Journal of Counseling and Development最新文献

Students attending Hispanic Serving Institutions (HSIs) have unique mental health needs. Despite the efficacy of mental health literacy (MHL) for supporting college student mental health, MHL research at HSIs is lacking. In a series of three studies, we found support for the psychometric properties of two MHL-based screening tools with a large sample (N = 846) of HSI students: The Revised Fit, Stigma, and Value (FSV) Scale, which appraises barriers to counseling, and the Mental Distress Response Scale (MDRS), which measures responses to encountering a peer in mental distress. Results also supported a structural model that revealed Fit and Value as significant predictors of HSI students’ positive responses to a peer in mental distress. Finally, we identified demographic subpopulations of HSI students that were especially vulnerable to barriers to counseling. The potential usefulness of the Revised FSV Scale and MDRS for enhancing MHL screening at HSIs is discussed.

This cross-sectional study used structural equation modeling to examine the directional relationship between school counselors’ (N = 339) wellness and burnout and whether the latent variables were indirectly mediated by affective distress, while controlling for years of experience, student-to-school counselor ratios, percentage of time spent in counseling duties, and engagement in supervision monthly. Results found that engagement in supervision monthly was positively related to wellness and negatively related to burnout. Percentage of time spent in counseling duties was negative related to affective distress. Based upon the model fit, we found a statistically significant direct effect of wellness on burnout, while controlling for the indirect effect of affective distress (β = −0.32, p < 0.001). Additionally, wellness was significantly and negatively related to burnout (−0.32) and affective distress (−0.51). Affective distress was significantly and positively related to burnout (0.63). We discuss implications for the school counseling profession.

This evaluation inspected the degree of symptom improvement associated with the Developmental Trauma and Attachment Program for decreasing symptoms of posttraumatic stress disorder (PTSD) among youth in residential treatment following complex trauma scenarios associated with domestic and international adoption/foster care. Participants were 61 youth (M_age = 13.23 years) who were predominately born in the United States (n = 41) with 20 identifying with international domiciles. Results indicated statistically significant decreases in symptoms from admission to discharge associated with medium-effect sizes across PTSD symptoms. Nearly one in three participants reported clinically significant changes associated with treatment, whereas two in five reported improvements but not in the clinically significant range. Female participants reported greater decreases in negative cognitions; however, no other differences in treatment response based on participant characteristics were detected. Limitations of the generalization of findings and recommendations for future researchers are provided.

Articles that assessed the outcomes of interventions based on multicultural-social justice principles, and that were published in a journal sponsored by the American Counseling Association or its divisions, Chi Sigma Iota, or the National Board for Certified Counselors, were analyzed using qualitative content analysis. A total of N = 35 empirical studies were identified for inclusion. The year published, methodology, population studied, sample size, operationalized constructs, and whether the study espoused a systemic or community focus were coded. Principal findings indicated a slight increase in multicultural-social justice outcome research over time, a need for more rigorous multicultural-social justice outcome research, and a need for scholars and practitioners to enhance their systemic and community-based conceptualizations of their clients’ presenting concerns. Other implications for counseling, limitations, and future directions are discussed.

The present study examined the efficacy of a 4-week mindfulness training program offered on a university campus focused on reducing college students’ (n = 38) perceived stress. Results showed a significant reduction in perceived stress levels throughout the duration of the study. These findings provide preliminary support for the implementation of broad mindfulness-based training in reducing psychological distress among college students. Further controlled research is needed to determine the effects of such trainings in university settings.

The current sociopolitical climate of the United States has heightened awareness around the need for school counselors to engage in anti-racist practices in order to address racism within schools; however, there is a lack of guidance around anti-racist counseling competency. The purpose of this Delphi research study was to develop an initial list of empirically based anti-racist school counseling competencies to support school counseling professionals. An expert panel of school counselors, directors, and counselor educators reached a consensus on 180 items across 5 categories including specific aspects of awareness, attitudes, knowledge, characteristics, and behaviors needed to dismantle racism and promote equity in schools. Considerations for school counselors, supervisors, and counselor educators are discussed.

Ample scholarship describes the importance of school counselors aligning their work with multi-tiered systems of support (MTSS). However, there exists limited research describing school counselors' leadership in MTSS. Researchers conducted a phenomenological investigation of school counselors’ experiences as leaders in MTSS (N = 10). According to the results, school counselors reported that their MTSS leadership prioritized relationships and shaped the school climate. Included is a literature review and discussion grounded in school counseling leadership theory.

This study aimed to assess the role of insecure attachment style, cultural humility, and therapeutic presence in the development of therapeutic alliance in a sample of adults with a history of childhood interpersonal trauma (N = 251). Multiple regression analyses indicated that cultural humility, therapeutic presence, and lower levels of attachment anxiety together accounted for 66.6% of the variance in therapeutic alliance. Implications for counselors, limitations, and directions for future research are provided.

This study investigated the presence of racial bias in mental health assessments among White trainees and clinicians using the shifting standards paradigm (Biernat, 2003) and the racial triangulation framework (Kim, 1999). A total of 181 White participants viewed one of three case vignettes, all of which were identical except for the race of a fictitious client named Karl. Participants completed a clinical impressions inventory (Gushue, 2004) and the internal causality subscale from the Causation Dimension Scale (Russell, 1982). Results indicated differences in examiner ratings based on Karl's race. Black Karl was rated as significantly less symptomatic, compared to White or East Asian Karl, consistent with the shifting standards paradigm (Biernat, 2003; Gushue, 2004). No difference was found in symptom severity ratings between White Karl and East Asian Karl. Symptoms were also more likely to be attributed to internal factors with Black Karl than with White or East Asian Karl.