Showing papers in "Journal of Counseling Psychology in 1996"

A taxonomy of difficulties in career decision making

Abstract: A general theoretical taxonomy of career decision-making difficulties, based on decision theory, has been developed To examine the proposed taxonomy empirically, a questionnaire was constructed in which the various possible difficulties in the theoretical model were represented by respective statements The questionnaire was administered to a sample of 259 young Israeli adults who were at the beginning of their career decision-making process and to an American sample of 304 university students The observed relations among the 10 scales, which represent the 10 theoretical categories of difficulties, and those among the items within 2 selected categories, were similar in the 2 samples and compatible with the expected relations derived from the theoretical model The implications for career counseling and research are discussed The growing rate of change in the world of work increases the number of career transitions individuals make during their lifetime The quality of the career decisions made during these transitions is significant for both the individual and society Making a career decision is, however, a complex process Although some people make such decisions easily, at least apparently, others face difficulties in making their career decisions, and many seek professional help One of the central aims of career counseling is to facilitate the career decision-making process of counselees and, in particular, to help them overcome the difficulties they encounter during this process Therefore, identifying the unique difficulties that prevent individuals from reaching a decision is an essential step in providing them with the help they need The construct of career indecision has been used to refer to the problems individuals may have in making their career decision (for a review, see Slaney, 1988) Because of its recognized significance, career indecision is one of the central research issues of career psychology (Betz, 1992;

The current state of empathy research

Abstract: The literature on empathy, primarily from counseling and psychotherapy and secondarily from social and developmental psychology, is reviewed. Obstacles that may account for theoretical confusions and empirical difficulties in studying empathy are highlighted. The decrease in empathy research in recent years appears attributable to the lack of clear focus and effective research tools as well as the shift in interest from empathy to other concepts such as the working alliance. It is argued that there is a need to return to studying empathy. Researchers should distinguish between dispositional and experiential empathy and between intellectual empathy and empathic emotions and indicate whether they are examining therapist or client experience of empathy. Suggestions for future research are offered.

Nature, extent, and importance of what psychotherapy trainees do not disclose to their supervisors.

Abstract: Nondisclosures in supervision were studied for 108 supervisees. Supervisees reported an average of 8.06 nondisclosures ranging in importance level. Negative reactions to the supervisor were the most frequent type of nondisclosure. The most frequent reasons for nondisclosures were perceived unimportance, that the nondisclosure was too personal, negative feelings, and a poor alliance. The manner of nondisclosure was usually passive. Most nondisclosures were discussed with someone else, typically a peer. Supervisor style was related to content of and reasons for nondisclosure. Supervisees were less satisfied when they reported more negative reactions to supervisors and when they did not disclose because of poor alliances, supervisor incompetence, and fear of political suicide. Thus, nondisclosure affects the process of supervision. Further research is needed on how nondisclosures in supervision affect supervision and therapy processes.

A test of a social cognitive model for middle school students: Math and science.

Abstract: This study tested Propositions 1, 3, and 4 of the R. W. Lent, S. D. Brown, and G. Hackett (1994) social cognitive model with ethnically diverse middle school students (N = 380): that an individual's vocational interests are reflective of his or her concurrent self-efficacy beliefs and outcome expectations, that self-efficacy beliefs affect choice goals and actions, and that outcome expectations affect choice goals and action. R. W. Lent et al. (1994) also proposed that demographic and individual difference variables (such as gender or race-ethnicity) mediate learning experiences that play a role in forming self-efficacy beliefs and outcome expectations. The study investigated a model in which age and gender were represented as antecedent conditions to learning experiences. Self-efficacy was modeled to have both a direct influence on interests and an indirect influence on interests through outcome expectancies. Finally, intentions were modeled to be influenced by self-efficacy, outcome expectancies, and interests. Results support the R. W. Lent et al. Propositions 1, 3, and 4 for this middle school population.

State–Trait Anger Theory and the utility of the Trait Anger Scale.

Abstract: Eight studies present support for state-trait anger theory. In Studies 1-3, high-anger participants reported (a) greater anger in many different provocations, in their most angering ongoing situations, and in daily life, (b) greater anger-related physiological arousal, (c) greater state anger and dysfunctional coping in response to a visualized provocation, and (d) greater use of suppression and outward negative expression of anger. Only heart rate in the visualized provocation did not support predictions. In Studies 4-5, high-anger individuals suffered more frequent and intense anger consequences. In Studies 6-8, trait anger had higher correlations with dimensions of anger than with other emotions, cognitions, and behaviors. Few gender differences were found across studies. Results were discussed in terms of state-trait theory, convergent and discriminant validity for the Trait Anger Scale, anger expression, gender, and the implications for counseling.

Development and Validation of the Index of Race-Related Stress (IRRS).

Abstract: This article describes the development and validation of a measure of the stress experienced by African Americans as a result of their daily encounters with racism and discrimination. The Index of Race-Related Stress (IRRS) is a 46-item instrument developed according to the theoretical framework of daily hassles (R. S. Lazarus & S. Folkman, 1984) and integrated with P. Essed's (1990) concept of everyday racism. The IRRS has adequate indexes of internal consistency and fair-to-adequate estimates of test-retest stability. Several subscales of the IRRS and a global racism index were correlated with other measures of stress and racism. Furthermore, the IRRS discriminated between Blacks and non-Blacks in a group-differences study. Both principal-components and confirmatory factor analyses supported a 4-component model of race-related stress.

Masculine gender role conflict: Effects on college men's psychological well-being, chemical substance usage, and attitudes towards help-seeking.

Abstract: This purpose of this study was to investigate the effects of Gender Role Conflict upon college men's scores of psychological well-being, substance usage, and attitudes toward psychological help-seeking. It was found that the Success, Power, and Competition variable of Gender Role Conflict was the one variable that was consistently related to the measures of interest. Moreover, it was found to be significantly related to a decrease in psychological well-being, including Trait Anger, Angry Reaction subtype of trait anger, Angry Temperament subtype of trait anger, and Trait Anxiety. It was also found that this same variable was significantly related to increased reports of alcohol usage. Where as four of the possible five Gender Role Conflict variables were related to a negative attitude toward help-seeking, the Success, Power, and Competition variable was most heavily weighted.

Cultural Differences in Optimism, Pessimism, and Coping: Predictors of Subsequent Adjustment in Asian American and Caucasian American College Students.

Abstract: Cultural differences were examined between 111 Asian American and 111 Caucasian American students matched on age and sex in a prospective design study. Using separate optimism and pessimism scores, Asian Americans were found to be more pessimistic than Caucasian Americans. Asian Americans were also found to use more problem avoidance and social withdrawal coping strategies than Caucasian Americans. When health outcomes were assessed 6 weeks later, Asian Americans were found to report more depressive and psychological symptoms, but not more physical symptoms, than Caucasian Americans. Results of separate regression analyses for each ethnic group indicated that along with different coping strategies, lack of optimism predicted all 3 health outcomes for Asian Americans, whereas pessimism predicted 2 of the 3 health outcomes for Caucasian Americans. Implications for future research and development of culturally appropriate interventions in working with Asian and Caucasian Americans are discussed.

A Phenomenological Investigation of "Good" Supervision Events

Abstract: This study explored the experience of "good" supervision events from the perspective of supervisees using a qualitative phenomenological research methodology. Eight intermediatelevel to advanced-leve l trainees participated in a tape-recorded interview in which they described a recent good supervision experience, yielding transcripts that were subjected to a qualitative analysis. A general meaning structure for the experience of good supervision events was developed. Identification of salient themes reflective of good supervision events within the general meaning structure resulted in four distinct supervision phases: (a) existential baseline, (b) setting the stage, (c) good supervision experience, and (d) outcomes of good supervision. In addition, the quality of the supervisory relationship was cited as a crucial and pivotal component by all supervisees. The learning and acquisition of counseling skills and the formation of a professional counselor identity are two of the most important functions of graduate training in counseling psychology, and psychotherapy supervision plays a central role in this learning. Although much effort is devoted to counseling and supervision activities and theory building is in progress, little in the way of research has been conducted that examines the experience of "good" psychotherapy supervision events from the perspective of supervisees. What does the experience of good supervision consist of for supervisees? Are there any central factors that must be present for good supervision experiences to occur? Supervisees' experience of good psychotherapy supervision is essentially a question of personal meaning, and the phenomenological research method lends itself well to the investigation of personal meaning. Phenomenological inquiry is very similar to the interviewing techniques central to the training of counseling psychologists. Thus, inquiry into the experience of good supervision events is a natural methodological extension of researchers' previous training experiences. Also, most su

Cross-cultural structural equivalence of RIASEC models and measures

Abstract: A structural meta-analysis was conducted to evaluate the fit of J. L. Holland's (1985a) circular order model, I. Gati's (1982) three-group partition, and an alternative three-class partition on vocational interest correlation matrices drawn from the cross-cultural literature. The randomization test of hypothesized order relations (L. Hubert & P. Arabie, 1987) was used to evaluate the model fit for 20 U.S. ethnic matrices, 76 international matrices (representing 18 countries), and a U.S. benchmark sample of 73 matrices. The cross-culture structural equivalence of Holland's circular order model was not supported. Both Gati's partition and the alternative partition fit the U.S. benchmark and international samples equally well. None of the 3 models were found to be an adequate representation of the structure of vocational interests for U.S. ethnic samples.

Employment Status, Social Support, and Life Satisfaction among the Elderly.

Abstract: Relations among employment status, social support, and life satisfaction were examined in a sample of 292 community-living elderly as part of a larger investigation of the role of stressful life experiences and social support in the health of the elderly. Results of a path analysis suggested that the number of hours worked at a paying job, lower levels of depression, and greater perceived social support were directly related to higher levels of life satisfaction. Furthermore, social support mediated the effects of volunteer positions on life satisfaction. These findings are discussed in relation to previous research on vocational issues among the elderly. Limitations of this study are mentioned, and suggestions for future research are offered.

The experience and expression of anger: Relationships with gender, gender role socialization, depression, and mental health functioning.

Abstract: Using a sample of 445 female and 260 male college students, we investigated relationships between the experience and expression of anger and gender, gender role characteristics, and several mental health variables. Factor analyses of 17 measures of anger, aggressiveness, and hostility revealed a 3-f

Contribution of Therapist Experience and Personal Characteristics to the Working Alliance.

Abstract: The authors hypothesized that level of experience and selected personal characteristics of therapists would predict clients' perceptions of the working alliance early in treatment. Therapists (N = 73) in university settings completed measures that assessed level of self-directed hostility, perceived social supports, and degree of comfort with attachment, and their clients completed a measure that estimated the working alliance between the 3rd and 5th sessions of therapy. As predicted, level of self-directed hostility, perceived social support, and degree of comfort with closeness in interpersonal relationships were significantly predictive of the bond component of the working alliance. Contrary to predictions, experience level was not uniquely predictive of clients' alliance ratings on the goal and task components of the alliance.

The relationships of self-efficacy for the Holland themes to gender, occupational group membership, and vocational interests.

Abstract: The studies presented in this article resulted in the findings that gender differences in self-efficacy for the Holland themes are consistent with previous findings regarding gender differences in Holland interest patterns, although the gender differences are less pronounced in employed adults than in college students. Within occupational group, the self-efficacy profiles of women and men were very similar and closely corresponded to the Holland interest code of the occupation. Confidence for and interest in a theme were moderately correlated, and recommendations for the counseling use of joint combinations of interests and self-efficacy are made.

Therapist Sexual Orientation, Gender, and Counseling Practices as They Relate to Ratings of Helpfulness by Gay and Lesbian Clients.

Abstract: Three hundred ninety-two lesbian and gay volunteers described their experiences with 923 therapists, reporting therapist sexual orientation, therapist gender, and perceived helpfulness of the therapist in each case. Gay, lesbian, and bisexual therapists of both genders and heterosexual female therapists were all rated more helpful than heterosexual male therapists. Participants also reported whether each therapist exhibited 9 negative and 4 positive practices. Relative risk ratios indicated that 8 of the 9 negative therapist practices were significantly associated with (a) client designation of a therapist as unhelpful and (b) termination after 1 session. All 4 of the positive practices were inversely associated both with unhelpful ratings and with termination after 1 session. Therapist practices accounted for more of the variance in ratings of helpfulness than did therapist demographic characteristics.

Therapist Retrospective Recall of Impasses in Long-Term Psychotherapy: A Qualitative Analysis

Abstract: Twelve experienced therapists completed a questionnaire, and 8 of the 12 were then interviewed, about their experiences with a therapeutic impasse that ended in the termination of therapy. Data were analyzed using a qualitative methodology. Results indicated that most of the clients were anxious and depressed with personality disorders and interpersonal problems. Therapists perceived impasses as having a profound negative impact on both clients and therapists. Variables associated with impasses in a majority of the cases were a client history of interpersonal problems, a lack of agreement between therapists and clients about the tasks and goals of therapy, interference in the therapy by others, transference, possible therapist mistakes, and therapist personal issues. Implications for training, practice, and research are provided. An impasse is a deadlock or stalemate that causes therapy to become so difficult or complicated that progress is no longer possible and termination occurs (Atwood, Stolorow, & Trop, 1989; Elkind, 1992; Weiner, 1974). Impasses are typically accompanied by feelings of anger, disappointment, boredom, defensiveness, and failure on the part of either or

Clinical Supervision Research from 1981 to 1993: A Methodological Critique.

Abstract: Michael V. Ellis University at Albany, State University of New York Nicholas Ladany Temple University Maxine Krengel Boston Veterans Affairs Medical Center and Boston University School of Medicine Deborah Schult University at Albany, State University of New York The empirical studies in clinical supervision published from 1981 through 1993 were investigated to assess scientific rigor and to test whether the quality of methodology had improved since the review by R. K. Russell, A. M. Crimmings, and R. W. Lent (1984). The 144 studies were evaluated according to 49 threats to validity (T. D. Cook & D. T. Campbell, 1979; R. K. Russell et al., 1984; B. E. Wampold, B. Davis, & R. H. Good III, 1990) and 8 statistical variables (e.g., effect size, statistical power, and Type I and Type II error rates). The data revealed a shift to realistic field studies, unchecked Type I and Type II error rates, medium effect sizes, and inattention to hypothesis validity. Recommendations for designing and conducting a feasible and well-designed supervision study are offered. It can be argued that a primary goal of research in clinical supervision is to test and improve theory and to guide the practice of supervision (Ellis, 1991b). A thorough under- standing of the strengths and weaknesses of supervision research would ostensibly expand supervision theory and provide practitioners with information on how to train ef- fective counselors who, in turn, will provide more effective therapy. Although there have been numerous calls for in- creasing the scientific rigor of research on counselor super- vision and training (e.g., Ellis, 1991b; Hansen & Warner, Michael V. Ellis and Deborah Schult, Department of Counseling Psychology, University at Albany, State University of New York; Nicholas Ladany, Department of Counseling Psychology, Temple University; Maxine Krengel, Psychology Section (1168), Boston Veterans Affairs Medical Center and Department of Psychology, Boston University School of Medicine. Earlier versions of this article were presented at the 96th Annual Convention of the American Psychological Association, Atlanta, Georgia, August 1988, and at the meeting of the North Atlantic Regional Association of Counselor Education and Supervision, Albany, New York, October 1991. Maxine Krengel completed some of this research while a doc- toral student in the Department of Counseling Psychology, Uni- versity at Albany, State University of New York. We are grateful to Micki Friedlander, Richard Haase, and Erica Robbins Ellis for their insightful comments on earlier versions of this article. We express our appreciation to Eric Adams, Mafoozal Ali, Elizabeth Bhargava, Virginia Flander, David Hahn, Gohpa Khan, Michelle Mautner, Deborah Melincoff, Michael Remshard, Greg Savage, Heidi Weiss, Donna Wilson, and Bradley Wolgast for their data coding and entry assistance. Correspondence concerning this article should be addressed to Michael V. Ellis, Department of Counseling Psychology, Educa- tion 220, University at Albany, State University of New York, 1400 Washington Avenue, Albany, New York 12222. Electronic mail may be sent via Internet to me464@cnsibm.albany.edu. 35 1971; Holloway & Hosford, 1983; Russell, Crimmings, & Lent, 1984), a comprehensive and in-depth investigation of the actual state of scientific rigor has yet to be conducted. If supervision research is going to meet the goal of informing theory and practice, then a thorough assessment of its meth- odological limitations and implications is warranted. At least 32 reviews of empirically based articles pertain- ing to clinical supervision and counselor training have ap- peared in the literature. Although these reviews have made substantial contributions to the field, many did not evaluate systematically the methodological or the scientific rigor of the examined studies (e.g., Harkness & Poertner, 1989; Holloway, 1984, 1992; Holloway & Neufeldt, 1995; Kaplan, 1983; Lambert & Arnold, 1987; Leddick & Ber- nard, 1980; Liddle & Halpin, 1978; Matarazzo, 1971, 1978; Matarazzo & Garner, 1992; Matarazzo & Patterson, 1986; Russell & Petrie, 1994; Stoltenberg, McNeill, & Crethar, 1994; Yutrzenka, 1995) or did so in a cursory fashion (i.e., Baker & Daniels, 1989; Baker, Daniels, & Greeley, 1990; Ford, 1979; Hansen, Pound, & Petro, 1976; Robins, & Grimes, 1982; Hansen & Warner, 1971; Holloway & Johnston, 1985; Holloway & Wampold, 1986; Kurtz, Mar- shall, & Banspach, 1985; Loganbill, Hardy, & Delworth, 1982; Stein & Lambert, 1995; Worthington, 1987). Only four reviewers presented details of the methodological flaws encountered in the studies reviewed (Alberts & Edelstein, 1990; Avis & Sprenkle, 1990; Holloway, 1987; Russell et al., 1984). The result of not systematically evaluating the methodological issues may have erroneously led to (a) equating (or even outweighing) the findings of excellent research with poor research (Hogarty, 1989; Kline, 1983), (b) exacerbating the theoretical ambiguity in the field (Meehl, 1990), and (c) drawing inaccurate inferences and conclusions (Cooper, 1989; Ellis, 1991a). The most recent review of research in individual clinical supervision that

Family Dysfunction, Parental Attachment, and Career Search Self-Efficacy among Community College Students.

Abstract: The relationship between family dysfunction, parental attachment, and career search self-efficacy was examined using a sample of 220 community college students. For the total sample, attachment to mother and father, and degree of family dysfunction combined to account for 14% of the variance in career search self-efficacy. Data were analyzed separately for men and women, which yielded results consistent with the literature. For women, attachment to mother and degree of family dysfunction combined to account for 17% of the variance in career search self-efficacy. For men, attachment to mother was the only significant predictor and accounted for 9% of the variance in career search self-efficacy. Implications for research and practice are described.

Anger Reduction in Early Adolescents.

Abstract: High-anger 6-8th graders received cognitive-relaxation coping skills (CRCS), social skills training (SST), or no treatment. Compared to the control, CRCS and SST were equally effective in reducing trait, general, and personal-situational anger and outward negative anger expression, as well as increasing controlled anger expression. On other variables, however, CRCS showed some superiority. Although both interventions led to equivalent reductions on one measure of anxiety, CRCS lowered depression, shyness, general deviance, and another measure of anxiety, whereas SST did not and was not significantly different from other groups. CRCS lowered school deviance more than SST. No between-group differences were found on self-esteem, alcohol consumption, or intoxication. Possible explanations of these findings were discussed, along with methodological issues.

A qualitative study of experts' conceptualizations of supervisee reflectivity.

Abstract: Reflectivity in its most basic sense is focused contemplation and has been touted as an important skill for professionals in practice. As part of an effort to form an integrated theory of reflectivity as it occurs in clinical supervision, 5 experts in practitioner development were interviewed about the attributes of supervisee reflectivity. Respondents' statements from initial interviews were categorized and presented to respondents for discussion in a 2nd set of interviews. Grounded theory analysis (A. Strauss & J. Corbin, 1990) was used to derive a set of final categories. These categories included (a) casual conditions of new information and uncertainty ; (b) intervening conditions of supervisee personality, supervisee cognitive capacity, and supervision environment ; (c) the process of the supervisee's search for understanding of phenomena in the counseling session ; and (d) change in the supervisee's perception, behavior, or long-term growth.

Drug use, violence, and victimization among White American, Mexican American, and American Indian dropouts, students with academic problems, and students in good academic standing

Abstract: Problem-prone behaviors of White American, Mexican American, and American Indian high school dropouts, students in good academic standing, and students in poor academic standing were surveyed. Generally, dropouts were most involved with drugs, perpetration of violence, and victimization by violence, students in poor standing were the next most involved, and students in good standing were least involved. Ethnicity did not interact with academic status, suggesting that differences between dropouts and students were similar across ethnic groups. Some ethnicity and gender main effects were found. Findings were related to R. Jessor's (1991) theory of problem-prone behaviors, to peer cluster theory, and to intervention design.

Multipotentiality among the intellectually gifted: "It was never there and already it's vanishing."

Abstract: The theory of work adjustment was used as a conceptual framework in evaluating the concept of multipotentiality, taken from the psychological literature on counseling intellectually gifted individuals (viz., those with high-flat ability and preference profiles that may lead to career indecision and distress). An examination of over 1,000 intellectually gifted students (top 1%) in 4 separate cohorts, assessed with the Scholastic Aptitude Test, the Study of Values, and J. L. Holland's (1985) six interest themes, revealed little empirical support for the prevalence of multipotentiality within intellectually talented adolescents (<5%). Rather, it appears that the idea of an overabundance of high-flat ability and preference profiles among gifted students stems from the use of age-calibrated and, hence, developmentally inappropriate assessment tools having insufficient ceilings. The results have important implications for the use of traditional vocational assessment measures in counseling gifted students.

Validity, structure, and content of the 1994 Strong Interest Inventory.

Abstract: The relative contributions of the personal style scales, general occupational themes, and basic interest scales to the concurrent validity, predictive structure, and personality content of the 1994 Strong Interest Inventory were studied. Effect sizes were provided to indicate the overall differentiation between occupational groups for each of the 35 scales. An expected inverse relationship between the predictive power of each of the 3 sets of nonoccupational scales and their occupational specificity was found. Vocational measures of personality represented by the personal style scales and general occupational themes were found to be effective in a familiar hexagonal 2-dimensional space. Although the results supported the incremental validity of the personal style scales, the basic interest scales were found to deal most effectively with the multivariate complexity of vocational interests.

Comparison of hypnosis and distraction in severely ill children undergoing painful medical procedures.

Abstract: An ethnically diverse sample of high and low hypnotizable children (N = 27) suffering from cancer or blood disorders and their parents were trained to use both distraction and hypnosis to reduce pain and anxiety. Measures of pain and anxiety were obtained from the children and their parents. Independent raters also judged participants' video-taped distress responses. Data were collected during painful medical procedures, for baseline, distraction, and hypnosis conditions. Supporting E. R. Hilgard's (1977, 1992) neodissociation theory, hypnotizable children showed significantly lower pain, anxiety, and distress scores in response to hypnosis in contrast to the low hypnotizable children. Distraction produced significant positive effects for observer-rated distress scores for the low hypnotizable children.

Referral patterns in ethnic-specific and mainstream programs for ethnic minorities and Whites.

Abstract: The present study examined the referral patterns of 1,095 African, 2,168 Asian, 1,385 Hispanic, and 2,273 White Americans (18 years of age and older) in a public mental health system to determine whether group differences in help-seeking and referral patterns were related to participation in ethnic-specific versus mainstream programs. Results indicated that (a) ethnic minorities in both mainstream and ethnic-specific programs were more likely than Whites to have been referred by natural help-giving and lay referral sources (e.g., family or friends, health services, and social services) and (b) ethnic minorities in ethnic-specific programs were more likely than ethnic minorities in mainstream programs to have been referred by natural help-giving and lay referral sources if they were Asian and Hispanic Americans and self-referred if they were African Americans.

Helpful impacts in group counseling: Development of a multidimensional rating system.

Abstract: The underlying structure of group therapy participants' perceptions of helpful therapeutic impacts were explored through principal-components analysis. Critical incidents obtained from 210 interpersonal growth group and 74 group counseling participants were rated on a measure that incorporated items from the Therapeutic Factors (S. Bloch, J. Reibstein, E. Crouch, P. Holroyd, & J. Themen, 1979), and Categories of Good Moments (A. R. Mahrer & W. P. Nadler, 1986) rating systems and R. Elliott's (1985) taxonomy of helpful impacts. Principal-components analysis revealed four underlying factors that accounted for 59.2% of the variance. These factors were labeled Emotional Awareness-Insight, Relationship-Climate, Other Versus Self Focus, and Problem Solving-Behavior Change. The identified helpful therapeutic impact dimensions were related to perceptions of group leader behavior and to ratings of group climate.

Generalizability of Holland's Structure of Vocational Interests Across Ethnicity, Gender, and Socioeconomic Status

Abstract: Items from the Vocational Preference Inventory (J. L. Holland, 1985b) were administered to a sample of 370 African American and White high school students to investigate differences in the circular structure of RIASEC interests across ethnicity, socioeconomic status, and gender. Analyses using both the randomization test of hypothesized order relations (L. Hubert & P. Arabie, 1987) and 3-way MDS suggest that there are no differences in interest structure between African American and White high school students. However, structural differences were found when both ethnicity and SES were considered together.

Change in working alliance, social support, and psychological symptoms in brief therapy.

Abstract: Many interpersonal therapists use the working alliance as a vehicle for client change and as a corrective experience for clients to learn new relationship skills. Clients in brief therapy (N = 34) completed measures of social support and psychological symptoms at pretest and termination and a measure of working alliance after the third session and at termination. Path analysis suggested that improvement in the working alliance was significantly related to improvement in social support and that improvement in social support was significantly related to symptom reduction. The working alliance appears to have an important indirect connection to symptom reduction, through the mediating influence of increased support. After the effects of improved alliance were controlled, increased support was still related to decreased symptoms; however, after the effects of social support were controlled, the relation between change in alliance and symptoms was not significant.

The relationship of victimization experiences to psychological well-being among homeless women and low-income housed women.

Abstract: Stressful experiences and their effects on the psychological well-being of 113 homeless women and 116 low-income housed women were investigated. Measures of victimization assessed multiple dimensions of this construct, including criminal victimization, sexual harassment, and sexual abuse. Measures of current daily environmental hassles and quality of family environment while growing up also were included. Additional measures assessed positive and negative interpersonal exchanges, sense of coherence, and overall psychological distress. Regression analyses indicated that victimization experiences were significant predictors of psychological well-being for both samples. Results also highlighted the importance of investigating both the positive and negative dimensions of interpersonal influences as well as internal resources, and suggested that these resources for coping with stress may be differentially perceived and utilized by these groups. These findings also suggest the need for specific preventive and remedial interventions to empower homeless and low-income housed women. Homelessness has been viewed as a problem to which the resources available to psychologists are particularly applicable. The APA Council of Representativ es (1991) stated that the problem of homelessness is in need of attention from psychologists for a number of reasons, including the

Effects of Attributional Retraining on the Career Beliefs and Career Exploration Behavior of College Students.

Abstract: Two studies were conducted to evaluate the efficacy of attributional retraining as a career-counseling technique for college students. Participants who received the attributional retraining treatment viewed an 8-min videotape designed to foster internal, controllable, and unstable attributions for career decision making. Participants in the control groups viewed a similar videotape that lacked any reference to career-related attributions. Results revealed that participants who received attributional retraining exhibited significant changes in career beliefs and attributional style and engaged in significantly more career exploration behavior than the participants in the control groups. An evaluation of attributional retraining as a career-counseling technique for college students is provided, and ideas for further research are suggested.