This article reports on the findings of a qualitative study about the experiences and perceptions of adolescents with cerebral palsy (CP) in relation to social participation. A phenomenological approach was used to interview 10 adolescents with CP, 17 to 20 years of age, selected using purposeful sampling. An iterative process of data collection and analysis resulted in four themes about social participation. The themes of experience, barriers, and supports, and tradeoffs supported the current view of participation as a dynamic interaction between person and environment. The fourth theme of making choices described the unique challenges facing adolescents with CP in terms of deciding what was most important and meaningful to them now and in their future. Health care professionals can support adolescents as they develop the capacity to make their own decisions during the transition to adult living by ensuring that assessments and interventions address social participation.

Drexel University's Couple and Family Therapy Department recently introduced a formal course on training the person of a therapist. The course is based on Aponte's Person-of-the-Therapist Training Model that up until now has only been applied in private, nonacademic institutes with postgraduate therapists. The model attempts to put into practice a philosophy that views the full person of therapists, and their personal vulnerabilities in particular, as the central tool through which therapists do their work in the context of the client-therapist relationship. This article offers a description of how this model has been tested with a group of volunteer students, and subsequently what had to be considered to formally structure the training into the Drexel curriculum.

The purpose of this study was to describe how youth with cerebral palsy experience mobility in their daily lives using a phenomenological approach. The participants were 10 youth with cerebral palsy, 17 to 20 years of age, selected using purposeful sampling with maximum variation strategies. A total of 14 interviews were completed. Transcripts were analyzed for key concepts and themes. Credibility was established through triangulation of researchers and member checking. Participants viewed mobility as important for self-sufficiency. Youth who walked and also used wheeled mobility spoke of making choices. Safety and efficiency were important considerations when making choices. Some participants had mobility preferences at home that may not be safe, practical, or socially appropriate at school or in the community. Youth spoke of constantly adapting to situations that often reflected a lack of control over the environment. Youth indicated the need for constantly planning ahead to go places and do things. Most participants were dependent on others for transportation and expressed dissatisfaction with public transportation. Safe and efficient mobility to enable participation in daily activities appears to be the primary concern of youth with cerebral palsy.

The use of the Internet is growing at a staggering pace. One significant use of the Internet is for potential students and the parents of potential students to explore educational possibilities. Along these lines potential marriage and family therapy students may have many questions that include a program's commitment to cultural diversity. This study utilized qualitative content analysis methodology in combination with critical race theory to examine how Commission On Accreditation for Marriage and Family Therapy Education (COAMFTE) accredited doctoral programs represented cultural text on their World Wide Web pages. Findings indicate that many COAMFTE-accredited doctoral programs re-present programmatic information about diversity that appear to be incongruent with cultural sensitivity. These apparent incongruities are highlighted by the codification, inconsistent, and isolated use of cultural text. In addition, cultural text related to social justice was absent. Implications and suggestions are discussed.

Family therapy literature has emphasized the importance of examining contextual variables in supervision. This study explored how the talk of race, ethnicity, and culture is accomplished within the supervision session using conversation analysis. Conversation analysis is a naturalistic and descriptive methodology that examines patterns across naturally occurring conversations. The results indicated that the participants accomplished four domains of talk that involved the discourse of race, ethnicity, or culture. These domains included contextual markers, self of the therapist issues, cross cultural issues in the therapeutic relationship and cultural issues affecting the supervisory relationship. Implications for supervision and future directions are discussed.

The goal of this research was to develop an instrument, the Supervisory Styles Index (SSI), that would examine supervisory style. Style has been described as the way in which the personality and convictions of the supervisor are demonstrated in the supervisory relationship (Leighton, 1991). This study focuses on the interplay between supervisory style and the influence of sex and gender. The findings of this study reveal that female supervisees discern their supervisors to be more self-disclosing than do male supervisees. Implications of the findings and utilization of the index are discussed.