The author presents a model for teaching graduate students about trauma treatment based on the principles of resourcing, titration, and reciprocal inhibition. The author reviews relevant literature on the issue of teaching trauma and recommendations for faculty, followed by examples of how to use the above principles in a 6-week university-based graduate course on trauma counseling. Evidence supporting the use of the author’s teaching model is anecdotal, and as such, the author identifies future research that will inform counseling psychology educators as this field continues to develop.

The author presents the findings of a pilot study examining students' experiences of Black's (2006) model for teaching a graduate trauma counseling course. Ten counseling psychology graduate students were administered an exit questionnaire following a trauma-counseling course in a Canadian university and, 9 questionnaires were returned. The pilot study is unique, and findings include the fact that students reported feeling more competent in dealing with trauma not only in their roles as counselors but also in their personal lives. Implications of the pilot study for future research and current teaching practice are discussed, along with recommendations for teaching counseling in general. Limitations of the pilot study include issues related to sample size and demographics, descriptive nature of the data, timing of the administration of the questionnaire, and the nature of self-report data. Results support the use of Black's (2006) model of teaching trauma to graduate students.

This paper aims to evaluate the effectiveness of a group‐based team leadership development workshop in achieving five objectives. The study is an intrinsic case study using qualitative, semi‐structured interviews. Participants recorded eight categories of shared common experience supporting effectiveness of the workshops in achieving five stated objectives. Interviews were conducted only once, following the workshop limiting the understanding of long‐term effects, and categories of experience were not returned to all participants for validation. Useful information for organizations and consultants involved in developing a multidisciplinary leadership team and maintaining the benefits of a group‐based approach. This study examines a unique case of an organizational development intervention in health care and provides practitioners with insight into the benefits and drawbacks of interpersonal, group‐based interventions.

The authors offer an integral approach to counseling ethics using K. Wilber's (2000aWilber's ( , 2000b integral metatheory. The article examines traditional counseling ethics through the lens of K. Wilber's (2000aWilber's ( , 2000b) "all-quadrants, all-levels" model, consisting of quadrants, levels, lines, states, and types. The authors begin with the 4 quadrants and how they can inform understanding of traditional counseling ethics. Vertical development in relation to counseling ethics is addressed, followed by a case study of an ethical dilemma in counseling. The authors offer an integrally informed process of ethical decision making that can be seen to complement less comprehensive ethical decision-making models.T here are few areas in the practice of counseling that require more tolerance for ambiguity than ethical practice and decision making. Corey, Corey, and Callanan (2003) stated that, when it comes to ethics, one must avoid the trap of dispensing simple prescriptions for complex problems. Integral theory is an excellent map that can be applied to ethical practice in counseling to help counselors honor the complexity of ethical decisions and avoid oversimplification of complex issues. Integral theory helps counselors approach a more complete understanding of ethics by viewing multiple "truths" or perspectives as complementary. This in turn increases counselors' ability to make informed ethical decisions. The study and practice of ethical counseling contains a dichotomy in that clearly articulated ethical principles and codes of conduct exist alongside a marked lack of guidance on how to apply the principles and codes in many real-life counseling situations. In this article, we outline what the four quadrants or perspectives of integral theory imply for counselor ethics, we discuss the role of development and supervision, and we offer a brief case example.In some ways, the idea of integral ethics is somewhat of an oxymoron. Wilber (1998) has discussed ethics and morals in the context of the lower left (LL) quadrant or the "We" space of cultural understanding and intersubjectivity. However, in order for ethics to be more integral in nature, we must expand our conceptualization of ethical practice in counseling and attend to the remaining three quadrants of "I," "It," and "Its." We would like to suggest that, on the whole, current counseling ethics is less than integral and that an integral approach to counseling ethics must expand its scope of practice to include and incorporate the four quadrants in Wilber's (2000aWilber's ( , 2000b model.

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