Queering Counselor Education: Situational Analysis of LGBTQ+ Competent Faculty

Research demonstrates counselor educators often lack skills and knowledge to train counselors to become lesbian, gay, bisexual, transgender, queer and other sexualities and gender identities (LGBTQ+) competent. This study explores the process of educators integrating LGBTQ+ competencies into their professional work. Using grounded theory and situational analysis methodologies, in-depth interviews with seven LGBTQ+ competent counselor educators were conducted and analyzed. Findings suggest educators infuse personal passion for LGBTQ+ topics into their professional work, experienced discrimination and resistance across multiple domains, infuse advocacy into their work, and have a similar definition of LGBTQ+ competent counseling. Various techniques are presented to help educators infuse LGBTQ+ competency in the classroom.     

“Homosexualization” revisited: an audience-focused theorization of wartime male sexual violence

This paper builds upon and challenges existing literature regarding the causes of wartime male sexual violence (particularly Sivakumaran’s concept of “homosexualization”). The author argues that norms about sexuality and the intended audience of violence motivate male sexual violence in three ways. First, perpetrators choose to express power over the individual victim through the weaponization of masculinity, bodily integrity and/or sexual identity. Second, sexual violence can be used to reaffirm group belonging and hetero-masculinity among perpetrators. Third, sexual violence sends a message to a larger community or nation regarding supremacy and power hierarchies. Two examples (Abu Ghraib and Nazi concentration camps) are presented to illustrate the framework’s concepts.     

School Counselors Supporting African Immigrant Students' Career Development: A Case Study

School counselors play a critical role in preparing adolescent immigrant students to be college and career ready by attending to the complex variables that promote and inhibit career development. This article provides an illustrative case study of a Somali immigrant student's educational journey to highlight the academic and familial challenges that she encountered while attending U.S. schools. Through this case study, the authors discuss the issues immigrant high school students experience and present culturally responsive practices that school counselors can use to address career development. These culturally responsive practices include developing a strong knowledge of students’ backgrounds and cultures, designing small group interventions that are timely and sensitive to immigrant students’ needs, and strengthening school–family partnerships.     

论契丹人在蒙元时代的影响

元朝的统一结束了数百年的封建割据。在蒙古攻金、西征、灭宋的战争中,契丹人军队成为一支精锐劲旅。许多杰出的契丹将领,或则“参预机谋,出入战阵;”为蒙古统一全国做出了贡献。“以儒冶国”他们“勤劳于国,诚节如一,”对元朝的文治也发挥了深远影响。契丹虽然已经消亡,早已融入到中华民族大家庭中,但研究其发展历史,还是很有意义的。     

基于体验式教育的顾问制度体系研究

体验式教育关注受教育者个性化需求,旨在通过亲身体验、自我感悟、互助分享,促进其学习和发展。基于体验式教育理念构建的三阶段顾问制度体系,通过“本科生顾问计划”“本科生社会导师计划”和“研究生顾问计划”为不同阶段学生提供分层次体验式学习机制,帮助受教育者在分享互助的体验式学习网络中塑造积极情感、感悟文化传承、培养管理能力,获得心灵成长。该体系注重教育者与受教育者的互动交流,以受教育者为自主建构知识主体,有助其个体的良性发展。     

析军工文化特色

只有抓住军工特色,才能落实军工文化建设工作。对于军工文化而言,军工文化特色具有重要作用。军工文化特色的根本是"国家利益至上"的核心价值观,至少突出体现在核心价值观指导下的质量文化、安全文化、保密文化、型号文化和创新文化等五个方面。在推进军工文化建设的进程中,必须要始终和大力坚持军工文化的特色。     

湖湘文化与刘少奇关于新四军发展的韬略思想

抗日战争进入到相持阶段后,刘少奇赴华中任华中局书记、华中部队总指挥部政治委员、新四军政治委员,对建立巩固的华中根据地和发展壮大华中军事力量卓有建树。他建立巩固的华中根据地和发展壮大新四军的韬略思想与湖湘文化的集大成者王船山的战争战略指导艺术有明显的学脉相承之处。     

Will You Die for Your Country? Workplace Death in an Era of Mass Incarceration

People with criminal records in the United States continue to face limited employment opportunities due to social stigma and legal barriers. In contrast to the civilian sector, the military conducts a “whole person” evaluation to screen potential recruits and regularly hires people with felony and misdemeanor records. Moreover, evidence suggests that the military serves as a socially integrative institution and may facilitate desistance from future crimes. However, critics argue that the military exacerbates inequalities by subjecting marginalized communities to the unequal burden of service. Using the data obtained from the Army, we examine the relative risks of combat exposure and casualties between enlisted soldiers with and without criminal records who joined between 2002 and 2009. The results suggest that soldiers with felony and misdemeanor records are more likely to be assigned to combat occupations than those without criminal records. We also find that among soldiers assigned to positions with low combat exposure, ex-offenders face a higher risk of death compared to those without criminal records. Findings do not dispute the idea that the military facilitates desistance from future crimes and provides second chances to people with criminal records, but reaffirm the fact that military service costs lives and limbs.     

浅谈张学良的军队教育理念

张学良的政治生涯始终与军人紧密地联系在一起.纵观张学良的戎马军旅生涯,他对提高军队战斗力、改善军队素质、造就军事人才有着独特的教育理念和实践.在军事技术教育方面,张学良强调要训练精兵强将;在军队政治思想教育方面,张学良强调要为民族争生存;在军纪风纪教育方面,张学良强调要造就文明之军人;在军队文化教育方面,张学良强调要培养有文化的士兵.张学良的军队教育理念是其爱国主义思想的重要组成部分,深刻地诠释着他抵御外侮、强国富民、抗日救亡、复兴民族的爱国主义思想.     

Developing a Rubric for Supervision of Students Counseling LGBTQ Clients

More than 100 pieces of anti-lesbian, gay, bisexual, transgender (LGBT) legislation are active in 2018. In this current political climate of “conscience clause” legislation, counselor educators and supervisors are poised to adopt more holistic practices in assessing and evaluating student and supervisee readiness to work with LGBT queer (Q) clients. The purpose of this article is to present a dispositional framework for assessment and evaluation and introduce the flexibility, integrity, awareness, stability, compassion, and openness (FIASCO) rubric of professional counseling dispositions. Two court cases, Keeton v. Anderson-Wiley and Ward v. Wilbanks, are used as case examples for applying the FIASCO rubric to situations involving LGBTQ clients.