Validity of the Suicide Assessment Checklist (SAC; J. R. Rogers, 1990) was investigated in a sample of 1,969 admissions to a psychiatric emergency crisis center. Internal consistency reliability for rated items of the SAC was .87. Supporting construct‐related validity, total score differences were found in the expected directions as a function of referral reason. Convergent validity was based on observed correlations between selected SAC items and conceptually similar items on the Beck Depression Inventory (A. T. Beck, 1970). Supporting criterion‐related validity, total score differences in the expected directions were found as a function of disposition setting. Recommendations are made for the use of the SAC in the practice of counseling.

As individuals age, they deal with an increasing number of emotional, physical, and environmental losses. One loss older adults encounter is their own and others' deaths. Older adults with dementia may face greater difficulty in understanding and dealing with death-related issues because of cognitive and memory changes. Little literature exists to guide the practice of grief counseling with this population. Thus, two innovative approaches-spaced retrieval and group buddies-will be presented as ways to help individuals with dementia deal with issues around death. Two case studies are presented to demonstrate the preliminary usefulness of these techniques with clients.

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Counseling psychology is well positioned to address issues of social justice to meet the needs of marginalized groups such as older adults. Given the rapid growth of the senior population and an insufficient number of competent professionals to serve them, it is imperative that counseling psychologists act immediately to develop effective pedagogies to prepare for the future. This article describes four nontraditional pedagogies that help prepare students to work with older adults: (a) service-learning (SL) involving undergraduates who provide community service to seniors; (b) an active learning strategy utilizing a narrative therapy technique, in a multicultural training setting with master's students; (c) a brief, case-based, interprofessional training experience for doctoral students; and (d) a hierarchical supervision model with doctoral and master's students in a community outreach wellness