The counseling experiences of 13 transgender and gender nonconforming (TGNC) individuals were examined via semistructured, in‐depth interviews. Using multiple standards of trustworthiness (e.g., member checking, negative case analysis), the authors analyzed each interview from an interpretative phenomenological analytic framework. Four main themes were identified: mental health professional selection process, transaffirmative approach, transnegative approach, and support systems beyond counseling. Implications for implementing culturally responsive TGNC affirmative counseling, TGNC sensitive counselor training, and social justice–oriented research are discussed.

Summary.Sickle cell disease is the most common inherited disorder in African-Americans. Although the primary defect is hematological, the changes in the erythrocytes lead to a vasculopathy with multiorgan injury. The pulmonary complications, i.e., acute chest syndrome and chronic sickle cell lung disease, are significant causes of morbidity and mortality. The pulmonary manifestations result from a unique constellation of factors which come into play in sickle cell disease. Based on the growing understanding of the molecular and cellular biology of sickle cell disease, new therapies are being developed that are likely to ameliorate the natural history of this disease and its complications. Pediatr Pulmonol. 1999; 28:205-216.

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Qualitative program evaluation is an effective tool allowing agencies and clinicians to provide holistic validation of innovation in clinical settings. Counselor educators can introduce models of qualitative program evaluation in both agency settings and counseling master's programs to enhance the development of clinical evaluation in the community and to integrate clinical and evaluative identities in clinical mental health practitioners and students. This article defines qualitative program evaluation and logic models and introduces methodologies that may be effective in clinical settings. Developing a logic model provides a structure that guides qualitative inquiry, and general categories of logic models are defined. Specific qualitative program evaluation models appropriate to clinical settings are also identified and defined. Recommendations for incorporating qualitative program evaluation into clinical practice and counselor education programs are discussed.

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