Typically, the literature on clergy burnout employs an individual model and describes the pastoral role from the perspective of multiple demands or offers prescriptions for recovery. Although some literature examines the systemic nature of clergy burnout, little attention is paid to the internal psychological dynamics surrounding social expectations of the clergy role. Bowen's concept of differentiation of self offers insight into the relationship between self and role within the context of the clergy-congregation emotional system. A sample of clergy ( N = 343) are surveyed to examine the impact of differentiation of self and role on burnout, conflict management style, and tenure. The analyses indicate clergy functioning at higher levels of differentiation of self and role experience lower perceived burnout and prefer a collaborative conflict management style. This perspective offers potential avenues of response for professionals who interact with clergy regarding burnout and conflict.

This national web-based study used the Schwartz Value Survey (Schwartz, 1994) and Super's Work Values Inventory-Revised (Zytowski, n.d.) to identify general life and work value orientations of 674 female and male entry-level counselor trainees residing in 27 states. In general, trainees emphasized benevolence, self-direction, and achievement and the work values lifestyle, supervision, and achievement. Significant multivariate and univariate differences for age, gender, and program of study were found on both value domains. The sample of practicing counselors scored significantly higher on several values than did trainees. Implications for how students construe values to develop toward their professional role of counselor are considered.Counselor educators generally agree that counselor trainees become aware of their values and recognize the effect of their value systems on the therapeutic relationship. Although scholars have explicated the typical motivations and needs of helping professionals (e.g., Corey & Corey, 2003;Henriksen & Trusty, 2005), value orientations of entrylevel counselor trainees have rarely been discussed for how they can help trainees prepare for the role of counselor. Consequently, empirical studies of the value orientations of counselor trainees remain sparse in the counselor education literature. Awareness of one's value orientations becomes salient as students question their self-concepts and the personal characteristics needed for the work of counseling (Ronnestad & Skovholt, 2003). A profile of counselor trainees' value preferences, therefore, may expand discourse on the function of values as a viable component of counselor preparation. We begin with a description of values in general followed by life and work values in particular. A review of the literature regarding the role of values during counselor preparation is followed by an empirical investigation of the general life and work value orientations of counselor trainees. We conclude with a discussion of the importance of value orientations in the development of master's-level counselor trainees.

This study examined psychologists' knowledge of their legal and ethical responsibilities with imminently dangerous clients. We randomly surveyed 1,000 psychologists from four states and received 300 useable responses (30%). Most psychologists (76.4%) were misinformed about their state laws, believing that they had a legal duty to warn when they did not, or assuming that warning was their only legal option when other protective actions less harmful to client privacy were allowed. Moreover, in spite of the inaccuracy of their knowledge, many respondents were confident that they understood the duty to protect in their own state. Contrary to expectation, we found no significant association between legal knowledge and continuing education in legal and ethical issues, graduate training in ethics, or clinical experience with dangerous clients. These findings suggest that educational experiences during and after graduate school may not be meeting the needs of professionals to understand the complicated array of state laws and ethical duties regarding dangerous clients. We recommend several changes in the provisions of these experiences to better protect psychologists and clients from unintentional risks.

No abstract