The development of the videotape, "Critical Moments in Counseling," utilizing the guidelines of the Missouri Diagnostic Classification Plan is described. The videotape consists of 35 simulated interview segments, each of which is 30-70 seconds in length. Each simulated interview segment contains a role-playing client revealing his problems to a counselor. The "standard interviewee" was one of the unique features of the videotape. The videotape contains a number of distinctly different problems which counselors and other personnel involved in helping relationships face at various times in their respective careers. The implications and uses of the tape in counselor training and research are discussed.

Prior research indicates that training aspects of executive function (EF; e.g., working memory) does not generalize beyond tasks that are closely aligned with the training (e.g., Melby-Lervåg & Hulme, 2013). However, such evaluations of training EF to improve performance in related areas of cognitive development (e.g., academic skills) have not utilized EF training paradigms in the context of evidence-based academic skills instruction. Therefore, the purpose of this pilot study was to evaluate the potential for embedding EF training within evidence-based early literacy instruction for young, at-risk dual language learners (DLLs). Sixty-nine preschool DLLs were randomly assigned to one of three treatment groups: a business-as-usual control group (BAU), a group that received early literacy instruction only (EL group), and a group that received early literacy instruction with embedded EF training (EL+EF group). The EL+EF group significantly outperformed the BAU control group for two outcomes (vocabulary and syntax skills), and significantly outperformed the EL group on one outcome (syntax). Interaction effects suggested that early literacy instruction, regardless of embedded EF supports, was most effective for children with low pretest EF. In contrast, the added benefits of embedded EF training beyond the effects of early literacy instruction alone were largest for children with high pretest EF. Implications for academic-cognitive hybrid interventions are discussed.

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Procedures for developing a videotaped counselor skill training package are outlined. Eleven steps describe the plan for integrating simulation techniques and a systematic training paradigm for the video package. The steps range from a pretest to posttest assessment, with each step highlighting which training aspects are to be taped in the video sequence.During the past several years increasing attention has been focused on simulated videotape materials and systematic training paradigms. It seems clear that the use of videotape equipment is meeting previously unmet needs for practical, visual stimuli in counselor training programs.

What are the choices that we, as individuals and as a society, have to consider in supporting and nurturing families? Based on a personal story, this and other questions are posed for individuals, families, and society.