61% and 54.7%, respectively. The demographic and background characteristics of the participants resembled those of typical at-risk students in postsecondary education. Although their academic and social integration into their institutions was limited, chi-square analyses did reveal a significant association between first-to-second year persistence and how often students met with their academic advisors in their first year. These analyses also demonstrated a significant relationship between first-to-second year persistence and all three social integration variables examined in the study.

The purpose of this study was to evaluate the outcome of a new psychosocial intervention program, Psychosocial Educational Groups for Students (PEGS). The PEGS program is designed to help students in the areas of social skills, problem behaviors, bullying, and self-esteem. Three groups of elementary school students participated. Results showed significant improvement in selfcontrol for Group 1; social skills for Group 2; and assertion, self-reported bully behaviors, and perception of self for Group 3. Strong effect sizes were found for many of the indicators. Implications for counselors are presented.