W o r k - L i f e B alance f o r M e n :

C o u n s e lin g I m p l i c a t i o n s
Received 01/30/12
Revised 10/25/12
Accepted 01/01/13
DOI: 10.1002/j.1556-6676.2013.00115.x
Amanda M. Evans, Jamie S. Carney, and Morgan Wilkinson
T f i e authors describe tfie application of effective counseling interventions in the context of providing counseling to
men who experience work-life balance issues. A theoretical framework for understanding work-life balance among
men is considered. Treafing work-life balance difficulties in session with male clients is presented. Specific fypes of
freafment interventions and strategies are presented.
Keywords: work-life balance, men in counseling
There is clear evidence that men underutilize counseling
services for mental health issues (Schaub & Williams, 2007).
The reasons for this are complicated and intertwined with
personal, social, and cultural values and beliefs (Grant &
Potenza, 2007; Meth, Pasick, Gordon, Allen, Feidman, &
Gordon, 1990). It is believed that men's underutilization of
counseling may be based, in part, on men's perception of the
counseling process and the belief that expression of emotional
or psychological distress is negative and does not fit socially
sanctioned ideals of male behavior (Aldoory, Jiang, Toth, &
Sha, 2008; Cochran & Rabinowtiz, 2000). These constraints,
experienced by both men and women, can be rigid, difficult
to manage, and may result in distress across all aspects of an
individual's life (Cochran & Rabinowitz, 2000). The sti-ess
is intensified when one's personal needs and beliefs directly
contradict or are challenged by these cultural and perceived
social expectations and stereotypes (O'Neil, Good, & Holmes,
1995). One area where men may experience such stress is in
the process of attempting to balance careers, families, per-
sonal lives, and relationships (Aumann, Galinsky, & Matos,
2011; Duckworth & Buzzanell, 2009; Perrone, Wright, &
Jackson, 2009). Work-life balance can be a process of finding
personal meaning and satisfaction across multiple roles and
aspects of one's life. There is an imperative that counselors
begin to view this process from the male perspective and
identify counseling techniques to assist men in exploring,
addressing, and working toward their own conceptualization
of work-life balance.
Balancing work life with personal life appears to be an
almost universal struggle. It is embodied in varying degrees
and ways among both men and women. The process of at-
tempting to balance the demands and expectations of one's
career, personal life, interpersonal relationships, partnerships,
and family has been explored extensively over the last decade
(Emslie & Hunt, 2009; Perrone et al., 2009). However, the
majority of research has focused on women (Burke, 2000).
Research has clearly illustrated that, for many women, this
process of balancing can be psychologically, physically, and
personally debilitating (Aumann et al., 2011). Although
research in the area of work-life balance has historically fo-
cused on women, there are clear indications that this is also a
significant and critical issue for men. A study commissioned
by the Families and Work Institute revealed that men may now
experience more work-family conftict than women experi-
ence (Aumann et al., 2011). There is currently a paucity of
research fully exploring work-life balance among men as well
as appropriate counseling strategies and methods to address
this issue. In this article, we explore the concept of work-life
balance for men and describe a counseling framework for
treating these issues.
W o r k - L i f e Balance
The firsf step in discussing work-life balance is the consider-
ation of how work-life balance is defined. Several researchers
have attempted to define work-life balance, primarily focus-
ing on a process of attempting to balance the multidimensions
of work or career with other personal dimensions that include
family, partners, and other relationships or interests. This is
similar to the concept of role overload, which emphasizes the
problem of limited time and resources to manage multiple
roles (Higgins, Duxbury, & Lyons, 2010). Reiter (2007) has
suggested that most definitions of work-life balance are either
situational or absolute. An example of an absolutist concep-
tualization of work-life balance is provided by Greenhaus,
Collins, and Shaw (2003). In their model, work-life balance
includes time balance, involvement balance, and satisfaction
balance. Thus, work-life balance is successfully attained
when individuals are equally engaged and satisfied across
their work and life roles.
Recently, models of work-life balance have focused on
the situational definitions of work-life balance (Reiter, 2007).
These models emphasize an individual's conceptualization
of work-life balance, incorporating differences in personal
values and meaning as these relate to obtaining a level of bal-
ance that an individual finds meaningful. In these instances.
436
Am a n da M . Eva n s , Ja m i e S. C a r n e y, and M o r g a n W i l k i n s o n , Special Education, Rehabilitation and Counseling Department,
Auburn University. Morgan Wilkinson is now at Counseling and Human Services Department, Geneva College. Correspondence
concerning this article should be addressed to Amanda M. Evans, Special Education, Rehabilitation and Counseling Department,
Auburn University, 2068 Haley Center, Auburn, AL 3684-5222 (e-mail: amt0004@auburn.edu).
2013 by the American Counseling Association. All rights reserved.
Journal ofCounseling& Development October 2013 Volume 91
Work-Life Balance for Men
the individual obtains a work-life balance in which she or
he is satisfied with the level of contribution or fianctioning
across work and personal domains. It is not simply a process
of completing tasks or focusing on time allotment. Instead,
a situational definition of work-life balance focuses on an
individual defining balance and engagement, across roles, in
a way that is meaningful to her or him (APA, 2004; Reiter,
2007). Research has suggested that career and family roles
provide the highest amoimt of sfrain and conflict in finding
meaningful balance (Frone, Russell, & Cooper, 1997; Frone,
2000). However, men also desire balance that incorporates
other dimensions of their lives, including religious and vol-
unteer time (Duckworth & Buzzanell, 2009).
M e n and Work-Life Balance
Although work-life balance fraditionally has been studied in
relation to women attempting to find balance between work
and family commitments, there is clear evidence that men may
also experience such conflict (Aumann et al., 2011; Hahynjo,
2009; Higgins et al., 2010). A component of this conflict is that,
fraditionally, men have been reinforced to focus on their work
or careers as a cenfral component of their identity (Cochran
& Rabinowski, 2000; Grant & Potenza, 2007; Wexler, 2009).
For men, achievement and success in one's career was often
socially and culturally valued over family time commitments
(Cochran & Rabinowski, 2000). Recently, however, there has
been a shift in these dynamics. Economically, there has been a
significant increase in dual-eamer families, requiring shifts in
parental, household, and partnership responsibilities for both
men and women (Higgins et al., 2010). In addition, economic
changes have resulted in some men fransitioning away from
their primary area of employment, working part-time, or be-
ing under- or unemployed (Sobiraj, Korek, Weseler, & Mohr,
2011). This has resulted in parents needing to make altemative
decisions about work and family roles and responsibilities. This
critical shift in economic and sociopolitical variables parallels
an increase in the number of men reporting a desire to be more
actively engaged in family roles and child rearing (Duckworth
&Buzzanell, 2009).
For many men, the desire to be more engaged in their
personal and family life is met with incompatible professional
and career expectations. For some men, this also becomes a
process of balancing this desire with societal expectations
that their principal role in the family is as financial provider
(Halrynjo, 2009). This may in part belie the reason that men
with children actually work more hours than men without
children (Lundberg & Rose, 2002; Percheski & Wildeman,
2008). Aumarm et al. (2011) emphasized that, for many men,
there is a desire to work fewer hotxrs and spend more time with
their families; however, there remains an overwhelming soci-
etal pressure to focus instead on their financial contributions.
This conflict between professional and personal responsibili-
ties may result in some men feeling a sense of role overload
or sfress. Men's socialization to focus on their career roles
may mean that, for some men, as their family responsibilities
change or increase, they are actually more likely to cope by
increasing their hours at work (Higgins et al, 2010).
Halrynjo (2009) suggested that, for many men, the process
of work-life balance follows four common positions: (a) career,
(b) care, (c) career and care, and (d) patchwork. The career
position is primarily focused on the fraditional idea that men
should focus on their careers and that family and household
responsibilities belong to women. This compares to men in the
care position who have more domestic or child-care respon-
sibilities. Men in this pattem report being quite satisfied with
work and home life (Osterman, 1995). In the career and care
position, men report an equal emphasis in both their family
and career roles. Men in this pattem can experience the highest
levels of sfress in managing these demands (Hahynjo, 2009).
The final position, the patchwork position, includes men who
work in freelancing or part-time jobs.
Achieving work-life balance has been shown to have ben-
efits for men. Having higher levels of work-life balance has
been associated with more positive attitudes and increased
work performance among men (Perrone et al., 2009). Men
who reported making a higher investment in family roles,
as part of this balance, also reported a higher quality of life
(Aumann et al., 2011; Greenhaus et al., 2003). In addition,
men who worked in employment environments that they
perceived as supportive of work-life balance reported more
enjoyment in their jobs, greater career satisfaction, and greater
satisfaction with fnends and community commitment (Burke,
2000). An important consideration for counselors in working
with work-life balance issues for men is that men may define
or conceptualize this balance in ways that are different from
women's conceptualization (Duckworth & Buzzanell, 2009).
The goal may not be an equal balance of time, but a more in-
dividualized balance across roles in ways that are meaningful
to them (APA, 2004; Reiter, 2007). However, there is currently
a paucity of research on counseling models or sfrategies to
help men identify, address, or process work-life balance. An
important first step is considering counseling methods that
may be applied to meeting this goal.
iC ou ns eling I m p licat ions
An important consideration for counseling men on work-life
balance issues is that, because men have been socialized
to maintain autonomous, action-oriented, self-regulated,
and achievement-based identities, they may find balancing
relational and nurturing responsibilities a complex process
because there are few intemal resources for men if they do
not attain success (Cochran & Rabinowski, 2000). "Believ-
ing they have more confrol than they actually do, many men
find that when life events do not go their way, they are good
at compensating behaviorally but poorly equipped emotion-
ally to absorb the blow" (Cochran & Rabinowski, 2000, p.
Journal ofCounseling& Development October 2013 Volume 91 437
Evans, Carney, & Wilkinson
57). When men are confronted with difficulties, previously
reinforced characteristics (e. g. , independence, emotional
resfraint), sometimes cause them to expedence disfress and
psychological impairment; despite this, men underutilize
counseling services for mental health issues (Schaub & Wil-
liams, 2007 ) . This may be related, in part, to men's socializa-
tion, perceptions of the counseling process, and counselors'
training to work with male clients (Schaub & Williams, 2007).
It important to explore not only the client's perception
and satisfaction with work-life balance, it is also important
that counselors refiect on their own biases regarding men and
work-life balance (Dienhart & Avis, 1994; Wisch & Mahalik,
1999). Research studies on female therapists indicated that
these individuals expedenced negative attitudes toward male
clients, specifically when the male client did not associate
with traditional gender stereotypes (Dienhart & Avis, 1994;
Lander & Nahon, 2008; Robertson & Fitzgerald, 1990).
It is recommended that counselors integrate and practice
interventions that consider men's socialized strengths rather
than limitations by incorporating expedential, supportive,
semistructured, client-led interventions.
i n t e g r i t y M odel:
Addressing W o r k - L i f e Balance for Men
According to the Integdty Model, a psychotherapy approach
that draws on existential-humanistic philosophies, a client's
feelings of dissatisfaction are a result of interpersonal versus
intrapersonal confiict (Nahon & Lander, 2008) . Integrity,
a virtue often associated with men, focuses on the client's
ability to live honestly through authentic living. On the basis
of this view, the model has been applied to other counsel-
ing issues for men, such as divorce and marital separadon
(Nahon & Lander, 2008) . This model can provide a strong
foundation for helping men examine what work-life bal-
ance means to them and provide a counseling foundation
for addressing issues related to achieving this balance. The
Integdty Model uses a three-stage framework and evaluates
the client's distress as an imbalance of honesty, responsibil-
ity, or emotional closure (Nahon & Lander, 2008, p. 220) . An
imbalance across the three constructs can cause individuals
not to be authentic with themselves and expedence diffi-
culties balancing responsibilities, and promotes emotional
restrictiveness. This can clearly be refiected in a sense of
imbalance in the important roles of one's life. The Integrity
Model-because of its egalitadan assumptions, focus on per-
sonal fulfillment, and focus on fiexible emotionsis useful
for counselors who work with men experiencing work-life
balance difficulties. Applying this model to addressing
work-life balance, we reconmiend that counselors concep-
tualize counseling for male clients, expedencing difficulties
with work-life balance, in a framework that incorporates
self, work-life balance, and community.
Honesty/Self Stage
Honesty, the first stage in the Integdty Model, is focused on
helping individuals expedence truthfulness in past, present,
and fiiture expedences (Nahon & Lander, 2008) . A goal at
this stage for addressing work-life balance problems among
men is helping men explore how this imbalance developed,
what beliefs maintain the imbalance, and what would be a
meaningfiil balance. The counselor can use questions that
encourage self-exploration, including a focus on why the cli-
ent has selected therapy and where the client draws meaning.
These questions can be processed in relation to the aspects of
work-life balance that the client identifies as important. This
may include what it is like to be a father, employee, partner,
fdend; what the client's satisfaction is with her or his present
circxmistances; what the client wishes for; how the client can
achieve her or his life's desires; and how the client can know
when he is being honest with himself about these aspects.
These questions may help the client explore and idendfy
the issues that are most important in addressing work-life
balance stress. Counselors may also consider integrating
expedential interventions, such as collective memory and
narrative therapy, to expand this personal exploration. These
interventions may assist the counselor in processing this
content in a less invasive marmer.
Collective memory
Collective memory encourages clients who are not comfort-
able discussing personal emotions to explore their self-inter-
nalizations using neutral memodes (Kivel & Johnson, 2009 ) .
This approach can assist clients in explodng the incongru-
ence between their memodes of employment expectations,
intimate relationships, parenthood, and personal satisfacdon,
while promoting the exploration of identity, relationship, and
work-life balance.
Collective memory exercises use a semistructured, client-
led, interactive interview technique that is focused on the
client's use of language and how this has infiuenced identity,
meaning making, and memodes (Kivel & Johnson, 2009 ) .
With this technique, the client recalls her or his story for the
counselor who then assists the client in analyzing the recol-
lections to identify cultural messages and infiuences. For
example, in session, a client may be prompted to reflect on a
favodte fatherlike television character (e.g.. Homer Simpson)
from childhood. Throughout this reflective interview, the
client might discuss how this character influenced identity
development, impression of fatherhood, and association of
manhood, as these relate to work-life balance. Moving from
reflection to analyzing, the counselor could request additional
information from the client regarding the messages they
received from their family and peers based on this character.
These messages may have significantly confributed to the
client's conceptualization of work-life balance and create
stress between the client's expectations and embedded ideals
438
Journal ofCounseling& Development October 201 3 Volume 91
Work-Life Balance for Men
from others. In this process, clinicians need to be mindful that
although the client's recollections may be misremembered or
exaggerated, extracting the exact truth is not always necessary;
thus, the counselor should look for the truth in the client's
statements (Glover, 2004). These statements can provide
insight into the client's perception of these factors and how
it is reflected in the challenges the individual experiences
in obtaining balance. Overall, the objective of a collective
memory exercise is to enhance the client's understanding of
how social, family, and media messages influenced early and
often maintained associations of work-life balance.
Narrative Therapy
Narrative therapy can also be used to meet the goals of the
honesty stage of the Integrity Model. This expressive coun-
seling method is client-centered and uses interventions that
empower the client to explore his identity from multiple
perspectives and incorporate shifting or changing goals re-
lated to work-life balance (Brown & Augusta-Scott, 2007).
In narrative therapy, clients can externalize their feelings as
"alternative" beings in the counseling room. This approach
may be more comfortable for men who are emotionally re-
sistant or experience discomfort revealing emotions because
the emotion can then became another entity in the room. It
may also help them explore family and personal relationship
dynamics from multiple perspectives.
Questions such as, "So, has the pressure to get a promo-
tion fried to bully you," or "Is the fear keeping you from
performing well as a father?" may be used to address the
emotional content that the client is experiencing without
specifically focusing on personalized emotional regulation
(Evans, Shuda, & Belknap, 2011). This personification of the
problem permits the client and counselor to work together
against the issue(s). A teamwork approach, of counselor and
client, may effectively assist male clients who are more com-
fortable with externalizing dificulties and prefer autonomous
problem-solving approaches. Some approaches to identify-
ing the problem include writing down the problem, drawing
the problem, and introducing an extra seat in the room for
the problem to sit. This process may help clients to begin to
identify the specific aspects of their lives, in their careers or
personal lives, that are creating the greatest challenges. After
these issue(s) have been identified, the client can then begin
to explore possible excuses or previously used justifications
that have prevented the client from addressing these issues
and achieving a level of satisfaction with the balance in his
life (Brown & Augusta-Scott, 2007; Morgan, 2000).
Overall, narrative therapy encourages the "reauthoring" of
the client's identity and the redevelopment of new perspec-
tives. These perspectives can incorporate how the client may
want to direct his energy, time, and personal commitment
to aspects of his life. This approach can also encourage
client-led initiatives to focus on problem identification and
promote personal empowerment. Furthermore, incorporat-
ing collective memory and narrative therapy techniques in
the honesty stage can promote the establishment of a strong
therapeutic relationship, trust, and an awareness of work-life
balance difficulties. This provides a foundation for the client
to begin addressing the issues or concerns that have been
challenging with regard to obtaining a personally meaningful
level of balance.
R e s p o n s i b i l i t y Stage
The second stage in the Integrity Model, responsibility, ex-
amines the multiple roles the client embodies using a more
concrete and applied focus. In this stage, individualized
problem-solving interventions can be introduced to help the
client begin to deal with the specific dimensions of work-life
balance that he has identified as critical. In essence, it helps
break dovra these challenges into workable components. The
stage is often heavily focused on the development of skills to
address challenges (Nahon & Lander, 2008). This can include
the use of time charts that encourage the client to identify how
his time is allocated each day between multiple responsibili-
ties. The counselor may also work on infroducing effective
communication strategies to promote improved communica-
tion at work and in personal relationships. These skills can
provide the tools for negotiating or discussing issues that are
preventing balance. This may include work-specific skills and
resources to deal with office politics, communication with
employers, and bargaining skills. Moreover, the counselor
can help the client develop other skills that focus on locating
community resources to assist with daily tasks (e.g., babysit-
ting services, date night activities) and developing self-care
techniques. This method can be used to identify imbalances;
perhaps by externalizing the issues, the client can attack the
problem from an achievement-oriented, problem-solving
perspective. Finally, the strategies in this stage encourage the
client to work with the counselor in an equal relationship that
can use the client's strengths and emphasize empowerment
and responsibility.
E m o t i o n a l Closure/Community
The third and final stage, emotional closure, occurs when the
client has engaged in an honest dialogue with himself and iden-
tified potential problem-solving techniques to assist in reducing
the distress associated with balancing multiple roles. This stage
is focused on emotional control rather than disclosure. By
focusing on the client's emotional control, the counselor can
assist him in examining interpersonal exchange to "increase
one's sense of community with the others" (Lander & Nahon,
2008, p. 144). As previously noted, one factor that might
discourage male clients from seeking therapy is counseling's
emphasis on emotions. Thus, in an effort to join with the client,
at the expense of traditional therapy methods, the counselor and
Journal ofCounseling& Development October 2013 Volume 91 439
Evans, Carney, & Wilkinson
client can assess the client's sense of meaning (i.e., purpose)
and work-life responsibilities as an opportunity to increase the
counselor's understanding of the client's worldview. This can
be done without specifically requesting emotional content. This
less evasive approach may encourage disclosure.
Ultimately, this stage is the action-oriented phase wherein
the client applies the skills identified and developed in the
responsibility stage with the self-awareness developed in the
honesty stage. It is the objective of this stage to pair these
processes, leading to a more authentic sense of meaning in
work-life balance and the actions to make this balance more
of a reality. This stage is offen focused on increasing com-
munity (i.e., support) so that the client can engage in a self-
directed examination of relationships in his life and the impact
of these relationships on work-life balance responsibilities.
Moreover, in this stage, the counselor and the client can re-
view the multiple systems that the individual interacts with
on a regular basis to evaluate all the people, responsibilities,
and roles he maintains. This stage examines the application
of problem-solving approaches within the multiple systems
and roles that the client balances. Interventions to promote
client action-oriented decision making include introducing
cost-benefit analysis activities, effectively managing change
within a system (i.e., preventing homeostasis), developing
supportive coping resources if the client notices that he is
again experiencing work-life balance difficulties, and pri-
oritizing self-care. Instead of pursuing emotional discourse,
the emotional confrol concept of this stage examines the big
picture of work-life balance and promotes the client's appli-
cation of activity-oriented skills. This has been done within
a counseling relationship that emphasizes building off the
sfrengths of the client without challenging socially identi-
fied limitations. Thus, the focus in counseling remains on
the client establishing a work-life balance that has meaning
to him and is conceptualized in counseling in a manner that
incorporates this meaning.
C o n c l u s i o n
In summary, achieving a sense of work-life balance is both
physically and psychologically necessary to promote life
satisfaction, Wellness, and occupational success (Fenwick &
Tausig, 2001). In this article, we examined men who were
in counseling for work-life balance concerns. An essential
element of this process is to first conceptualize that work-life
balance issues are relevant and highly important to men.
These issues are often characterized by countering demands,
expectations, and personal values. Complicating this for many
men are societal and personal expectations about career,
relationships, and their roles within their families.
For men, as for many women, work-life balance is an
individualized dynamic. It is critical for counselors to help
male clients conceptualize and establish a sense of balance
that is meaningfiil to them.
The Integrity Model (Lander & Nahon, 2008) provides a
framework for counselors to help male clients work toward
this goal. This model uses a framework of honesty, respon-
sibility, and emotional control to sfructure sessions. These
stages are used to help male clients explore what work-life
balance means to them, what contributes to this imbalance,
and what a meaningful balance includes. Furthermore, the
responsibility stage helps the client develop the skills to ad-
dress the stress, challenges, and concerns of work-life bal-
ance. Finally, the model attempts to integrate these aspects to
help the male client work toward obtaining a level of balance
that is meaningful to him.
R e f e r e n c e s
Aldoory, L., Jiang, H ., Toth, E., & Sha, B . (2008). Is it still a women's
issue? A study of work-life balance among men and women in
public relations. Public Relations, 2, 1-20.
American Psychological Association. (2004). Public policy, work,
and families: T h e report of th e A PA presidential initiative on work
and families. Retrieved fi"om http://www.apa.org
Aumarm, K., Galinsky, E., & Matos, K. (2011). The new male mys-
tique. Families and Work Institute national study of th e ch anging
workforce. Retrieved from http://www.familiesandwork.org/site/
research/reports/main.html
B rown, C, & Augusta-Scott, T. (2007). Narrative th erapy: Making
meaning, making lives. Thousand Oaks, CA: Sage.
B urke, R. (2000). Do managerial men benefit from or-
gani zat i onal values support i ng work-personal life
balance? Women in Management Review, 15, 81-87.
doi: 10.1108/0964942.0010319606
Cochran, S. V, & Rabinowitz, F. E. (2000). Men and depression:
Clinical and empirical perspectives. San Diego, CA: Academic
Press.
Dienhart, A., & Avis, J. M. (1994). Working with men in family
therapy: An exploratory study. Journal of Marital and Family
T h erapy 20, 397-417.
Duckworth, J. D., & B uzzanell, P M. (2009). Constructing work-life
balance and fatherhood: Men's framing of the meanings of both
work and family. Communication Studies, 60, 558-573.
Emslie, C, & H unt, K. (2009). 'Live to work' or 'work to live'? A
qualitative study of gender and work-life balance among men
and women in mid-life. Gender, Work and Organization, 16,
151-172. doi:10.1111/J.1468-0432.2008.00434.X
Evans, A.M., Shuda, E., & B elknap, M. (2011, March). Media and
masculinity: Socially constructed identities. Paper presented at
the annual conference and expo of the American Counseling
Association, New Orleans, LA.
Fenwick, R., & Tausig, M. (2001). Scheduling stress: Family and
health outcomes of shift work and schedule control. A merican
Beh avioral Scientist, 44, 1174-1193.
Frone, M. R. (2000). Work-family conflict and employee psychiatric
disorders: The national comorbidity survey. Journal of A pplied
Psych ology, 85, 888-895. doi:10.1037/0021-9010.85.6.888
440 Journal ofCounseling& Development October 2013 Volume 91
Work-Life Balance for Men
Frone, M. R., Russell, M., & Cooper, M. (1997). Relation of work-
family conflict to health outcomes: A four-year longitudinal study
of employed parents. Journal of Occupational and Organiza-
tional Psychology, 70, 325-335. doi:10.1111/j.2044-8325.1997.
tb00652.x
Glover, T. D. (2004). Narrative inquiry and the study of grassroots
associations. Voluntas: International Journal of Voluntary and
Nonprofit Organizations. 15, 47-69.
Grant, J. E., & Potenza, M. N. (2007). Textbook of men's mental
health. Arlington, VA: American Psychiatric Publishing.
Greenhaus, J. H., Collins, K. M., & Shaw, J. D. (2003). The rela-
tion between work-family balance and quality of life. Journal
of Vocational Behavior, 63, 510-531. doi:10.1016/S0001-
8791(02)00042-8
Halrynjo, S. (2009). Men's work-life conflict: Career, care and self-
realization: Patterns of privileges and dilemmas. Gender, Work
and Organization, 16, 98-125.
Higgins, C. A., Duxbury, L. E., & Lyons, S. T. (2010). Coping with
overload and stress: Men and women in dual-earner families.
Journal of Marriage and Family, 72, 847-859. doi: 10.1111
/j. 1741-3737.2010.00734
Kivel, B. D., & Johnson, C. W. (2009). Consuming media, making
men: Using collective memory work to understand leisure and
the construction of masculinity. Journal of Leisure Research,
41, 109-133.
Lander, N. R., & Nahon, D. (2008). Personhood of the therapist in
couples therapy: An integrity therapy perspective. Journal of
Couples Therapy, 9, 141-147.
Lundberg, S., Rose, E., 2002. The effects of sons and daughters
on men's labor supply and wages. Review of Economics and
Statistics, 84, 251-268.
Meth, R. L., Pasick, R. S., Gordon, B., Allen, J. A., Feidman, L. B.,
& Gordon, S. (1990). Men in therapy: The challenge of change.
New York, NY: Guilford Press.
Morgan, A. (2000). What is narrative therapy: An easy to read
introduction. Adelaide, Australia: Dulwich.
Nahon, D., & Lander, N.R. (2008) Recruitment and engagement in
men's psychotherapy groups: An integrity model, value-based
perspective. International Journal of Men's Health, 7, 218-236.
O'Neil, J. M., Good, G. E., & Holmes, S. (1995). Fifteen years of
theory and research on men's gender role conflict: New para-
digms for empirical research. In R. F. Levant & W. S. Pollack
(Eds.), The new psychology of men (pp. 164-206). New York,
NY: Basic Books.
Osterman, P. (1995). Skill, training, and work organization in
kmericmx esiablis'nsnen'is. Industrial Relations, 34, 125-146.
Percheski, C, & Wildeman, C. (2008). Becoming a dad: Employ-
ment trajectories of married, cohabiting, and non-resident fathers.
Social Science Quarterly, 89, 482-501.
Perrone, K. M., Wright, S. L., & Jackson, Z. V (2009). Traditional
and nontraditional gender roles and work-family interface for
men and women. Journal of Career Development, 36, 8-24.
doi: 10.1177/08948453308327736
Reiter, N. (2007). Work-life balance: What do you mean?
Journal of Applied Behavioral Science, 43, 273-294.
doi: 10.1177/002188630730
Robertson, I , & Fitzgerald, L. (1990). The (mis)treatment of
men: Effects of client gender role and life style on diagnosis
and attribution of pathology. Journal of Counseling Psychol-
ogy, 37, 3-9.
Schaub, M., & Williams, C. (2007). Examining the relationship
between masculine gender role conflict and men's expecta-
tions about counseling. Psychology of Men & Masculinity,
8, 40-52.
Sobiraj, S., Korek, S., Weseler, D., & Mohr, G. (2011). When male
norms don't fit: Do traditional attitudes of female colleagues chal-
lenge men in non-traditional occupations? Sex Roles, 65, 798-812.
Wexler, D. B. (2009). Men in therapy: New approaches for effective
treatment. New York, NY: Norton.
Wisch, A. F., & Mahalik, J. R. (1999). Male therapists' clinical bias:
Influence of client gender roles and therapist gender role conflict.
Journal of Counseling Psychology, 46, 51-60.
Journalof Counseling Si Development October 2013 Volume 91
441