<p> The present study examined the impact of student involvement, attachment anxiety, attachment avoidant, and spiritual well-being on grade point average, self-esteem, and life satisfaction of college students at a large public university. Two hundred and sixteen students, over the age of eighteen, completed the anonymous online survey. Consistent with previous research, the current study found that spiritual well-being was a significant predictor of student self-esteem and life satisfaction, but was not a significant predictor of grade point average (GPA). Results indicated that attachment anxiety was a significant predictor of self-esteem and life-satisfaction; however, attachment avoidance was not found to be a significant predictor of GPA, self-esteem, or life satisfaction. While student involvement was not a significant predictor, significant differences were found between students who identified as a member of a fraternity and sorority and those who were not. In addition, correlations were found between self-esteem and life satisfaction. The current findings suggest that spiritual well-being and attachment style play an integral role in the development of self-esteem and life satisfaction in college students.</p>

<p> An increasing number of people are using the Internet for health purposes. Online social media makes it possible to find and share health-related information and to find social support by connecting with others who have the same issue or condition. This is true not only of patients or people experiencing health issues, but also of their caregivers. So far, little is known about caregivers&rsquo; use of social media for social support purposes. This study focused on caregivers of children of Down syndrome and implemented a uses and gratifications framework to examine their social media use, motivation, and perceived support outcomes. An online survey was followed by a content analysis of two popular social media sites utilized by the sample. Findings suggest that caregivers are indeed heavy social media users with the majority accessing their preferred sites on a daily basis to view content and at least once a week to post their own content or reply to content posted by others. The strongest motivation for using social media was to connect with people who understood what they were experiencing. Having access to other parents with children the same age and/or with the same medical conditions was a significant motivation for using social media over face-to-face support groups. Belonging support (the sense of belonging to a group similar to oneself) was also the highest perceived outcome of social media use. Caregivers felt that there were people who shared their same concerns and interests on their preferred social media site. Finding emotional support was another strong motivation for using social media and informational support was the second highest perceived outcome from social media use. This study sheds light on how caregivers use social media for support purposes and provides practical suggestions for improving the capacity of other health or care-related online communities focused on providing social support to better serve the needs of their users.</p>

<p> Two of the hallmark symptoms for psychosis are hallucinations and delusions, indicating to mental health practitioners that the person is experiencing a form of nonconsensual reality. These patients are not given the same opportunities to collaborate in planning for their treatment as those who are being treated for other conditions. Psychosis is a condition with myriad and controversial theories of etiology and treatment, leading to great variation in treatment outcomes. This research offers a perspective on the subjective experience of people being treated for psychosis in the modern mental health system in the United States by documenting how they think and feel about the treatment they are receiving. The method of inquiry was an interpretative phenomenological analysis with six people responding to 15 questions in a semi-structured interview that included questions about what has been beneficial and not beneficial in accessing therapeutic support for their distressing experiences and what advice they would give to mental health workers.</p><p> All participants reported having a positive experience in the study, which indicates the value of asking people about their mental health treatment. Several of the participants explicitly stated that they had never shared, much less had been asked to share, their experiences of treatment throughout sometimes decades of having received treatment for a mental health diagnosis. Advice participants wished to give to mental health workers included being more compassionate and expressing authentic caring, encouraging recovery as opposed to dependency, and instilling hope. Some benefits of current treatments noted by participants included frequent contact with mental health workers in a range of capacities including the development of relaxation skills and activities of daily living (ADLs), family therapy, and individual psychotherapy. This research indicates the following areas for improvement in the treatment of psychosis: focusing on the development of the therapeutic relationship, including active listening and authentic concern; including the patient in the development of goal setting and treatment planning; and focusing on recovery with an attitude of hope.</p>

<p> This study investigated the difference in the impact of several different online teaching strategies on student self-efficacy to work with suicidal clients. An online written module, written module plus online synchronous role play, and written module plus online synchronous discussion groups comprised the teaching strategies utilized in the treatment groups. Ninety-one counseling students made up the sample for the pre-test/post-test/control group design. An Analysis of Covariance was conducted on the post-test self-efficacy scores to determine if there were differences between the groups. Pre-test scores and hours of prior training and experience were used as covariates in the analysis. Although a significant difference was not found between the treatment groups, the findings from this study provide counselor educators guidance on how and when to offer training on working with suicidal clients within the counseling curriculum.</p><p>

<p> This correlational study explored the relationship between feedback and self-efficacy in training counseling students. Specifically, it focused on perceptions of supervisory feedback and the relationship with self-efficacy, as well as attitudes towards corrective feedback and the relationship with self-efficacy. The focus was feedback given in residency supervisory settings, such as those used for training in online counseling programs. One hundred and forty-one participants were selected from eight CACREP (Council for Accreditation of Counseling and Related Educational Programs) accredited online counselor education programs using residency supervisory trainings to supplement online courses. Participants completed a demographics questionnaire, a researcher designed questionnaire that measured perceptions of feedback, the Counselor Self-Efficacy Scale (CSES), and the Corrective Feedback Instrument-Revised (CFI-R). Results showed a small but significant positive correlation between perceptions of corrective feedback and self-efficacy, however there was no significant correlation between perceptions of positive feedback and self-efficacy. There was also no significant correlation between attitudes towards corrective feedback as measured by the CFI-R and self-efficacy as measured by the CSES. While the overall model of regression between the CFI-R (factors and total score) and the CSES was not significant, there were several significant negative correlations between CFI-R factors and CSES. The researcher discusses implications for counselor educators and researchers as well.</p><p>

<p> James Hillman (1972) declared, &ldquo;What the psyche has experienced during the past seventy years in analytical therapy should also be possible for it wherever it goes&rdquo; (p. 5). As a life coach&mdash;someone who starts from a place of curiosity&mdash;I became curious. Did this mean that the imaginal practices of depth psychology could be used within a life coaching container? Could imaginal practices such as Jung&rsquo;s active imagination and Hillman&rsquo;s personifying work in a life coaching partnership? What benefits might life coaching clients gain through creating a connection with psychic figures? What would a life coach&mdash;or a depth psychologist&mdash;need to merge these two ways of engaging with individuals, both in terms of training and resources? And, finally, what does each profession&mdash;life coaching and depth psychology&mdash;obtain from such a merger? Using the methodology of hermeneutic phenomenology, I entered into a six-session soul-centered coaching partnership with three participants. Each took part in six sessions designed to develop their psychological creativity while experiencing a coaching relationship. Factoring in my own observations, as well as the personal accounts of the participants, I found that imaginal practices positively impacted participants&rsquo; abilities to connect with and move through their life transitions. This merging of the two professions would require life coaches to undergo extensive learning in depth psychology, and depth psychologists to acquire professional coaching skills, but this study holds forth promise for a blending of the two fields. </p><p>

<p> Adolescents who sexually offend are highly diverse both in risk factors as well as inner resources. Utilizing the BERS-2-YRS, the AAQ, and the J-SOAP-II, 38 adjudicated adolescents convicted of a sexual offense in secure care were assessed to determine which protective factors are correlated with reduced sexual re-offense risk. This study also explored how adolescents who have only committed a sexual offense (sex-only) differ from adolescents who have committed a sexual offense in addition to other delinquent behavior (sex-plus). Results indicated that sex-only adolescents demonstrate a significantly lower sexual recidivism risk and have greater affective strength compared to sex-plus adolescents. The sex-only sub-group also demonstrated large correlations for reduced sexual recidivism risk along five protective factors found on the BERS-2-YRS.</p><p>

<p> The social networking site Facebook is a popular domain where people can share pictures, status updates, and communicate with one another over the internet. While there are benefits to the ability to connect electronically with friends who are geographically distant, recent research illustrates a potentially damaging effect on well-being. In particular, envy plays a mediating role in the relationship between Facebook use and more negative affect and increased depressive symptoms. Although envy can produce positive emotions, as well as motivation to improve oneself, past research primarily identifies only deleterious effects of envy. Through the theoretical framework of the self-evaluation maintenance model, evidence for the phenomena of benign and malicious envy was explored to provide a more complete look at the impact of envy on Facebook.</p><p>

<p> The lessons that psychologists acquire from their work with their clients has been somewhat overlooked in psychological research. Following the initial study of Hatcher et al. (2012), and the related investigation of Smith (2012), this cross-cultural investigation explores the narratives of psychologists who practice in different cultures with regard to their learning from clients. American, Mexican American, and psychologists from M&eacute;xico participated in this study. This investigation has a tripartite objective as it seeks to expand the understanding of: (a) what psychologists learn from their work with clients across nine different areas: life lessons, relationships, ethical dilemmas, coping mechanisms, courage, personality styles and psychopathology, cultural differences, life stages and general wisdom; (b) to explore emic themes that reflect values, dimensions, professional experiences, and realities of therapists who work with bicultural Hispanic clients; and (c) to shed light on cross-cultural similarities and differences that emerge between the three groups. Participants were presented with semi-structured interviews that were audio-recorded, transcribed verbatim, and analyzed using qualitative thematic analysis. Altogether, the analysis of the three groups found nearly more similarities than differences. Broadly, these results suggest that working with psychotherapy clients across different nations, cultures, or Spanish/English languages provides more universal than local wisdom. Culturally, American psychologists voiced themes representing individualism, multicultural awareness, and ideas for working with non-western clients. Both psychologists in M&eacute;xico and Mexican Americans brought forth themes representing <i>familismo, marianismo, personalismo</i>, and religion. Mexican American narratives are distinctive for containing Hispanic bicultural, intersectionality, and M&eacute;xico-America borderland themes. The responses of psychologists in M&eacute;xico and Americans were the most similar, while the narratives of Mexican American psychologists were most different. This key finding might be explained by observing that bicultural individuals likely have a greater number of expectations and beliefs to consider than unicultural peoples.</p><p>

<p> <i>Gestalt therapy</i> postulates psychological illness and health are interwoven with how a person gets in touch or interrupts <i> contact</i> with self, others, the environment, and the spiritual field (Brownell, 2018; Corey, 2005; Perls, 1969, 1973, 1942/1993; Perls, Hefferline, &amp; Goodman, 1951/1994; Perls, 1976; Polster &amp; Polster, 1973; Prosnick &amp; Woldt, 2014; Yontef, 1993, 1999). Preliminary research found support for psychological wellness and disturbance relative to Gestalt therapy <i> contact styles</i> between human organism and environment (Byrnes, 1975). The purpose of this study was to investigate <i>four predictor variables of therapist age, professional experience, theoretical orientation</i>, and <i>preferred theoretical orientation as a client vis-&agrave;-vis seven criterion variables</i> of Gestalt therapy <i>contact resistances </i>&mdash;or interruptions to contact. Essentially, this study hypothesized therapists with more <i>experience</i> (i.e., age, and professional practice) and Gestalt therapy <i>exposure</i> (i.e., practicing, and receiving Gestalt therapy as a client) would obtain lower scores on the seven Gestalt contact resistances: <i>Confluence, Desensitization, Introjection, Projection, Retroflection, Deflection</i>, and <i>Egotism</i>&mdash;as gauged by the <i>Gestalt Inventory of Resistance Loadings</i> (GIRL; Woldt &amp; Prosnick, 2014a). Archival datasets comprising 291 mental health trainees, professionals, and affiliates were utilized. Age and Gestalt therapy theoretical orientation were most supported suggesting Gestalt therapy coupled with aging process attenuate Gestalt contact resistances. Professional experience and Gestalt therapy preference as a client produced partial support indicating these two variables also aid in the diminution of Gestalt contact resistances. In sum, 13 out of 28 hypotheses (i.e., 46%; four more neared significance) were statistically significant cementing credence for the utility of Gestalt therapy modi in helping both psychotherapists and clients alike transcend obstacles precluding <i>growth, maturation, actualization, organismic self-regulation, authenticity</i>, and <i>wholeness </i>.</p><p>