The purpose of this research study was to investigate the directional relationship between adults' attachment styles and perceived impact of childhood sexual abuse (CSA) with their experience of posttraumatic growth. This investigation tested the theoretical model that adults' (N = 292) attachment styles as measured by the Experiences in Close Relationships-Short Form ([ECR-S] Wei et al., 2007) and impact of childhood sexual abuse as measured by the Impact of Event Scale-revised ([IES-R] Weiss & Marmar, 1997) contributed to their experience of posttraumatic growth as measured by the Posttraumatic Growth Inventory ([PTGI] Tedeschi & Calhoun, 1996). Specifically, this investigation tested the hypothesized directional relationship that adult survivors of CSA scoring in the insecure attachment range (i.e., avoidant or anxious) with higher levels of trauma would have lower levels of posttraumatic growth. In addition, this investigation examined the differences in relationship between adults' attachment styles, perceived impact of CSA, and posttraumatic growth based on their reported demographic information (e.g., age, race, and gender). The results of the structural equation model (SEM) analyses identified that trauma experienced by adult survivors of CSA contributed to 39% of the variance in the attachment style (p < .000; standardized coefficient = .63), and the mediating effect of attachment style contributed to 8% of the variance in the presence of PTG (p < .05; standardized coefficient -.31), while trauma showed to have no significant influence on the presence of PTG in this sample (p = .756). Implications of the findings from the study include insight (a) for counselors to better understand the experiences of adult survivors of CSA and areas to address in treatment; (b) for counselor educators to better prepare future counselors to work with adult survivors of CSA; and (c) insight into the instrument development of the ECR-S, IES-R, and PTGI.

This study investigated the directional relationship between educators' levels of inspiration and compassion for others to their degree of burnout. Specifically, the investigation tested the hypothesized directional relationship that educators' who report higher levels of inspiration (as measured by the Educator Inspire Scale, EIS; Lambie, Barden, & Bierbrauer, 2016) and compassion for others (as measured by the Compassion for Others Scale; COS; Pommier, 2010) would score at lower levels of burnout (as measured by the three components of burnout [emotional exhaustion, depersonalization, personal accomplishment] on the Maslach Burnout Inventory – Educator Survey; MBI-ES; Maslach, et al., 1996). In addition, the investigation examined the relationship between educators' levels of inspiration, compassion for others, and burnout and their reported demographic information (e.g., age, years of experience, type of school, etc.). A review of the literature along with empirical support for the tested theoretical model of the three constructs of interest (educator inspiration, compassion for others, and burnout) is presented. A correlational research design was used to investigate the hypothesized structural model and exploratory research questions (Tabachnick & Fidell, 2012). Structural equation modeling (SEM) was used to test the hypothesized structural model. The results found an acceptable model fit with these data. Specifically, the results yielded statistically significant relationship between educator inspiration and burnout, with educator inspiration accounting for approximately 17%, 15%, and 33% of variance in emotional exhaustion, depersonalization, and personal accomplishment, respectively. Study limitations and implications of this study are discussed.

Within the United States, more than a million jobs in science and engineering (S&E) are projected over the next few years; yet, the Nation lacks the workforce to meet these demands. Despite the need for a more diverse, qualified workforce, African Americans/Blacks remain disproportionately underrepresented in science occupations, science degree attainment, and in science postsecondary majors. The lack of science participation is reflective of how minority secondary students view science and science occupations as many consider the pursuit of a science career as unfavorable. Moreover, minority secondary students, who do choose to pursue science occupations, seem to possess inaccurate (or a lack of) occupational knowledge necessary to do so successfully. Therefore, an understanding of antecedents to career choice will assist educational professionals in addressing the underrepresentation of diverse populations, such as African Americans/Blacks, within the science workforce. The purpose of this study is to garner insight into the science occupational images, occupational and educational aspirations of African American/Black fourth and five grade students. Gottfredson's Theory of Circumscription and Compromise, in conjunction with extant empirical literature, serves as the foundation for the study's conceptual framework. A qualitative case study design was used. The qualitative data provided a contextual understanding of science occupational images, occupational and educational aspirations. Participant-produced drawings, questionnaires, and semi-structured interviews served as sources for data collection. Overall, participants lacked some occupational knowledge. Participants viewed scientists as mostly male and Black. Additionally, the occupation of scientist was perceived as a dangerous and of high status. Lastly, half of the participants expressed aspirations to be a scientist, while a majority expressed college educational aspirations.

The purpose of this study was to investigate the effectiveness of a trauma-informed school-based mental health counseling intervention (TI-SBMHCI) on students enrolled in three Title I elementary schools. This study aimed to examine the impact of a TI-SBMHCI on participants' social-emotional functionality, trauma symptomology, and academic behavior. Counselors-in-training provided a 10-week TI-SBMHCI based off of Bath's (2008) The three Pillars of Trauma-informed Care and data was collected at pretest (first session), mid (fifth session), and posttest (tenth session). In addition, this investigation examined if participants showed greater improvement in academic behavior in comparison to students who did not receive a SBMHCI through the creation of matched sample control group. Results indicated that the participants' trauma-symptomology, social-emotional functionality, and academic behaviors improved over time. Specifically, results of trauma-symptomology per child report exhibited significant decrease in re-experiencing scores (ƞ² = .088), arousal scores (ƞ² = .086), and total trauma symptomology scores (ƞ² = .08). Further, results of trauma-symptomology per parent report exhibited significant decrease in re-experiencing scores (ƞ² = .251), avoidance scores (ƞ² = .180), negative thoughts and feelings scores (ƞ² = .315), arousal scores (ƞ² = .192), and total trauma symptomology (ƞ² = .369). In regard to social-emotional functionality, parents reported significant decreased in internalizing (ƞ² = .236), externalizing (ƞ² = .160), and total problem behavior scores (ƞ² = .211). Similarly, teachers reported significant decrease in the participants' total problem behavior scores (ƞ² = .090). Further, the students who received the 10-week intervention showed a significant decrease in their office discipline referrals (ƞ² = .094). When a matched sample control group was implemented, there was a between-subject effect among the treatment and control group concerning office discipline referrals (p = .042; partial ƞ² = .052) with the treatment group exhibiting greater decrease in office discipline referrals. Implications of the findings include: (a) support for the use of a TI-SBMHCI for children living in low-income communities; (b) evidence that a TI-SBMHCI promotes elementary school students' social emotional functionality, decreases their trauma-symptomology, and improves their academic behavior; and (c) reinforces the importance of trauma-informed counseling within an effective school-based mental health counseling program.

Given the severity and prevalence of mental health concerns among young adults, universities and community clinics have been increasingly invested in improving counseling utilization. In addition, the COVID-19 pandemic has forced the development of online therapies. Although the availability of online therapies has increased, the process outcomes of actual service users remain unclear. The Theory of Planned Behavior was used to guide the examination of young adults' use of mental health services, and explore group differences in psychological openness, coping, and computer efficacy based on counseling modality. A total of 248 college-aged participants with three help seeking behaviors (tele-mental health counseling, face to face counseling and no counseling) were recruited. MANOVA analysis was used to determine how different service modalities (i.e., online counseling, face-to-face counseling, no counseling) may produce differences in psychological openness, coping, and computer efficacy. Results demonstrated statistically significant differences in coping across tele-mental health, face to face counseling and no counseling groups. However, follow up ANOVA testing revealed amongst the TMH group demographic variables of gender and ethnicity, there was no significant differences based on gender and ethnicity. Implications from the results of this study include (a) greater knowledge relating to the constructs of psychological openness, coping, and computer self-efficacy; (b) increased understanding of the contribution of college students' comparative outcomes within tele-mental health counseling, face to face counseling, and no counseling; and (c) more evidence of impact of clinical tele-mental health counseling on young adults. Furthermore, counselor educators can use the findings to inform counseling programming, particularly tele-mental health training and education. Specific counseling practice, and research recommendations are included.

Exposure to childhood trauma can have a lasting impact on the mental and emotional health of an individual (Ford & Courtois, 2009). Research on help-seeking behaviors indicate that 15% to 40% of individuals who experience mental health problems, including trauma-related concerns, initially contact a member of the clergy for help rather than contacting a medical or mental health professional (Nieuwsma et al., 2014; Wang et al., 2003); therefore, research into the trauma-related attitudes and beliefs of clergy is warranted. The purpose of this study was to understand the personal and professional factors that predict the trauma-related attitudes and beliefs of Christian clergy in the State of Florida as a first step in applying a trauma-informed care model to churches and other religious communities. Participants (N = 235) completed an online survey that included measures of trauma-related attitudes and beliefs, trait emotional intelligence, personal trauma exposure, the completion of trauma-related training, and clergy job responsibilities (i.e., hours per week spent in counseling and pastoral care activities). Hierarchical multiple regression was utilized, and results showed that trauma-related training and trait emotional intelligence were statistically significant predictors of trauma-related attitudes and beliefs. Trauma exposure and clergy job responsibilities were not statistically significant predictors. In light of these findings, implications for mental health professionals, counselor educators, clergy training programs, and researchers are provided.

Universities in the United States of America host a significant number of international students. These students come from a multitude of culture and bring a range of their own cultural values and norms. However, due to encountering different cultural norms and values, the choice to studying overseas may present many challenges, including difficulties with adjustment to the environment of the host country and experiences acculturative stress. This study considers problems arising during the students’ initial transition period, as they acculturate into the American culture and educational system. The present paper provides a review of current acculturation, adjustment, and social support models as applied to international students. While using a qualitative research method, sixteen South Asian graduate students from two distinct countries, India and Nepal, were interviewed to present their personal experience with acculturation and adjustment in the academic settings in a Mid Western University. This study used an Interpretative Phenomenology approach to obtain an applicable and common understanding of the meaning of participants’ experiences through the transcribed interviews. Data analysis was emphasized to understand the meaning of the text by reading individual parts and comparing the meanings of parts as a whole. Working through the phases of IPA, the researcher developed a descriptive account of phenomena through the eyes of participants. The focus was to understand what matters to the participants, with attention to specific events, particular relationships, and core values. The researcher recorded participants’ objective comments and emotional expressions. Further analysis then helped the researcher in interpreting and exploring the meaning participants gave to aspects of their stories. Participants reported their experiences encountered during their initial transition into the US. They experiences were a reflection of their initial and ongoing adjustment to the U.S. environment, including how they made sense of their experiences and how their ways of thinking and behaving changed. The participants also shared their strategies they perceived as helpful in specific situations. Based on an analysis of participants’ interviews, themes that arose from the interviews included (a) challenges they encountered in respect to their homeland and the new environment, including language/communication, culture, academic study and learning, living in the US, and psychological adjustments; (b) recognizing strengths and positive growth from facing challenges and adapting to their new environment; and (c) acknowledging the need to accept help and how to more proactively seek and receive help as needed. Recommendations and Implications for more actively assisting and including South Asian international students are also discussed

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Please join this experiential session which will provide an opportunity for meditative reflection on your conference learning and experiences. For those unfamiliar with mandala, brief introductory background will be provided before inviting attendees to create a personal mandala. Group discussion, including ideas for instructional uses of mandala creation, will conclude our time together. Added benefits of mandala creation include reduced anxiety, and increased relaxation and positive emotions

Altruism is loosely defined as a desire to help others as well as acts and behaviors towards that end, particularly when no expectation of personal gain or reward exists (Batson, Fultz, Schoenrade & Paduano, 1987). It seems likely that individuals who choose to pursue acareer in counseling might be doing so out of some altruistic interest; in other words a desire to come to the aid of others in distress. It has been noted as well that some individuals may enter the counseling profession based more on self-interest; for example, as "wounded healers" hoping to work on personal issues (Wheeler, 2002). Some researchers (Shapiro &Gabbard, 1996) hypothesize that overstated altruism may lead to burn-out and fatigue among some counselors whereas those who have limited altruism may have difficulties empathizing with clients. Despite the apparent relevance of altruism to counseling as a profession, very few studies have investigated the level of altruism among those in the field. The primary purpose of this study was to examine the relationship between altruism and personality variables in beginning counseling students. It is currently unclear to what extent altruism is a state (situational) vs. a trait (inherent). Grasping a greater sense of what constitutes altruistic behavior among beginning counseling students may benefit researchers in understanding the potential difficulties Shapiro & Gabbard (1996) suggest; i.e., burn-out, limited empathy or even self-gratification. The population in this study was 87 students entering a Master's degree in Counselor Education at a large, public institution in the Southeastern Unites States. The subjects completed the following assessments at orientation to their program: The Robinson-Heintzelman Inventory (an instrument designed to study altruism vs. self-interest in counselor education students), the Myers-Briggs Type Indicator (MBTI) and the Fundamental Interpersonal Relations Orientation-Behavior (FIRO-B). It was hypothesized that higher scores on altruism would correlate with the intuitive and feeling dimensions of the MBTI and low scores on wanted inclusion, wanted affection and expressed control on the FIRO-B. The hypotheses were not supported in this study; the only finding of statistical significance was the correlation between the thinking dimension of the MBTI and the total score on the RHI. Suggestions for future research are discussed.