Assessment of Patient, Physician, Caregiver, and Healthcare Provider-Related Factors Influencing “Glycemic Happiness” of Persons with Type 2 Diabetes Mellitus: An Observational Survey

A multicentric cross-sectional observational survey was conducted to understand the patient, physician, nurse, caregiver, and diabetes counselor/educator-related factors that define the “glycemic happiness” of persons with type 2 diabetes mellitus (T2DM). Five sets of questionnaires based on a five-point Likert scale were used. A total of 167 persons with T2DM, 167 caregivers, and 34 each of physicians, nurses, and diabetes counselors/educators participated. For persons with T2DM, an adequate understanding of diabetes (mean score ± standard deviation: 4.2 ± 0.9), happiness and satisfaction with life (4.1 ± 0.8), flexibility (4.2 ± 0.8) and convenience (4.2 ± 0.7) of treatment, and confidence to handle hypo/hyperglycemic episodes (4.0 ± 0.9) were the factors positively associated with glycemic happiness. Caregivers’ factors included information from physicians on patient care (4.5 ± 0.6), constructive conversations with persons with T2DM (4.2 ± 0.8), helping them with regular glucose monitoring (4.2 ± 0.9), and caregivers’ life satisfaction (4.2 ± 0.8). Factors for physicians, nurses, and diabetes counselors/educators were belief in their ability to make a difference in the life of persons with T2DM (4.8 ± 0.4, 4.4 ± 0.5, and 4.5 ± 0.5), satisfaction from being able to help them (4.9 ± 0.3, 4.6 ± 0.5, and 4.6 ± 0.5), and professional satisfaction (4.9 ± 0.4, 4.4 ± 0.6, and 4.7 ± 0.4). Our survey identified the key factors pertaining to different stakeholders in diabetes care, which cumulatively define the glycemic happiness of persons with T2DM.

AN INDISPENSABLE ROLE OF COUNSELOR: THE BRIDGE BETWEEN COUPLES, STAKEHOLDERS AND RECONCILIATION FOR MARITAL DISPUTES

The family is universally regarded as the primary unit of society and family tend to be very close knit. When the stability, faith and confidence of the members of the family are threatened by a dispute, people mostly approach to the elders of the family or other authority who has influence or NGOs. If it doesn’t settle there they approach to the arms of judiciary like police or court to stop the dispute or secure their right within the family. While working in the family court witnessed and intervened in such cases regularly. Counselors in family court are the key persons as every case filed in the family court are directed to counselors for amicable settlement. The counselors are helping couples realize the root cause of their problem and engaging them in the problem solving process by intervening as counselor, educator, mentor, mediator, negotiator, conciliator, facilitator, etc. Once the rapport is built then they act as friend and philosopher to the couple.

Equipping School Counselors for Antiracist Healing Centered Groups: A Critical Examination of Preparation, Connected Curricula, Professional Practice and Oversight

This paper highlights the potential for school counselors to promote antiracist practices and racial healing engagement utilizing small group counseling to ultimately eliminate inequities in schools. However, counselor educator programs, founded on middle to upper class white ideals, worldviews, and narrowly focused theoretical frameworks, currently function in ways that fail to equip future school counselors with the group facilitation knowledge, skills, and dispositions necessary for equitable practice in schools across the nation using case illustrations and a broad current literature review, the authors conceptualize the rationale for more competencies beyond group course assignment, clinical requirements (e.g., CACREP standards, 2016), practice, and supervision. Critical questions for counselor educators to reflect upon for group and connected curricula transformation are provided.

Counselor Development as The Hero’s Journey: Reflections from a Counselor Educator

The use of the monomyth to shape the narratives of fiction with deep meanings, while feeling both new and recognizable, is consistently experienced across all cultures throughout time. As past publications have utilized this approach to subconscious symbolism to explain many experiences, it has not yet been utilized to explain the process of counselor development. The structures utilized in this exploration of the Hero’s Journey concept include the seminal work Hero with a Thousand Faces by Joseph Campbell (1949) being applied to the structure of counseling development as reviewed by Rønnestad and Skovholt (2003). Each stage of the journey will be translated into an understanding of how students grow from before their master’s program through their senior years as experts in the counseling field. The following article will engage this metaphor to explore the narrative of a counseling student on their quest to become a counseling professional through use of the stages from the monomyth as used to describe the Hero’s Journey.

Principals’ Perceptions of Transformed School Counselors

This study investigated the relationship between the Transformed School Counseling (TSC) initiative counselor educator programs, the perceptions of school principals hiring TSC-prepared school counselors, and factors affecting principal’s hiring practices. Results indicated that principal’s value TSC candidates because they: (a) have effective principal-counselor relationships that positively affect students, (b) exemplify leadership qualities, (c) align their work with the mission of the school, (d) have strong communication skills, and (e) do not require additional training.