Binge-Eating Disorder: A Primer for Professional Counselors

Binge-Eating Disorder (BED) is a primary diagnosis listed in the Feeding and Eating Disorders chapter of the Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5; American Psychiatric Association [APA], 2013). Although BED is considered one of the most common eating disorders, symptoms often go unrecognized and untreated (Striegel-Moore et al. 2010). In this article, BED criteria are reviewed and guidelines for assessment, diagnosis, and treatment are offered. A case study is also provided to illustrate the application of BED utilizing best practices

The Impact of Brief Intervention Workshops on Addiction Provider Knowledge, Skills, and Attitudes Toward Evidence-Based Practices

This study evaluated the impact of Motivational Interviewing (MI) and Screening, Brief Intervention, and Referral to Treatment (SBIRT) workshops on post-training knowledge, skills, negative attitudes, and interest in implementing evidence-based practices (EBPs). Participants (N = 70) were primarily mental health counselor (41.4%), social workers (20.0%), substance abuse counselors (15.7%), school counselors (5.7%) and nursing professionals (4.3%) who selected the one or two day workshop for continuing education credit. Participants attended either a Basic MI training workshop (one day) or a Basic MI training plus an Advanced MI/SBIRT training workshop (two day) to assess if exposure to two EBPs would improve training outcomes. Participants in both the one day and two day workshops reported posttraining increased perceived knowledge and skills, decreased negative attitudes toward EBPs, and increased interest in implementing EBPs from pre-training to post-training. There were no differences between participants in the Basic MI or MI plus Advanced MI/SBIRT training conditions. Implications for reducing the research-practice gap in EBPs are discussed

Interpretative Phenomenological Analysis: A Contemporary Phenomenological Approach

Interpretative Phenomenological Analysis (IPA) is a contemporary qualitative research method grounded in phenomenology, hermeneutics, and idiography. The philosophical principles and rigorous methodology make this approach well suited for research in counselor education and supervision. This primer introduces counselor educators to IPA theory and methodology and discusses considerations for implementation

Age of Drinking Initiation as a Mediator of the Relationship Between Sensation Seeking and Heavy Drinking Among High School Seniors

Sensation seeking has been identified as a significant risk factor for adolescent alcohol use. Little is known, however, about the process by which sensation seeking impacts heavy alcohol use. The current study used structural equation modeling (SEM) to examine the relationships among sensation seeking, age of drinking initiation, and heavy alcohol use in a sample of high school seniors (N = 221). Results supporting age of drinking initiation as a mediator of the relationship between sensation seeking and heavy alcohol use. Implications include providing personality-targeted prevention to adolescents who display sensation seeking traits to delay drinking initiation among these students

The Impact of Neuroscience-Informed Cognitive-Behavior Therapy Training on Knowledge and Interoceptive Awareness

This study evaluated the impact of a three-day Neuroscience-Informed Cognitive Behavior Therapy (nCBT) training on participants’ post-training nCBT knowledge and interoceptive awareness. Results indicated a statistically significant increase in knowledge for the majority of the items and for interoceptive awareness, with effect sizes in the medium to large range. Implications for future nCBT trainings are discussed

The Impact of Neuroscience-Informed Cognitive-Behavior Therapy Training on Knowledge and Interoceptive Awareness

This study evaluated the impact of a three-day Neuroscience-Informed Cognitive Behavior Therapy (nCBT) training on participants’ post-training nCBT knowledge and interoceptive awareness. Results indicated a statistically significant increase in knowledge for the majority of the items and for interoceptive awareness, with effect sizes in the medium to large range. Implications for future nCBT trainings are discussed

Re-Thinking Bullying Interventions for High School Students: A Qualitative Study

The purpose of this study was to obtain feedback to inform a modification of a brief, school-based bullying intervention originally developed for elementary and middle school students to be age appropriate for the high school level. We investigated the in-depth, inner experiences of high school students randomly selected to participate in a brief, bystander bullying intervention program. Thorough qualitative analysis, we found students spoke about (a) the complexity of bullying in high school, (b) cyberbullying and increased potential consequences related to social media, (c) the normalization and minimization of bullying, (d) lack of adult support, (e) an appreciation for the program’s strategies for students to take action, and (f) the importance of training activities to help build rapport and increase awareness. We discuss implications for counselors and counselor educators based on our findings

Grounding Neuro-Informed Practice in a Humanistic Framework: A Response to Wilkinson

Wilkinson (2018) opened an important dialogue about the role of neuroscience in counseling. In this article, the authors extend this dialogue with additional literature to show that neuroscience has meaningfully informed counseling practice and is compatible with humanistic principles

Impulsive Sensation Seeking, Binge Drinking, and Alcohol-Related Consequences: Do Protective Behavioral Strategies Help High Risk Adolescents?

This study examined protective behavioral strategies (PBS) as a moderator of the relationship between impulsive sensation seeking and binge drinking and alcohol-related consequences in a sample of high school seniors (N = 346). Hierarchical regression analyses indicated that impulsive sensation seeking was a significant predictor of binge drinking and alcohol-related consequences and that PBS moderated these relationships. Specifically, manner of drinking moderated the relationships such that among students with high impulsive sensation seeking, those using strategies related to how they drink (e.g. avoiding rapid and excessive drinking) reported lower levels of binge drinking and alcohol-related consequences than those using fewer of these strategies. Clinical implications are discussed including using personality-targeted interventions that equip high impulsive sensation seeking adolescents with specific strategies to reduce binge drinking and alcohol-related consequences