ollege counseling professionals require methods for effective work in a variety of campus roles and institutional relationships. Foremost, the professional counselors, psychologists, psychiatrists, and other clinicians working in counseling centers, mental health centers, health centers, and elsewhere on 2-and 4-year college and university campuses must accurately understand the needs of their student clients and use effective counseling responses. Outside their counseling offices, they must have good strategies for reaching students who experience learning, adjustment, developmental, or clinical needs but hesitate or decline to visit the counseling center. College counseling professionals also require effective methods for working with institutional groups and faculty colleagues. This issue's articles contribute research findings, new ideas, and case examples that support the search for effectiveness on campus.
In the Research section, Theresa M. Phillips and Barbara Herlihy describe the various factors influencing students' decisions to return to school at one historically Black university in New Orleans following Hurricane Katrina. Their study may help counselors better understand student reactions and persistence following large-scale natural disasters. Walter Buboltz Jr. et al. examine college student sleep behaviors. As the authors explain, sleep problems can play an important negative role in student functioning, and effective counselors should be able to recognize and respond to sleep symptoms when they are experienced by their clients. Joshua C. Watson reports on the role certain racial identity statuses can have in Native American students' college adjustment. His study is notable not only because it expands what is known about Native American learners on campus, but also because he conducted his research with 2-year college students and therefore advances the ongoing discussion about counseling effectiveness at community colleges.
Next, this issue's Professional Issues and Innovative Practice articles offer three thoughtful models for effective work outside the counseling office. Michelle F. Bigard introduces a new approach to counseling center outreach, walking the labyrinth. She emphasizes the potential appeal of the labyrinth activity among today's students. Jason A. Parcover, Jennifer Mettrick, Cynthia A. D. Parcover, and Pamela Griffin-Smith apply the Structural Family Therapy model (Minuchin, 1974) to consulting work with athletic teams. They have found the model especially effective for conceptualizing and intervening with collegiate sports teams. Bruce S. Sharkin and Lisa P. Coulter remind readers of the college counseling center's critical graduate student training role. They offer practical suggestions for effective collaboration and communication between counseling center clinical supervisors and academic department faculty. Finally, in the issue's College Counseling Case Studies section, Alison Cerezo, Maya E. O'Neil, and Benedict T. McWhirter recommend and illustrate an ecological