Developmental Counseling and Therapy: A Promising Intervention for Preventing Relapse with Substance-Abusing Clients

Developmental Counseling and Therapy (DCT) increases awareness by helping clients understand their cognitive style preferences and gain insight into factors underlying their substance abuse. This article presents the four DCT cognitive emotional styles, their relationship to relapse, and a format for conducting a DCT assessment-intervention interview and counseling intervention plan with a relapsing substance-abuse client, which is also demonstrated in a case vignette.

Allen Ivey

This article reviews the groundbreaking work of Dr. Allen Ivey through a personal interview and conversations with Mary Bradford Ivey, including a number of colleagues and former students. Allen's enormous contribution to the counseling profession spans nearly four decades. Although best known for microcounseling skills, which is widely taught in counseling programs, Allen considers developmental counseling and therapy one of his more important contributions. Allen has been a champion in promoting the application of multicultural awareness, knowledge, and skills in the preparation of counselors. He has had a remarkable career, authoring more than 40 books and 200 articles, chapters, and monographs. More important, he has followed the principles of honor, respect, social justice, and equality that make him one of the giants in multicultural counseling.

Developmental Counseling and Therapy as a Model for School Counselor Consultation with Teachers

Referral requests for individual counseling pose a threat to the implementation of comprehensive school counseling programs (Jackson & White, 2000). Consulting with teachers is one way that school counselors can efficiently respond to some referrals while also providing system support. Using a developmental counseling and therapy–based consultation model, school counselors can assess how a teacher is conceptualizing a student's behavior, respond to the stress a teacher may feel connected to that behavior, and indirectly effect change in a classroom system.