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The purpose of this study was to construct a mind counseling ontology to efficiently facilitate the diagnosis of the diseases of mind. To determine the structure of mind counseling ontology, this study conducted analysis on structural forms available in counseling books and other related fields and adopted essential ones in the explanation of counseling. The processing of the diseases of mind was divided into three stages: cause, symptoms and counseling. The stages were analyzed one by one in terms of process, functional elements and relevant technique necessary at each stage.

In the mind counseling list, there are 12 different diagnoses of diseases of mind that are classified into four classes. Thus, the causes, symptoms, prescription and medical history for 12 diseases of mind are defined as a higher rank concept of mind counseling ontology. The causes, symptoms, prescription and medical history consist of definition, affective characteristics and related factors, while the potential diagnosis consists of definition and risk factor. This information does specify detailed notions in the diagnosis of diseases of mind, but considering the limitation of not being able to represent all the diseases, this study enables a counseling center to give and use individual definitions of diagnostic terminology of their own.

This study adopted the top-down approach, in which mind counseling ontology defines a higher rank concept, the terminology in diagnosing diseases of mind, based on the list of terms from the counseling record that specifies the abstract concepts of the diagnosis. The bottom-up approach was also incorporated, which defines the diagnostic terms extracted from the counseling record as a subordinate concept of the mind counseling ontology. Thus, the development of the mind counseling ontology involves the combination of top-down and bottom-up approaches to the construction of ontology.

This research has significance in that it deals with the fundamental problem of the mind aiming for a true change and healing of it, which is the ultimate purpose of this ontology, especially in the circumstances where research on ontology in diagnosing the diseases of mind is unprecedented.

In this chapter, we explore group counseling interventions for Black males and explain the Achieving Success Everyday (ASE) group model for racial and mathematical development. We use critical race theory (CRT) as a framework to analyze school counseling (SC) and mathematics literature that focuses on Black male students to inform the reconceptualization of the ASE group model for school counselors. We examine the programs and interventions that have been published with Black male participants in school settings within the SC literature. We also examine programs and interventions that have been specially designed to improve Black males' mathematics skills. We specifically focus on gathering findings that provide successful outcomes for Black males in public schools. We examine literature that reflects the role school counselors (SCs) take when supporting Black male students' academic, social, emotional, college, and career identity development. We believe uncovering ideas to capture Black males' experiences in school settings could shed light on how to foster Black excellence. Gaining an understanding of programs and interventions for Black male students through a CRT lens could inform future research, policy, and practice in SC while combating ongoing racism that continues to persist.

This paper examines a premarital genetics program focusing on congenital deafness, conducted in Israel with a Bedouin minority group characterized by consanguinity, a religious ban on abortion, and high prevalence of genetic diseases. Building on interviews with counselors and counselees as well as observations of the interactions between them, the analysis describes the professional, communal, public and private arenas of negotiation that surround the process of genetic counseling.

This chapter highlights the perspectives, examples, and applications on the current trend in teaching and learning counseling ethics education in a more effective way. The trend utilizes inquiry-based learning concept and educational activities to foster counselor education training programs fast-forward in meeting the social demands and global challenges. The discussion is based on the theme emerged from an interpretive case study research conducted by the authors, in addition to the insightful literature authored by the profound educators and counseling researchers, globally. Teaching and learning counseling ethics education is an integrative effort and is more than just content acquisition from textbooks. In addition, the inquiry-based teaching and learning approach can be a tool in finding solutions for authentic problems through in-depth investigations while learning counseling ethics education. This chapter hopefully will improve counselor educators’ ability, strengthen counselor education training programs’ capability, and expand counseling students ethical competency; for creating innovations and adaptations in teaching and learning counseling ethics education, utilizing inquiry-based learning toward enhanced professional ethical practice in counseling realm.

In this chapter, the author critically examines the deeply entrenched practices and theories within counselor education, revealing their roots in historically dominant, Eurocentric, and often racially oppressive assumptions. This study brings to light the pervasive impact of these traditional approaches, illuminating their role in perpetuating racial oppression and disparities in mental health care. The author presents a compelling argument for adopting Critical Race Theory (CRT) as an effective pedagogical and clinical practice framework in the counseling profession, a step toward its much-needed liberation. CRT's tenets are examined as a robust alternative, promoting socially just outcomes in counseling and psychotherapy. The article highlights CRT's capacity to address the well-established relationship between racism, white supremacy, and minority mental health. It proposes a groundbreaking model for praxis, predicated on CRT, which holds potential not only to challenge and disrupt oppressive structures but also to pave the way for the liberation of both the oppressed and the oppressor. This seminal work prompts a re-envisioning of counselor education, asserting a call for a transformative shift toward a liberation-based, social justice pedagogy.

This paper aims to contribute to the existing conceptualizations of counseling ethics competency and to develop a counseling ethics competency scale. This paper also argues that spirituality and self-efficacy influence counseling ethics competency.

A series of studies were performed to develop hypotheses and a conceptual framework to determine the relationships among spirituality, self-efficacy and counseling ethics competency. To measure registered counselors’ counseling ethics competency, a document analysis of the Counselors Code of Ethics was conducted and pretested on the basis of a pilot test prior to the empirical development of the scale.

A conceptual framework was developed to operationalize the theory and to present the influence of spirituality and self-efficacy on counseling ethics competency. The counseling ethics competency scale was found reliable and valid to measure the registered counselors’ competency in the eight components of the Counselors Code of Ethics.

The scale and framework can be used as tools to identify competencies where registered counselors are lacking and to pinpoint skills on which counselors need to improve. This research also will provide insights for counselor educators to be innovative in teaching and learning ethics within the scope of counselor education training programs.

There is no specific scale available to measure counseling ethics competency among registered counselors in Malaysia. Thus, this research unveils the importance of measuring counseling ethics competency in molding effective and ethical Malaysian counselors, and subsequently pinpointing factors that can improve counseling ethics competency.

We recommend to assess the scale using EFA, followed by CFA to determine and confirm the factor structure of the scale items. In terms of the field, future scope may not just focus on the traits, characters and skills building but also place more emphasis on ethics comprehension toward best practices of ethics application and internalization on becoming self-sufficient counselors.

The purpose of this paper is to apply the theory of guided preparation to investigate the relative impact of outside counseling assistance and entrepreneurship courses on new venture creation and performance.

To attain a sample of nascent entrepreneurs who had been impacted by entrepreneurship education and entrepreneurial counseling, 256 individuals who received counseling from the Pennsylvania Small Business Development Center in 1996 or 1998 were surveyed. The authors ran a logistic regression model using venture start‐up as the categorical dependent variable to investigate whether entrepreneurial education and counseling had an influence on the creation of new ventures. To test whether entrepreneurial education or counseling had a long‐term impact on the growth of new ventures, hierarchical regression analyses were run using employment in 2003 as the dependent variable. Various control variables were used for both sets of analyses.

Findings indicate that counseling has a significant impact on venture performance but entrepreneurship courses do not. In contrast, entrepreneurship courses are related to venture creation while counseling is not.

Consistent with theory, the results suggest that counseling programs allow entrepreneurs to develop context‐specific tacit knowledge about their ventures and are best delivered immediately prior to venture start‐up. Entrepreneurship courses appear to indirectly influence new venture performance by increasing the odds of start up.

This comparative test of the theory of guided preparation contributes to the understanding of the effects of education and counseling on the creation and long‐term performance of new ventures, informing how the delivery of such programs can be improved.

This paper aims to understand the emerging state of online counseling practices in India, highlight the benefits of process transition and explore potential research issues in this domain. Changing demands of labor market and growing availability of wide range of education and training options in the higher/technical education sector underscore the need of counseling services for an individual’s career guidance requirements. “Online counseling” in this context, as an e-government intervention, is expected to meet this requirement by extending support to individuals’ decision-making process and optimally match their interest with appropriate kind of education.

The authors have highlighted some key contributions from the literature to build theoretical insight about contextual factors of counseling, and presented a detailed case analysis of online counseling practices in one of the states of India.

With a critical perspective, it is noticed that design of online counseling services in India has largely been developed from the requirements of service provider’s to support the conventional set of practices, with less attention given to students’ decision support. More research is required in the direction of service gap analysis, information quality issues and more interactive website functionalities from user’s viewpoint.

Aligning the objectives of online counseling services with the relevant theories of career guidance should essentially be considered by the government/online counseling managers. Furthermore, managers must understand the importance of information quality and self-help tools for online information accessibility to facilitate student’s decision-making process.

The article reports a research scenario/case of a unique service of its kind under the education sector in India which is weighted high on both the dimensions – technical/operational elements, because of multiple stakeholders’ involvement, and informational service elements, as viewed through e-government service maturity research lens.

In the 1970s, the United States Congress enacted two statutes that have had dramatic and far‐reaching effects on the education of handicapped children by public schools. These two laws, Section 504 of the Rehabilitation Act of 1973 and the Education For All Handicapped Children Act of 1975 (known as Public Law 94–142), have required local public school agencies to provide new eductional programs for thousands of handicapped children not previously served by the public schools. Counselors, principals, and teachers were quickly informed of the law's requirements and willingly began the task of main‐streaming and assimilating these children into various curricula. Their physical needs were attended to rapidly; their societal and emotional needs, unfortunately, lagged behind. Within the past seven years, there has been an increase in books, articles, and films specifically addressed to counseling the handicapped. Unlike past literature which focused only on the vocational aspect of rehabilitation counseling, current writing emphasizes personal counseling meant to assist a disabled child to participate fully in the problems and joys of daily living.

To provide a rationale regarding the importance of physician behavior change counseling. To describe the double helix behavior change curriculum at the University of Rochester (UR). To provide initial evidence that the curriculum is effective.

Evidence that physician use of the 5A's model is effective in changing important patient health behaviors is summarized. The behavior change curriculum is described. Initial evidence assessing knowledge, attitudes and skills for behavior change counseling is reviewed.

Physicians will be better prepared to intervene to improve their patients quality and quantity of life if they consistently counsel patients using a brief standard model (the 5A's) that integrates biological, psychological, and social aspects of disease and treatment. Past efforts in the UR's curriculum have demonstrated that students adopt broader “biopsychosocial values” when the curriculum supports their learning needs. Initial evidence demonstrates that double helix curriculum students learn this model well and are able to provide the counseling in a patient‐centered style.

These results are limited by the observational design, and the reliance on student self‐reports and standardized patient observations of student behavior rather than change in patient behavior.

Strong evidence exists that physicians can be effective in providing behavior change counseling. Additional research is called for to create, implement, and fully evaluate behavior change counseling curricula for medical students.

An example of a behavior change curriculum is provided for medical educators, and initial evidence of its effectiveness is provided.