Handbook of Counseling Boys and Adolescent Males: A Practitioner's Guide

Handbooks

Edited by: Arthur M. Horne & Mark S. Kiselica

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  • Dedication

    To my friend, Dave Jolliff (AMH)

    To my precious sons—

    Andrew, age 9, and Christian, age 5—

    who fill my world with joy every day (MK)

    Copyright

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    Editors' and Contributors' Institutional Affiliations and Addresses

    Editors
    • Arthur M. Horne, Ph.D.
    • Department of Counseling and Human Development Services
    • College of Education
    • 402 Aderhold Hall
    • University of Georgia
    • Athens, GA 30602-7142
    • Mark S. Kiselica, Ph.D.
    • Department of Counselor Education
    • 332 Forcina Hall
    • College of New Jersey
    • P.O. Box 7718
    • Ewing, NJ 08628-0718
    Contributors
    • Jose Arcaya, Ph.D.
    • Psychology Department
    • John Jay College of Justice
    • 445 West 59th Street
    • New York, NY 10019
    • Jill S. Barber, Ph.D.
    • Counseling and Testing Center
    • University of Georgia
    • Clark-Howell Hall
    • Athens, GA 30602-333
    • Christi L. Bartolomucci, M.Ed.
    • Department of Counseling and Human Development Services
    • College of Education
    • 402 Aderhold Hall
    • University of Georgia
    • Athens, GA 30602-7142
    • Bill Blanks, M.S.W.
    • Phoenix Associates, Inc.
    • 2200 Lake Avenue
    • Suite 260
    • Fort Wayne, IN 46805
    • Steve D. Brown, Ph.D.
    • Counseling and Testing Center
    • University of Georgia
    • 136 Clark-Howell Hall
    • Athens, GA 30602-3333
    • Neil Cabe, M.Div., M.A.
    • Rainbow Counseling Center
    • 147 East Aurora Road
    • Northfield, OH 44067
    • Chris Caldwell, M.S.
    • Ph.D. candidate
    • Department of Counseling and Human Development Services
    • College of Education
    • 402 Aderhold Hall
    • University of Georgia
    • Athens, GA 30602-7142
    • Georgia B. Calhoun, Ph.D.
    • Department of Counseling and Human Development Services
    • College of Education
    • 402 Aderhold Hall
    • University of Georgia
    • Athens, GA 30602-7142
    • Allison Cunningham, M.A.
    • Princeton Regional Schools
    • 102 Scenic Drive
    • West Trenton, NJ 08628
    • Steven Danish, Ph.D.
    • Department of Psychology
    • Virginia Commonwealth University
    • Box 842018
    • Richmond, VA 23284
    • James Dean, Ph.D.
    • Private Practice
    • 527 Sixth Avenue
    • Brooklyn, NY 11215-4908
    • Brian A. Glaser, Ph.D.
    • Department of Counseling and Human Development Services
    • College of Education
    • 402 Aderhold Hall
    • University of Georgia
    • Athens, GA 30602-7142
    • Roger Herring, Ed.D., N.C.C.
    • Department of Educational Leadership
    • Counselor Education Programs
    • University of Arkansas at Little Rock
    • 2801 South University
    • Little Rock, AR 72204-1099
    • Ken Hodge, Ph.D.
    • Physical Education Department
    • University of Otago
    • 46 Union Street
    • Dunedin, New Zealand
    • David Jolliff, Ph.D.
    • Phoenix Associates, Inc.
    • 2200 Lake Avenue
    • Suite 260
    • Fort Wayne, IN 46805
    • Donald B. Keat II, Ph.D.
    • Department of Counselor Education, Counseling Psychology, and Rehabilitation Services
    • 327 Cedar Building
    • Pennsylvania State University
    • University Park, PA 16802
    • Courtland Lee, Ph.D.
    • Counselor Education Program
    • School of Education
    • University of Virginia
    • 169 Ruffner Hall
    • Charlottesville, VA 22903
    • Shawn Leonard, B.S.
    • Pennington School
    • 112 West Delaware Avenue
    • Pennington, NJ 08534
    • Michael Mobley, Ph. D.
    • Department of Education and Counseling Psychology
    • 16B Hill Hall
    • University of Missouri, Columbia
    • Columbia, MO 65211
    • John Newbauer, Ed.D.
    • Phoenix Associates, Inc.
    • 2200 Lake Avenue, Suite 260
    • Fort Wayne, IN 46805
    • Dawn A. Newman, M.A.
    • Department of Counseling and Human Development Services
    • College of Education
    • 402 Aderhold Hall
    • University of Georgia
    • Athens, GA 30602-7142
    • Richard C. Page, Ph.D.
    • Department of Counseling and Human Development Services
    • College of Education
    • 402 Aderhold Hall
    • University of Georgia
    • Athens, GA 30602-7142
    • K. Lynn Powell, M.A.
    • Department of Counselor Education
    • 332 Forcina Hall
    • College of New Jersey
    • P.O. Box 7718
    • Ewing, NJ 08628-0718
    • Wendy Sabin, M.A.
    • Conover Road School
    • Colts Neck Township Schools
    • 10-L Dennison Drive
    • East Windsor, NJ 08520
    • Warren Spielberg, Ph.D.
    • New School for Social Research
    • 95 Pierreport Street
    • Brooklyn Heights, NY 11201
    • David Sue, Ph.D.
    • Center for Cross-Cultural Research
    • Western Washington University
    • Bellingham, WA 98225
    • Dougald M. Sutherland, B.A. (Hons.)
    • Department of Psychology
    • University of Otago
    • P.O. Box 56
    • Dunedin, New Zealand
    • Gail Tripp, Ph.D.
    • Department of Psychology
    • University of Otago
    • P.O. Box 56
    • Dunedin, New Zealand
    • Cynthia B. Webster, Ph.D.
    • Mental Health Division
    • Student Health Center
    • University of Georgia
    • Athens, GA 30602-7142

    Acknowledgments

    Appreciation is expressed for all those who have contributed so richly to the making of this book. First, to the hundreds of children and adolescents, mostly boys and teenage males, who have been part of our research and treatment programs both now and in the past, thank you for all you have taught me. Thanks also to the men and women who have participated in training workshops and the participants in men's groups I have been in, or led, or supervised for our graduate students. A sincere appreciation is expressed for your openness and sharing and for your contributions in helping me expand my awareness and knowledge.

    Thanks and appreciation are expressed as well to my fellow faculty members and students for the great support they have provided over the years. My greatest stimulation comes from these people, for they help me think, challenge my beliefs, and make me aware of that which I have missed in my own scholarship and experiences. In particular, I thank the men's issues research team and support group: John Dagley, John Edwards, Richard Hayes, Karen Kampmayer, Jim Manley, Eric Roth, Robert Socherman, Shirley Taffle, Cindy Webster, Kevin Kulic, Ryan Scott, Curt Morrison, and Dawn Newman. Thanks to Dave Jolliff, Steve Brown, and Holly Forester-Miller for the workshops we've done together.

    My appreciation for Mark, my coeditor, is immense. We moved from acquaintances to colleagues to close friends in the process of completing this book. From the beginning, Mark's joy and enthusiasm for this project have been a source of encouragement and inspiration. There have been ups and downs in the project, and each level strengthened the appreciation I have for Mark. Thanks for working with me on this exciting and rewarding project.

    Thanks to my colleague and friend of three decades, Dave Jolliff. Dave has been the friend and mentor all people deserve but few experience. I have been most fortunate.

    Love and appreciation are expressed for my family. My entire adult life, I've known it just can't be better than what I have experienced. Thanks for being part of the whole process. Special thanks to Gayle for the support and understanding, good humor, and fun times.

    Thanks to Kassie Gavrilis and Jim Nageotte of Sage Publications for their excitement over this project and their professional expertise that brought it to fruition.

    Arthur M.Horne

    This book is a sincere expression of the love I have for our nation's sons—a love that is an extension of the caring and tenderness I have received from my beautiful family. Sandi, you are a wonderful wife. Andrew and Christian, I am so proud and blessed to be your father. To my dear mom and dad, Winnie and Otto Kiselica, thank you for teaching me what it means to be a good parent. To my sisters, Mary and Patty, and my brothers, John and Matt, know that I appreciate you every day.

    I have a very special regard for my coeditor, Andy Horne, for his faith in me and this project. Andy and I met nearly 10 years ago as copresenters on a conference panel focused on counseling men. Since that day, Andy has mentored me and affirmed my belief that society must direct more compassionate attention to the concerns of troubled boys. This book is the culmination of that concern, and it would not have been possible without Andy's devotion to it. Andy, you are a good buddy, a great coworker, and a model professional.

    I am so very grateful to the fine people who contributed their ideas in this book. I am honored by their belief that this project is a worthy outlet for their valuable perspectives on helping boys. Also, I thank them for sticking with Andy and me over the course of the past 3 years as we shepherded this project to its completion.

    I am proud to be associated with the many wonderful men and women of the Society for the Psychological Study of Men and Masculinity, Division 51 of the American Psychological Association. I thank all of you for your warmth, your influence on my thinking about clinical work with men and boys, and your trust in me as president of our organization.

    I have the privilege of working with the finest people imaginable at the College of New Jersey. I appreciate my colleagues in the Department of Counselor Education, Marion Cavallaro, Bill Fassbender, MaryLou Ramsey, and Roland Worthington, who have been my friends and encouragers since I joined their ranks 5 years ago. I thank Suzanne Pasch, our Dean of Education, for always valuing my work as a scholar, educator, practitioner, and social advocate. Thank you Gloria Valeri, Debra Caroselli, Lynn Powell, Jennifer Schick, Jamie Sandes, and Kim Nash for the countless times you cheerfully assisted with many of the tedious chores associated with preparing this edited book for publication.

    Last but not least, Kassie Gavrilis and Jim Nageotte of Sage Publications stood behind Andy and me as we undertook the monumental task of pulling this project together and making it a reality. Kassie and Jim, you are not only fine editors but also good friends.

    Mark S.Kiselica

    Preface: For the Sake of Our Nation's Sons

    Mark S.Kiselica
    Arthur M.Horne

    I've felt depressed and different from everybody else for as long as I can remember. I was always kinda shy and thought there was something wrong with me. I especially think people think I'm dumb or backward because I don't speak so well. But my dad was such a tough guy, and both him and my mom always told me not to worry about things whenever I tried to tell them about my feelings. They both wanted me to be a great wrestling star—like my dad was—and they believe that any guy who gives up or even looks down is a “wus.” So, I decided a long time ago to hide my feelings and not let anyone see how scared I was inside…. [pause] A few times, I thought about goin’ to see a counselor, but everybody would just laugh at me if the word got out about it, so I never went to see nobody…. [pause] I managed to get by, even though I felt like crap most of the time, at least until 2 weeks ago. That was when my girlfriend broke up with me…. [pause] I just couldn't take it anymore after that …[pause] so I got out a knife and wrote a suicide note to my mom and dad and my girlfriend and then I made these here cuts on my wrist…. [long pause] That's how I ended up here in the hospital.

    —Jessie, a 15-year-old wrestler admitted to a psychiatric hospital after a suicide attempt

    I don't let nobody f*** with me and I don't let nobody get close to me! If you f*** with me, you're gonna pay and you're gonna pay big time! I don't give a s*** what anybody thinks about me either! My f***in’ parents, my f***in’ teachers, the f***in’ cops, and all them f***in’ shrinks I've seen in my life—they can all go to f***in’ hell for all I care! None of ‘em has ever tried to understand me! When the f*** is somebody gonna try to understand me?

    —David, 11 years old, incarcerated and convicted of aggravated assault

    I was just a kid when I was abused for the first time…. [pause] I think I was 8 or 9 when it happened…. [pause] This guy from my neighborhood took me for a walk to a shed in the back of his house, where he made me do stuff to him and then he did stuff to me. I was scared and wanted to run away but he had locked the door and he was so big and I was scared of him. I knew what he wanted me to do was wrong, but I …I …I just couldn't say no to him…. [pause] And then he told me not to tell anyone—“it will be our secret” he said—and I was so scared and ashamed so I didn't tell anyone. He did it to me again and again. A couple of times, he even brought a friend with him and they made me do stuff with the both of them…. [pause] This went on for years, until he started goin’ after my little brother. That's when I told him he'd better stop it or I'd kill him …and then he finally left me alone.

    —Qawi, 19 years old

    These statements all came from boys we met in our work as counselors. The voices of these and so many other troubled boys echoed in our minds when we started this book. As we recalled these boys and their difficult life circumstances, we wondered about the thousands of other boys in this country whose problems are legion. Consider the following sobering and staggering statistics:

    • In 1995,3,062 boys who were 18 years old or younger were murdered, and more than 393,000 boys were the victims of child abuse or neglect (U.S. Bureau of the Census, 1997).
    • In 1995, 4,302 males between the ages of 15 and 24 years committed suicide. Another 234 boys between the ages of 5 and 14 years killed themselves that same year (U.S. Bureau of the Census, 1997).
    • At least 3% and as many as 20% of all boys have been the victims of sexual abuse (Associated Press, 1998; Holmes & Slap, 1998).
    • Among 8th-grade boys, 21.5% have been in a fight, 21.5% have been robbed, 44.6% have been threatened, and 22.5% have been attacked at school (Chadwick & Heaton, 1996).
    • Among 10th-grade boys, 42% have been in a fight, 11% have been robbed, 33.1% have been threatened, and 11.4% have been attacked at school (Chadwick & Heaton, 1996).
    • In 1992, 128,906 young men who were 19 years of age or younger fathered a child (National Center for Health Statistics, 1995), and the vast majority of their children were conceived and born out of wedlock (Children's Defense Fund, 1998).
    • Of all boys between the ages of 3 and 17 years, 22.9% experience either a delay in growth or development, a learning disability, or an emotional problem that lasts 3 months or more or requires psychological help (Schmittroth, 1994).
    • In 1996, 13.1% of all boys between 18 and 19 years of age were high school dropouts (National Center for Education Statistics, 1997).
    • In 1994,86.5% of all delinquency offenses were committed by boys (U.S. Bureau of the Census, 1997).
    • In 1995, 77,464 boys under the age of 18 years were arrested for running away from home (Maguire & Pastore, 1997).

    These statistics indicate that too many of our nation's sons are in trouble and troubled in a society that tends to disregard their problems or give them mixed messages about receiving help. We and the other contributors to this volume have worked for years to understand the struggles of boys and to develop effective means for helping them. This book is our attempt to raise awareness about the problems of boys and to share what we have learned about the developmental challenges of boys and adolescent males, their various cultural backgrounds, their special needs and concerns, and the process of counseling them.

    Our young male clients have taught us that growing up to become a mature and responsible man is a confusing developmental challenge for many boys raised in contemporary American society. Throughout their formative years, boys and adolescent males receive contradictory messages about the meaning of masculinity. On one hand, they are exposed to the long-standing, traditional image that “real men” are strong and silent providers and warriors who avoid anything that hints of femininity, such as the expression of vulnerability and tender emotions (Levant, 1992). In its extreme form, this traditional portrait of a man is one of a fearless, take-charge, hyperaggressive individual who handles problems by fighting first and asking questions later. On the other hand, at the same time that they are bombarded with these macho images about men, many boys observe the significant adult men in their lives being asked by their wives and other women to take on roles and show care in ways that violate the traditional male role and require skills they tend to lack, “such as nurturing children, revealing weakness, and expressing their most intimate feelings” (Levant, 1992, p. 381). The effect of these contradictory depictions of masculinity on a large number of our male youths is “an unnerving sense of uncertainty about what it means to be a man” (Levant, 1992, p. 382).

    This uncertainty is compounded when ethnic and gay conceptions of masculinity clash with those of the mainstream culture. For example, an African American boy may wrestle with the dilemma of adopting an African versus the dominant White model of masculinity (Lee, 1996). Similarly, a gay youth may be conflicted about feeling forced to accept a mainstream heterosexual definition of what it means to be a man while privately experiencing a homosexual orientation to manhood (Gluth & Kiselica, 1994). One of the major developmental tasks our sons must complete, then, is to sort through these many, conflicting messages about maleness and somehow create a personal, coherent, and healthy male identity.

    Achieving this task is easier said than done. Because more and more boys are being raised in father-absent homes, the current generation of boys is less likely than prior generations to receive from their fathers ongoing, daily guidance about what it means to be a man (Blankenhorn, 1995). Those boys who are fortunate enough to enjoy the presence of their fathers in the home are more likely than prior generations of boys to encounter an adult male who is confused or in disagreement with his wife about the proper role of men in the family and society. Men who experience these sorts of dilemmas, known as gender role conflict, also tend to suffer from a variety of interpersonal and health-related difficulties (see O'Neil, Good & Holmes, 1996). We contend that a boy reared in a family system that produces male gender role strain may internalize inconsistent and disturbing messages about maleness. Thus, as a result of increased father absence and the transgenerational effects of gender role strain, a growing number of boys may be unsure of how they want to define themselves as men and how they should relate to women, as well as to other young men.

    Amid these sources of confusion, a substantial number of our nation's boys are in turmoil in a culture that tends to disregard their hardships or responds to their difficulties in questionable ways. Boys remain highly overrepresented among children referred for counseling to remediate the highly disruptive problems associated with learning disabilities, hyperactivity, oppositional behavior, and conduct disorders (Beymer, 1995; Horne & Sayger, 1990). Overshadowed by the very visible nature of these problems are a host of other difficulties experienced by hundreds of thousands of boys that tend to go unnoticed. For example, recent research has revealed that although an alarmingly high number of boys (nearly a half million annually) are the victims of sexual abuse (National Center on Child Abuse and Neglect, 1996), their traumas are underreported to authorities and tend to be misdiagnosed and undertreated by child psychotherapists (Associated Press, 1998; Bolton, Morris, & MacEachron, 1989; Holmes & Offen, 1996). Other investigations have demonstrated that boys struggling with the challenges of adolescent parenthood (Kiselica, 1995; Kiselica & Sturmer, 1993) and shyness and anxiety (Kiselica, 1988) are largely ignored by mental health professionals. Many boys who do seek or are referred for professional assistance are hypocritically deemed poor candidates for counseling (Beymer, 1995) or are confronted with hostile adult attitudes about them (Kiselica, 1995), both of which have the effect of alienating boys from “helping professionals.” In other instances, well-meaning, nonjudgmental practitioners make a valiant but ineffective and frustrated attempt to intervene with disturbed boys because they do not understand how to adapt their traditional counseling approaches to the relational styles and the unique emotional baggage of boys (Kiselica, 1995). Thus, the relationship between young men in need of counseling assistance and the counseling professionals charged with helping them is frequently like that of two distressed ships passing in the night, each unable to recognize and connect with the other, in spite of their physical proximity and a dire need for substantive contact.

    The purpose of this book is to address these issues by providing practitioners with a comprehensive handbook on understanding and responding to the developmental, cultural, and special concerns of boys and adolescent males. Specifically, the purpose of this volume is to answer the following questions:

    • What are the developmental challenges of boys and adolescent males?
    • How can male youth achieve a mature and healthy sense of masculinity?
    • What are the culturally salient issues of young men from different ethnic backgrounds?
    • What are the most effective methods for establishing rapport and intervening with special populations of boys, including boys who present the stereotypic problems of males, such as aggression and hyperactivity, as well as other male youth, such as depressed boys and teenage fathers, whose concerns were historically ignored by society?
    • How can we help boys who are victims, as well as those who are victimizers?

    This scholarly and practical guide is intended to provide practitioners with the most comprehensive array of information on helping boys and adolescent males that has ever been assembled in one volume. Consisting of 19 chapters, this book is divided into three parts. Part I provides the reader with an understanding of how the psychological, career, and athletic development of boys, both adaptive and maladaptive, is shaped by a complex interaction of biological, social, cultural, and economic forces. Part II covers cultural considerations pertaining to counseling with African American, Asian American, Hispanic American, Native American, and White, non-Hispanic boys, respectively. Part III spans 10 chapters on special populations of boys, including gay boys, teen fathers, sexually abused boys, boy sexual offenders, developmentally disabled boys, shy and anxious boys, depressed boys, bullies, male youth gang members, and boy substance abusers. Parts II and III follow a handbook format that teaches the reader about the specific adjustment issues of different cultural and clinical populations as well as the most effective and practical methods for establishing rapport and intervening with these populations. Each chapter in Parts II and III also concludes with a summary of the major considerations for counseling with the particular population that was discussed in the chapter. We hope that this format enhances the efforts of counselors, psychologists, social workers, psychiatrists, nurses, ministers, and educators to engage and help a wide array of boys and adolescent males in counseling. In addition, we believe that this book can be used as a textbook by professionals teaching courses on counseling boys or children or in courses pertaining to gender issues in counseling.

    Each of the contributors to this handbook is a recognized authority on counseling particular populations of boys. Our collaboration on this book represents the latest in a series of cooperative ventures, including a string of symposia (Andronico, 1998; Jolliff, 1994, 1995; Kiselica, 1996b, 1997) that were presented at national conventions of the American Psychological Association and the American Counseling Association. As a result of our ongoing efforts to raise awareness about the special needs of boys, an ever widening network of scholars and therapists dedicated to helping boys and adolescent males developed. The present edited text brings together many of these professionals with the intention of providing the most useful and up-to-date information on assisting male youth.

    We hope that our book prompts mental health professionals to reevaluate how we look at boys and the therapeutic processes and strategies we use in our attempts to help them. First and foremost, a reconceptualization of how to help boys must rest on the compassionate realization that a substantial number of young men are in psychic pain. This anguish is associated with a wide range of adjustment difficulties that occur within a cultural context in which the passage to manhood is often confusing and unclear. We must recognize that these difficulties are not limited to the stereotypic problems of boys, such as disruptiveness and aggression. Although these types of problems certainly warrant our attention, they should not obscure other problems, such as shyness and anxiety, gender identity issues, cultural values conflicts, adolescent fatherhood, and incest, that many boys face on their own while they suffer in silence. We trust that our book will help bring these latter problems out of the shadows and illuminate strategies for supporting boys whose needs historically have been neglected. We must also confront the fact that the hardships of boys are sometimes exacerbated, rather than ameliorated, by our traditional approaches to counseling and psychotherapy—a state of affairs that challenges us to think more complexly about boys and to develop new methods for helping them. Ultimately, we must meet boys where they are and then guide them to an understanding of what it means to be a happy, competent man and how to become one. First, however, we must build a bridge between us and our nation's sons so that we can join them along the developmental road to manhood. We hope that this book serves as a blueprint for constructing that bridge, as well as a road map for guiding us on our journey.

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    Author Index

    About the Editors

    Arthur (Andy) M. Horne, Ph.D., is Professor at the University of Georgia, where he also is director of training of the Counseling Psychology Program. He also is the coordinator of the Certificate Program in Marriage and Family Therapy and former head of the Department of Counseling and Human Development Services. He earned his bachelor's and master's degrees from the University of Florida (1965 and 1967, respectively) and his Ph.D. from Southern Illinois University (1971). He completed his predoctoral internship at the Southern Illinois University Counseling and Testing Center (1970–1971) and completed a postdoctoral clinical internship at the Oregon Social Learning Center (1978). He was a member of the faculty at Indiana State University for 18 years and was on the Boston University Overseas Program Faculty for 1 year. He has been a visiting professor and lecturer at eight universities.

    He is a licensed psychologist, a health service provider in psychology, a nationally certified counselor, and a nationally certified mental health counselor. His focus of research for 25 years has been on conduct-disordered children and on understanding and treatment of aggression in children through the school and family contexts. The treatment of child aggression contributed to an understanding of male development issues and the role of peers and families in male role taking.

    He is coauthor of Group Counseling (with Merle Ohlsen and Charles Lawe), Treating Conduct and Oppositional Defiant Disordered Children (with Tom Sayger), and Troubled Families (with Matthew Fleischman and Judy Arthur), as well as editor of Family Counseling and Therapy. He has authored more than 100 articles and book chapters, and he has presented at state, regional, national, and international conferences. He is a past editor of Journal for Specialists in Group Work; he currently serves on four editorial boards and previously served on six other journal editorial boards.

    He is President of the Association for Specialists in Group Work (ASGW) and is on the executive board of the Division of Group Psychology and Group Psychotherapy of the American Psychological Association (APA). He is a Fellow of the ASGW and of four divisions of the APA: Counseling Psychology, Family Psychology, Group Psychology and Group Psychotherapy, and the Society for the Psychological Study of Men and Masculinity.

    He is married to Gayle Horne, a school psychologist. The couple has two grown children, Sharon and Kevin.

    Mark S. Kiselica, Ph.D., N.C.C., is Associate Professor and Chair of the Department of Counselor Education at the College of New Jersey. He earned his bachelor's degree in psychology from Saint Vincent College, his master's degree in psychology from Bucknell University, and his doctorate in counseling psychology from Pennsylvania State University. He completed his school counseling internship at Tyrone Area High School in Tyrone, Pennsylvania, and his predoctoral internship in clinical child and adolescent psychology at the University of Medicine and Dentistry of New Jersey, Community Mental Health Center in Newark, New Jersey.

    He is a licensed psychologist, a health service provider in psychology, and a national certified counselor. Prior to his employment at College of New Jersey, he worked in the following clinical settings: Fair Oaks Hospital in Summit, New Jersey; Danville State Hospital in Danville, Pennsylvania; the University of Medicine and Dentistry of New Jersey, Community Mental Health Center in Piscataway, New Jersey; the Albert C. Wagner Youth Correctional Facility in Bordentown, New Jersey; and The Back Door of Muncie, Indiana. He also is a former assistant professor and director of the master's program in counseling at Ball State University, and a former adjunct assistant professor of psychology at Rider University. Currently, he serves as a consulting psychologist with the Life Development Center of Newtown, Pennsylvania.

    He is author of numerous conference presentations and 35 juried publications, including Multicultural Counseling With Teenage Fathers: A Practical Guide (1995). He also edited Confronting Prejudice and Racism During Multicultural Training, published by the American Counseling Association. He has served on the editorial boards of Journal of Counseling and Development and Journal of Mental Health Counseling and as the book review editor for Professional School Counseling, He is the founder of the American School Counselor Association Professional Interest Network on Teenage Parents; a member of the Teen Pregnancy Task Force of Bucks County, Pennsylvania; and a former member of the board of directors of the Indiana Council on Adolescent Pregnancy. He is President of the Society for the Psychological Study of Men and Masculinity (Division 51 of the American Psychological Association) and serves as a consulting scholar to The Federal Fatherhood Initiative. He was named Counselor Educator of the Year (1996–1997) by the American Mental Health Counselors Association.

    Most important, he is the husband of Sandi Kiselica and the proud father of two sons, Andrew and Christian, who are 9 and 5 years old, respectively. He serves as a volunteer at Saint Andrew School, which his sons attend; as a baptism educator for Saint Andrew Parish; and as the coach of his sons’ soccer and basketball teams. He and his family reside in Newtown, Pennsylvania.


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