Compared to the heterosexual students, LGB college students appear to experience a different process of career decision-making. It is crucial to know the influence of both personal and environmental factors on the career decision-making process of LGB individuals when considering factors that affect LGB individuals’ career development. However, there has been limited effort to investigate the mechanisms interacting between individual and environmental factors in developing career decision-making among LGB college students. The current study examined the effects of lesbian, gay, and bisexual (LGB) identity on career decision-making self-efficacy. For this purpose, this study utilized a mediation model that incorporates a personal (self-compassion) and an environmental (social support) factor as key model variables. This study applied structural equation modeling (SEM) to identify mediating factors that contribute to career decision-making self-efficacy for LGB college students. 252 LGB college students completed the online-survey that included questionnaires to provide the data for this study: (a) demographic questionnaire, (b) the Lesbian, Gay, and Bisexual Identity Scale (Mohr & Kendra, 2011), the Self-Compassion Scale (Neff, 2003a), the Multidimensional Scale of Perceived Social Support (Zimet, Dahlem, Zimet, & Farley, 1988), and Career Decision-Making Self-Efficacy-Short Form (Betz, Klien, & Taylor, 1996). Structural equation modeling results supported the mediating effects of perceived social support and self-compassion. More specifically, three-path mediated effects (Taylor, MacKinnon, & Tein, 2007) showed that LGB identity development was associated with perceived social support, which in turn was linked with increased self-compassion, resulting in greater self-efficacy in career decision-making. In addition, a two-path mediated effect showed that perceived social support mediated the relationship between LGB identity development and career decision-making self-efficacy in a positive direction. These results indicate that after initiated by LGB identity development, a personal (i.e., self-compassion) and an environmental (i.e., social support) factor are meaningful antecedents when developing LGB individuals’ self-efficacy in career decision-making. The primary implications for college and career counselors include: 1) considering both individual and social contextual factors in planning intervention for LGB college students’ career decision-making, and 2) conducting a holistic assessment practices to explore LGB clients’ personal and social contextual factors, and 3) how those factors interact in career decision-making processes. Implications for counselor educators include increasing sexual minorities’ career related issues into curricula, and providing specific career models that share pragmatic tools. Areas for future research are also discussed.

The purpose of this research was to examine the influence of co-curricular involvement on the need for cognition. Using multiple regression, I analyzed the relationship between co-curricular involvement and the need for cognition while controlling for sex, race, pretest, precollege academic motivation, SES, precollege academic ability, high school involvement, institutional type, work, residence, major, non-classroom interactions with faculty, and the kind of instruction. I also analyzed whether race, sex, or the type of institution students' attend further influenced the effect of involvement on the need for cognition The main effects model found the impact of involvement on the need for cognition to be statistically non-significant. While looking at conditional effects, I found being involved had a small, but positive, statistically significant impact on the need for cognition for non-white students. Also during this exploration I found sex and institutional type did not significantly impact the effects of involvement on the need for cognition. The suggestions for future research include replicating the current study and examining the impact of specific co-curricular involvement opportunities; following-up this study with a qualitative study to discover what students are gaining from co-curricular involvement; looking for additional conditional effects; and exploring what other college experiences impact the need for cognition.

Statement of Purpose. The purpose of this study was to assess junior college students' prevalence of condom use, risk behaviors, attitudes toward AIDS, and sources of knowledge regarding AIDS. Method. The descriptive survey research technique was used. Subjects. One hundred and two subjects participated. Instrument. The instrument was developed, by the writer, and field-tested. Findings. The data indicate that the subjects surveyed in these two studies, are not taking seriously the recommended life-style changes for risk reduction. Conclusions. The findings in this survey are consistent with findings in other studies regarding college students' risk behaviors, condom uses, and attitudes regarding AIDS.

The purpose of this study was to investigate the effectiveness of a problem-solving intervention strategy as applied to mildly suicidal adolescents. The population for this study consisted of male and female adolescents aged 14 to 19 who were referred by teachers, counselors, parents or self because of concerns about suicidal behavior. This project was a case study approach focusing on six mildly suicidal adolescents who volunteered from a pool of referrals received during the 1985-1986 school year. Prior to beginning intervention, each student's lethality was assessed by using the Lethality Index which allowed for the identification of those adolescents who were more seriously suicidal. These students were referred to appropriate agencies.;Pre and post assessment which included interview, the IPAT Depression Inventory, the Suicide Probability Scale, the Checklist for Solving Problems in Real Life and the Classroom Performance Profile was conducted by the school psychologist or social worker involved. Each subject received the same intervention strategy which was a problem-solving approach initiated with each student focusing on his/her own personal problems. Each subject was seen at least once a week for six weeks, however, some students were seen more frequently if necessary.;Overall results of this study were considered inconclusive, as there was no overwhelming or statistically significant proof that a problem-solving intervention approach is successful with mildly suicidal adolescents. It was felt, however, that results did indicate that adolescents referred for depression and suicidal concerns also experience weak problem-solving skills. Each subject indicated that they wanted help in learning how to solve their personal problems better.;Subjective reports from post intervention interviews revealed that students felt more confident in confronting future problems, however, results on the problem-solving inventory did not demonstrate growth in this area.;Generalization of results must be made with caution as there were several major limitations to this study. The problem-solving framework, however, does appear to have merit as a structured format for counselors to use when working with suicidal students and their problems.

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Throughout growing literature, contemplative practices have been identified as effective approaches to promote wellness in adolescence and young adulthood, with calls to incorporate contemplative approaches in the school setting. One type of contemplative practice called loving-kindness meditation (LKM) offers practitioners with a method for extending compassion toward self and others, and shows promise for strengthening individuals’ wellbeing. Yet, despite its indicated benefits, studies of LKM with youth are minimal, and studies of LKM interventions in the school setting are scarce. The goal of this study was to examine students’ inner resources and protective factors prior to and following a school-based intervention of a daily LKM practice. I employed a nonequivalent control group quasi-experimental design and measured students’ levels of resilience, hope, inner peace, and emotional intelligence. I conducted a repeated measures multivariate analysis of variance to determine differences between groups and across time. Findings indicated that there was not a statistically significant difference between treatment and control groups in students’ reported levels of resilience, hope, inner peace, and emotional intelligence. Yet, when students’ frequency of practice was included in the model, the results showed that the between-subjects effects for frequency of practice was significant. The results suggest potential influence between the intervention and students’ reported outcomes; however, the findings should be interpreted with caution due to limitations of the study, and further examination is warranted. Following interpretation of the results, I provide a discussion of the limitations, implications for school-based interventions, and suggestions for future research.

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