Journal of College Counseling最新文献

The authors collected narrative data from 11 African American female college students at a predominantly White institution using the Career Construction Interview (Savickas & Hartung, 2012), the Future Career Autobiography (Rehfuss, 2009), and a qualitative career experiences questionnaire. Using the constant comparison method (Strauss & Corbin, 1990), the authors uncovered 4 overarching themes based on the unique experiences of participants. The authors present insights for college counselors providing career development services.

African American undergraduate students face numerous challenges during college; however, they are less likely to seek help from college counseling services. Often, African Americans seek support from spiritual resources. In the current phenomenological study, participants shared in a focus group interview. Overall, participants seemed to value the Black Church as an integral part of their lives and as an influence on their perceptions of counseling and proclivity to seek counseling services.

This article presents an integrative framework for using cognitive behavior therapy through the lens of relational cultural theory. The authors provide an overview of cognitive behavior therapy and relational cultural theory, followed by suggestions on how to facilitate cognitive behavior therapy using the principles of relational cultural theory in college counseling. A case illustration is used to demonstrate the integration of cognitive behavior therapy and relational cultural theory.

This study examined the stress-buffering role of social support on indicators of psychosocial functioning among a combined and split sample of ethnically diverse college students. Although high social support significantly moderated 2 relationships in the combined sample, high and low levels of social support significantly reduced the effect of stress on depressive symptoms of students of color. For White students, high social support moderated the effect of stress on protective behaviors. Implications for college counselors are discussed.

A university counseling center engaged a therapy dog program for an outreach activity to reduce stress as students prepare for final exams at a large culturally diverse university. This article describes the rationale, planning, and implementation of the activity; presents an evaluation summary; and provides recommendations and implications for counselors interested in using a similar activity. A large and diverse student population attended the activity and gave primarily positive feedback for this low-cost group activity.

This study investigated unique and shared effects of social support and cultural orientation on mental health indicators (depressive and anxiety symptoms, stress, and life satisfaction) of 896 college students. Results indicated that perceived social support predicted mental health variables and that cultural orientation variables (independent and interdependent self-construal) moderated this association. Conclusions and counseling implications for university counselors are discussed on the basis of cultural orientation theory.

Decisions regarding college majors have the potential to affect a person's overall academic performance and long-term career success. With Holland's (1997) trait-and-factor theory serving as a foundation, the authors examined relationships between person–environment fit, college major satisfaction, and grade point average of undergraduate students (N = 99). Results revealed that student–major congruence and academic major satisfaction were both significant predictors of grade point average.

Interparental conflict has been shown to have a negative effect on the academic success of children and adolescents. This study examined the relationship between college students' (N = 143) perceived levels of interparental conflict, their living arrangement, and their current self-reported grade point average. Participants who experienced more interparental conflict, specifically female students and those living away from home, reported a lower grade point average. Implications for college counselors are discussed.