Psychology Counseling Psychology
by
Elizabeth Nutt Williams
  • LAST REVIEWED: 09 May 2017
  • LAST MODIFIED: 13 January 2014
  • DOI: 10.1093/obo/9780199828340-0146

Introduction

Counseling psychology is a specialty within psychology that focuses on counseling, research, and assessment in which close attention is paid to individual’s assets and psychological strengths. Counseling psychologists have three primary roles: remedial (e.g., working to help correct problems), preventative (e.g., interventions focused on forestalling problems), and developmental (e.g., skills training and psychoeducational approaches). The primary interventions of the specialty tend to be brief and cover a variety of settings (e.g., counseling, training, consultation, outreach). Gelso, et al. 2014, Counseling Psychology (cited under Reference Works), summarizes the enduring central values of counseling psychology, noting it has (1) an emphasis on a person’s strengths and optimal functioning; (2) a focus on the whole person, with particular emphasis on life-span development and vocational growth; (3) a commitment to advocacy and social justice, maintaining an ongoing awareness of the importance of environmental context and culture; (4) a concentration on brief, educational, and preventive counseling interventions; and (5) a dedication to the scientist-practitioner model. While counseling psychology’s abiding interest in vocational guidance began in 1908 with the establishment of a vocations bureau by Frank Parsons, most view the field of counseling psychology as beginning with the role of psychologists (in assessment of military personnel) in the 1940s during World War II. The Division of Counseling and Guidance (Division 17) of the American Psychological Association was formally established in 1946. Division 17 changed its name in 1951 to the Division of Counseling Psychology, and again in 2003 to the Society of Counseling Psychology. The major journals in counseling psychology were founded in 1954 (the Journal of Counseling Psychology, cited under Journals) and 1969 (The Counseling Psychologist, cited under Journals).The field’s history can also be marked by its major conferences. The first conference for counseling psychology was held in 1951 at Northwestern University. It was at this conference that the scientist-practitioner model of training was formally endorsed. The field has held a major conference approximately every dozen years since then (1964, Greyston Conference; 1973, Vail Conference; 1987, Georgia Conference; 2001, Houston Conference). At each conference, the field strengthened its identity and debated issues of importance to the field, such as social justice initiatives and multicultural competencies. In 1999, Division 17 was one of the founding divisions (along with divisions 35, 44, and 45) of the National Multicultural Conference and Summit (NMCS). In 2008 the Society of Counseling Psychology held its first international conference in Chicago, acknowledging the global nature of counseling psychology. In fact, there has been a growing emphasis in the field on ensuring transnational and global perspectives in science and practice (see Gerstein, et al. 2009, cited under Reference Works).

Reference Works

Whiteley 1980 provided an early perspective on the history of the field. The primary textbook in the field, Gelso, et al. 2014, extends the history of the field into the present. Altmaier and Hansen 2012, Brown and Lent 2008, and Fouad, et al. 2012 are comprehensive handbooks in the field that give excellent overviews of counseling psychology at large, as does Walsh 2008, a biennial review of the field. Other handbooks on more specific foundational topics in counseling psychology, such as multiculturalism, social justice, vocational psychology, prevention, positive psychology, and psychotherapy research, are discussed in following sections.

  • Altmaier, E. M., and J. C. Hansen, eds. 2012. The Oxford handbook of counseling psychology. New York: Oxford Univ. Press.

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    Altmaier and Hansen provide an overview of the life span of counseling psychology, from its foundations and contextual perspectives to its applications in counseling and intersections with related fields, such as health psychology, sports psychology, and trauma psychology.

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  • Brown, S. D., and R. W. Lent, eds. 2008. Handbook of counseling psychology. 4th ed. Hoboken, NJ: Wiley.

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    In the fourth edition of their groundbreaking handbook, Brown and Lent offer perspectives on professional and scientific issues in counseling psychology, as well as overviews of the field’s emphasis on counseling, multiculturalism, vocational psychology, and prevention.

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  • Fouad, N. A., J. A. Carter, and L. M. Subich, eds. 2012. APA handbook of counseling psychology. 2 vols. Washington, DC: American Psychological Association.

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    In a two-volume work (Volume 1, Theories, Research, and Methods; Volume 2, Practice, Interventions, and Applications), Fouad, Carter, and Subich provide a rich detailing of the theories, methodologies, research, and interventions in the field, including new directions into forensics, immigration, and aging.

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  • Gelso, C. J., and B. R. Fretz. 2014. Counseling psychology. 2d ed. Fort Worth, TX: Harcourt.

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    As the only text on the specialty of counseling psychology, Gelso, Williams, and Fretz, in the third edition of this textbook, emphasize the historical and scientific foundations of the field, with particular attention to career psychology, health and wellness, social justice, and psychotherapy research. The second part of the book is dedicated to the practice of counseling psychology, including a focus on individuals, families, and groups.

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  • Gerstein, L. H., P. P. Heppner, S. Ægisdóttir, A. L. Seung-Ming, and K. L. Norsworthy. 2009. International handbook of cross-cultural counseling: Cultural assumptions and practice worldwide. Thousand Oaks, CA: SAGE.

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    This handbook covers a wide-range of transnational issues relevant to counseling psychology, including a focus on the counseling profession (including cultural considerations in research as well as opportunities and challenges in cross-cultural counseling). In addition, a long list of countries are directly included (e.g., Iceland, United Arab Emirates, Ecuador, Nigeria, Malaysia, and Kyrgyzstan), providing an overview of the cultural values in those countries that shape counselor and clients attitudes and practices.

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  • Walsh, W. B., ed. 2008. Biennial review of counseling psychology. New York: Routledge.

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    Topics covered in this biennial review include those related to historical developments in counseling psychology, issues around practice, health and strengths-based development, social identities, vocational psychology, and professional roles in a changing world.

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  • Whiteley, J. M. 1980. The history of counseling psychology. Belmont, CA: Wadsworth.

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    In this work, Whiteley provided the first history of the field, examining the founding of the field, its development from vocational guidance to counseling psychology, and the establishment of its primary journals, training standards, and first national conferences.

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Journals

There are a number of scholarly journals in the field of counseling psychology. The primary research journal in the field is the Journal of Counseling Psychology (founded in 1954). The primary theoretical and conceptual journal is The Counseling Psychologist (founded fifteen years later, in 1969). Because vocational psychology has been a major area of counseling psychology since its inception, the Journal of Vocational Behavior and the Career Development Quarterly also provide outlets for career and vocational research and practice development for counseling psychologists. As scientist-practitioners, counseling psychologists are also at the forefront of research on counseling and psychotherapy, and they thus often rely on the research and practice articles published in the Journal of Counseling & Development, the Journal of Multicultural Counseling and Development, Psychotherapy, and Psychotherapy Research.

History

A number of important articles relevant to the history of the field have been published, from an archival description of counseling psychology (American Psychological Association 1999) to overviews of the field’s primary journals (Heppner 1999, Wrenn 1966) and the changing roles of counseling psychologists over time (Goodyear, et al. 2008). American Psychological Association 1952; Fouad, et al. 2004; Weissberg, et al. 1988; and Thompson and Super 1964 also provide an overview and analysis of the important national conferences since 1951.

  • American Psychological Association. 1999. Archival description of counseling psychology. The Counseling Psychologist 27:589–592.

    DOI: 10.1177/0011000099274006Save Citation »Export Citation » Share Citation »

    This archival description of counseling psychology provides a brief definition of the specialty as well as its practice parameters (populations, biopsychosocial problems addressed, procedures, and knowledge base). Counseling psychology was formally recognized as an applied specialty of psychology in 1999 by the Commission for the Recognition of Specialties and Proficiencies in Professional Psychology (CRSPPP, established in 1995).

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  • American Psychological Association, Division of Counseling and Guidance. 1952. Recommended standards for training counseling psychologists at the doctorate level. American Psychologist 7:175–181.

    DOI: 10.1037/h0056299Save Citation »Export Citation » Share Citation »

    At the first national counseling psychology conference in Chicago (Northwestern) in 1951, a statement on doctoral training was approved by the Division 17 Executive Committee. It clarified the roles and functions of counseling psychologists as well as providing graduate training recommendations (both content and timing).

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  • Fouad, N., R. McPherson, L. Gerstein, et al. 2004. Houston, 2001: Context and legacy. The Counseling Psychologist 32:15–77.

    DOI: 10.1177/0011000003259943Save Citation »Export Citation » Share Citation »

    The authors discuss the context of counseling psychology in the 1990s and planning for the fourth national conference on counseling psychology (Houston, 2001). They highlight the structure of the conference, from keynotes, symposia, and poster sessions to the Town Hall Meeting and the structure and recommendations of the social action groups formed to examine issues critical to counseling psychology within broader cultural, economic, historical, and political contexts.

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  • Goodyear, R. K., N. Murdock, J. W. Lichtenberg, R. McPerson, K. Koetting, and S. Petren. 2008. Stability and change in counseling psychologists’ identities, roles, functions, and career satisfaction across 15 years. The Counseling Psychologist 36:200–249.

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    The authors examine the ways in which the profession of counseling psychology changed from the mid-1980s through the beginning of the new millennium in 2000. They note the stability of roles but also some changes in the membership and activities of counseling psychologists over time.

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  • Heppner, P. P. 1999. Thirty years of The Counseling Psychologist. The Counseling Psychologist 27:5–13.

    DOI: 10.1177/0011000099271001Save Citation »Export Citation » Share Citation »

    Heppner reviews the publications in The Counseling Psychologist from 1969 to 1999, listing all major contributions and editorial board members since the inception of the journal.

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  • Thompson, A. S., and D. E. Super, eds. 1964. The professional preparation of counseling psychologists: Report of the 1964 Greyston Conference. New York: Bureau of Publications, Teacher’s College, Columbia Univ.

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    This report overviewed the outcomes of the 1964 Greyston Conference at Teachers College, Columbia University, including information on the training and professional interests of counseling psychologists as well as a call to the field to become more involved in social action.

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  • Weissberg, M., S. S. Rude, G. M. Gazda, et al. 1988. An overview of the third national conference for counseling psychology: Planning the future. The Counseling Psychologist 16.3: 325–331.

    DOI: 10.1177/0011000088163002Save Citation »Export Citation » Share Citation »

    Co-chairs of the third national conference for counseling psychology, the Georgia Conference held in Atlanta in 1987, along with the conference planning committee members describe the structure of the conference as compared with the earlier two conferences in 1951 (Northwestern) and 1964 (Greyston).

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  • Wrenn, C. G. 1966. Birth and early childhood of a journal. Journal of Counseling Psychology 13:485–488.

    DOI: 10.1037/h0024024Save Citation »Export Citation » Share Citation »

    Wrenn overviews the foundation of the Journal of Counseling Psychology from its first editors and stockholders to the structural and organizational choices made regarding the journal (e.g., use of Comments, grouping of articles topically) over its first decade.

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Counseling Practice

Counseling psychology is an applied specialty of professional psychology. While the training model used by counseling psychologists is the scientist-practitioner model (discussed in the next section), counseling psychologists practice psychology—they provide counseling and psychotherapy; engage in consulting relationships in business, government, and higher education; develop prevention programs for elementary and secondary schools; and teach at all levels. Training in counseling psychology requires doctoral-level coursework in several areas of psychology (e.g., assessment, biopsychology, learn­ing) in addition to significant research training and experience. As such, the science of counseling psychology (including research on corrective emotional experiences in therapy, as described in Castonguay and Hill 2012; on the role of insight in therapy, as overviewed in Castonguay and Hill 2007; on the importance of the therapeutic relationship, highlighted in Gelso 2011 and Gelso and Hayes 1998; and on master therapists, as presented in Skovholt and Jennings 2004) is used to inform evidence-based practice (Goodheart, et al. 2006). Thus, counseling psychologists receive years of training in fundamental theoretical orientations (e.g., psychodynamic, cognitive-behavioral, humanistic, and feminist multicultural approaches), with additional training in the techniques and microskills of counseling, often going beyond the individual therapy approach (Friedlander and Diamond 2012). Major texts in the field for novice therapists include Hill 2009, which focuses on helping skills; Ivey, et al. 2005, which presents a developmental approach; and Murdock 2013, a text on theories.

  • Castonguay, L. G., and C. E. Hill, eds. 2007. Insight in psychotherapy. Washington, DC: American Psychological Association.

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    This book presents the complex topic of insight in therapy, a critical concept for a number of psychotherapeutic approaches, and reviews the extensive literatures across theoretical orientations and disciplines.

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  • Castonguay, L. G., and C. E. Hill. 2012. Transformation in psychotherapy: Corrective experiences across cognitive behavioral, humanistic, and psychodynamic approaches. Washington, DC: American Psychological Association.

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    This book offers an in-depth review of corrective experiences in therapy, experiences facilitated by a therapist that challenge clients’ perspectives and lead to new personal outcomes. The topic is examined across psychotherapeutic approaches from both scholarly and practitioner perspectives.

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  • Friedlander, M. L., and G. M. Diamond. 2012. Couple and family therapy. In The Oxford handbook of counseling psychology. Edited by E. M. Altmaier and J. C. Hansen, 647–675. New York: Oxford Univ. Press.

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    Friedlander and Diamond overview the fundamental practices and assumptions in couples and family counseling. They emphasize the connection between this modality of counseling and counseling psychology’s core values (e.g., developmental, contextual approaches that emphasize strengths and positive coping strategies). They identify central constructs in the field as well as more contemporary approaches.

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  • Gelso, C. J. 2011. The real relationship in psychotherapy: The hidden foundation of change. Washington, DC: American Psychological Association.

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    Gelso argues for the importance of the real relationship (genuineness and realism) between therapist and client in the success of therapeutic outcomes, examining both the development of the construct and its empirical support.

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  • Gelso, C. J., and J. A. Hayes. 1998. The psychotherapy relationship: Theory, research, and practice. New York: Wiley.

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    Gelso and Hayes describe the components of the therapeutic relationship, from the working alliance to transference and countertransference to the real relationship. They also examine the understanding and uses of the relationship in a variety of foundational therapeutic approaches.

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  • Goodheart, C. D., A. E. Kazdin, and R. J. Sternberg, eds. 2006. Evidence-based psychotherapy: Where practice and research meet. Washington, DC: American Psychological Association.

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    This book reviews the literature on evidence-based practice (EBP) in psychology, highlighting its importance in practice, education, and public policy, and emphasizing its role in the future of psychotherapy (pp. 63–79).

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  • Hill, C. E. 2009. Helping skills: Facilitating exploration, insight, and action. 3d ed. Washington, DC: American Psychological Association.

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    In the third edition of this textbook, Hill describes her tripartite model of counseling: exploration, insight, and action. The research on the psychotherapy process, particularly that examining microskills in counseling, is embedded in the theoretical and strategic descriptions of the helping skills.

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  • Ivey, A., M. Ivey, J. Myers, and T. Sweeney. 2005. Developmental counseling and therapy: Promoting wellness over the lifespan. Boston: Lahaska.

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    This textbook is designed to highlight developmental theories, wellness, and positive psychology in the context of counseling, from diagnosis to the application of specific theories and strategies.

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  • Murdock, N. L. 2013. Theories of Counseling and Psychotherapy. 3d ed. Boston: Pearson.

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    This textbook overviews fourteen different theories of counseling and psychotherapy. Each theory’s philosophical assumptions, central constructs, and strategies are demonstrated via case examples.

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  • Skovholt, T. M., and L. Jennings, eds. 2004. Master therapists: Exploring expertise in therapy and counseling. Boston: Allyn & Bacon.

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    This book overviews the findings across four research studies that examine the work and experiences of ten master therapists. The authors’ purpose in presenting this book was to explore the true practices of seasoned therapists, with the hope that others would be able to use their experiences to increase their own skill level in the practice of counseling.

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Ethics and Practice Guidelines

To help guide the practice of psychologists, the American Psychological Association has created a number of practice guidelines. Guidelines, of particular use in the practice of counseling psychology, have been developed in the areas of ethnic and racial diversity (American Psychological Association 2003), older adults (American Psychological Association 2004), girls and women (American Psychological Association 2007), persons with disabilities (American Psychological Association 2012a), and lesbian, gay, bisexual, and transgender individuals (American Psychological Association 2012b). The practice guidelines were designed to assist the practitioner in staying current with the most relevant research findings and to provide guidance in competent practice. The guidelines have been developed in part by members of the Society of Counseling Psychology (Division 17 of the American Psychological Association) in collaboration with members of other American Psychological Association divisions. The guidelines provide information about contemporary social issues, based on the most current empirical research, and they encourage psychologists to stay abreast of the important topics in their field. In addition to the practice guidelines, all psychologists, including counseling psychologists, must adhere to the 2002 Ethics Principles of Psychologists and Code of Conduct (American Psychological Association 2002, amended in 2010). The American Psychological Association ethics code includes aspirational language regarding five general principles: Beneficence and Nonmaleficence, Fidelity and Responsibility, Integrity, Justice, and Respect for People’s Rights and Dignity. These aspirational goals are then followed by ten enforceable standards relating to (1) Resolving Ethical Issues, (2) Competence, (3) Human Relations, (4) Privacy and Confidentiality, (5) Advertising and Other Public Statements, (6) Record Keeping and Fees, (7) Education and Training, (8) Research and Publication, (9) Assessment, and (10) Therapy. While the code of ethics was written to be as straightforward as possible, ethical dilemmas and controversies do arise. Thus, other books on resolving ethical dilemmas and making sounds ethical judgments in the practice of psychology can be extremely useful. Among these are Barnett and Johnson 2008 and Pope and Vasquez 2011.

  • American Psychological Association. 2002. Ethical Principles of Psychologists and Code of Conduct. American Psychologist 57:1060–1073.

    DOI: 10.1037/0003-066X.57.12.1060Save Citation »Export Citation » Share Citation »

    This document provides guidance to psychologists on ethical decision making, focusing on both aspirational principles (Beneficence and Nonmaleficence, Fidelity and Responsibility, Integrity, Justice, and Respect for People’s Rights and Dignity) and on ten enforceable standards of the code of conduct.

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  • American Psychological Association. 2003. Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. American Psychologist 58:377–402.

    DOI: 10.1037/0003-066X.58.5.377Save Citation »Export Citation » Share Citation »

    These practice guidelines review the sociopolitical issues that impact the psychological treatment of diverse individuals, with a particular focus on racial and ethnic minorities. The guidelines help ensure increased sensitivity to multicultural issues in psychological practice.

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  • American Psychological Association. 2004. Guidelines for psychological practice with older adults. American Psychologist 59:236–260.

    DOI: 10.1037/0003-066X.59.4.236Save Citation »Export Citation » Share Citation »

    These guidelines emphasize the changing demographics in the United States and the societal issues facing older adults (e.g., Medicare reimbursements, limited number of geriatric specialists in psychology). The guidelines provide important information for psychologists working with older populations in a variety of different settings and activities.

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  • American Psychological Association. 2007. Guidelines for psychological practice with girls and women. American Psychologist 62:949–979.

    DOI: 10.1037/0003-066X.62.9.949Save Citation »Export Citation » Share Citation »

    These practice guidelines review the literature related to psychological treatment of women and girls, including identified problems related to ethnic and gender biases and harmful social forces that impact the lives of women and girls. They offer ways for psychologists to increase their skills and competencies in working with girls and women.

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  • American Psychological Association. 2012a. Guidelines for assessment of and intervention with persons with disabilities. American Psychologist 67:43–62.

    DOI: 10.1037/a0025892Save Citation »Export Citation » Share Citation »

    These guidelines offer an overview of disability issues, since many psychologists do not have specific training in this field. The guidelines highlight necessary information about disabilities in an effort to assist psychologists in making their practices more accessible.

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  • American Psychological Association. 2012b. Guidelines for psychological practice with lesbian, gay, and bisexual clients. American Psychologist 67:10–42.

    DOI: 10.1037/a0024659Save Citation »Export Citation » Share Citation »

    These practice guidelines, based on the 1975 resolution by the American Psychological Association stating that homosexuality does not in and of itself represent a psychological impairment, affirm the positive variations in human sexuality and gender identity. The guidelines were designed to provide assistance to practicing psychologists who work with gay, lesbian, bisexual, transgendered, and questioning populations.

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  • Barnett, J. E., and W. B. Johnson. 2008. Ethics desk reference for psychologists. Washington, DC: American Psychological Association.

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    This pocket guide was designed to assist psychologists in ethical decision making and the avoidance of ethical conflicts. It provides a helpful summary of each section of the 2002 APA ethics code.

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  • Pope, K. S., and M. J. T. Vasquez. 2011. Ethics in psychotherapy and counseling: A practical guide. 4th ed. Hoboken, NJ: Wiley.

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    Presents an overview of the principles of ethical thinking, highlights the ethical codes of the American and Canadian Psychological Associations, and reviews ethical controversies with guidance for psychologists on how to make appropriate ethical decisions.

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Foundations of Research

Since its infancy in the 1950s, counseling psychology has consistently reaffirmed its commitment to the scientist-practitioner model. The phrase “scientist-practitioner” was first raised in 1949 at the Boulder Conference; counseling psychology then endorsed the scientist-practitioner model as a primary tenet in the training of counseling psychologists at its first major conference, the 1951 Northwestern Conference. The model was again endorsed in counseling psychology’s Model Training Program (Murdock, et al. 1998, cited under Training and Professional Issues), nearly fifty years later, and it continues to be the primary training model used in counseling psychology (Stoltenberg, et al. 2000). As science is a foundational component of counseling psychology, a number of researchers have provided critical guidance on the primary methodologies, statistical analyses, and elements of writing in the field (Gelso 1979; Gelso, et al. 1988; Heppner, et al. 2008). Given the strong link between research and practice in counseling psychology, much research has focused on counseling process (Hill 1989) and outcome (Wampold 2001), and on the importance of the therapeutic relationship (Norcross and Wampold 2011). For example, numerous studies of counseling have been conducted using naturalistic field designs, survey designs, and analogue designs. There has also been a growing interest in qualitative methodologies, since they are consistent with the field’s interest in working holistically with individuals from developmental, strength-based, and multicultural perspectives (Hill 2012, Ponterotto 2005). Other specific areas of research in counseling psychology (e.g., multicultural counseling, social identities, vocational psychology, career counseling, positive psychology, and wellness and prevention) are covered in subsequent sections.

  • Gelso, C. J. 1979. Research in counseling: Clarifications, elaborations, defenses, and admissions. The Counseling Psychologist 8.3: 61–67.

    DOI: 10.1177/001100007900800312Save Citation »Export Citation » Share Citation »

    Considered a classic article on research in counseling, Gelso presents his now famous “bubble hypothesis” (essentially, that all methodologies have limitations, thus calling for paradigmatic diversity in research) and addresses critical elements of the scientist-practitioner model in the research training process.

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  • Gelso, C. J., N. E. Betz, M. L. Friedlander, et al. 1988. Research in counseling: Prospects and recommendations. The Counseling Psychologist 16:385–406.

    DOI: 10.1177/0011000088163006Save Citation »Export Citation » Share Citation »

    Reporting on the results of the 1987 Georgia Conference, Gelso and colleagues provide a number of important recommendations that have shaped research in counseling psychology for several decades. They recommended that the field increase the visibility of research findings, retain an emphasis on methodological diversity, increase attention to multicultural issues, enhance the relevance of research for practice, and attend to developmental needs in the research training environment.

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  • Heppner, P. P., B. W. Wampold, and D. M. Kivlighan. 2008. Research design in counseling. 3d ed. Belmont, CA: Brooks/Cole.

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    In its third edition, this research methods text provides an overview of the role of science in counseling, with particular attention to the scientist-practitioner model of training for counseling psychologists. It leads the reader through the research process, from operationalizing constructs to choosing among particular designs to writing a research report.

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  • Hill, C. E. 1989. Therapist techniques and client outcomes: Eight cases of brief psychotherapy. Newbury Park, CA: SAGE.

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    For anyone interested in understanding psychotherapy process research, this book provides an in-depth overview of methods, techniques, measures, and findings. It includes a specific examination of particular therapeutic techniques (e.g., therapist self-disclosure, interpretation) and client variables (e.g., experiencing), using a number of case analyses to highlight the classic methods and measures used in process research.

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  • Hill, C. E., ed. 2012. Consensual qualitative research: A practical resource for investigating social science phenomena. Washington, DC: American Psychological Association.

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    Hill and colleagues overview the model of consensual qualitative research (CQR), introduced in 1997 by Hill, Thompson, and Williams. The book provides a step-by-step guide to the data analytic methods used in CQR, from constructing the research team and participant sample to coding the data and considering broader issues of trustworthiness, cultural considerations, and ethics, as well as a bibliography of CQR studies in the field.

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  • Norcross, J. C., and B. W. Wampold. 2011. Evidence-based therapy relationships: Research conclusions and clinical practices. In Psychotherapy relationships that work: Evidence-based responsiveness. Edited by J. C. Norcross, 423–430. New York: Oxford Univ. Press.

    DOI: 10.1093/acprof:oso/9780199737208.003.0021Save Citation »Export Citation » Share Citation »

    As a strong conclusion to the expansive work presented in this book on the research on therapy relationships, Norcross and Wampold present the conclusions of the interdivisional Task Force on Evidence-Based Therapy Relationships that produced the work represented in the text. The conclusions build upon work of an earlier task force a decade earlier. Their emphasis continues to be exploring and describing best clinical practices.

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  • Ponterotto, J. G. 2005. Qualitative research in counseling psychology: A primer on research paradigms and philosophy of science. Journal of Counseling Psychology 52:126–136.

    DOI: 10.1037/0022-0167.52.2.126Save Citation »Export Citation » Share Citation »

    Ponterotto provides a clear explanation of the different philosophical assumptions made in the scientific endeavor, overviewing issues of ontology, epistemology, axiology, methodology, and the rhetorical structures used to articulate “knowledge.” He links the various paradigms (positivism, postpositivism, constructivism-interpretivism, and critical theory) with approaches to research in counseling psychology, with particular emphasis on qualitative approaches.

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  • Stoltenberg, C. D., S. Kashubeck-West, J. L. Biever, T. Patterson, and I. D. Welch. 2000. Training models in counseling psychology: Scientist-practitioner versus practitioner-scholar. The Counseling Psychologist 28:622–640.

    DOI: 10.1177/0011000000285002Save Citation »Export Citation » Share Citation »

    This article provides a succinct overview of the training models in counseling psychology, focusing on the controversies between the more traditional scientist-practitioner model and the more recent practitioner-scholar model. Implications of both models are reviewed, and recommendations for training are highlighted.

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  • Wampold, B. E. 2001. The great psychotherapy debate: Models, methods, and findings. Mahwah, NJ: Lawrence Erlbaum.

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    Wampold reviews the research on “common factors” related to the efficacy and effectiveness of psychotherapy, powerfully deconstructing the medical model of outcome research. He overviews a vast array of empirical evidence of the common curative elements of psychotherapy, from evidence garnered by meta-analytic models, to research on the impact of the therapeutic alliance, to the influence of specific therapist effects.

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Multicultural Competencies and Social Justice

A central value for counseling psychology is a commitment to social justice and multiculturalism. Given changing demographics and the emergence of new research and theoretical paradigms, multiculturalism has become the “fourth force” in American psychology (Pedersen 1999), complementing the three foundational theoretical orientations of the 20th century: psychoanalysis, humanism, and cognitive-behaviorism. A large proportion of articles published in The Counseling Psychologist and the Journal of Counseling Psychology (cited under Journals), the primary journals of the specialty, have focused on issues of multicultural practice and training, diversity, and social justice. Most of the work has focused on multicultural counseling and competencies, in particular (Ponterotto, et al. 2009; Pope-Davis, et al. 2003; Sue and Sue 2012). There has also been increased attention to issues of “isms,” such as racism (Neville, et al. 2012; Ridley 2005), particularly in how oppression, discrimination, and privilege can impact counseling, prevention, and advocacy efforts. (Details about a variety of social identities often associated with “isms” such as racism, sexism, heterosexism, classism, etc. are discussed in the next section.) As counseling psychology’s focus on multiculturalism has grown, more counseling psychologists have called on the profession to engage in meaningful social justice initiatives (Speight and Vera 2004; Toporek, et al. 2006). Social justice can be defined as the ways in which individuals promote equality and justice and work to minimize human suffering. While counseling psychologists often work to promote empowerment and well-being at the individual level, it is important to note that the emphasis on social justice in counseling psychology is also focused on creating change at systemic and institutional levels (e.g., in communities and with public policy).

  • Neville, H. A., L. B. Spanierman, and J. A. Lewis. 2012. The extended psychosocial model of racism: A new model for understanding and disrupting racism and white privilege. In APA handbook of counseling psychology. Edited by N. A. Fouad, J. C. Carter, and L. M. Subich, 333–360. Washington, DC: American Psychological Association.

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    This chapter in the new APA Handbook of Counseling Psychology provides an excellent overview of racism, including its various expressions and damaging consequences. The authors also review the related constructs of white privilege, microaggressions, and color-blind ideology, and suggest strategies for recognizing, resisting, and disrupting racism through the development of a critical consciousness.

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  • Pedersen, P., ed. 1999. Multiculturalism as a fourth force. Philadelphia: Brunner/Mazel.

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    As an extension of the three dominant theoretical orientations in counseling and psychotherapy (psychoanalytic, cognitive-behavioral, and humanistic), Pedersen discusses multiculturalism as the “fourth force” in the field. The book describes the tenets of multiculturalism, reviewing work across cultures and the positive consequences of developing cultural sensitivity and a culture-centered perspective.

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  • Ponterotto, J. G., J. M. Casas, L. A. Suzuki, and C. M. Alexander. 2009. Handbook of multicultural counseling. 3d ed. Thousand Oaks, CA: SAGE.

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    In this third edition, the handbook provides a fascinating section on the life stories of elders within multicultural counseling and psychology, as well as current research on emerging international issues; issues related to racial, ethnic, and sexual identity development; and overviews of specific topics in counseling, health, and social justice.

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  • Pope-Davis, D. B., H. L. K. Coleman, W. M. Liu, and R. L. Toporek. 2003. Handbook of multicultural competencies in counseling and psychology. Thousand Oaks, CA: SAGE.

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    This handbook presents an overview of the theories behind competencies in multicultural work, including a critical evaluation of the theories and strategies and an analysis of the philosophy of science of cross-cultural psychology. It provides a comprehensive approach to a range of assessment, research, practice, and teaching issues in the field.

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  • Ridley, C. R. 2005. Overcoming unintentional racism in counseling and therapy. 2d ed. Thousand Oaks, CA: SAGE.

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    In this second edition of his textbook, Ridley helps counselors understand the factors that contribute to racism, focusing on the consequences of racism in counseling (e.g., inferential errors). He then describes how counselors can overcome unintentional racism, make better clinical decisions, and work more effectively with a diversity of clients in the mental health system.

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  • Speight, S. L., and E. M. Vera. 2004. A social justice agenda: Ready, or not? The Counseling Psychologist 32:109–118.

    DOI: 10.1177/0011000003260005Save Citation »Export Citation » Share Citation »

    As a follow-up to the 2001 Houston Conference, Speight and Vera report on the outcomes of the conference’s social action groups. They suggest the need for fundamental changes to the roles of counseling psychologists, from a renewed focus on eliminating oppression to an expansion of our ethical perspectives, including the hard work of critical self-analysis that can prevent and correct social injustices.

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  • Sue, D. W., and D. Sue. 2012. Counseling the culturally different: Theory and practice. 6th ed. New York: Wiley.

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    Now in its sixth edition, this classic text on cross-cultural counseling provides even more information about the conceptual dimensions and philosophical assumptions behind multicultural counseling and therapy. The authors focus on racial and cultural identity development, political issues in mental health practice (including oppression, microaggressions, and differing worldviews), and specific guidelines for appropriate intervention strategies with particular populations.

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  • Toporek, R. L., L. H. Gerstein, N. A. Fouad, G. Roysircar, and T. Israel, eds. 2006. Handbook for social justice in counseling psychology: Leadership, vision, and action. Thousand Oaks, CA: SAGE.

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    Highlighting counseling psychology’s emphasis on social justice and advocacy, Toporek, Gerstein, Fouad, Roysircar, and Israel provide an analysis of the practice of social justice in schools, marginalized communities, health care, and public policy.

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Diverse Social Identities

As part of counseling psychology’s commitment to diversity, multiculturalism, and social justice, a great deal of research focuses on specific social identities (e.g., race/ethnicity, sex/gender, sexual orientation/gender identity, social class, ability status, aging, etc.). While the current approach to social identity work looks toward integration of identities (also called intersectionality; see Enns and Williams 2012), there are a number of helpful resources for counseling psychologists that highlight issues particular to individual social identities. For example, early models of racial identity development (Cross 1971, Helms 1992) helped move the discourse on race from one of simple perceived status (such as determining race by visual cues like skin color) to a more complex understanding of an individual’s stage of identity development vis-à-vis his or her race. To put it simply, not all (black, white, Asian, Latino, etc.) people share the same perspectives of all other (black, white, Asian, Latino, etc.) people; how one orients oneself to the world with regard to race relies on one’s sense of self as a racial being. Similar identity development models have been studied for a variety of social identities, resulting in helpful information about gender (Good and Brooks 2005, Worell and Goodheart 2006), sexual orientation (Bieschke, et al. 2007), social class (Liu 2013), and disabilities (Olkin 2012). Although there is limited space in this text to describe the myriad of social identities, counseling psychologists have also done a great deal of work with immigrants, older adults, and a range of specific ethnic, racial, and religious identities.

  • Bieschke, K. J., R. M. Perez, and K. A. DeBord, eds. 2007. Handbook of counseling and psychotherapy with lesbian, gay, bisexual, and transgender clients. 2d ed. Washington, DC: American Psychological Association.

    DOI: 10.1037/11482-000Save Citation »Export Citation » Share Citation »

    In its second edition, this handbook provides an overview of diverse social contexts for LGBT individuals, including a focus on practical and ethical applications and current research and theory in the field.

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  • Cross, W. E., Jr. 1971. The Negro-to-black conversion experience: Toward a psychology of black liberation. Black World 20 (July): 13–27.

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    This classic article by Cross introduced the concept of black racial identity development. He lays out his basic model, in which blacks progress through several stages, from pre-encounter (where the individual has not considered issues of race or has internalized negative racial stereotypes) to internalization (where the individual reaches a positive racial identity). His model launched decades of research on racial and ethnic identities.

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  • Enns, C. Z., and E. N. Williams. 2012. The Oxford handbook of feminist multicultural counseling psychology. New York: Oxford Univ. Press.

    DOI: 10.1093/oxfordhb/9780199744220.013.0001Save Citation »Export Citation » Share Citation »

    This handbook provides critical analysis of the integration of feminist and multicultural approaches to counseling, highlighting specific social identities (e.g., women in poverty, women with disabilities, American Muslim women), as well as the applications of feminist multicultural perspectives to counseling, education, and advocacy.

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  • Good, G. E., and G. R. Brooks. 2005. The new handbook of psychotherapy and counseling with men:  A Comprehensive Guide to Settings, Problems, and Treatment Approaches. Rev. and abridged ed. San Francisco: Jossey-Bass.

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    In an update of their earlier publication (2001), Good and Brooks provide detailed information about male-friendly counseling, focusing on multicultural and developmental issues for boys and men as well as particular therapeutic skills and approaches for therapy with men.

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  • Helms, J. E. 1992. A race is a nice thing to have: A guide to being a white person or understanding the white persons in your life. Topeka, KS: Content Communications.

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    Helms, the author of numerous articles on race, racism, and the impact of race of counseling, provides in this short book a description of white racial identity development. Like other racial identity models, she describes the progression of understanding white culture and identity through various stages, from contact to autonomy, culminating in the adoption of a positive, nonracist identity.

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  • Liu, W. W. M. 2013. The Oxford handbook of social class in counseling. New York: Oxford Univ. Press.

    DOI: 10.1093/oxfordhb/9780195398250.001.0001Save Citation »Export Citation » Share Citation »

    Liu summarizes the research on the complex topics of social class and classism across the life span, focusing on applications to training, assessment, and practice as well as avenues for future research.

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  • Olkin, R. 2012. Disability: A primer for therapists. In The Oxford handbook of counseling psychology. Edited by E. M. Altmaier and J. C. Hansen, 460–479. New York: Oxford Univ. Press.

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    This chapter provides a critical overview of disability issues in counseling psychology, including a description of the definitions and models of disability, legal and societal factors, and common experiences of those with disabilities (e.g., vulnerability and stigma). Olkin provides specific suggestions for counselors on how to make treatment accessible, acquire necessary knowledge and skills, and embrace the concept of disability-affirmative therapy.

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  • Worell, J., and C. D. Goodheart. 2006. Handbook of girls’ and women’s psychological health. New York: Oxford Univ. Press.

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    This handbook overviews the psychology of women and girls, with particular attention to health, distress, resilience, and empowerment across the life span, from childhood and adolescence (e.g., gender identity development and peer relationships), to work-family balance and intimacy in adulthood, to positive aging and specific resources for women.

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Vocational Psychology

With the establishment of the first vocational guidance clinic in Boston at the beginning of the 20th century (Parsons 1909), vocational psychology was born. Since its beginnings, vocational psychology has been a central focus for counseling psychology, with its emphasis on how to help people choose satisfying, appropriate careers, work settings, and vocational activities. While industrial/organizational (I/O) psychologists tend to focus more on the organizational level of intervention (on team building, occupational analysis, and managerial training), counseling psychologists focus more on the individual level, examining the factors that impact career decision making and work satisfaction (Walsh, et al. 2013). Fundamental theories in the field include Holland’s trait-factor approach (Holland 1997), which looks to match individuals and work settings by interests and personalities; Super’s life-span approach (Super 1957), which looks at the arc of one’s career from childhood through retirement; and Lent, Brown, and Hackett’s social cognitive model (Lent, et al. 1994), which examines cognitive decision-making processes and the impact of self-efficacy on career choices). Expanding on his earlier cognitive-behavioral and social learning approach, Krumboltz has more recently drawn attention to the role of luck, happenstance, and serendipity in career development (Krumboltz and Levin 2004). Betz and Fitzgerald 1987 is a classic book in the now vibrant area of women’s career development (see also Walsh and Heppner 2006, cited under Career Counseling). More recent conceptualizations of the meaning of “work” (expanding beyond the more narrow definition of “career”) are proposed in Blustein 2006, which highlights modern vocational issues, such as the school-to-work transition and issues relevant to various populations sometimes left out of the discussion of careers (e.g., blue-collar work). The area of vocational psychology remains a thriving area of research in counseling psychology.

  • Betz, N. E., and L. F. Fitzgerald. 1987. The career psychology of women. Orlando, FL: Academic Press.

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    Considered a classic in women’s career development, this work by Betz and Fitzgerald summarizes the early years of women’s career development, focusing on issues of choice, success, and barriers (such as conflicts in work-life balance). This book provided the foundation for the subsequent decades of work on women’s career psychology.

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  • Blustein, D. L. 2006. The psychology of working: A new perspective for career development, counseling, and public policy. Mahwah, NJ: Lawrence Erlbaum.

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    Blustein describes a conceptual framework for understanding the role of work in human lives from psychological, developmental, and social perspectives. The book addresses specific career and vocational issues as well as societal and public policy issues related to the assumptions and practices surrounding the concept of work.

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  • Holland, J. L. 1997. Making vocational choices: A theory of vocational personalities and work environments. 3d ed. Odessa, FL: Psychological Assessment Resources.

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    John Holland is considered the premier trait-factor theorist in vocational psychology. His work formed the basis for the popular Strong Interest Inventory. He details how vocational interests reflect an individual’s personality traits, and explains how matching one’s interests to particular work environments can result in strong career satisfaction.

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  • Krumboltz, J. D., and A. S. Levin. 2004. Luck is no accident: Making the most of happenstance in your life and career. 2d ed. Atascadero, CA: Impact Publishers.

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    John Krumboltz, a pioneer in vocational psychology for his work on social learning and cognitive-behavioral models of career counseling, paired with Al Levin to provide a provocative view of serendipity in career choices. The book relies on empirical research in vocational psychology and makes the concepts of creating luck and opportunity accessible to all.

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  • Lent, R. W., S. D. Brown, and G. Hackett. 1994. Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior 45:79–122.

    DOI: 10.1006/jvbe.1994.1027Save Citation »Export Citation » Share Citation »

    Derived from Bandura’s social learning model, the social cognitive theory of Lent, Brown, and Hackett revolutionized approaches to understanding vocational psychology. They emphasize self-efficacy, outcome expectations, and contextual factors in understanding career choice and satisfaction.

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  • Parsons, F. 1909. Choosing a vocation. Boston: Houghton Mifflin.

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    Considered the foundational work in the area of vocational psychology, Parsons’ book describes his work with the Vocational Bureau in Boston early in the 20th century. It was his work that laid the foundation for the approaches to career counseling and vocational guidance as we know them today.

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  • Super, D. E. 1957. The psychology of careers. New York: Harper & Row.

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    Donald Super revolutionized approaches to vocational guidance and assessment by applying developmental concepts to our understanding of career choices across the life span, including both vocational and avocational activities. His classic work lays out his perspectives on the evolving nature of one’s self-concept and how individuals make satisfying career choices over time.

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  • Walsh, B. W., M. L. Savickas, and P. J. Hartung. 2013. Handbook of vocational psychology: Theory, research, and practice. 4th ed. New York: Routledge.

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    The fourth edition of this handbook examines the current status and developments in vocational psychology and career counseling, highlighting both research and practical applications.

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Career Counseling

A particular emphasis within vocational and counseling psychology is on the practice of career counseling. From Crites’s early admonition against career counseling being focused solely on vocational testing and interpretation (see Crites 1981), most modern approaches to career counseling emphasize a more in-depth and developmental perspective (Brown and Lent 2005, Sharf 2013). Career counseling texts offer guidance on how to assist individuals making career decisions, developing a sense of career maturity, and managing career transition and retirement planning (Gysbers, et al. 2009; Savickas 2011). Career counseling also retains strong ties to the use of vocational assessment measures, such as the Strong Interest Inventory, the Myers-Briggs Type Indicator, and the Career Beliefs Inventory. Counseling psychology’s emphasis on multiculturalism and attention to the strengths, developmental issues, and holistic needs of the individual are a primary element of modern career counseling (Swanson and Fouad 2010; Vespia, et al. 2010; Walsh and Heppner 2006).

  • Brown, S. D., and R. W. Lent, eds. 2005. Career development and counseling: Putting theory and research to work. Hoboken, NJ: Wiley.

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    This comprehensive text overviews the science behind the theories, models, and interventions in career counseling. The book reviews the classic theories of career counseling and provides a current perspective on occupational assessment, work performance, and helping a variety of individuals manage career decisions across the life span.

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  • Crites, J. O. 1981. Career counseling: Models, methods, and materials. New York: McGraw-Hill.

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    One of the leading vocational psychologists of the 20th century, Crites helped define the field of vocational psychology as the study of vocational behavior and development. In this classic work he provides his admonishment not to allow career counseling to exist as “three interviews and a cloud of dust” (p. 49).

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  • Gysbers, N. C., M. J. Heppner, and J. A. Johnston. 2009. Career counseling: Contexts, processes, and techniques. 3d ed. Alexandria, VA: American Counseling Association.

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    This text presents a life career developmental perspective on career counseling. It reviews both theoretical approaches and issues unique to specific social identities (e.g., race, class, gender, sexual orientation, and ability status). The text leads the reader through the stages of the career counseling process.

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  • Savickas, M. L. 2011. Career counseling. Washington, DC: American Psychological Association.

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    Part of the American Psychological Association’s series on theories of psychotherapy, this book details the current state of the world of work and the evolution of career counseling over time. Savickas presents his constructivist theory of vocational behavior, career construction, from story assessment to action plans.

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  • Sharf, R. S. 2013. Applying career development theory to counseling. 6th ed. Belmont, CA: Cengage Learning.

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    This textbook, in its sixth edition, is designed for counselors-in-training and examines the application of developmental principles in career counseling. The text includes numerous case examples, tutorials, and websites for additional information.

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  • Swanson, J., and N. Fouad. 2010. Career theory and practice: Learning through case studies. 2d ed. Thousand Oaks, CA: SAGE.

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    This text provides an overview of theories of career counseling, discussing the integration of career and personal counseling. It uses case examples to delineate issues of assessment, multiculturalism, and the foundational approaches of Holland, Dawis, Super, Gottfredson, and Lent, Brown, and Hackett.

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  • Vespia, K. M., M. E. Fitzpatrick, N. A. Fouad, N. Kantamneni, and Y. Chen. 2010. Multicultural career counseling: A national survey of competencies and practices. Career Development Quarterly 59:54–71.

    DOI: 10.1002/j.2161-0045.2010.tb00130.xSave Citation »Export Citation » Share Citation »

    The authors studied a national sample of career counselors to assess their career counseling self-efficacy and external assessments of their multicultural competence. They suggest that training and multicultural counseling experience are critical to developing multicultural competencies in career counseling, regardless of overall career counseling self-efficacy.

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  • Walsh, B. W., and M. J. Heppner, eds. 2006. Handbook of career counseling for women. 2d ed. Mahwah, NJ: Lawrence Erlbaum.

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    Beginning with a historical perspective by Helen Farmer, this handbook includes a wide variety of topics on career development for women, including issues of assessment, dual-earner status, racial ethnic identities, and careers in STEM fields. The book is written for career counselors to provide necessary knowledge and skills for working with diverse girls and women.

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Positive Psychology

A focus on strengths and optimal functioning has been an enduring element and central value of the specialty of counseling psychology since its beginnings (Walsh 2003). Theory and research regarding positive mental health and human strengths developed at a fast pace in the 1950s and 1960s, and then waned in the 1970s and 1980s. In the 1990s, a return to the emphasis on strengths and assets came from outside of counseling psychology. Martin Seligman, in particular, began to promote the study of strengths (to counteract what he saw as an over-attention to deficits and illness in psychology), coining the term “positive psychology” (Seligman and Csikszentmihalyi 2000). Thus, counseling psychology saw a resurgence of one of its most essential values. A great deal of research now exists on topics related to positive psychology within counseling psychology, such as research on resilience, self-efficacy, and hope (Lopez and Snyder 2009; Lopez, et al. 2006; Scheel, et al. 2013; Snyder, et al. 2011). Works specifically linking positive psychology and strengths-based approaches to counseling and vocational psychology have also appeared in the primary journals of the field (Robitschek and Woodson 2006, Smith 2006).

  • Lopez, S. J., and C. R. Snyder, eds. 2009. The Oxford handbook of positive psychology. 2d ed. New York: Oxford.

    DOI: 10.1093/oxfordhb/9780195187243.001.0001Save Citation »Export Citation » Share Citation »

    A focus on an individual’s strengths and assets has long been a foundational concept in counseling psychology. With a more modern spin on this concept of positive psychology, Lopez and Shane bring together a wide array of topics on human thought, behavior, and emotions across the life span, including biological and interpersonal perspectives on happiness, resilience, and spirituality.

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  • Lopez, S. J., J. L. Magyar-Moe, S. E. Petersen, J. A. Ryder, T. S. Krieshok, K. K. O’Byrne, J. W. Lichtenberg, and N. A. Fry. 2006. Counseling psychology’s focus on positive aspects of human functioning. The Counseling Psychologist 34:205–227.

    DOI: 10.1177/0011000005283393Save Citation »Export Citation » Share Citation »

    In this major contribution, Lopez and colleagues detail the history of positive psychology, emphasizing the central value of optimal functioning in counseling psychology. They provide a content analysis, documenting the field’s scholarship on positive topics such as achievement, motivation, and self-efficacy, and offer recommendations for practitioners and scholars for becoming more strength-focused in their work.

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  • Robitschek, C., and S. J. Woodson. 2006. Vocational psychology: Using one of counseling psychology’s strengths to foster human strength. The Counseling Psychologist 34:260–275.

    DOI: 10.1177/0011000005281321Save Citation »Export Citation » Share Citation »

    The authors examine the contributions of vocational psychology, a fundamental area in counseling psychology, to the field’s emphasis on fostering human strengths. They review the theories and empirical findings in vocational development that build on the field’s overall commitment to optimal functioning.

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  • Scheel, M. J., C. K. Davis, and J. D. Henderson. 2013. Therapist use of client strengths: A qualitative study of positive processes. The Counseling Psychologist 41:392–427.

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    Using a qualitative methodology, the authors examine therapists’ use of clients’ strengths in counseling. They found that therapists clearly used client strengths to instill hope, empower clients, and expand clients’ views about themselves and their capacity for change.

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  • Seligman, M. E., and M. M. Csikszentmihalyi. 2000. Positive psychology: An introduction. American Psychologist 55:5–14.

    DOI: 10.1037/0003-066X.55.1.5Save Citation »Export Citation » Share Citation »

    Introducing a special issue in the journal American Psychologist, Seligman and Csikszentmihalyi argue for the importance of focusing on the positive, from creativity to happiness to wisdom and perseverance. They argue that psychology has too long focused on issues of pathology and should seek to focus more on improving the quality of people’s lives.

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  • Smith, E. J. 2006. The strength-based counseling model. The Counseling Psychologist 34:13–79.

    DOI: 10.1177/0011000005277018Save Citation »Export Citation » Share Citation »

    In this major contribution, Smith proposes the use of a strength-based counseling model for at-risk youth. She explains the theoretical framework and stages for the model, focusing on issues of resiliency, empowerment, and hope.

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  • Snyder, C. R., S. J. Lopez, and J. T. Pedrotti. 2011. Positive psychology: The scientific and practical explorations of human strengths. 2d ed. Thousand Oaks, CA: SAGE.

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    The authors review a variety of topics in positive psychology, such as pleasure, optimism, mindfulness, and altruism. The text also describes ways to alter environments and communities for the better, increasing positive interactions among people.

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  • Walsh, W. B., ed. 2003. Counseling psychology and optimal human functioning. Mahwah, NJ: Lawrence Erlbaum.

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    This edited volume provides numerous perspectives on the foundational principle of optimal human functioning in counseling psychology. Chapters on well-being, talent, positive psychotherapy, health, and public policy give an excellent overview of the importance of these topics in counseling psychology.

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Health and Prevention

Super 1955 emphasizes counseling psychology’s focus on hygiology (e.g., health, or, as Super called it, “the normalities of even abnormal persons” [p. 5]), in contrast to the prevailing attention in psychology on psychopathology (or illness, the “abnormalities of even normal persons,” [p. 5]). Thus, even when working with severely disturbed populations, the counseling psychologist looks for people’s strengths and builds on them, focusing on wellness rather than deficits, on optimism and hardiness rather than pessimism and disease (Lightsey 1996). At about the same time, important conceptualizations of optimal functioning were being developed in psychology, such as Rogers’s concept of the fully functioning person (Rogers 1961). A clear central value of the field has been on prevention as a way to maximize optimal functioning (Hage and Romano 2010; Hage, et al. 2007; Vera 2013). In addition, a new field within counseling psychology has emerged called “counseling health psychology” (Chwalisz 2012; Racque-Bogdan, et al. 2013), which emphasizes the specialty’s commitment to wellness and prevention of psychological problems, as well as ways for counseling psychologists to make major contributions within the health-care system and public health at large.

  • Chwalisz, K. 2012. Counseling health psychology: Applications. In APA handbook of counseling psychology. Vol. 2. Edited by N. Fouad, 205–234. Washington, DC: American Psychological Association.

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    Chwalisz looks at the emergence of counseling health psychology, from its introduction in 1985 to its current applications in the promotion of resilience and prevention of health disparities, chronic illness, and substance abuse. She highlights both prevention and remediation at various levels of intervention, along with the impact counseling psychologists can have on eating behaviors in particular.

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  • Hage, S. M., and J. L. Romano. 2010. History of prevention and prevention groups: Legacy for the 21st century. Group Dynamics: Theory, Research, and Practice 3:199–210.

    DOI: 10.1037/a0020736Save Citation »Export Citation » Share Citation »

    Hage and Romano provide an overview of the history of prevention work, including the outgrowth of evidence-based prevention groups. They call for greater attention to issues of prevention, particularly as part of the discourse around health-care reform in the United States.

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  • Hage, S. M., J. L. Romano, R. K. Conyne, M. Kenny, J. P. Schwartz, and M. Waldo. 2007. Best practice guidelines on prevention practice, research, training, and social advocacy for psychologists. The Counseling Psychologist 35:493–566.

    DOI: 10.1177/0011000006291411Save Citation »Export Citation » Share Citation »

    As a precursor to practice guidelines that are currently being developed, Hage, Romano, and colleagues present the best practices in prevention practice, research, training, and advocacy. They detail a number of programs and strategies that have been successful in preventing the need for remediation at individual and community levels.

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  • Lightsey, O. R. 1996. What leads to wellness? The role of psychological resources in well-being. The Counseling Psychologist 24:589–736.

    DOI: 10.1177/0011000096244002Save Citation »Export Citation » Share Citation »

    In this major contribution, Lightsey provides a comprehensive review of the literature on four psychological resources: positive thoughts, hardiness, generalized self-efficacy, and optimism. He describes a process theory model that integrates the research findings and can help counselors assist clients with implementing positive, goal-directed change.

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  • Racque-Bogdan, T. L., C. L. Torrey, B. L. Lewis, and N. J. Borges. 2013. Counseling health psychology: Assessing health psychology training within counseling psychology. The Counseling Psychologist 41:428–452.

    DOI: 10.1177/0011000012439611Save Citation »Export Citation » Share Citation »

    To determine the opportunities for health psychology training at the graduate level, the authors surveyed training directors of APA-approved counseling psychology programs. With strong interest in health-related topics among doctoral students in counseling psychology and growing opportunities in training across programs, they call for more practicum training in sites that emphasize prevention and holistic approaches to health.

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  • Rogers, C. R. 1961. On becoming a person: A therapist’s view of psychotherapy. New York: Houghton Mifflin.

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    This book presents Carl Rogers’s seminal work on understanding the fully functioning person. Rogers’s work, the basis of client-centered therapy, ranges from the exploration of our capacity for growth and change to an emphasis on self-actualization and creativity.

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  • Super, D. E. 1955. Transition: From vocational guidance to counseling psychology. Journal of Counseling Psychology 2:3–9.

    DOI: 10.1037/h0041630Save Citation »Export Citation » Share Citation »

    In the first issue of the second year of publication of the Journal of Counseling Psychology, Super describes the transition of the field from its focus on vocational guidance to counseling psychology, emphasizing the field’s history, primary philosophies, scope and methods, and the typical settings in which counseling psychologists most often worked.

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  • Vera, E. M. 2013. The Oxford handbook of prevention in counseling psychology. New York: Oxford Univ. Press.

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    Vera provides an overview of the history of prevention in counseling psychology, along with focused information on best practices in prevention and the promotion of health and wellness.

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Training and Professional Issues

There are number of resources available for individuals interested in becoming counseling psychologists. First, individuals should consult the website of the Society of Counseling Psychology: American Psychological Association Division 17. In addition, there are a number of helpful books to assist individuals in finding the right counseling psychology doctoral program (Norcross and Sayette 2012) and applying for predoctoral internships (Williams-Nickelson, et al. 2012). Murdock, et al. 1998 provides a concise but comprehensive overview of the training requirements for counseling psychologists. Once an individual has obtained a doctorate in counseling psychology, other texts are available to help prepare for an academic job hunt (Morgan and Landrum 2012) and to set up a private practice (Lanci and Spreng 2008). Other helpful works give a sense of specific competencies in counseling psychology (Fuertes, et al. 2013), highlighting the diversity of roles and settings in which counseling psychologists find themselves. The primary textbook in the field, Gelso, et al. 2014 (cited under Reference Works), also gives specific advice to new professionals regarding licensure, postdoctoral training, and specialty credentials (such as inclusion in the National Register of Health Service Providers of Psychology and the awarding of a diploma by the American Board of Professional Psychology). Specific discussions of particular training opportunities for counseling psychologists are also available, such as training in social justice advocacy (Goodman, et al. 2004).

  • Fuertes, J., A. Spokane, and E. Holloway. 2013. Specialty competencies in counseling psychology. New York: Oxford.

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    As part of a series on specialty competencies in professional psychology, Fuertes, Spokane, and Holloway address a range of topics related to competent practice in counseling psychology. They discuss foundational competencies of core knowledge, ethics and multiculturalism, and functional competencies related to assessment, intervention, vocational psychology, supervision, consultation, and research.

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  • Goodman, L. A., B. Liang, J. E. Helms, R. E. Latta, E. Sparks, and S. R. Weintraub. 2004. Training counseling psychologists as social justice agents: Feminist and multicultural principles in action. The Counseling Psychologist 32:793–837.

    DOI: 10.1177/0011000004268802Save Citation »Export Citation » Share Citation »

    An emphasis on social justice has become a central value in counseling psychology, and Goodman and colleagues discuss ways in which graduate programs can introduce feminist multicultural perspectives and advocacy to their students. Using Boston College as an example, they detail a successful approach to social justice training in counseling psychology.

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  • Lanci, M., and A. Spreng. 2008. The therapist’s starter guide: Setting up and building your practice, working with clients, and managing professional growth. Hoboken, NJ: Wiley.

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    A great assistance to newly minted practitioners, this book covers critical ethical and legal issues (including confidentiality, duty to warn, and record keeping) as well as numerous practical issues (such as managing fees, referrals, and technology). It also provides suggestions for different phases of treatment and for enhancing professional development.

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  • Morgan, E. M., and R. E. Landrum. 2012. You’ve earned your doctorate in psychology, now what? Seeking a job as an academic or professional psychologist. Washington, DC: American Psychological Association.

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    Primarily for psychologists interested in academic careers, this book makes suggestions about the process for applying for and securing jobs in academia. It also includes suggestions for networking, the use of portfolios, and interview strategies.

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  • Murdock, N. L., J. Alcorn, M. Heesacker, and C. Stoltenberg. 1998. Model training program in counseling psychology. The Counseling Psychologist 26:658–673.

    DOI: 10.1177/0011000098264008Save Citation »Export Citation » Share Citation »

    This article presents the Model Training Program adopted in 1997 by Division 17 and the Council of Counseling Psychology Training Programs (CCPTP). Eight domains (e.g., program philosophy, objectives, curriculum plan) are presented in detail as a model approach to educating counseling psychologists.

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  • Norcross, J. C., and M. A. Sayette. 2012. Insider’s guide to graduate programs in clinical and counseling psychology. New York: Guilford.

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    Written to assist students in choosing an appropriate doctoral program in clinical or counseling psychology, the book describes the difference between the PhD and PsyD degrees, how to select schools for consideration, and how to apply to specific programs. They include a listing of over three hundred graduate programs in the United States and Canada, helpful worksheets, and a suggested timeline for the application process.

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  • Society of Counseling Psychology: American Psychological Association Division 17.

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    The primary website for Division 17 (Society of Counseling Psychology) of the American Psychological Association provides information about the division’s publications (such as the journal The Counseling Psychologist, the division’s newsletter, and books), as well as information about the division’s sections (e.g., Advancement of Women, Ethnic and Racial Diversity, Independent Practice, Vocational Psychology). The website also provides unique resources for students, early career professionals, practitioners, and academics.

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  • Williams-Nickelson, C., M. J. Prinstein, and W. G. Keilin. 2012. Internships in psychology: The APAGS workbook for writing successful applications and finding the right fit. Washington, DC: American Psychological Association.

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    Obtaining a predoctoral internship in psychology has become more challenging over time. This workbook is designed for graduate students and helps demystify the application and match process. It provides very useful suggestions for constructing cover letters, obtaining letters of recommendation, and managing the internship offer (or lack of one).

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