Pedagogicko-psychologické souvislosti vzdělávání budoucích manažerů ve specifickém prostředí z pohledu kompetence zvládání zátěže a stresu

<p>《學生輔導法》明定專科以上學校專業輔導人員比例，並自106年起由中央主管機關每五年進行檢討。 為此，本研究以105年度獲教育部補助之公私立大專校院聘用專兼任專業輔導人員計畫共122校回覆教育 部之「教育部補助大專校院聘用專兼任輔導專業人員計畫執行成效自評表」資料進行分析;同時邀請40 位大專校院諮商輔導主管、學務長參與焦點團體座談，另對3位大專校院正副校長進行個別深度訪談， 初探大專校院增聘專兼任專業輔導人員成效，以及對學校諮商輔導工作之影響。本研究結果如下: (1)122校聘任合計490位專任專業輔導人員，其中以諮商心理師415位為最多，專任專業輔導人員服務 時數除個別諮商外，其餘定義為行政服務則占84.53%;兼任專業輔導人員則以個別諮商、測驗施解測及 團體/班級輔導為主。(2)增加專業輔導人員後之影響如下:對輔導工作更具主動性、服務更細緻、 跨單位合作、有較充裕人力處理危機個案、提升輔導量與質、增加學校資源、專業多元化、增加對專業 輔導人員支持及深廣化輔導工作等。本研究根據上述發現與結論，據以提出輔導實務面、政策面與未來 研究相關建議，以落實專業輔導人力資源之運用。</p> <p> </p><p>After the ""Student Guidance and Counseling Act"" was enacted in 2014 in Taiwan, the Ministry of Education has provided funding to subsidize public and private colleges and universities for hiring full-time and part-time professional guidance counselors (Clinical Psychologist, Counseling Psychologist, & Social worker) to provide mental health service to students. In the process of promoting this important educational policy, it is important to assess how the increase of professional staff has impacted manpower allocation, organizational changes, school counseling work and effectiveness, and future feasible actions for college counseling work. The purpose of the study was to explore the effectiveness of the recruitment of full-time and part-time counselors in colleges and universities, as well as the impact of school counseling. The data were derived from responses of 122 public and private colleges and universities to the Ministry of Education’s self-evaluation forms. In addition, 40 college counseling center directors and deans of Student Affairs were invited to participate in focus group discussion. Also, presidents and vice presidents of three colleges and universities were interviewed individually in depth to examine the effectiveness of full-time and part-time professional guidance counselors, and their impact on college counseling. The research findings are:</p> <p>(1) The 122 schools employed totally 490 full-time professional guidance counselors, of which 415 are counseling psychologists. The service time of full-time professional counselors was 84.53% spending in the administrative services, except the individual counseling. Part-time professional counselors focused on individual counseling, test interpretation, and group/class counseling.(2) The quantity and quality of professional guidance counselors in each school have improved, which has also prompted each school gradually to comply with the law. However, it is not a long-term solution for each school to rely solely on funding from the Ministry of Education. Schools should continue to review and pay attention to the counselor-to-student ratio, and allocate resources to support recruitment of counselors. In addition, the roles and tasks of different counseling professionals, as well as the mode of division of labor and cooperation, still need to be continuously examined by each school.(3) The impact of the increasing number of professional guidance counselors is as follows: more initiative in counseling work, and more pratical in counseling services, cross-unit cooperation, adequate counselors to deal with crisis cases, improving the quantity and quality of counseling work, enriching school resources and professional diversity, and deepening and broadening the counseling work, etc.(4) One of the challenges for professional guidance counselors comes from the expectations of the school’s senior supervisors. The senior officials of the school expected that professional guidance counselors may maintain flexibility in their roles and tasks, and have more interaction and cooperation with personnel from different units in the school system.(5) The impact of low birth rate has led to uncertainty in the source of enrollment. Therefore, schools are relatively conservative in hiring professional guidance counselors. Whether or not the funding subsidy policy continues will affect the willingness of schools to continue the employment policy of professional guidance counselors.</p> <p>Based on the above findings, this study proposed suggestions for counseling practice, policy, and future research. Recommendations for policy and future research:(1) Survey the needs of students and enhance the role and function of professional counselors. (2) The role, tasks, division of labor, and cooperation between different mental health professionals (Clinical Psychologist, Counseling Psychologist, & Social worker) should be continuously assessed in order to improve the effectiveness of professional guidance counselors. (3) Improve the understanding of the senior supervisors in the school about professional guidance counseling. (4) Maintain the stability of funding subsidies and human resources policies. (5) The Ministry of Education should continue to support the professional guidance counseling in universities to meet the needs of students.</p> <p> </p>

The aim of this study was to explore the psychological counseling intention of college students, the attitude of seeking psychological help, and the related factors of shame so as to promote the psychological health of college students. In 4 comprehensive colleges with sound psychological counseling centers, students of different grades were selected and divided into an active help-seeking group (n = 216) and a help-refusal group (n = 270). Students' shame behaviors were evaluated using the Self-Stigma of Seeking Help (SSOSH) scale and Self-Stigma Scale (SSS). The intention of psychological counseling was measured by the General Help-Seeking Questionnaire. The Inventory of Attitudes Toward Seeking Mental Health Services was used to evaluate the psychological status. Data from the above scales were compared through the t-test. Additionally, multiple linear regression analysis was performed to explore the impact of shame on the intention of psychological counseling. The study found that the active help-seeking group scored lower on SSOSH scale compared to those in the help-refusal group (total score: 41.2 ± 9.1 vs. 37.9 ± 8.7, P = .0017). Meanwhile, the help-refusal group had higher scores on the shame dimension of the SSS (16.2 ± 3.9 vs. 5.3 ± 1.1, P = .00085). After adjusting for age, gender, and other variables, multiple linear regression analysis indicated a negative correlation between shame and intention of psychological help and counseling, revealing a significant impact of shame on professional psychological counseling (P < .05). Our study findings suggest that shame has a negative impact on the intention of seeking psychological help and counseling among college students, highlighting the importance of addressing shame-related factors to promote psychological health and encourage the utilization of professional psychological counseling services.

Psychology, counseling psychology, and professional counseling are at a crossroad. The growing movement to establish professional counseling as a distinct profession, based on an increasingly narrow definition of professional identity, is particularly relevant to counseling psychologists and professional counselors and has implications for the broader field of psychology. A brief systematic historical analysis of these professional specialties in the U.S. provides the context to examine current challenges, including proposed restriction of master’s level training, licensure or other authorization to practice, and employment to graduates of programs accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). These restrictions reduce services to the public and threaten the viability of counseling psychology and professional counseling in the U.S. These challenges also have significant implications for counseling psychologists in Europe and internationally given similar efforts. Going beyond a call to action, the article concludes with recommendations for counseling psychologists and allied professionals to address shared challenges, maximize shared opportunities, and foster enhanced intra- and inter-professional collaboration and cooperation.

The present study aimed to identify the level of owning a field training students majoring in psychological counseling at the Hashemite University of professional and family counseling skills in light of achievement and gender variables. The subjects of the study comprised of (100) subjects of field training students in the second semester of the academic year 2014-2015. A questionnaire was used in this study to identify the professional counseling skills and another questionnaire for family counseling skills. Results of the study have shown that field training students majoring in psychological counseling at the Hashemite University own professional and family counseling skills moderately. The results also indicated that the level of students' possession of the professional and family counseling skills rises as GPA rises and that females are more equipped to those skills, compared with males.

The authors provide an overview of recent developments in professional counseling as related to schools, career counseling, and community services in Hong Kong. The strategic position of counseling professionals, counseling associations, and counselor certification is discussed. The future development of counseling in Hong Kong is also considered.

Counseling psychology (CP) emerged in the US as the result of the convergence of a number of trends in early applied psychology, a number of social factors, as well as changes in the organizational structure of the American Psychological Association. We offer an overview of the history of counseling psychology in the US, focusing on key events that have helped establish and shape the profession. Struggles over the definition of CP as a specialty and its relations with clinical psychology and professional counseling are discussed, as are matters related to the licensing of CP practitioners, and the profession’s relationships with counseling-related professional organizations. The educational and professional preparation of CPs, the profession’s core values that affect both training in and the practice of counseling psychology, and the settings in which CPs work are briefly described. We close with a discussion of several of the challenges facing CP as it is organized and institutionalized in the US.

Go To DigestUsing qualitative research methods interviews were conducted with college students regarding the sources they used in generating perceptions of professional counselors. Respondents believed that word of mouth, media sources, and personal experiences were responsible for their understandings of professional counselors. The findings have applications for leaders in professional counseling organizations.Perceptions do not equal reality. However, perceptions eventually can lead to what reality becomes in time. All professions possess public perception. When someone refers to doctors, lawyers, dentists, and other specialized occupational groups, images are created in our minds. These percepts possess varying degrees of reality, of course, but the effects of such images are cogent nonetheless. Of particular interest to the present study is the perception of human service personnel, including professional counselors.As a whole, the human service profession has landed itself on the positive side of the public's opinion spectrum (Nunnally & Kittross, 1958). McGuire and Borowy's (1979) research showed a continuum of perceptions held by the lay public regarding a wide range of professionals who worked with mental illness. Those occupying the fields of nursing, physicians, counseling psychologists, social workers, psychiatric nurses, psychiatrists, and clinical psychologists received the highest rankings.Undergraduate students' opinions regarding effectiveness of various human service providers for helping mental health consumers were reported by Tse, Wantz, and Firmin (2010) and Wantz and Firmin (2011). Participants in these studies rated human service providers' effectiveness more positive than negative. Professional counselors and psychologists were rated more effective with providing mental health services than other human service providers.Richardson and Handal (1995) found the general public viewed psychotherapy as a reasonably effective means of treatment for between 25 to 50% of all cases. Most people also recognized that services of less traditional human service providers, such as marriage and family therapists, also could be used effectively in relation to particular disorders. Psychiatrists and psychologists, however, were perceived as having higher levels of competence when addressing mental health issues (Schindler, Berren, Hannah, Beigel, & Santiago, 1987). Educational attainment (Dotson-Blake, Know, & Holman, 2010), chronological maturity (Erikson, 1963; Oliver, Reed, & Smith, 1998), and psychosocial development (Tinsley, Hinson, Holt, & Tinsley, 1990) have been reported to be positively correlated with perceived benefits of counseling.Murstein and Fontaine (1993) found familiarity of the general public to be greater concerning physicians, clergypersons, and psychiatrists than was in their knowledge of psychotherapists and psychologists. Consequently, of the two, psychologists were the source the general public was most likely to use when recommending a human service provider. Also reported, the most common reasons for which clients sought mental health professionals were mild depression, marital problems, and child-rearing issues. A generation ago, Gelso, Brooks, and Karl (1975) reported mental health consumers' overall preferences to be for counseling psychologists and psychiatrists.Sharpley (1986) purported a tendency for mental health consumers to separate human service professionals into two categories, each entailing distinct perspectives. First, private practice and fee-for-service providers, psychologists and psychiatrists being the most prominent, were viewed as those who were most competent in treating mental illnesses. Second, public-utility and non-fee-demanding professionals, of which social workers and counselors prominently emerged, were perceived as being more practical and apt in providing service to the average person when addressing emotional problems. …

&lt;p&gt;本研究主要在探討將多元性別與社會正義單元融入諮商心理訓練之實踐經驗。研究分為兩部分：研究一聚焦於探討融入多元性別單元之影響，課程包含講座、閱讀與討論及性別自傳撰寫等活動。研究參與者為48名諮商心理科系研究生。課程後進行焦點團體訪談，並針對逐字稿與性別自傳進行主題分析。結果顯示五大主題：從衝擊到理解、反思自身性別經驗、肯定多元性別訓練的重要性、整合性別觀點與專業能力、及其他複雜感受。研究二在多元性別單元基礎上增加社會正義倡導訓練，課程除了講座外，包括反思校園性別不友善現象及設計倡導方案。研究參與者為30名諮商心理科系研究生，共完成八項性別正義方案並提交建議書給學校行政單位。課程後之焦點團體訪談逐字稿與性別自傳之主題分析包括四大經驗：性別偏見的覺察與覺醒、理解並體會多元性別者受壓迫經驗、提升性別相關知能、倡導行動中的體會。整體而言，兩個研究顯示多元性別單元對研究生具正面影響，加上社會正義訓練進一步強化其能動性，促使將所學轉化為行動。最後，針對未來在諮商心理訓練中納入多元性別與社會正義提出相關建議。&lt;/p&gt;&lt;p&gt;This study aimed to explore the experiences and practices of integrating modules on gender and sexual diversity, along with social justice advocacy, into master’s level counseling psychology training courses. This approach aligns with current trends in academic literature and ethical guidelines in the counseling psychology field, which emphasize the importance of enhancing future counseling professionals’ gender sensitivity and equity awareness, especially on topics related to LGBTQIA+ (gay, lesbian, bisexual, transgender, queer, intersex, asexual, and other) clients. To achieve this goal, adopting a social justice stance to advocate for vulnerable clients who have experienced oppression at both the interpersonal and systemic level regarding their gender, and sexual orientations or identities is crucial, as these clients often lack access to resources and the power to express their opinions and needs, which are essential for promoting their psychological well-being. An emerging consensus among researchers and practitioners suggests that counseling psychology training should include components that address gender and sexual diversity, as well as social justice advocacy. Past research in Taiwan has typically focused only on integrating gender and sexual diversity into counseling training without incorporating social justice advocacy. To address this gap, the authors conducted two studies to evaluate the effectiveness of training that combines these two components. Study One examined the impact of integrating a Gender and Sexual Diversity Module into two counseling courses. Class activities included guest lectures, literature reading and discussions, and gender autobiographical writing. Participants comprised 48 graduate students enrolled in “Counseling Theories” and “Counseling Practicum” courses in a counseling psychology department at a university. Following the completion of all activities, the participants were divided into five focus groups for interviews. The interviews were transcribed verbatim and analyzed alongside the participants’ gender autobiographies using thematic analysis. The results identified five major themes in the participants’ experiences: (1) From Impact to Understanding, (2) Reflecting on Personal Gender Experiences, (3) Affirming the Importance of Gender and Sexual Diversity Training, (4) Integrating a Gender Perspective into the Counseling Profession, and (5) Experiencing Mixed Feelings. Study Two expanded on the first by incorporating a Social Justice Advocacy Module. In addition to guest lectures, a four-week activity series was introduced into the class activities. These activities guided students to reflect on and examine the friendliness of current gender and LGBTQ practices on campus and then to design advocacy projects to present to school administrative executives. This study involved 30 graduate students enrolled in “Counseling Theories” and “Counseling Practicum” courses, also recruited from the same university department. After completing the activities and implementing the advocacy projects, focus group interviews were conducted and verbatim transcripts were analyzed along with participants’ reflections on their gender autobiographies. Thematic analysis revealed four major themes: (1) Raising Awareness and of Gender Prejudice, (2) Understanding and Empathizing with the Oppressed Experiences of Sexual Minorities, (3) Enhancing Gender-Related Competencies, and (4) Learning Through Advocacy Actions. Overall, the findings of these two studies suggest that integrating gender and sexual diversity modules into counseling courses can positively impact graduate students in counseling psychology. Furthermore, the addition of the Social Justice Advocacy Module can enhance students’ sense of agency, enabling them to translate their knowledge into practical actions, an ability urgently needed by counseling psychology practitioners. Even when advocacy outcomes may not fully meet expectations, learning experiences are nonetheless highly valuable for students. Finally, this study proposes recommendations for incorporating gender and sexual diversity and social justice advocacy modules into future counseling psychology training programs.&lt;/p&gt;

&lt;p&gt;本研究目的為探究同志諮商心理師在同志諮商中出櫃及自我揭露的經驗，以及同志諮商心理師如何評估是否運用出櫃及自我揭露作為諮商策略。本研究訪談蒐集三位同志諮商心理師之同志諮商經驗，以敘事研究典範與方法進行資料分析。研究結果綜整同志諮商心理師在晤談中根據同志案主的主訴與狀態評估決定在諮商中是否出櫃及自我揭露，其中讓同志諮商心理師決定出櫃的意圖包含建立安全與平等的諮商關係，以及回應同志案主受污名影響的狀態；而選擇自我揭露的意圖則包含：（1）提供正向楷模經驗，拓展可能性、增加希望感；（2）鬆動案主對同志身分的污名認知及感受；（3）同理、支持及賦能。無論是出櫃還是自我揭露，受訪者皆會評估諮商目標以及助人效益與風險，助人者在自我揭露前也會評估與整理自己的狀態，並且依案主的需求來選擇揭露的內容。研究結果最後並呈現概念統整框架理解同志諮商心理師如何從個人生命經驗挪移到諮商專業經驗中選擇是否使用出櫃與自我揭露策略的三種情形：有出櫃但無自我揭露、有出櫃也有自我揭露，以及沒有出櫃但有自我揭露等。本研究根據結果提 出討論，並對同志諮商心理師及同志諮商實務、諮商專業及專業訓練和未來研究提出建議。&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;While coming out is a specific action that reveals one’s sexual-minority-identity, self-disclosure is a counseling technique that counselors expose their personal experiences relevant and beneficial to clients’ ultimate counseling goals. Since LGB Counseling psychologists are both sexual minority and counseling professionals, coming out and self-disclosure may seem to look similar from the outlook. Thus, they may come together, independently, consequently, or be obfuscated as the same. The study aims to investigate LGB counseling psychologists’ experiences working with LGBTQ clients, focusing on their assessment and evaluation of whether or not and how to use coming out and self-disclosure as counseling strategies. It also explored how LGB counseling psychologists’ life experiences as sexual minorities, professional training and theoretical orientations has any influences on their works with LGB clients. Three LGB counseling psychologists, self-identified as one lesbian in same-sex marriage, one gay in same-sex marriage, and one pan/bisexual female in hetero-sex marriage, were interviewed for their counseling experiences with LGBTQ clients and the data was analyzed in narrative research methodology. Results indicated how LGB counseling psychologists decided to come out or not in sessions and their strategies if they choose to come out and/or to self-disclose in counseling based on their evaluation of LGBTQ clients’ presenting issues, identity development stage, and conditions. LGB counseling psychologists reported that their intentions for coming out are to build safe and egalitarian counseling relationships with LGB clients, and to respond to clients’ internalized stigma and/or stigmatized loneliness and isolation. LGB counseling psychologists can use their coming out as examples and resources for clients to explore and clarify their internalized homophobia. They indicated that they would choose self-disclosure if they want to (1) provide a positive role model for and increase hope; (2) to loosen up LGBTQ clients’ perceptions and feelings of stigmatized identity, and (3) to provide empathy, support and empowerment. Participants would evaluate counseling goals, therapeutic effects, and risks when considering coming out or self-disclosure, as well as reflect on their own experiences and intentionally choose what to disclose to best meet clients’ needs. Conceptual frameworks are presented to further understand how LGB counseling psychologists choose to either come out without self-disclosure, to come out and disclose personal experiences, or to self-disclose without coming out. The study also found that counseling psychologist participants’ LGB life experiences, professional training and work experiences intertwined with each other and shaped their perspectives and evaluation of coming out and self-disclosure in working with LGB clients. We recognized that all participants in this study were LGB counseling psychologists with more than 6 years of clinical experiences, as well as having certain level of support from family and professional community. Thus, the results may not be able to apply to those who were less supported by significant others and less established professionally. Based on the findings, the study suggests that future research can investigate how LGB counseling psychologists evaluate and use their coming out and self-disclosure in sessions with heterosexual clients. In addition, we recommend that both LGB and heterosexual counseling psychologists diligently examine how our personal identities and life experiences impact on our clinical judgement, the intersections of personal and professional experiences. Therefore, LGB identities and life experiences can be valuable resources to use, not obstacles or stigmatized secret to hide when counseling psychologists working with LGB clients. By continuing to receive multicultural counseling training and enhancing understanding of our own intersexual identities rooted in the local sociocultural context, we counseling psychologists can better serve clients with diverse identities and experiences.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;

Substance abuse can produce/incur significant costs for the society. Around 6.9 million adults were estimated to be addicted to illicit drugs in 2013. Adolescents constitute the most vulnerable segment of the population in this regard between the ages of 16-35. Although the rate/number of drug addicts is rising substantially, an adequate supply of qualified counseling psychologists and mental health professionals for their treatment is still unavailable. Therefore, this research was undertaken to explore some of these crucial aspects from the counselors’ perspective. This mix-method study focused on the effectiveness of these clinical professionals in treating substance abuse patients in Karachi. The qualitative research design used for this study was based on phenomenological interviews. Ten semi-structured interviews were conducted with professional counselors and clinical counseling psychologists currently working with substance abuse patients. Data was categorized into different themes and significant aspects of the phenomenological experiences of participants were processed using thematic analysis. Data on success rate, dropout rate and relapse rate was collected from clinical institutes to measure the positive outcomes of the treatment of drug addicts. The results showed that substantial opportunities are/support was provided by counseling psychologists and their clinical institutes to ensure proper treatment for substance abuse patients. Major aspects of the treatment process such as group and family counseling, relapse and culture were catered by them. However, major changes must be brought in order to cater for individual needs.

Objectives The purpose of this study is to deeply understand the life of a counselor, professor, and qualitative re searcher, and to explore the process of self-reflection through experiences of self-understanding and accept ance, ultimately presenting its implications for counseling psychology. Methods This study employs autoethnography to illuminate the social and cultural context through the re searcher’s autobiographical experiences and reflective narratives. The researcher documented the process of overcoming feelings of inferiority and self-blame, shaped by childhood poverty and abuse, and growing into a pro fessional counselor. This methodological approach emphasizes the expansion of personal narratives into counsel ing psychological insights, contributing to academic discourse. Results During childhood, I internalized inferiority, incompetence, and self-blame as a result of poverty and abuse from my father, which led me to maintain emotional distance from myself and others. I acted as a diligent child to gain love and acknowledgment, an instinctive response to protect myself from emotional wounds. Despite this effort, feelings of loneliness and emptiness persisted. Fortunately, studying counseling psychology and experi encing supervision under a mentor facilitated my self-reflection and enabled me to recognize my value through the process of autoethnography, thereby allowing me to experience therapeutic relationships. Conclusions Based on these findings, I gradually moved beyond self-blame, developed empathy and under standing for others, and progressed as a counselor. This study underscores the significance of self-reflection in demonstrating the role of a counselor through therapeutic relationships, offering a meaningful case in counseling psychology.

In a rapidly evolving global landscape marked by technological innovations, cultural transformations, and socio-political shifts, the developmental contexts of children and adolescents are undergoing profound changes. This paper explores the unique psychological profiles, learning preferences, and mental health needs of Generation Z (born ~1997–2012) and Generation Alpha (born 2013 onward), highlighting the growing challenges faced by professionals in school psychology and psychological counseling. As digital natives, these generations exhibit heightened digital literacy, a preference for visual and interactive learning, and an increased awareness of mental health issues. However, they also face increased vulnerability to anxiety, depression, and social comparison – primarily due to excessive digital exposure. School psychologists and counselors must navigate an increasingly complex landscape involving diverse family structures, evolving educational needs, and resistance to traditional therapeutic models. This paper underscores the need for adaptive, culturally competent, and technology-integrated practices to effectively engage with Gen Z and Alpha. The April 2025 issue of Psychological Thought aimed to put together practical solutions and multidisciplinary perspectives, and offer evidence-based recommendations for practice and future research to support the mental health and learning needs of these new generations.

The professional identity of counseling is an issue that has long been discussed in the counseling literature (Auxier, Hughes, & Klein, 2003; Gale & Austin, 2003; Goodyear, 1984; Hanna & Bemak, 1997; Hill, 2004; Leinbaugh, Hazler, Bradley, & Hill, 2003; Ramsey, Cavallaro, Kiselica, & Zila, 2002; Swickert, 1997). Discussions have ranged from the developmental process of individual identity experienced by Master's level students (Auxier et.al., 2003) to challenges related to the development of professional counselors' collective identity (Gale & Austin, 2003). Singular aspects related to professional identity, such as scholarship have been explored (Ramsey, et al., 2002) as have specific qualitative characteristics related to counselor educators, such as wellness (Hill, 2004; Leinbaugh, Hazler, Bradley, and Hill, 2003). Specific sub-groups of the profession, such as the professional identity of doctoral graduates of counselor education programs in private practice (Swickert, 1997) and counseling psychologists (Mrdjenovich & Moore, 2004; Nastasi, 2002) have also been examined. Goodyear (1984) has emphasized an appreciation of the history of the counseling profession and the unique skills of the counselor as paramount. Likewise, Mrdjenovich & Moore (2004) have described a sense of connection to the values and emphases of the profession (i.e., historical factors influencing the profession) as critical to professional identity development in counseling. In addition to the scholarship dedicated to issues of professional identity in counseling, the topic has also been prominent at professional meetings and conferences, in newsletter articles (Counseling Today, 2007), and on listserves (CESNET-L, 2007), as well as through other informal communication means. Several recent activities have further illuminated the significance of professional identity in the field of counseling. The Council on Accreditation of and Related Educational Programs (CACREP) has promulgated specific standards related to professional identity to ensure that the development of professional identity is a key focus of counselor education (CACREP, 2009). The American Association's (ACA) Governing Council has also identified increasing public awareness of counseling and counselors as one of its top six priorities (Counseling Today, 2006). Finally, ACA's project 20/20: A Vision for the Future of Counseling (Counseling Today, 2007) has illustrated the continued commitment of the profession towards increased visibility. This project, led by a diverse group of leaders in the field, provides the blueprint for promoting the field of counseling and identifies the continued need for increased unification, and synergy within the counseling profession. Four of the seven major areas for which all efforts of the plan will be directed include: strengthening identity, creating licensure portability, expanding and promoting the research base of professional counseling, and improving public perception and recognition of counseling (Counseling Today, 2007). Each of these issues is viewed as essential to the counseling profession's continued success. Currently there are various efforts related to the development of establishing professional identity of counseling (Auxier, Hughes, & Klein, 2003; Gale & Austin, 2003; Goodyear, 1984; Hanna & Bemak, 1997; Hill, 2004; Leinbaugh, Hazler, Bradley, & Hill, 2003; Ramsey, Cavallaro, Kiselica, & Zila, 2002; Swickert, 1997). Despite the vast scholarship, specific accreditation standards (CACREP, 2009), and broad-based efforts by the American Association (2007) to promote increased visibility of the counseling profession as a significant force in mental health treatment, the literature overall lacks concrete steps to move from conceptualizing professional development to operationalizing professional identity in the everyday lives of counselors. …

Little is known about the personal of Professor Frank Parsons, the person who is one of the preeminent figures in the development of, and credited with founding, the career counseling specialization of modern day professional counseling as well as professional counseling and the related fields of vocational psychology and counseling psychology (Aubrey, 1977; Salomone, 1988; Whiteley, 1984). Almost who write on the of Frank Parsons have focused on the facts one might find in any biography. Parsons was born on such-and-such a date, went to such-and-such school, did such-and-such, died on such-and-such date, and was buried in such-and-such cemetery. There is also some information persons with whom he worked and information on the very few who were his friends, but rarely are readers given any in-depth assessment of the type or quality of these relationships. Nowhere is there any data on persons whom Frank Parsons cared about, loved, flirted with, dated, slept with, or married. In fact, it is only after Parsons's illness that his archives contain information of a more personal nature. It could have been that Professor Parsons felt no need to preserve his more personal writings or it could have been that he was only able to personally edit his archival legacy while he was still in good health. We can only speculate on the cause of this difference. Such personal information as this can be useful in helping to bring the historical figure to in the eyes of those unable to experience the actual person. It has been left to people like us to piece together the bits of extant data to attempt to provide a more complete picture of Frank Parsons. Watts (1994) reviewed what had been written previously about the personal side of Frank Parsons and found that regarding Parsons' private life, his biographers agree little is known. There are very few papers of a personal nature among the Parsons Collection at Yale University (p. 266). Although John Brewer (1942) was a personal acquaintance of Parsons, Brewer's account of Parsons was limited to Parsons's ideas and accomplishments, with limited hints about those with whom Parsons was intimate. H. V Davis (1969) provided another account of Parsons's life, but focused on Parsons's more negative traits, specifically his peculiarity of attitude (p. 21) and lack of a sense of humor. Gummere's (1988) article on Parsons also noted his more eccentric behavior. Flower (1915), who also knew Parsons personally, and Mann (1950) both described Parsons clearly, placed him into his historical context, and provided some insight into what motivated Parsons's public life. According to Watts (1994), all of Parsons' biographers have [had] a true Victorian reticence his personal life (p. 265). Each of the previous biographers, however, has added a piece to the Parsons's personal puzzle. The intent of this article is to take these pieces and put them together to form a whole picture of Frank Parsons, the person. Using personal papers from the Parsons Archives at Yale University, reports from other biographers, and personal interviews with family members and acquaintances of Parsons, this article is divided into sections on Frank Parsons's physical appearance; character and personality; quirks, eccentricities, and prejudices; traumatic events in his life; and personal relationships and, in that context, sexual orientation, including an historical analysis of the climate for the expression of one's sexuality in the United States from 1854 to 1908 (Parsons's birth and death years). Physical Appearance The best physical portrait of Frank Parsons is a black-and-white view of the left side of his face provided on the page facing the title page of Brewer's (1942) History of Vocational Guidance. In this portrait, he is a slender man with short, dark, wavy hair; a well-trimmed, short but full beard that creeps past the meeting of his neck and face; and sad, almost indifferent eyes. …

Student life causes many sources of stress due to the requirements of managing schoolwork, family, friends, health and wellbeing, and future career planning. Some students are overwhelmed and lack resilience to overcome stress, especially if they are inexperienced in managing setbacks, fail to achieve expectations, or lack skills to independently manage social skills, recreation, and study time. The long-term accumulation of stress has a negative impact on students’ physical and mental health, and may lead to a range of symptoms such as depression, anxiety, headache, insomnia, and eating disorders. Although most universities provide psychological counseling services, there is often a shortage of professional psychologists, which leads to students suffering from stress for longer than necessary without immediate assistance. The build-up of stress can lead to tragic consequences including abnormal reasoning, anti-social behavior, and suicide. There should never be a need for a student to wait more than a month to make an appointment for counseling services and every request for help should be immediately addressed and assessed. In this research, we designed a unique test platform for an immersive virtual reality group chatbot counseling system so students can receive psychological help and stress management counseling anytime and anywhere. First, the research used questionnaires to measure the stress levels and identifies how stress affects their lives. An immersive virtual reality chatbot was developed using professional psychological counseling knowledge that can provide answers during individual or group counseling sessions. Students can log in to the platform as avatars and ask the chatbot questions or interact with other students on the platform. This research provides college students with a new technology-based counseling environment designed to help relieve stress and learn new ways to improve student life quality from others. The platform provides a test base for future clinical trials to evaluate and improve the automated virtual reality chatbot counseling system.