Future Shock: Counseling Psychology in a VUCA World

This article represents the conclusion of our special two-part issue of The Counseling Psychologist focused on leadership in counseling psychology. In this article, we reflect upon the state of leadership in counseling psychology as captured in the articles in this special issue. First, we explain the concept of a VUCA (volatile, uncertain, complex, ambiguous) world and why it is important to considerations of leadership by counseling psychologists. Next, we comment on each of the articles that comprise this two-part special issue, noting their strengths, relevance to current knowledge about and concepts of leadership, and questions that remain unanswered and thus ripe for further study. We conclude with recommendations for leadership-related efforts in counseling psychology as a field. It is our hope that this brief critique provides directions for future study and action regarding leadership in counseling psychology. </jats:p

Leadership in Counseling Psychology: Introduction to the Special Issue

In this article, we introduce a special two-part issue of The Counseling Psychologist focused on leadership in counseling psychology. Despite the critical role of leadership in the field’s development, current status, and future possibilities, the topic has received little attention as a focus of scholarly inquiry within counseling psychology. We first present a context and rationale for the creation of this special issue, noting the timeliness of this topic within psychology and in society more broadly. Next, we introduce the articles that comprise this two-part special issue as well as two closely related articles contained in the August issue. A brief concluding article at the end this two-part special issue will (a) review the scholarship presented, (b) discuss its relevance, and (c) consider implications and directions for future work in the areas of research, education and training, practice, advocacy, and social justice. </jats:p

Understanding the impact of an after-school music program with engaged underserved youth.

AimsThis study aims to document and understand the benefits of underserved youths' successful involvement in an after-school music program (ASMP).MethodsThe contents of semi-structured, individual interviews with 11 alumni and five staff members of an ASMP were coded and analyzed using inductive Thematic Analysis.ResultsAlumni identified several positive program characteristics as most influential (e.g., consistency, opportunity, exposure), and described the program's favorable impact at a personal (e.g., identity development), relational (e.g., improving social skills), and musical level (e.g., acquiring performance skills). Staff members identified similar program characteristics as crucial for the success of the program and singled out their personal, relational, and social motivations as important dimensions that bring about the program's impact.ConclusionsThe study highlights the value of musical experiences and after-school resources for a group of underserved youth who would otherwise not be exposed to them due to socioeconomic barriers and inequities in opportunities