Conceptual metaphor provides a potentially powerful counseling framework, generalizable across theoretical orientations. According to the conceptual perspective, metaphor is not merely a matter of language, but is an indispensable dimension of human understanding and experience whereby more abstract ideas (like relationships) are understood in terms of more concrete experiences (like journeys). Consequently, when a couple in counseling says, "we're just spinning our wheels," they are not only using a common colloquial expression, but also giving information about how they conceptualize their relationship. This article provides a theoretical foundation for use of conceptual metaphor and offers examples of its potential for counseling.

This study analyzed Carl Rogers's session with Gloria in Three Approaches to Psychotherapy (E. L. Shostrom, 1965a) to determine how Rogers's conversational style functioned to enact his core conditions of empathy, genuineness, and unconditional positive regard. Rogers's conversational style was found to be congruent with his espoused theory as well as a catalyst for client‐centered counseling. The authors suggest that despite the film's popularity, the “client‐centeredness” of the therapeutic interaction between Carl Rogers and Gloria has been previously underrecognized.

The authors present a model for creating spiritual and religious safe zones in school counseling programs that implements the Association for Spiritual, Ethical and Religious Values in Counseling's (ASERVIC; 2009) Competencies for Addressing Spiritual and Religious Issues in Counseling in a school setting. The authors frame the model within the context of issues related to the First Amendment of the U.S. Constitution and posit that students' ability to discuss and explore spiritual and religious issues promotes their personal and social‐emotional development.

The counseling session between Carl Rogers and Gloria, which was documented in the training film Three Approaches to Psychotherapy (E. L. Shostrom, 1965), is one of the most widely used teaching tools in the field of counselor education. G. Lakoffand M. Johnson's (1980Johnson's ( , 1999 framework for investigating conceptual metaphor provided a useful method for understanding how meaning negotiation took place within the session as well as how Rogers and Gloria arrived at a meaningful therapeutic outcome by coconstructing a Utopia metaphor that reframed perfect as whole in a way that was congruent with Gloria's metaphoric structures for self and knowing.

This article examines urban school–university partnership research after No Child Left Behind. Central to the review is an analysis in the trend of research methods utilized across studies. It was found that many studies are single-case studies or anecdotal. There are few quantitative, sustained qualitative, or mixed-methods studies represented in the literature sampled. We suggest that significant hurdles make more reliable studies difficult to mount. In light of that, we offer suggestions about issues and factors for consideration when such partnerships are created.