The current study was conducted to investigate the associations among multidimensional perfectionism, suicidal ideation, and the interpersonal theory of suicide. The author's primary purpose was to focus on the mediating effects of the social dimensions of suicidality (thwarted belongingness and perceived burdensomeness) on suicidal ideation and social dimensions of perfectionism (other-oriented and socially prescribed). A sample of 266 undergraduate and graduate students at a large southeastern university completed the Multidimensional Perfectionism Scale, the Interpersonal Needs Questionnaire, Beck Scale for Suicide Ideation (Worst), Beck Scale for Suicide Ideation (Current), Psychological Distress Index, Beck Hopelessness Scale, and demographic measures. Analysis confirmed that all perfectionism dimensions were positively associated with suicidal ideation. Thwarted belongingness and perceived burdensomeness were positively association with suicidal ideation, as expected. Mediation analyses revealed partial mediation by perceived burdensomeness of socially prescribed perfectionism and suicidal ideation and self-oriented perfectionism and suicidal ideation. Perceived burdensomeness fully mediated the relationship between other-oriented perfectionism and suicidal ideation. Thwarted belongingness fully mediated the relationship between other-oriented perfectionism, socially prescribed perfectionism, and self-oriented perfectionism, respectively, with suicidal ideation. Results suggest social isolation is at play when perfectionists are experiencing suicidal ideation Particularly, perfectionists who believe others have unrealistic standards of perfection as well as perfectionists who have unrealistic standards of perfection for others may experience perceptions that they are unable to fit into social groups due to these standards. Clinicians working with perfectionist clients should target not only maladaptive thinking, but also interpersonal interactions. / 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 2018. / March 07, 2018. / college students, ideation, interpersonal theory of suicide, multidimensional perfectionism, perfectionism, suicide / Includes bibliographical references. / Martin Swanbrow Becker, Professor Directing Thesis; Steven Pfeiffer, Committee Member; Shengli Dong, Committee Member.

<p> This study employs structural equation modelling to analyze core parenting behaviors developed from Baumrind&rsquo;s paradigm through a social learning lens. It applies then to a non-clinical, ethnically diverse, urban population in the United States. It analyzes relationships of behavioral management, parent-child relationship, problem solving and communication, and parenting stress to child behavioral outcomes at the ninth year including mediation and moderation effects at years 1, 3, and 5. Treatment exposure was explored as a major moderator of pathways. Behavioral management, problem solving and communication, and parenting stress at year 5 predict child behavioral outcomes. Parent-child relationship at years 1 and 3 predict improvements in child behavioral outcomes. Contrary to expectation, prediction of outcomes from both parenting stress and behavioral management at year 3 is negative: increases in the use of spanking and in stress increased positive behaviors. The effects from these at year five, however, are consistent with previous literature. Key mediations are behavioral management and problem solving and communication of parent-child relationship year 3 effects. The moderation by treatment exposure is significant in increasing the effect of parenting stress and problem solving and communication. The application of core parenting skills provides useful pathways for increasing positive behavioral outcomes and for prevention of behavioral problems in early adolescence. Such prevention should focus on resiliency and early parent-child relationship. Future research should focus on additional moderating and moderated mediational pathways and analysis of the elements of treatment exposure. Keywords: parenting behaviors, child behavioral outcome, treatment exposure</p><p>

<p> Social networking websites can have a positive and negative, psychological impact on individuals who use them, especially if these individuals have previously experienced depressive symptoms. The Council for Accreditation of Counseling and Related Educational Programs (CACREP) informs the curriculum in master's and doctoral level counseling graduate programs, yet the extent to which social networking websites and their psychological impacts is explored in these programs is unknown. </p><p> This is an exploratory, mixed methods study that explores the extent to which CACREP graduate programs address this topic and prepare mental health professionals to address this topic in their practice as well as exploring the extent to which, and how, mental health professionals are seeing social networking sites impact their clients. Thirty-two participants completed an online survey that consisted of open-ended and closed-ended questions. The data collected was analyzed through frequency distributions and by developing themes using in vivo coding. These themes were then used with the frequency distribution results to inform the findings in this study. </p><p> Conclusions were drawn from this study that CACREP programs are not formally addressing social networking websites psychological impacts on clients in their curriculum and mental health professionals shared that clients are being psychologically impacted by social networking websites. Mental health professionals are experiencing a need for education and/or training in this area in order to address this area with clients. Lastly, from this study there are several recommendations for additions to the CACREP curriculum in relation to social networking websites psychological impacts as well as suggestions for interventions to address these issues.</p><p>

<p> Emotional competence (EC) is an individual&rsquo;s ability to skillfully embark into emotionally-laden interactions (Mayer, Salovey, &amp; Caruso, 2008). Counselors rely on EC to build a therapeutic alliance with clients, while supervisors rely on EC to build a supervisory working alliance (SWA) with counselors-in-training. A strong SWA impacts counselor development (Ellis, 2001). Previous research suggests that SWA may be impacted by multicultural competency, supervision style, gender, and age (Bhat &amp; Davis, 2007; Crockett &amp; Hays, 2015; Doughty &amp; Leddick, 2007). EC and SWA have been studied independently, but not in the context of the master&rsquo;s level counselors-in-training (CITs) and doctoral education supervisor (SITs). </p><p> Researchers who have investigated the role SITs found that CITs may perceive the hierarchical nature of supervision differently. CITs may be more willing to model themselves after SITs because they perceive doctoral students to be more like them as learners as compared to faculty supervisors (Scarborough, Bernard, &amp; Morse, 2006). SITs collaborate with peers and receive feedback from faculty increasing CIT support, potentially fostering CIT client psychological growth (Fernando, 2013). </p><p> This study was guided by the theory of EC, rooted in social constructivism (Saarni, 1999a). Social constructivism posits that human development is the result of social interactions and is a reflection of an individual&rsquo;s cultural values and beliefs (Cottone, 2017). The theory of EC parallels the supervisory relationship in its coming together of two highly individualistic worldviews that engage in emotional and interpersonal interactions with the goal of personal and professional growth. </p><p> Purposive sampling was used to recruit 18 CITs and 19 SITs, totaling 37 participants enrolled in counselor education programs recognized by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) in the Rocky Mountain Region. The implications of this study support the theory of emotional competence, particularly in regards to the hierarchy of supervision, and the assumption that EC matures with experience. This study informs SITs as how to effectively proceed in supervision, and utilize the unique dynamic to positively impact CIT development. The implications of this study for practice in the field of counselor education and supervision inform the pairing of dyads to maximize the growth of emotional competence. Further, the results of this study support the importance of multicultural competency and the significant impact it can have on both the therapeutic, as well as the supervisory working alliance.</p><p>

There has been a recent surge in research on microaggressions in the lived experiences of persons who are members of historically oppressed and marginalized groups in the U.S. Research on African Americans have identified racial microaggressions such as assumptions of intelligence, assumed criminality, and social/cultural isolation that arise in educational, mental health, community, and work place settings. These incidents are particularly harmful because it is reminder to African Americans of their history of racism and their perpetual second-class status in society. Scholars propose that microaggressive incidents are injurious to targets and this can be reflective in the emotional, behavioral, and cognitive reactions to these events (i.e., microaggressive stressors). Existing research on discrimination and well-being suggests that racial discrimination contributes to disparities in mental and physical health. However, there is a need for more research to understand the impact of subtle, ambiguous racism and to identify effective strategies for buffering the effects of microaggressions. The present study investigated microaggressions experienced by African Americans, the correlation to psychological and physical health outcomes for those who report microaggressions, and coping as potential buffer to the effects of these events. A correlational analysis and multiple regression analysis examined these relationships for a sample of 268 African American men and women. The results indicated support for the theory on the deleterious effects of microaggressions with the relationship between microaggressions and outcomes for psychological and physical health among African Americans. The study contributes to the literature on microaggressions by providing evidence that these encounters are harmful to African Americans. However, the moderation model did not support coping as a buffer to the effects of racial microaggressions, and it is suggested that future research investigate factors that will effectively mitigate the injurious effects of microaggressions.

A plethora of research has shown that body image dissatisfaction significantly impacts women's psychological well-being. However, most of the research studies have only focused on weight or body shape concerns. Little attention was paid to concerns related to other body parts. Additionally, the lack of research on Asian American women has resulted in limited knowledge about the manifestation of their body image concerns, which led to limited culturally-responsive treatments attending to their needs. This current study aimed to bridge the gap in current literature by examining the relationship between racial identity, internalization of the dominant White beauty standards, body image, and psychological distress among Asian American women. The potential ethnic differences in internalization of the dominant White beauty standards were explored. The last research question explored Asian American women's satisfaction with discrete body parts. There was a total of 472 Asian American adult female participants for this current study. All of the participants completed a questionnaire package, which included a personal demographic sheet, the People of Color Racial Identity Attitude Scale (Helm, 1995), the Sociocultural Attitudes Towards Appearance Questionnaire-3 (Thompson, van den Berg, Roehing, Guarda, & Heinberg, 2004), and the Multidimensional Body Self Relations Questionnaire-Appearance Scales (Brown, Cash, & Mikulka, 1990). Path analysis showed several significant results. First, the Awareness-Dominant racial profile was found to significantly associate with higher levels of Body Area Satisfaction. Second, Internalization-General was found to have a significant positive effect on Appearance Orientation and reverse effect on Self-Classified Weight. Third, findings showed that Pressures had a significant positive effect on Overweight Preoccupation and Self-Classified Weight, and negative effect on Appearance Orientation and Body Area Satisfaction. Results showed no ethnic group differences in the internalization of the dominant White beauty standards among Asian American women. Lastly, results showed that Asian American women in this study reported more satisfaction with their racially defined features than body parts that were related to weight, fat distribution, and fitness. The findings make significant contributions by showing the importance of racial identity and internalization of the dominant White beauty standards in Asian American women's body image development and psychological well-being. Limitations, implications for clinical practices, and directions for future studies are discussed.

The purpose of this investigation was to expand the existing body of research on women's mental health outcomes, by examining the influences of conformity to feminine gender norms and womanist identity attitudes on mental health outcomes. Specifically, the present study examined whether there were patterns of womanist identity attitudes or conformity to feminine norms that were associated with higher levels of psychological well-being, and self esteem and lower levels of psychological distress. Furthermore, the study examined the combined impact of conformity to feminine norms and womanist identity attitudes on the measured mental health outcome variables. Three criterion related profile analyses were conducted entering the feminine norm subscales as predictors and psychological well-being, psychological distress and self-esteem as the criterions. Three criterion related profile analyses were conducted entering the womanist identity attitudes subscales as predictors, and the mental health outcome variables as the criterions. The results indicated that there were identified criterion patterns of conformity to feminine norms and womanist identity attitudes that were significantly related to higher levels of self-esteem, psychological well-being and lower levels of psychological distress. A cluster analysis was performed resulting in a three-cluster solution that categorized participants into groups based on similar endorsement to the predictor variables. The three cluster groups were entered into MANOVAs, which identified significant differences between the clusters on all of the measured mental health outcome variables. The findings, implications for clinical practice and future directions are discussed.

<p> This generic qualitative research study examined the impact that non-counseling duties have on school counselors&rsquo; professional identity. The 10 participants were tenured school counselors who worked in a suburban county in a mid-Atlantic state. This generic qualitative study explored how school counselors can perceive non-counseling duties and how those duties may be redefined by integrating clinical components to align them with the American School Counselor Association (ASCA) National Model. Generic qualitative methodology structures the study for a greater understanding of a phenomenon, school counselors&rsquo; perceptions of their professional identity and does non-counseling duties impact those perceptions. Semi-structured interviews revealed the participants&rsquo; perceptions towards their roles as school counselors, non-counseling duties, their own professional identities, and their ability to change their perception of non-counseling duties to align with the ASCA National Model. Thematic analysis of the data revealed themes that addressed how those participants perceived non-counseling duties and their perceptions of their professional identity. This study indicates there was a direct effect on professional identity due to the assignment of non-counseling duties and the perception of the school counselors of those duties. The participating school counselors spoke of a positive perception of their school counseling role, which focused on how they performed their job. They perceived non-counseling duties to be an interference to performing their role as a school counselor. In addition to their perceptions to non-counseling duties, the school counselors that participated struggled to describe their perceptions of their professional identity.</p><p>

<p> Classism is a recently studied, but historically existent form of oppression. Classism may involve students feeling that they cannot pursue a degree or career due to discrimination related to their social class status. This study explored the relationship between classism, gender, age, race, socioeconomic status, and career agency through survey design research. Career agency is the primary dependent variable in this study. Career agency includes career choice, career forethought, and career related actions related. Psychometrically established instruments including The Experiences With Perceived Classism Scale&ndash;Short Form and The Career Futures Inventory&ndash;Revised were used to assess classism and career agency. Using this design, data were collected from undergraduate university students of various genders, races, socioeconomic statuses, ages, career anticipations, and potential experiences of classism at a large Midwestern university in the United States. Student data were collected to explore any potential associations between any self-report of perceived classism and students&rsquo; reported career agency. Student responses were then analyzed through correlations, an independent samples t-test, and a multiple linear regression analysis. </p><p>

abstract: Traditional autonomy within clinical supervision was reinterpreted by incorporating culturally-encompassing autonomy types (individuating and relating autonomy) from the dual autonomy scale. The relations of vertical collectivism and autonomy measures were examined. Lastly, potential moderating effects of vertical collectivism on experience level and autonomy were assessed. The sample consisted of 404 counseling trainees enrolled in graduate programs across the US, aged between 21 and 68. Results from the confirmatory factor analysis supported the proposed two-factor structure of individuating and relating autonomy among counseling trainees for the adapted dual autonomy scale. Results indicated that individuating autonomy was moderately correlated with relating and traditional autonomy, and relating autonomy was not correlated with traditional autonomy. Vertical collectivism was not correlated with relating autonomy, but significantly predicted individuating and traditional autonomy. Moderating effects of vertical collectivism on experience level and autonomy were not supported. Further implications and future directions are discussed. / Dissertation/Thesis / Doctoral Dissertation Counseling Psychology 2020