Showing papers in "The Counseling Psychologist in 2014"

Inadequate and Harmful Clinical Supervision: Testing a Revised Framework and Assessing Occurrence

Abstract: Two studies were conducted to revise and empirically test Ellis’s framework for inadequate and harmful supervision, and to determine the occurrence of inadequate and harmful clinical supervision from the supervisees’ perspective. For Study 1, we delineated 10 criteria for minimally adequate clinical supervision and defined inadequate and harmful supervision by differentiating self-identified and de facto supervision for each. Ratings from 34 supervision experts were used to generate a taxonomy of 16 de facto inadequate and 21 de facto harmful supervision descriptors. Because harmful supervision was distinct from, yet subsumed by, inadequate supervision, we revised the taxonomy and definitions accordingly. In Study 2, the occurrence of inadequate and harmful supervision was assessed for 363 supervisees; 93.0% were currently receiving inadequate supervision and 35.3% were currently receiving harmful supervision. Over half of the supervisees had received harmful clinical supervision at some point. Implicatio...

Mexican-Origin Early Adolescents' Ethnic Socialization, Ethnic Identity, and Psychosocial Functioning

Abstract: This study examined how parental ethnic socialization informed adolescents’ ethnic identity (EI) development and, in turn, youths’ psychosocial functioning (i.e., mental health, social competence, academic efficacy, externalizing behaviors) among 749 Mexican-origin families. In addition, school ethnic composition was examined as a moderator of these associations. Findings indicated that mothers’ and fathers’ ethnic socialization were significant longitudinal predictors of adolescents’ EI, although fathers’ ethnic socialization interacted significantly with youths’ school ethnic composition in fifth grade to influence EI in seventh grade. Furthermore, adolescents’ EI was significantly associated with increased academic self-efficacy and social competence, and decreased depressive symptoms and externalizing behaviors. Findings support theoretical predictions regarding the central role parents play in Mexican-origin adolescents’ normative developmental processes and adjustment and, importantly, underscore th...

Teaching Social Justice in Counseling Psychology

Abstract: Recent years have witnessed increased calls from counseling psychology to include social justice competencies in the training of future practitioners. Integration of social justice awareness, advocacy skills, and opportunities for social change action are needed extensions of the field’s commitment to multicultural competency. Classroom teaching is a key component of transforming counseling psychology curricula and of developing students’ awareness of the value of social justice perspectives, yet pedagogical applications are rarely present in the literature. This article provides a case example of the integration of social justice and multicultural consciousness across the curriculum of one counseling psychology program. It highlights examples of innovative pedagogical techniques within a variety of core courses. We present specific examples of readings and nontraditional teaching approaches to promote social justice consciousness, including experiential exercises, self-reflection opportunities, use of vi...

Multicultural Therapy Practicum Involving Refugees: Description and Illustration of a Training Model

Abstract: Multicultural scholars have long noted the value and the need to incorporate multicultural counseling practica into diversity-social justice training. This article describes an ongoing, systematic model of multicultural therapy practicum in which clinical psychology trainees provide direct psychotherapy to community-referred, culturally and linguistically diverse refugee clients, under culturally grounded supervision. As a university–community collaboration, this practicum embodies the principles of multicultural counseling competencies, social justice, community outreach and service, experiential learning, and trauma therapy. In this article, we describe the target refugee population, the theoretical/conceptual bases, the learning conditions, the organizational structure, and the evaluative research of this practicum. Next, we present a former trainee’s narrative account of working with a male Afghan refugee from an autoethnographic qualitative framework to illustrate the dynamic learning process and the...

Arrantly Absent Atheism in Psychological Science From 2001 to 2012

Abstract: This study provides a content analysis of the past 12 years (2001-2012) of academic scholarship about atheism and atheist individuals from a social scientific lens in the United States. The content analysis yielded 100 articles across disciplines including psychology, sociology, religious studies, and political science. Although the number of articles about atheism published since 2001 has increased steadily per year (n = 0 in 2001 compared with n = 20 in 2012), the topics discussed in the atheism literature were narrow in scope and involved (a) comparing religious/spiritual (R/S) belief systems to atheism or (b) discussing bias against atheists. In addition, most of the articles were nonempirical (58%). Content analysis data suggest that atheism is an understudied topic in psychological science (31% of the total articles were from psychology), and discourse on atheism is often presented from cognitive and social-psychology perspectives, rather than a counseling psychology lens. Only a handful of the tota...

The Racial-Cultural Framework: A Framework for Addressing Suicide-Related Outcomes in Communities of Color

Abstract: Suicide-related outcomes are a major public health challenge in communities of color in the United States. To address these challenges, this Major Contribution makes theoretical, empirical, and practice-related contributions to scholarship on suicide-related outcomes among people of color. In this article, the authors present a new framework to conceptualize previous suicidology scholarship, address existing literature gaps, and inform counseling psychologists’ future work on suicide-related outcomes in U.S. communities of color. The framework consists of three components and nine principles that highlight the types of constructs, populations, and preventive interventions that should be emphasized in theory, research, and practice addressing suicide-related outcomes in communities of color. The authors explain why suicide-related outcomes in communities of color deserve attention, describe the framework, and discuss implications of the framework for future practice and training. It is hoped that this fram...

Integrating Service Learning and Difficult Dialogues Pedagogy to Advance Social Justice Training

Abstract: The integration of service learning and difficult dialogues pedagogy is one avenue for enhancing counseling psychology social justice training. We provide an illustration of this integrative model including advocacy and systems perspectives, and propose that the model can be applied to other service learning foci within counseling psychology training. The article presents an ongoing project that provides counseling graduate students the opportunity to implement skills in career and employment counseling with homeless and near homeless individuals, as well as to develop greater cultural sensitivity and humility. The model provides a structural framework for understanding poverty, homelessness, and bureaucratic systems of care as essential to knowledge, awareness, and skill development for social justice advocacy regarding social class and economic inequalities. Difficult dialogues are incorporated during pre-service, engagement, and debriefing stages of the training experience as a means of promoting best ...

Disordered Eating Among Asian/Asian American Women Racial and Cultural Factors as Correlates

Abstract: Sociocultural models of eating disorders emphasize the role of internalization of media standards of beauty in eating pathology but rarely examine (a) how racial and cultural factors may be related to women of color’s tendency to endorse Western media beauty ideals or (b) these women’s risk of developing body dissatisfaction and disordered eating issues. This study of Asian/Asian American women (N = 587) investigated the roles of perceived racial discrimination, ethnic identity, and racial/ethnic teasing in relation to self-esteem, internalization of Western standards of beauty, and body dissatisfaction as predictors of disordered eating in a structural model. Results indicated that, when controlling for body mass, perceived racial discrimination, ethnic identity, and racial/ethnic teasing significantly predicted disordered eating and its correlate variables through direct and indirect links. The findings suggest racial and cultural factors may complement sociocultural models in understanding disordered e...

Mental Health Implications in Mormon Women’s Experiences With Same-Sex Attraction: A Qualitative Study

Abstract: Given research suggesting that individuals in conservative religions experience conflict between religious beliefs and feelings of same-sex sexuality, this study explores the mental health impact of Mormon women who experience same-sex sexuality. Twenty-three Mormon women participated in semi-structured individual interviews about their experiences with same-sex sexuality. Interview questions asked about participants’ experiences with same-sex sexuality and the LDS Church (The Church of Jesus Christ of Latter-day Saints), how this experience affected their mental health, and what types of mental health treatment they engaged in during their process of reconciliation. Data were analyzed following phenomenological methodology. Themes included the following: experiences with mood disorders, self-worth, suicidality, treatment attempts, reparative therapy, counselor’s agenda, impact of family and community, and mental health recovery. When treating women who experience conflict, counselors should assess self-w...

Rumination, Sexual Orientation Uncertainty, and Psychological Distress in Sexual Minority University Students:

Abstract: This study examined associations between uncertainty about sexual orientation, rumination, and psychological distress in university students. We hypothesized that increased rumination would mediate associations between higher sexual orientation uncertainty and greater psychological distress. Furthermore, we hypothesized that these associations might differ for selfidentified lesbian, gay, and bisexual (LGB) versus heterosexual emerging adults. A sample of 207 university students completed questionnaires assessing sexual orientation uncertainty, rumination, depressive symptoms, perceived stress, and aggression. Path analyses indicated that higher sexual orientation uncertainty was associated with greater rumination, depressive symptoms, and perceived stress. Furthermore, rumination mediated associations between sexual orientation uncertainty and all measures of psychological distress across the entire sample. However, multi-group analyses indicated that these associations emerged for LGB participants but not for heterosexuals. Results suggest that rumination may constitute a common but maladaptive coping response for sexual minorities facing sexual

Structural Competency as a Framework for Training in Counseling Psychology

Abstract: The purpose of this article is to explore structural competency as a framework for training in counseling psychology. Structural competency as a guiding paradigm can be an important component of counseling practice that is informed by an understanding of the effects of oppression and structural-level disparities on the psychological well-being of marginalized groups and individuals. We outline a set of training principles that can inform the development of socially responsive curricula in counseling psychology programs. These principles are derived from the need for an emancipatory, liberatory stance among newly trained practitioners and from the need for counseling psychologists to engage in anti-oppression advocacy. We argue that part of this advocacy must involve partnering with clients to counteract the over-reliance on de-contextualized treatments that ignore the role that individual and collective agency can play in bringing about positive psychological change.

Results of Immersion Service Learning Activism With Peers Anticipated and Surprising

Abstract: Despite the emphasis on multicultural counseling competence and social justice in counseling psychology, the mechanisms behind building skills related to effective work remain elusive. This qualitative study explored the experiences of student-participants during a service learning course based on social justice principles in Belize. The researchers sought to inform how a non-traditional teaching methodology—immersion service learning activism—might affect these students’ development. The researchers used Consensual Qualitative Research to analyze interviews and journals through a collaborative and reflective process. Eleven domains emerged from the analysis. Results confirmed past research related to immersion and service learning, including personal and professional development and changes in diversity attitudes. There were also unanticipated themes related to complex interpersonal and group dynamics. These findings demonstrate the influence of immersion, service learning, and group process in intra- as...

The Influence of Dating Violence on Adolescent Girls’ Educational Experiences:

Abstract: The purpose of this study was to investigate the impact of dating violence on adolescent girls’ educational experiences and relationships with peers, family members, and school personnel. We used a constructivist–interpretivist research paradigm and conducted semistructured interviews with 19 adolescent female participants who experienced abuse from a dating partner during the past year. Using grounded theory analytical methods, findings included identification of specific types of abuse girls experienced in different contexts, what strategies girls used to cope with the abuse, how girls made meaning of their abuse experiences, and the subsequent consequences of the abuse on girls’ health, relationships, self-concepts, and school experiences. Implications for school- and family-based interventions and dating violence research are provided.

Culturally Tailored Smoking Cessation for Adult American Indian Smokers A Clinical Trial

Abstract: This collaborative, community-engaged project developed and tested a Culturally Tailored Treatment (CTT) for American Indian/Alaska Native (AI/AN) smokers in the Menominee tribal community. One hundred three adult AI/AN smokers were randomized to receive either Standard Treatment (ST; n = 53) or CTT (n = 50) for smoking cessation. Both treatment conditions included 12 weeks of varenicline and four individual counseling sessions but differed in terms of cultural tailoring of the counseling. The primary outcome was 7-day, biochemically confirmed point-prevalence abstinence (PPA) at the 6-month end-of-study visit. Both intention-to-treat (ITT) and responder-only analyses were conducted. There were no statistically significant group differences in 7-day PPA. The overall ITT abstinence rate at 6 months was 20%; the responder-only rate was 42%. The current study represents the first randomized smoking cessation clinical trial testing a culturally tailored smoking cessation intervention designed for a specific A...

Supervisors’ Experiences of Providing Difficult Feedback in Cross-Ethnic/Racial Supervision

Abstract: Seventeen clinical supervisors were interviewed regarding their experience of providing difficult feedback in cross-ethnic/racial supervision, and their responses were analyzed using consensual qualitative research (CQR). European American supervisors described supervisees of color who had difficulty in their clinical work with culturally different clients. These supervisors then shared with supervisees their concern that supervisees’ interpersonal skills may negatively affect their clinical and/or supervision work. Supervisors of color described European American supervisees who exhibited insensitivity toward clients of color in session or during supervision. These supervisors shared their concern that supervisees’ lack of cultural sensitivity may negatively affect their clinical work. These contrasting feedback experiences had a profound effect on supervisory relationships and the processes within supervision.

Examining the Relationships Between Physical Functioning, Ethnic Identity, Acculturation, Familismo, and Depressive Symptoms for Latino Older Adults

Abstract: In this study, the authors examined the contributions of physical functioning, acculturation, the Latino cultural value of familismo, and ethnic identity in predicting depressive symptoms in a community sample of Latino older adults. The participants were 98 Latino older adults, age 65 and older, from a moderately sized Midwestern city. Multiple regression analyses indicated that physical functioning, acculturation, familismo, and ethnic identity were significantly related to depressive symptoms. Due to the limited empirical research focused on ethnic identity among older adults, the construct of ethnic identity was closely examined in an effort to extend ethnic identity theory and research specific to Latino older adults. The findings are discussed within the context of ethnic identity theory and implications for research and practice.

Asian International Students’ Mental Health-Related Outcomes: A Person × Context Cultural Framework

Abstract: Guided by a Person × Context cultural framework, this is the first known study to examine the relationship between cultural values and mental health-related outcomes (depressive symptoms and professional psychological help seeking) across diverse interpersonal contexts. Using a quasi-experimental research design, 465 Asian international college students were randomly assigned to report their adherence to the Asian cultural values of emotional self-control and humility during interactions with (a) their families of origin, (b) peers from their country of origin, or (c) American peers. Humility was positively associated with depressive symptoms only during interactions with nonfamily members, and not with family members. Emotional self-control was negatively associated with attitudes toward seeking psychological help only during participants’ interactions with members of their country of origin. Humility was negatively related to psychological help seeking only during participants’ interactions with nonfami...

International Education and Service Learning Approaches Toward Cultural Competency and Social Justice

Abstract: The field of counseling psychology continues to see a perpetual underutilization of mental health resources by many cultural groups, including international populations. Underutilization of services is due, in part, to psychologists’ deficiency in cultural and international competency. International education—an experiential learning technique that involves cultural contact—has been proposed as an alternative method for training students to work effectively cross-culturally. The current article examines the effects of service learning embedded in a study abroad diversity course in Singapore. The course was designed for graduate counseling psychology students as an experiential vehicle for developing cultural competency and awareness of social justice issues through direct contact with diverse groups. Qualitative data are reviewed, and implications for training, such as integration of cross-cultural and social justice issues in counseling training programs, are discussed.

Perceived Stress and Depressive Symptoms Among Latino Adults The Moderating Role of Ethnic Identity Cluster Patterns

Abstract: The present study examined whether ethnic identity cluster patterns, using Ethnic Identity Scale (EIS) subscale scores, moderated the relationship between perceived stress and depressive symptoms. Participants were 390 Latino adults from a moderately sized Midwestern city. Four ethnic identity cluster patterns were identified through cluster analysis: Achieved Positive, Diffuse Positive, Foreclosed Positive, and Diffuse Negative. Results from a moderated multiple regression analysis indicated a significant interaction effect of ethnic identity clusters (i.e., Achieved Positive vs. Diffuse Negative) and perceived stress on depressive symptoms. Specifically, at lower levels of stress, no significant difference was found; whereas, at higher levels of stress, individuals with Achieved Positive cluster patterns had significantly lower levels of depressive symptoms than individuals with Diffuse Negative cluster patterns. The findings are discussed within the context of ethnic identity theory and the implication...

Personal and Familial Aspects of Perfectionism in Latino/a Students

Abstract: This study investigated the relevance of both personal and familial aspects of perfectionism for Latino college students. The participants were 207 Latino college students (76% women, 24% men; M age = 21.13 years). Psychometric evaluations of the Almost Perfect Scale–Revised (APS-R) and Family Almost Perfect Scale (FAPS) provide promising support of their cultural validity for Latino students. Patterns of how personal and family dimensions of perfectionism associate with psychological measures of depressive symptoms, anxiety symptoms, and self-esteem generally replicated past studies with other cultural groups. Participants in the study were classified into three different types of perfectionists as well as three perceived types of perfectionistic families. These groups were compared on the psychological indicators of depression, anxiety, and self-esteem (η2 = .06-.19). Counseling and cultural implications for Latino students with the focus on positive and negative aspects of perfectionism as well as futu...

Lesbian and Queer Women Professors Disclosing in the Classroom: An Act of Authenticity

Abstract: Lesbian and queer women professors are faced with the personal decision of whether to disclose their sexual identities in the classroom. The experiences of 10 participants in Calgary, Canada were explored through semi-structured, one-on-one interviews. The analysis revealed one overarching category: enacting authenticity. The sub-themes within this major finding include fighting for one’s identity, modeling authenticity, and the freedom and connection felt by self-disclosing. Three supplementary findings and the sub-themes within are also expanded and discussed: classroom structure factors, self-disclosure timing, and negative impacts of disclosure. The findings imply that despite the potential negative impacts of disclosing in the classroom, this pedagogical technique can be used as a means of demonstrating genuineness and praxis toward social justice. The professors’ collective emphasis on the role of authenticity in disclosing in the classroom offers prospects for subsequent research efforts regarding ...

Training Undergraduate Students to Use Immediacy

Abstract: After they had learned exploration skills, 132 undergraduate helping skills students were taught to use the insight skill of immediacy. After training, students increased in self-efficacy for using immediacy, and catharsis and cohesion increased among lab group members. Students who completed training first (nondelay) had higher self-efficacy post-training than those in a delay condition before they had training. Self-efficacy for immediacy increased after lecture, modeling, and large-group discussion; decreased between lecture and lab; and increased after lab practice. Qualitative results indicated that practice was the most helpful component. Students with the highest initial self-efficacy and prior helping experience (PHE) had the highest post-training self-efficacy, whereas those with the lowest self-efficacy or the highest PHEs had the greatest self-efficacy increases. In addition, cultural background played a role in learning and using immediacy.

Toward an Asset Orientation in the Study of U.S. Latina/o Youth Biculturalism, Ethnic Identity, and Positive Youth Development

Abstract: Despite their significant and growing demographic importance, U.S. Latina/o youth are rarely the focus of research and almost never studied from a perspective that reflects counseling psychologists’ emphases on social justice and the strengths of individuals. Such a perspective is likely to result in more effective approaches to the understanding and prevention of adverse outcomes and can expand the understanding of variables that have been traditionally used to study U.S. Latina/o youth. In this study, two specific asset variables—leadership and social responsibility—were used to test hypotheses about the role of biculturalism in adaptive psychological functioning among U.S. Latina/o youth. Results suggest that bicultural identity is meaningfully associated with asset variables, whereas bicultural involvement is not. Implications for research and practice are discussed.

Client Perspectives About Religion and Spirituality in Group Counseling

Abstract: The main purpose of this study was to examine client-rated appropriateness and preferences regarding the discussion of religious and spiritual concerns in group counseling. Participants were 164 group clients at nine university counseling centers nationwide. Clients volunteered to complete an online questionnaire about their experiences and opinions regarding religion and spirituality in group counseling. The majority of clients indicated that religious concerns are an appropriate topic for group counseling and reported a preference to discuss religious and spiritual concerns with their groups. Regression analyses examined predictors of client-rated (a) appropriateness of discussing religious concerns in group, (b) appropriateness of group leaders using religious or spiritual interventions, and (c) preferences for discussing religious and spiritual issues in group. The most consistent predictors of these ratings were client spirituality, client religious commitment, degree of spiritual struggles, and the ...

Training Undergraduate Students to Use Insight Skills Overview of the Rationale, Methods, and Analyses for Three Studies

Abstract: We briefly review the literature on helping skills training. We then provide a rationale for the current series of studies, given methodological problems and a lack of focus on teaching insight skills in the previous literature. Next, we provide an overview of the rationale, methods, and analyses used in common across three studies conducted to teach insight skills (immediacy, challenges, and interpretation, respectively) to undergraduate students in helping skills courses.

Relational Health, Ethnic Identity, and Well-Being of College Students of Color A Strengths-Based Perspective

Abstract: Within the framework of relational-cultural theory, the current study examined how relational health and ethnic identity contribute to overall well-being in a sample of college students of color. A total of 229 students completed measures of relational health, ethnic identity, indicators of subjective well-being (SWB), and perceptions of physical health. Canonical correlation analyses revealed two patterns of relationships between the variable sets: (a) students who reported lower scores in ethnic identity and in peer, mentor, and community relationships, also demonstrated lower SWB and fewer days in good health, and (b) students who reported high relational health in peer and mentor domains, but lower scores for ethnic identity, had higher reports of both positive and negative affect, as well as both good and poor health. These preliminary findings reflect the complexity of how ethnic identity and relational health differentially predict the well-being of college students of color. The implications of th...

Contextual School Counseling Approach: Linking Contextual Psychotherapy With the School Environment

Abstract: This article, and the one that follows (Slaten & Baskin, Contextual School Counseling: A framework for training with implications for curriculum, supervision, practice, and future research), describe an approach to school counseling and an integrated new training framework, titled “Contextual School Counseling” (CSC). CSC is an approach where the contextual perspective of psychotherapy is understood, relied upon, and applied to activities by a counselor within the school environment. The use of CSC will help school counselors to focus on vulnerable and diverse populations. Furthermore, it will add cohesion to an ever-evolving profession whose members are currently trained in core counseling skills but would likely further benefit from an approach and training model with clearer links to the pre-K-12 context.

When Religion Enters the Counseling Group Multiculturalism, Group Processes, and Social Justice

Abstract: Religion is a diversity factor that comprises a significant component of identity for many clients. However, little attention has been paid to religion in the context of group counseling, especially process-oriented, nonthemed groups with heterogeneous membership. Using multicultural, process-oriented, and social justice theories of groups, we demonstrate the myriad ways religion is relevant to and influential in group counseling work. Together, these theories provide a solid justification for the need to ethically and effectively attend to religion in group work. Furthermore, they provide a strong foundation for developing counseling expertise in this area by highlighting typical conflicts, group dynamics, and needs that arise when religion is addressed in groups. Based on our review, we provide practical and ethical implications to assist group leaders in addressing religion in their group counseling work.

Training Undergraduate Students to Use Interpretation

Abstract: After they had learned exploration skills, 128 undergraduate helping skills students were taught to use the insight skill of interpretation. After training, students had higher self-efficacy for using interpretation and were rated by both themselves and volunteer clients as using interpretation more often. Students in a delay condition did not change over a comparable period of time in which they received no training in interpretation. Self-efficacy for interpretation increased after lecture/discussion, a fishbowl exercise in the lecture class, small group practice in the lab, and dyad practice in the lab. In post-training ratings, lab group practice was perceived as the most helpful, the fishbowl exercise the least helpful, and all other components moderately helpful. Students with the highest initial self-efficacy gained the least in self-efficacy but ended with the highest levels of self-efficacy. Students with more prior helping experience increased more in self-efficacy and had the highest final self...

Training Undergraduate Students to Use Challenges

Abstract: After they learned exploration skills, 103 undergraduate helping skills students were taught to use challenges. Prior to training, students’ self-efficacy for using challenges did not change, although the quality of written challenges and reflections of feelings did. After training, students rated themselves as having more self-efficacy for using challenges and were judged as providing better written challenges, although there were no further changes in quality of written reflections of feelings. Students maintained self-efficacy for using challenges at a 5-week follow-up. Self-efficacy for using challenges increased after lecture, modeling, written practice, and lab group practice, but students indicated that practice was the most helpful training component. Natural helping ability predicted higher final levels of self-efficacy for using challenges. Qualitative results indicated that cultural background played a role in learning and using challenges.