The present study examined appropriated racial oppression in a sample of 656 people of color, for which no current validated measure exists. An exploratory factor analysis revealed a 32-item, four-factor structure for this construct. A confirmatory factor analysis resulted in a four-factor, 24-item model for appropriated racial oppression. Finally, path analysis results indicated both predictive and criterion-related validity for the Appropriated Racial Oppression Scale. Implications for clinical use and future directions are discussed.

No description available.

No description available.

This study used the Career Thoughts Inventory (CTI) (CTI; Sampson et al., 1996b) and the Career State Inventory (CSI) (Leierer, Peterson, & Reardon, 2018) to examine the relationship between dysfunctional career thinking (DCT) and career decision state (CDS) in collegiate student athletes versus non-student athletes using archival data of students who were enrolled in an undergraduate career planning class. The sample included Division 1 collegiate student athletes (N = 254) and non-student athletes (N = 39) from all undergraduate grade levels attending a public university in the southeastern part of the United States, who registered for and attended an Introduction to Career Development course. The CTI was used to measure dysfunctional or negative career thinking (DCT), specifically Decision-Making Confusion (DMC), Commitment Anxiety (CA), and External Conflict (EC). The CSI was used to assess the readiness of the students to participate in the career problem solving and decision-making process and was used in the present study to measure career decision state (CDS), specifically (1) certainty about career decisions, (2) satisfaction with these decisions, and (3) vocational clarity. A one-way between-groups analysis of variance showed no statistically significant differences between student athlete and non-student athlete CTI and CSI scores, thus further analyses were not performed. Multiple and linear regression analyses found significant relationships regarding DCM and CTI total scores predicting Certainty, Satisfaction, Clarity, and CSI total scores with non-student athletes. Additionally, multiple and linear regression analyses found significant relationships regarding DMC and CTI total scores predicting Clarity with student athletes. A discussion of the findings is presented, including an analysis of the results, possible limitations, and implications for research and teaching. / A Thesis submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Master of Science. / Spring Semester 2019. / April 16, 2019. / career decision state, Career State Inventory, Career Thoughts Inventory, collegiate student athletes, dysfunctional career thinking, non-student athletes / Includes bibliographical references. / Debra Osborn, Professor Directing Thesis; Martin Swanbrow Becker, Committee Member; Shengli Dong, Committee Member.

Compared to other races, Native Americans have significantly higher rates of suicide and substance abuse. Dialectical behavioral therapy is an evidence-based program with efficacy for reducing suicidality and comorbid disorders within general populations but may not be effective for Native Americans because it is based in Western ideology. The purpose of this phenomenological study was to explore the lived experiences of Native American therapists who use DBT with Native American populations. Using biosocial theory, I investigated the perceptions and lived experiences of 8 Native American therapists through a phenomenological approach. The research questions encompassed the experiences, including the cultural appropriateness, effectiveness, and treatment barriers and challenges in using DBT. I analyzed data using the interpretive phenomenological analysis. The data displayed 3 superordinate themes from participants: cultural understanding, usefulness of dialectical behavior therapy, and challenges of dialectical behavior therapy. The findings revealed a lack of consensus on how DBT helps Native clients, but participants shared positive experiences using DBT. It was confirmed in the study that knowing the culture, being Native as a provider, understanding generational trauma, and the uniqueness of diversity with different tribes is an asset. The study may have significance for social change by identifying Native American therapists' experiences with using and modifying DBT for Native American clients and potentially providing a pathway for its future use in Native American communities, including current strengths and potential improvements.

No description available.

Thesis (Ph. D.)--Ohio State University, 1982. / Includes vita. Includes bibliographical references (leaves 182-192). Available online via OhioLINK's ETD Center.

<p> Although first recognized as an equivalent to individual supervision in the 2001 standards of The Council for Accreditation of Counseling and Related Educational Programs (CACREP), to date it still remains the case that very little research has been done on this unique and increasingly popular supervision modality. Despite being utilized in counselor education programs across the county, as of the spring of 2015, only seven dissertations and 13 empirical journal articles have been written addressing triadic supervision specifically. With this being the case, relatively little is known about the various processes that underlie the triadic supervision process or about best practices to increase its effectiveness. </p><p> The purpose of this qualitative study was to explore and gain a better understanding of supervisors&rsquo; perceptions, experiences and practices with regards to triadic supervision. Data was collected by way of in-depth, semi-structured interviews conducted either via phone or via Skype. Of the 23 supervisors who participated in this study, all had conducted triadic supervision within the last 5 years and all were either graduates of, currently enrolled doctoral students in or faculty members at CACREP accredited programs. Data was analyzed using basic interpretive qualitative techniques, where more specifically the seven-step analysis plan detailed by Marshall and Rossman (2006) was utilized. </p><p> The initial fourteen themes that emerged from the data analysis process were further synthesized into eight primary findings. These findings addressed the three primary research questions of this study: (a) How do supervisors go about structuring their triadic supervision sessions and what is the thought process behind this decision? (b) What are supervisors&rsquo; thoughts on the role and influence of the second supervisee in session and on the supervisory process? (c) What specific aspects of triadic supervision impact supervisors&rsquo; behavior and decision-making throughout the course of the supervisory process? Implications for counselor preparation and practices were discussed, where specific and separate recommendations were given for both Counselor Education programs and for supervisors. Recommendations for future research were also discussed.</p>

<p> When it comes to feeding, children with autism display higher noncompliance with food consumption. The high-probability instructional sequence is an intervention used to increase compliance in feeding with children with autism. By utilizing a parametric analysis in additional to a multielement design, various ratios of the high-probability instructional sequence were tested. Results suggest that the 3:1 ratio is most successful when implementing the high-probability instructional sequence to increase food complaiance in children with autism spectrum disorder.</p>

<p>This study sought to understand the circumstances under which supervisee nondisclosure (SND; e.g., Siembor, 2012) is more or less likely to occur by identifying potential constructs that may relate to SND. Specifically, this study investigated the extent to which supervisees? perceptions of the supervisory working alliance (SWA; Bahrick et al., 1991) and supervisor multicultural competence (SMC; Inman, 2006) contributed uniquely and jointly to SND. Accordingly, it was hypothesized that the SWA would be uniquely and inversely related to SND controlling for SMC and that supervisee perceptions of SMC would be uniquely and inversely related to SND controlling for the SWA. It was further hypothesized that the SWA and SMC would contribute jointly and inversely to SND. A sample (N = 221) of predominantly White (68.2%), female (80.0%), psychology (74.7%) trainees participated in a study on their experiences in multicultural clinical supervision. Consistent with theorizing, SMC and the SWA significantly contributed jointly and inversely to SND, accounting for 42% of the variability in SND. In addition, the inverse and unique relation between the SWA and SND was significant, with a large effect size of 23%, supporting previous research investigating this association (e.g., Ladany et al., 1996; Mehr et al., 2010). Unexpectedly, supervisee ratings of SMC did not contribute uniquely to SND, with none of the variance in SND accounted for by SMC. From a descriptive standpoint, it was noteworthy that the findings differed markedly from previous research (e.g., Ladany et al., 1996; Yourman & Farber, 1996) in that the overall level of SND was much lower and the types of SND most frequently identified in the literature (i.e., clinical mistakes and negative reactions to supervision) were endorsed at much lower rates or were not applicable for this sample. Implications of the findings for research, theory, practice, and training, are discussed.