This article describes a study using expressive arts and child centered play therapy techniques in group therapy with at-risk adolescent females. This study utilizes a phenomenological approach and grounded theory to show findings consistent with research, that the use of expressive arts techniques integrated with play therapy in the group setting showed the following themes: (a) initial feelings of insecurity; (b) exploration of characteristics of selves and families; (c) increased expression of feelings; (d) sense of accomplishment and pride; (e) stress relief; (f) increased selfawareness; (g) increased group cohesion; and (h) awareness of behavioral changesoutside of group. Additionally, the adolescents exhibited an awareness of a transference of skills learned in the group, in outside relationships.

Knowledge about the brain and the impact of trauma has increased significantly in recent years. Counselors must understand brain functioning and the effects of trauma in order to choose the most effective methods for working with clients. Creative arts therapies offer a nonthreatening way for clients to access and express their trauma, creating a corrective experience in the brain. Activities that incorporate body movement can be particularly helpful by providing a corrective emotional experience for those clients with an immobilized response to a traumatic event. This article offers a model for the assessment and treatment of trauma through the use of creative arts.

The current article proposes the use of sandtray through the use of person-centered and Gestalt approaches as a play therapy supervision technique. These theories are discussed in the context of play therapy supervision, and a 3-phase model for utilizing sandtray techniques in the play therapy supervision process is described. The phasesintroductory, working, and culminating-guide the supervisor through multiple aspects of a play therapy session. This model offers a creative approach for enhancing the supervisory working alliance, while deepening the supervisee's self-awareness and promoting counselor development. The authors offer support for sandtray supervision and review commonly utilized supervision models, making a case for play therapy supervision through the use of sandtray as a play medium. Suggestions are included for pairing the technique with specific aspects of supervision by combining discrimination and integrated developmental models of supervision. A case example is also provided to illustrate the model as utilized with a beginning practicum supervisee.

Aim To determine whether the transfer of young people with cystic fibrosis (CF) or bronchiectasis from paediatric to adult services is associated with changes in service engagement and/or health outcomes. Methods Young people aged ≥15 years of age with CF or bronchiectasis who transferred from the Auckland‐based paediatric service (Starship Children's Hospital) to one of three Auckland‐based District Health Boards between 2005 and 2012 were identified and included if they had 3 years care both pre‐transfer and post‐transfer care. Transfer preparation, service engagement (clinics scheduled, clinics attended) and health outcomes (lung function, hospitalisations) were collected per annum. Results Fifty‐seven young people transferred in this period with 46 meeting inclusion criteria (CF n = 20, bronchiectasis n = 26). The CF group had better transfer documentation, were transferred at an older age (11 months older P < 0.0001 95%CI: 6.7 months, 14.7 months), were 20 times more likely to attend clinics (P < 0.0001, 95%CI: 7.8, 66.1) and had 3–4 more clinics scheduled pre‐transfer (P < 0.0001, 95%CI: 3.4, 4.9) and post‐transfer (P < 0.0001, 95%CI: 2.4, 3.8) despite having less severe respiratory disease as measured by FEV1 for each year (P < 0.01, 95%CI: 0.34, 1.22). Conclusion The transfer of young people with CF to adult services did not affect health engagement or outcomes, in contrast to those with bronchiectasis. Use of a formalised transfer process, more clinic appointments offered and greater resources for CF may be responsible for this difference. Comprehensive transition with purposeful, planned movement and developmentally appropriate care is a key goal.

Racial identity and self‐concept development in biracial students are examined. Because of biracial students' high incidence of academic and behavioral problems, this article includes a compilation of strategies for school counselors as well as schoolwide programs designed to reduce prejudice toward and increase acceptance of these students. A case study is used to illustrate strategies. Se examinaron la identidad racial y el desarrollo del autoconcepto en estudiantes birraciales. Debido a la alta incidencia de problemas académicos y de comportamiento por parte de estudiantes birraciales, este artículo incluye una recopilación de estrategias para consejeros escolares, además de programas escolares integrales designados para reducir los prejuicios contra estos alumnos e incrementar su aceptación. Se emplea un estudio de caso para ilustrar las estrategias.