The ACA Code of Ethics (American Counseling Association, 2005) is an articulation of the ever-changing relationship between counseling professionals and society. It provides clear parameters of behaviors to meet the changing needs of the people counselors are called to serve. This article reviews the 2005 Code as both a statement of counselor identity and an ethical covenant with society.

Counseling is a risky and rewarding business. While counseling invites mental health counselors to participate with their clients in the awesome process of human growth and healing, it also may threaten their well being through exposure to their clients' trauma and its painful consequences.The authors present a metaphor of a healthy tree to organize an overview of recent research regarding the risk and protective factors of vicarious traumatization of counselors. Implications for the practice, supervision, and management of counseling are presented.

There is a growing body of research investigating variations among workers in their perception of vocation. This literature suggests that some individuals understand their relationship to their work as a calling. People who perceive themselves as called to meaningful work that is of some prosocial benefit tend to report positive work related attitudes and behaviors. The present study advances that research by investigating vocational perception in a university-based sample using a multimethod concurrent triangulation design. Findings support the validity of a widely used measure in the field and provide both quantitative and qualitative data that add to the literature of vocational perception. The implications of vocational perception research and our findings for psychologist managers are discussed.

Many psychologists, at some point in their careers, "find themselves" in leadership, management, and supervisory positions. While oftentimes they are selected to lead programs and organizations based on cognitive and interpersonal skills or factors such as organization and planning skills, they may have very little preparation for newly acquired management or leadership positions. This article provides an overview of a Transition Institute developed and delivered by experienced psychologist-managers for the Society of Psychologists in Management. The Institute is designed to facilitate a successful transition to leadership and management positions and focuses on 4 facets of leadership: (a) understanding yourself and your fit with leadership and management, (b) working with subordinates and managing others, (c) managing resources and achieving outcomes, and (d) strategic planning and implementation.

Currently 31 states and the District of Columbia require psychologists to acquire some form of continuing education in ethics throughout their careers. Of the jurisdictions that do have mandated continuing ethics training, there is wide variation in the minimum hours, specificity of content, and acceptable delivery methods. Psychologist-managers both for their own development and to promote the ethical behavior of organizations often evaluate ethics training programs. This review suggests that a framework for the conceptualization of the goals of ethics education and the evaluation of ethics training programs is needed to move beyond the current self-reported satisfaction model of evaluation toward valid outcome measures. Rest's (1986) model of moral decision making is extended to organizational ethics and a conceptual model of evaluation is suggested.