Journal of Counseling Psychology Impact Factor & Information

Publisher: American Psychological Association, American Psychological Association

Journal description

The Journal of Counseling Psychology publishes empirical research in the areas of (a) counseling activities (including assessment, interventions, consultation, supervision, training, prevention, and psychological education), (b) career development and vocational psychology, (c) diversity and underrepresented populations in relation to counseling activities, (d) the development of new measures to be used in counseling activites, and (e) professional issues in counseling psychology. In addition, the Journal of Counseling Psychology considers reviews or theoretical contributions that have the potential for stimulating further research in counseling psychology, and conceptual or empirical contributions about methodological issues in counseling psychlogy research. The Journal of Counseling Psychology considers manuscripts that deal with clients who are not severely disturbed, who have problems with living, who are experiencing developmental crises, or with the strengths or healthy aspects of more severely disturbed clients. Both quantitative and qualitative methods are appropriate. Replications and extensions of previous studies are encouraged.

Current impact factor: 3.23

Impact Factor Rankings

2015 Impact Factor Available summer 2016
2009 Impact Factor 2.244

Additional details

5-year impact 3.84
Cited half-life >10.0
Immediacy index 0.44
Eigenfactor 0.01
Article influence 1.35
Website Journal of Counseling Psychology website
Other titles Journal of counseling psychology
ISSN 0022-0167
OCLC 1782942
Material type Periodical, Internet resource
Document type Journal / Magazine / Newspaper, Internet Resource

Publisher details

American Psychological Association

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Authors' pre-print on a web-site
    • Authors' pre-print must be labeled with date and accompanied with statement that paper has not (yet) been published
    • Copy of authors final peer-reviewed manuscript as accepted for publication
    • Authors' post-print on author's web-site, employers server or institutional repository, after acceptance
    • Publisher copyright and source must be acknowledged
    • Must link to APA journal home page or article DOI
    • Article must include the following statement: 'This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.'
    • Publisher's version/PDF cannot be used
    • APA will submit NIH author articles to PubMed Central, after author completion of form
  • Classification
    ‚Äč green

Publications in this journal

  • Journal of Counseling Psychology 01/2016;
  • [Show abstract] [Hide abstract]
    ABSTRACT: The effectiveness of a class-based antibullying prevention program on cognitions, emotions, and behaviors was investigated. The program consists of a cognitive-behavioral (Rational Emotive Behavioral Education; REBE) and a behavioral (Viennese Social Competence; ViSC) component. The REBE program is based on rational emotive behavioral theory and contains 9 student lessons. The ViSC program is based on social learning theory and comprises 10 student lessons. The order of the programs was experimentally manipulated. The REBE-ViSC program was implemented in 5 schools (14 classes), the ViSC-REBE program was implemented in 3 schools (9 classes), and 3 schools (11 classes) served as an untreated control group. Data were collected during 1 school year at pretest, midpoint, and posttest. Emotions (overt and internalizing anger), cognitions (learning and entitlement), and behaviors (bullying perpetration and bullying victimization) were measured with self-assessments. To examine the effectiveness of the REBE-ViSC/ViSC-REBE program, multilevel growth models were applied (time points at Level 1, individuals at Level 2, and classes at Level 3). The analyses revealed that the program effects differed depending on the order of the programs. The REBE-ViSC condition was more effective in changing negative emotions than the ViSC-REBE condition; both experimental conditions were effective in reducing dysfunctional cognitions, whereas no behavioral change was found in the 2 experimental groups when compared with the control group. To improve program effectiveness regarding behavioral changes, a multilevel whole-school approach including a teacher component is recommended. (PsycINFO Database Record
    Journal of Counseling Psychology 09/2015; DOI:10.1037/cou0000084
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    ABSTRACT: High levels of empathy are associated with healthy relationships and prosocial behavior; in health professionals, high levels of empathy are associated with better therapeutic outcomes. To determine whether empathy can be taught, researchers have evaluated empathy training programs. After excluding 1 outlier study that showed a very large effect with few participants, the meta-analysis included 18 randomized controlled trials of empathy training with a total of 1,018 participants. The findings suggest that empathy training programs are effective overall, with a medium effect (g = 0.63), adjusted to 0.51 after trim-and-fill evaluation for estimated publication bias. Moderator analyses indicated that 4 factors were statistically significantly associated with higher effect sizes: (a) training health professionals and university students rather than other types of individuals, (b) compensating trainees for their participation, (c) using empathy measures that focus exclusively on assessing understanding the emotions of others, feeling those emotions, or commenting accurately on the emotions, and (d) using objective measures rather than self-report measures. Number of hours of training and time between preintervention assessment and postintervention assessment were not statistically significantly associated with effect size, with 6 months the longest time period for assessment. The findings indicate that (a) empathy training tends to be effective and (b) experimental research is warranted on the impact of different types of trainees, training conditions, and types of assessment. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Journal of Counseling Psychology 07/2015; DOI:10.1037/cou0000093
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    ABSTRACT: We investigated the effectiveness of a theoretically based role induction (RI) intervention that aimed to clarify supervisee and supervisor role expectations and reduce supervisee anxiety, compared to standard supervision (no-RI). Initially, a feasibility study investigated whether a RI for beginning supervisees would work in the context of a replicated single-subject experimental design; specifically, it assessed whether the RI condition (n = 2) would result in decreased anxiety compared to baseline and a no-RI condition (n = 2). Results suggested that the RI appeared viable and mitigated supervisee anxiety. To address the deficiencies of the feasibility study, for the main study, a more rigorous experimental multiple-baseline research design with randomization procedures was employed to test the effectiveness of the RI intervention for reducing supervisee anxiety in 2 developmentally different groups: beginning supervisees (n = 4) and predoctoral interns (n = 5). Specifically, this study investigated whether supervisee anxiety would be lower following the RI intervention for both groups and whether beginning supervisees would experience larger decreases in anxiety relative to interns. The 3 most salient findings were (a) the efficacy of a RI procedure for reducing the anxiety of novice counselor trainees was tentatively supported, (b) anxiety varied, sometimes markedly, from session to session, but nevertheless was not as pervasive as theorized, and (c) supervisee developmental level appeared to moderate the effects of the RI on supervisee anxiety, such that the RI decreased anxiety for most beginning supervisees and initially increased anxiety for interns. Implications for theory, research, and training are discussed. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Journal of Counseling Psychology 07/2015; DOI:10.1037/cou0000099
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    ABSTRACT: Since the terrorist attacks of September 11, 2001, little is known about how Muslims, as a minority group, cope with the challenges associated with engaging their religious practices in a predominantly non-Islamic context. This study aims to investigate how international Muslim science students dealt with the difficulties they faced in their religious practices in a foreign context, and specifically in their research laboratories and in the wider Taiwanese society with its pluralistic spiritual beliefs. Fourteen male Muslim graduate students from Indonesia were recruited to participate in a qualitative interview. In terms of conventional content analysis, their adjustment issues were related to their religious issues, including gender roles both inside and outside of the laboratory, inconvenient practices relating to prayer needs, and eating halal foods and having to face social discrimination off campus. Two types of major adaptation strategies were identified for dealing with such struggles, including religious coping through their Islamic beliefs and bicultural connections. Their major concerns about religious practices (e.g., praying 5 times per day) were resolved by communicating their needs directly with their laboratory classmates and advisors; however, they navigated the gender boundaries in the laboratory both subtly and inwardly through their Islamic beliefs. The practical implications regarding counseling and education are discussed both in a local and a global context. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Journal of Counseling Psychology 05/2015; 62(3). DOI:10.1037/cou0000076