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The authors used a cluster analysis procedure and the Counselor Burnout Inventory (S. M. Lee et al., 2007) to identify professional counselors' burnout types. Three clusters were identified: well‐adjusted, persevering, and disconnected counselors. The results also indicated that counselors' job satisfaction and self‐esteem were good discriminators between the 3 clusters. Implications for counselors are discussed.

We examined the degree to which children with and without a history of stable peer victimization differentially endorse strategies for dealing with school bullies. Participants were 323 children, 58 of whom met criteria for chronic peer victimization. Children with a history of stable peer victimization differed from comparison children in how they rated various strategies, but the findings were gender specific. Chronically bullied girls were less inclined to endorse any strategy (coercive or noncoercive), whereas chronically bullied boys generally endorsed adult-recommended strategies. However, strategy endorsement for boys was associated with greater levels of peer victimization in the following grade. Discussed is the complex role of interpersonal strategies in affecting change in bullied children's victimization experiences and the implications for intervening on behalf of chronically bullied children.

This preliminary study tested the benefits of school-based lunchtime mentoring as a form of selective prevention for bullied children. Participants were 36 elementary school children in grades 4 and 5 who had been identified as bullied (based on child and teacher reports). Children in the Lunch Buddy program (n = 12) were paired with a college student mentor who visited twice each week during the spring semester of an academic year. Also participating were 24 matched-control children; 12 were from the same school as Lunch Buddy children ("Same" controls) and 12 were from a school different from that of Lunch Buddy children ("Different" controls). Results indicated that compared to Different control children, Lunch Buddy children experienced significantly greater reductions in peer reports of peer victimization from fall to spring semesters. Lunch Buddy children and mentors viewed the relationship as positive, and parents and teachers were very satisfied with Lunch Buddy mentoring. We discuss the implications of our findings for both research and practice.

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