Journal of Counseling and Development最新文献

Adverse childhood experiences (ACEs), including childhood abuse, neglect, and household dysfunction, are commonly reported; however, further research is needed to explore the psychological mechanisms that may contribute to self-stigma surrounding help-seeking among individuals with ACEs. To address this gap, this study investigated the relationship between ACEs and self-stigma of help-seeking (SSOHS), focusing on the mediating roles of event centrality and posttraumatic beliefs. A total of 369 adults with at least one ACE completed measures assessing event centrality, posttraumatic beliefs, SSOHS, and ACEs, and the data were analyzed using structural equation modeling. Results revealed that the overall number of ACEs indirectly influenced SSOHS through event centrality and posttraumatic beliefs (β = 0.196, p < 0.001). These findings highlight the importance of implementing trauma-informed, evidence-based counseling interventions and prevention efforts to reduce the impact of trauma and beliefs, thereby encouraging help-seeking among individuals with ACEs.

Satisfaction with life is a complex construct, with many implications for overall well-being. This study explored the psychometric characteristics of the Satisfaction with Life Scale (SWLS) scores on Mexican dialect Spanish-speaking participants who endured the 2017 Mexican earthquake. Participants completed linguistically and culturally adapted versions of the SWLS, Flourishing Scale, Meaning in Life Questionnaire, Spiritual Fortitude, and Multidimensional Scale of Perceived Social Support. Confirmatory factor analysis of the SWLS on the Mexican sample supported the unidimensional model with mostly excellent fit statistics. Cronbach's alpha for internal consistency was 0.90 for the current sample, and scores displayed mostly medium to large effect size convergent correlations with comparison measures. A measurement invariance analysis comparing male and female responses produced weak invariance. These results help validate the use of the Mexican dialect Spanish adaptation of the SWLS in a sample of earthquake survivors.

The Myers–Briggs Type Indicator – Form M (MBTI-M) is the most popular personality assessment used by professional counselors and taught in counselor education programs. Still, little is known about MBTI-M score reliability and validity beyond what is published in the test manual. This psychometric synthesis aggregated the results across 193 studies from 1999 to 2024 using the Myers–Briggs Type Indicator (MBTI) Form M. Internal consistency was 0.845–0.921 across subscales and total scores. Convergent evidence with similar constructs were robust across six personality instruments. Proportions of types and subtypes were aggregated from 178 articles with an aggregated n of 57,170 participants and compared to the normative proportions (n = 3009) published in the manual. Structural validity and test-retest studies were absent from the 25-year literature sampling.

Ruptures resulting from racial microaggressions occurring during treatment have a negative impact on clients from minoritized backgrounds. Although racial microaggressions are widely understood as offensive comments targeting one's race, scholars maintain that not broaching or avoiding discussions regarding the client's race, ethnicity, and culture also constitutes microaggressive acts. Few studies have unpacked clients’ experiences of therapeutic ruptures caused by racial microaggressions. The current study used consensual qualitative research—case study (CQR-C) to examine the cultural rupture experience of a young Somali-Dutch American immigrant with her counselor. Results suggest that ruptures stemming from racial microaggressions in which the counselor ignored the client's racial, ethnic, and cultural factors impeded the development of the therapeutic alliance and more favorable counseling outcomes. These relational fissures contributed to the client's emotional distress and subsequent premature termination. Limitations, clinical implications, and future research and training directions are discussed.

This study utilized expert consensus to develop counseling competencies for rural practicing counselors, acknowledging the unique challenges of rural counseling. Employing the Delphi method, the study engaged 15 expert panelists across three rounds to identify and refine essential knowledge, skills, and attitudes and beliefs necessary for effective practice in rural settings. The initial round gathered qualitative input on necessary competencies, which informed the development of 96 competency statements evaluated for their essentialness in subsequent rounds. The consensus reached on these statements highlights key competencies crucial for rural counseling practice. The findings offer valuable insights for counselor educators, clinicians, and supervisors, providing a foundation for improving counselor preparation and practice in rural areas. The article concludes with discussions on limitations and recommendations for future research to further enhance rural counseling practices.

The purpose of this constructivist grounded theory analysis was to explore how adult women with histories of interpersonal trauma experience power within the counseling relationship. Using semi-structured interviews with 29 clients in counseling, concurrent data analysis and collection resulted in a process theory composed of seven categories and one core category. Categories included Sociocultural Mental Health Factors, Past Experiences of Power, Choosing Counseling, Assessing for Safety and Fit, Advocating for Needs, Reliving Disempowerment, and Reclaiming Power. Participants’ experience of power was summarized by the core category, Practicing Personal Power in Connection with Others, which represented the model's central concepts. The constructed process theory informs counseling practice with clients who have experienced interpersonal trauma by presenting a model for how clients enact their power. Implications include strategies for addressing power within the counseling relationship.

Diversity of all kinds has increased in the United States, yet systems of oppression and discrimination continue to persist in K–12 schools, negatively impacting student mental health and academic outcomes. School counselors are well-positioned to address oppression and discrimination, but all school counselors do not actively work to reduce bias or implement social justice initiatives. To cultivate anti-oppressive, social justice efforts among school counselors, we implemented the School Counseling Equity Fellowship (SCEF), a yearlong, cohort-based professional development program. Employing a qualitative case study approach, we used participant interviews and journal entries to explore how participation in the SCEF influenced participants’ work as school counselors. Findings indicated that participants were different after the SCEF because they cultivated a community of like-minded people, gained awareness and learning, implemented new social justice behaviors, and made plans for future initiatives. Based on these findings, we provide implications for school counselor educators and leaders.