<p> Los siguientes tres prop&oacute;sitos guiaron esta investigaci&oacute;n. En primer lugar, saber cu&aacute;nto conocimiento tienen los/as profesionales de consejer&iacute;a sobre la poblaci&oacute;n transg&eacute;nero. Segundo, conocer las percepciones, creencias y actitudes que tienen dichos/as profesionales sobre la poblaci&oacute;n. Tercero, saber si los/as participantes conocen las competencias para trabajar con esa poblaci&oacute;n, las obligaciones &eacute;ticas contenidas en todos los c&oacute;digos y las leyes que son aplicables tanto a la profesi&oacute;n como a las personas transg&eacute;nero. </p><p> Para lograr esos objetivos el investigador cre&oacute; un cuestionario amparado en los postulados de las competencias profesionales para trabajar con las personas transg&eacute;nero, en adici&oacute;n a la revisi&oacute;n de literatura relacionada a la mencionada poblaci&oacute;n y al ejercicio de la profesi&oacute;n en diversidad de escenarios laborales. El cuestionario fue administrado a consejeros/as profesionales licenciados/as que voluntariamente decidieron participar durante la Convenci&oacute;n Anual de la Asociaci&oacute;n Puertorrique&ntilde;a de Consejer&iacute;a Profesional (APCP) de 2016. </p><p> Se repartieron 151 cuestionarios, de los cuales se recibieron 131, lo que representa una tasa de respuesta de 87%. El instrumento fue sometido a una prueba Alpha de Cronbach que result&oacute; en .882 estableciendo lo robusto de este, conforme a lo establecido por Best y Kahn (2006). </p><p> Los cuestionarios se analizaron mediante estad&iacute;sticas descriptivas para la obtenci&oacute;n de los resultados. La mayor&iacute;a de los/as participantes indican conocer temas tales como: &ldquo;empowerment&rdquo;, la promoci&oacute;n del bienestar, la identidad de g&eacute;nero de los/as clientes/as, el discrimen, todo lo relacionado a la identidad de g&eacute;nero, entre otros. </p><p> Sin embargo, los resultados indican que muchos/as tienen desconocimiento de temas tales como: la afiliaci&oacute;n religiosa, el uso de los modelos te&oacute;ricos feministas, la aplicaci&oacute;n de lo proveniente de la consejer&iacute;a multicultural, los factores biol&oacute;gicos, el vivir su vida conforme al g&eacute;nero con el que se identifican, el C&oacute;digo de &Eacute;tica de ACA, el &ldquo;advocacy&rdquo;, las leyes que cobijan a las personas transg&eacute;nero, entre otros. Un 57% indic&oacute; no haber tomado adiestramientos relacionados. Mientras, un 53.7% indic&oacute; no haber ofrecido servicios directos a personas transg&eacute;nero. </p><p> Partiendo de los hallazgos m&aacute;s importantes de la investigaci&oacute;n se presentan recomendaciones dirigidas a los/as practicantes de la profesi&oacute;n, a las instituciones educativas que les preparan y para futuras investigaciones. </p><p>

<p> Problem: Although the literature is clear that low emotional distress tolerance is associated with a myriad of self-damaging behaviors, very little is known about individual difference factors in distress tolerance. Both theoretical and empirical support suggest that emotional reactivity and learned helplessness may be individual difference factors in distress tolerance. Specifically, individuals with high emotional reactivity and high learned helplessness may be at risk for low distress tolerance. Further research was needed to clarify the role of emotional reactivity and learned helplessness in distress tolerance in the context of self-damaging behaviors. </p><p> Method: Participants completed surveys which measured their (a) emotional reactivity, (b) learned helplessness, (c) distress tolerance, (d) two-week frequency of self-damaging behaviors, and (e) lifetime frequency of self-damaging behaviors. Structural equation modeling was used to test two models for the role of emotional reactivity and learned helplessness in distress tolerance. The first model was in the context of two-week frequency of self-damaging behaviors and the second model was in the context of lifetime frequency of self-damaging behaviors. </p><p> Results: Structural equation modeling indicated that the original models were a poor fit for the data. So, both models were revised on the basis of theory and modification indices. The revised models revealed that emotional reactivity and learned helplessness had negative direct effects on distress tolerance. Together, emotional reactivity and learned helplessness explained 70% of the observed variance in distress tolerance. Distress tolerance had a negative direct effect on two-week frequency of self-damaging behaviors, explaining 7% of the observed variance. Distress tolerance had a negative direct effect and depression had a positive direct effect on lifetime frequency of self-damaging behaviors, together explaining 36% of the observed variance. </p><p> Conclusions: This study confirmed emotional reactivity and learned helplessness as important individual difference factors in emotional distress tolerance. It suggests that high emotional reactivity and high learned helplessness contribute to low distress tolerance. This study also demonstrated that distress tolerance explains a small amount of variance in two-week frequency of self-damaging behaviors. Whereas, distress tolerance together with depression explains a larger amount of variance in lifetime frequency of self-damaging behaviors. These results have implications for researchers studying distress tolerance and self-damaging behaviors, clinicians treating clients with difficulty managing distress or with self-damaging behaviors, and individuals developing preventative initiatives to reduce the development of self-damaging behaviors. In particular, this study suggests that emotional reactivity may be an important target of clinical intervention and preventative education.</p><p>

<p> This study examined the relationship between counselor ethnic-racial identity (CERI), counselor exposure to client trauma (CECT), counselor wellness (CW), and counselor burnout (CB). Ethical practice requires that counselors avoid impairment, in part, by increasing wellness. Therefore, understanding the factors that impact wellness and burnout is essential due to prevalence of trauma and the profession&rsquo;s growing diversity. Participants (N = 138) completed the Ethnic Identity Scale (EIS-B), Secondary Traumatic Stress Scale (STSS), Counselor Burnout Inventory (CBI), and Five Factor Wellness Inventory (FFWel-A2). A path analysis was utilized to examine the simultaneous relationship between the variables. Differences between majority (n = 62) and minority participants (n = 76) were explored using subsequent path analyses. Results and recommendations for future research are discussed. </p><p>

<p> Denhof et al. (2014) defined corrections fatigue as &ldquo;a collection of negative an inter-related consequences upon the health and functioning of corrections professionals and the workplace culture as a whole due to exposure to traumatic, operational, and organizational stressors and their interacting consequences&rdquo; (p. 5) resulting in socially dysfunctional ideology and negative changes in personality, health and functioning, resulting in an average age of mortality established at 59 years (Brower, 2013a, 2013b; Cheek, 1984). Group differences were examined utilizing multivariate statistical tests with archival data. Findings indicate that variables within the correctional environment (age, tenure, gender of staff, security level of the institution and perceptions of assaults and safety) influence the experience of corrections fatigue symptoms. Counselor, administration, and staff implications are discussed. </p><p>

<p> Risky sexual behavior (RSB; i.e., behavior that increases the risk of contracting an STI and/or unplanned pregnancy) is common on college campuses and poses serious health risks to students. Yet, little research has examined the factors impacting students&rsquo; engagement in RSB. The current study examined the role of gender and social media in college students&rsquo; peer norms of and intentions to engage in RSB. An experimental design was used in which participants were exposed to one of four conditions (i.e., neutral or RSB content, within and without a social media platform) and then asked to report on peer norms of RSB and their own intentions to engage in RSB. Results demonstrated that, contrary to hypotheses, there was no significant interaction between experimental condition and gender in predicting descriptive norms of risky sexual behavior and intentions to engage in risky sexual behavior. Result did, however, demonstrate a main effect of gender for peer norms of RSB; female participants reported significantly higher peer norms of RSB than male participants. No other statistically significant main effects were found. </p><p> Results emphasize the ubiquity of RSB among college students and the large discrepancy between students&rsquo; peer norms of RSB and actual behavior. The significant difference between female and male students&rsquo; perceptions of peers&rsquo; engagement in RSB is an important finding in the context of inconsistent previous research on gender differences in peer norms of RSB. Possible explanations for the non-significant findings in the current study are discussed as well as implications for prevention and intervention efforts aimed at reducing college students&rsquo; engagement in RSB.</p><p>

<p> This thesis proposed an Adlerian therapy group with a focus on integrating art, play, trauma-, and attachment-informed practices to treat children who are experiencing the effects of intergenerational trauma. Summaries of the research documented various mechanisms of trauma transmission from parents to children, as well as the consequences for the children, including a decrease in executive and behavioral functioning and less academic success. The review of the literature supported multilevel, school-wide, trauma-informed interventions that provide information and support to administrators, teachers, staff, and parents, and direct services to the children. These services include the proposed Adlerian therapy group designed to support school-aged children suffering from the effects of trauma. The purpose of the group is to foster self-worth, to improve mental health, and to enhance better academic and social functioning. This paper also recommended future research to assess the effectiveness of the approach and of school-based trauma-informed programs, in general. </p><p>

<p> The executive coaching and positive psychology fields are growing; however, minimal research exists regarding the coaching experiences of executive coachees with the various approaches a coach can utilize. The problem addressed in this study was the lack of research on consistent standards regarding how executive coaching should be conducted. The primary purpose of this qualitative phenomenological study was to explore the lived experiences of executives who have been coached using approaches based on Snyder&rsquo;s hope theory, Buckingham and Clifton&rsquo;s theories of strength-based approaches to leadership, and the theories of positive psychology advanced by Seligman and Csikszentmihalyi. The participants in this study were a purposively selected sample of 20 executives. The primary data collection method was semistructured interviews, and the resulting data were recorded and organized into themes guided by the research questions, and was analyzed for overarching themes, validated, and interpreted against Snyder&rsquo;s hope theory. The findings demonstrated the importance of coaching approaches utilizing all components of hope theory and the importance of the coaching approach being the preference of the executive. These findings can be used by executive coaches to inform coaching approaches that lead to favorable leadership behavioral changes. The potential for social change from this study is that the findings can help guide improvements in leadership in all areas of organizations, including the non-profit sector, that lead to better serving of goals and increasing organizational capacities. </p><p>

<p> After over 20 years of multiple studies showing the efficaciousness of evidence-based therapies (EBTs) on trauma survivors, this study continues the initiation of an important direction that research with regards to EBTs on trauma survivors of diverse ethnoracial groups needs to take. The study attempted to show if EBTs are effective in reducing symptoms related to trauma from a real life setting population of trauma survivors from diverse ethnoracial backgrounds. The research also aimed to show if the EBTs in this study are effective within each ethnoracial group. Finally, the research explored if there are EBTs that are more effective on reducing certain trauma related symptoms over others within ethnoracial groups. The findings of this quantitative pre-post design research affirms the direction of previous research that demonstrates EBTs are likely applicable to diverse ethnoracial groups in a real world setting. Results also suggest that EBTs provided by frontline mental health providers in a community based setting are generally effective on numerous trauma symptoms and on the low-income, culturally diverse sample in the current study. Implications, limitations, and suggestions for further research are discussed.</p><p>

The intent of this study was to examine the suicidal intentions among a select group of African American male college students. The survey drew responses and information from these students within several major categories: (1) demographic and familial background, (2) personal and male modes of feeling, and (3) conditions surrounding suicidal intentions. Twelve of the students were unique in that these characteristics were outstanding compared to the expected responses of the population: more than expected (1) lived in a single room, (2) were only children, (3) were first born, (4) had self—destructiveness and loneliness in the family, (5) had a father as a suicidal model, (6) had prolonged pain when there was loss or separation, and (7) experienced spontaneous zaniness and risk taking. Therefore, further investigation might be waranted in the area of intervention on college campuses to address and process these special areas in African American males, as well as youth generally.

The growing number of children diagnosed with Autism Spectrum Disorder (ASD) warrants better understanding of how clinicians and families work together following a child's diagnosis. Individuals with ASD share pronounced differences in communication and styles of social interaction along with the presence of repetitive behaviors and restricted interests when compared with people who are neurotypical (NT). Separately, or combined, these differences account for a significant degree of challenging behavior among children with ASD. Challenging behavior can often interfere with a child's participation in learning experiences at home and at school and may lead to placements in more restrictive educational settings, or a lower quality of life at home. This study examined the extent to which parental involvement in their child's behavioral support planning and the utilization of social support networks influenced parental well-being, levels of advocacy, and satisfaction with service providers. Thirty parents of young children with ASD between two and eleven years old (n= 30) were surveyed using the Collaborative Behavioral Support Parent Questionnaire (CBSPQ), a 30-item, 7 point Likert type scale. Social support was found to be positively related parental well-being. Additionally, there was a correlation between collaborative behavioral support and the degree to which parents advocated for themselves and their child. Parents who worked closely with their child's treatment team were also more satisfied with services for their children. Follow-up interviews with a subset of the broader sample enlarged understanding of these relationships.