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1
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Library of Congress Cataloging-in-Publication Data

The Oxford handbook of counseling psychology / edited by Elizabeth M. Altmaier, Jo-Ida

C. Hansen.
p. cm. — (Oxford library of psychology)
Includes index.
ISBN-13: 978-0-19-534231-4
ISBN-10: 0-19-534231-3
1. Counseling psychology—Handbooks, manuals, etc. I. Altmaier, Elizabeth M.
II. Hansen, Jo-Ida C.
BF636.6.O94 2012
158.3—dc23 2011027854
_________________________________________

9 8 7 6 5 4 3 2 1

Printed in the United States of America on acid-free paper

SHORT CONTENTS

Oxford Library of Psychology vii

About the Editors ix

Contributors xi

Contents xv

Chapters 1–922

Index 923

v
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O X F O R D L I B R A R Y O F P S YC H O L O G Y

The Oxford Library of Psychology, a landmark series of handbooks, is published

by Oxford University Press, one of the world’s oldest and most highly respected
publishers, with a tradition of publishing significant books in psychology. The
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tinct need. At one level are a set of handbooks designed broadly to survey the
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The Library surveys psychology’s principal subfields with a set of handbooks
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and to offer informed anticipations of significant future developments in that
field.

vii
 An undertaking of this scope calls for handbook editors and chapter authors
who are established scholars in the areas about which they write. Many of the
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quality, as exemplified by the Oxford Library of Psychology.

Peter E. Nathan
Editor-in-Chief
Oxford Library of Psychology

viii oxford library o f ps ych o lo g y

A B O U T T H E E D I TO R S

Elizabeth M. Altmaier
Elizabeth Altmaier is Professor in the Counseling Psychology program in the
Department of Psychological and Quantitative Foundations, College of Education,
at the University of Iowa, with a joint appointment in the Department of Commu-
nity and Behavioral Health in the College of Public Health. Dr. Altmaier received
her M.A. and Ph.D. in Psychology from The Ohio State University and her B.A. in
Psychology from Wheaton College (Ill.). Her research interests are in health psy-
chology, particularly the psychosocial sequelae of treatments for cancer, and in the
roles of spirituality and religiosity in recovery from trauma
Jo-Ida C. Hansen
Jo-Ida C. Hansen is Professor in the Department of Psychology and Director of
the American Psychological Association–accredited Counseling Psychology Program
at the University of Minnesota. She holds an adjunct appointment with the
Department of Human Resources and Industrial Relations in the Carlson School of
Business, University of Minnesota. She directs the Center for Interest Measurement
Research and the Vocational Assessment Clinic, an advanced practicum training site
and research laboratory for testing the hypotheses of the Theory of Work Adjustment
(TWA). Her awards include the E. K. Strong, Jr. Gold Medal, ACA Extended
Research Award, Leona Tyler Award, and Society of Vocational Psychology Lifetime
Achievement Award.

ix
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 CO N T R I B U TO R S

Saba Rasheed Ali Thomas R. Cunningham

Department of Psychological and Education and Information Division
Quantitative Foundations National Institute for
University of Iowa Occupational Safety and Health
Iowa City, Iowa Centers for Disease Control and
Elizabeth M. Altmaier Prevention
Department of Psychological and Cincinnati, Ohio
Quantitative Foundations Gary M. Diamond
University of Iowa Department of Behavioral Sciences
Iowa City, Iowa Ben-Gurion University of the Negev
Margit I. Berman Beer-Sheva, Israel
Department of Psychiatry Michael Duffy
Dartmouth Medical School Department of Educational Psychology
Hanover, New Hampshire Texas A&M University
Nancy E. Betz College Station, Texas
Department of Psychology Timothy R. Elliott
The Ohio State University Department of Educational Psychology
Columbus, Ohio Texas A&M University
Rosie Phillips Bingham College Station, Texas
Student Affairs Donald E. Eggerth
University of Memphis Education and Information Division
Memphis, Tennessee National Institute for
Robert C. Chope Occupational Safety and Health
Department of Counseling Centers for Disease Control and
San Francisco State University Prevention
San Francisco, California Cincinnati, Ohio
Kevin O. Cokley Carolyn Zerbe Enns
Department of Educational Psychology Department of Psychology
University of Texas at Austin Cornell College
Austin, Texas Mount Vernon, Iowa
Robert K. Conyne Dorothy L. Espelage
College of Education, Criminal Justice, Department of Educational Psychology
and Human Services University of Illinois, Urbana-Champaign
University of Cincinnati Champaign, Illinois
Cincinnati, Ohio Ruth E. Fassinger
Stewart E. Cooper College of Graduate and
Department of Psychology Professional Studies
Valparaiso University John F. Kennedy University
Valparaiso, Indiana Pleasant Hill, California

xi
Nadya A. Fouad Arpana G. Inman
Department of Educational Psychology Department of Counseling Psychology
University of Wisconsin-Milwaukee Lehigh University
Milwaukee, Wisconsin Bethlehem, Pennsylvania
Patricia A. Frazier Larry C. James
Department of Psychology School of Professional Psychology
University of Minnesota Wright State University
Minneapolis, Minnesota Dayton, Ohio
Myrna L. Friedlander Nicholas Ladany
Department of Counseling Psychology Department of Educational
University at Albany, SUNY Support Services
Albany, New York Loyola Marymount University
Jairo N. Fuertes Los Angeles, California
The Derner Institute of Advanced Lisa M. Larson
Psychological Studies Department of Psychology
Adelphi University Iowa State University
Garden City, New York Ames, Iowa
Lawrence H. Gerstein James W. Lichtenberg
Department of Counseling Psychology & Department of Psychology and Research
Guidance Services, and in Education
Center for Peace and Conflict Studies University of Kansas
Ball State University Lawrence, Kansas
Muncie, Indiana William Ming Liu
Judy E. Hall Department of Psychological and
National Register of Health Service Quantitative Foundations
Providers in Psychology University of Iowa
Washington, D.C. Iowa City, Iowa
Jo-Ida C. Hansen Sara Maltzman
Department of Psychology County of San Diego Child Welfare
University of Minnesota Services
Minneapolis, Minnesota San Diego, California
Robert J. Harmison Melissa L. Morgan
Department of Graduate Psychology Department of Counseling,
James Madison University Clinical, & School Psychology
Harrisonburg, Virginia University of California, Santa Barbara
Beth E. Haverkamp Santa Barbara, California
Department of Educational and Bonnie Moradi
Counselling Psychology Department of Psychology
University of British Columbia University of Florida
Vancouver, British Columbia, Canada Gainesville, Florida
Martin Heesacker Susan L. Morrow
Department of Psychology Department of Educational Psychology
University of Florida University of Utah
Gainesville, Florida Salt Lake City, Utah
Mary Ann Hoffman Rhoda Olkin
Department of Counseling and California School of Professional
Personnel Services Psychology
University of Maryland Alliant International University
College Park, Maryland San Francisco, California

xii contributors
James N. O’Neil Carl E. Thoresen
Department of Educational Psychology School of Education
University of Connecticut Stanford University
Storrs, Connecticut Stanford, California
Trent A. Petrie Tammi Vacha-Haase
Department of Psychology Department of Psychology
University of North Texas Colorado State University
Denton, Texas Fort Collins, Colorado
Thomas G. Plante Beverly J. Vandiver
Department of Psychology Department of Educational
Santa Clara University Psychology, School Psychology,
Santa Clara, California and Special Education
Paul V. Poteat Pennsylvania State University
Department of Counseling, University Park, Pennsylvania
Developmental, and Educational Melba J. T. Vasquez
Psychology Independent Practice
Boston College Austin, Texas
Boston, Massachusetts Elizabeth M. Vera
Jeffrey P. Prince School of Education
Department of Counseling & Loyola University Chicago
Psychological Services Chicago, Illinois
University of California, Berkeley Janice D. Yoder
Berkeley, California Department of Psychology
Joseph F. Rath University of Akron
Department of Rehabilitation Medicine Akron, Ohio
New York University School of Medicine Stefania Ægisdóttir
New York, New York Department of Counseling Psychology
Sandra L. Shullman and Guidance Services
Executive Development Group, LLC Ball State University
Columbus, Ohio Muncie, Indiana
Jane Swanson
Department of Psychology
Southern Illinois University Carbondale
Carbondale, Illinois

cont r ibutor s xiii

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CONTENTS

Part One • Introduction and Overview

1. A View Across the Life Span of Counseling Psychology 3
Elizabeth M. Altmaier and Saba Rasheed Ali

Part Two • Foundations

2. Professional Issues 11
Judy E. Hall
3. The Counseling Relationship 32
Beth E. Haverkamp
4. Theory and Research for Counseling Interventions 71
Martin Heesacker and James W. Lichtenberg
5. Process and Outcomes in Counseling and Psychotherapy 95
Sara Maltzman
6. Worklife Across the Lifespan 128
Lisa M. Larson
7. Training and Supervision 179
Nicholas Ladany and Arpana G. Inman
8. Measurement and Assessment in Counseling Psychology 208
Jane L. Swanson
9. Methodologies in Counseling Psychology 237
Nancy E. Betz and Ruth E. Fassinger
10. Ethics in Counseling Psychology 270
Melba J. T. Vasquez and Rosie Phillips Bingham

Part Three • Contextual Perspectives

11. Ethnic and Racial Identity 291
Kevin O. Cokley and Beverly J. Vandiver
12. Developing a Social Class and Classism Consciousness 326
William Ming Liu
13. The Psychology of Women 346
Bonnie Moradi and Janice D. Yoder
14. The Psychology of Men 375
James M. O’Neil
15. Sexual Orientations and Identities 409
Susan L. Morrow
16. Feminist Approaches to Counseling 434
Carolyn Zerbe Enns

xv
17. Disability: A Primer for Therapists 460
Rhoda Olkin
18. Counseling Psychologists Working with Older Adults 480
Tammi Vacha-Haase and Michael Duffy

Part Four • Applications

19. Individual Counseling As an Intervention 503
Mary Ann Hoffman
20. Prevention and Psychoeducation in Counseling Psychology 529
Melissa L. Morgan and Elizabeth M. Vera
21. Career Counseling 545
Robert C. Chope
22. Multicultural Counseling and Psychotherapy 570
Jairo N. Fuertes
23. Spirituality, Religion, and Psychological Counseling 589
Thomas G. Plante and Carl E. Thoresen
24. Group Counseling 611
Robert K. Conyne
25. Couple and Family Therapy 647
Myrna L. Friedlander and Gary M. Diamond

Part Five • Intersections

26. Rehabilitation Psychology 679
Timothy R. Elliott and Joseph F. Rath
27. School-based Prevention of Peer Relationship Problems 703
Dorothy L. Espelage and V. Paul Poteat
28. Counseling Health Psychology 723
Margit I. Berman and Larry C. James
29. Counseling Psychology and Occupational Health Psychology 752
Donald E. Eggerth and Thomas R. Cunningham
30. Sport Psychology 780
Trent A. Petrie and Robert J. Harmison
31. Trauma Psychology 807
Patricia A. Frazier
32. Counseling Psychologists As Consultants 837
Stewart Cooper and Sandra L. Shullman
33. Social Justice in Counseling Psychology 856
Nadya A. Fouad and Jeffrey P. Prince
34. Internationalization of Counseling Psychology 873
Lawrence H. Gerstein and Stefanía Ægisdóttir

Part Six • Conclusions

35. Contemporary Counseling Psychology 917
Jo-Ida C. Hansen

Index 923

xvi conten ts
 PART
1
Introduction and
Overview
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 CHAPTER

1 A View Across the Life Span

of Counseling Psychology
Elizabeth M. Altmaier and Saba Rasheed Ali

Abstract
It has been said of psychology, as a discipline, that it has a long past and a short history. This contrast
refers to the roots of psychology in philosophy, medicine, and education that date back over several
hundred years—and in the case of philosophy and medicine, several thousand. Counseling psychology
has deep roots, as well, although its technical birth was in 1952. At that time, the Division of Personnel
and Guidance of the American Psychological Association renamed itself the Division of Counseling
Psychology. In this chapter, we consider three domains in which our specialty has begun with deep
“roots” and has “leafed” out into new ways of thinking about our work with clients and our broader
roles in the communities in which we live. These three domains are a focus on building strengths;
a holistic, or systems, perspective; and a collaborative, patient-centered model. We trace the
development of these domains, noting where, in other parts of this volume, more complete discussion
can be found, and we highlight their current explications.
Keywords: values, history, development

Counseling psychology, as a specialty, officially Readers will find this Handbook divided into
dates to 1952, when the Division of Counsel- four parts. The first part pertains to foundational
ing and Guidance of the American Psychological knowledge and methods. These chapters concern
Association changed its name to the Division of themselves with the basic interactions of
Counseling Psychology, thus formalizing a specialty counseling—the counseling relationship, a coun-
in psychology that had increasingly differenti- selor’s assessment of a client, the counselor’s choice
ated itself from related psychological specialties to of interventions—and how theory, research, and
form a unique identity. As discussed in many chap- professional context influence these interactions
ters that follow, counseling psychology is one of over time. Thus, this part covers those critical
three original specialties in psychology (the others issues of methodology, ethics and professional issues,
being clinical psychology and school psychology). and training and supervision that are foundational
Although these specialties differed in their target to all chapters that follow.
client population and the activities engaged in by From its inception, counseling psychology has
practitioners identified with the specialty, they emphasized three themes. The first theme is that
shared a commitment to client welfare, to the appli- psychologists work toward a goal larger than that
cation of scientific knowledge to assessment and of removing pathology. Rather, counseling psy-
intervention, and to training and education. Their chologists promote positive health through the
differences, however, are significant and continue to identification and enhancement of constructive
this day. aspects of human functioning, both personal