Italian-Americans constitute 6% of the American population (Census, 2010). Although they are part of the White majority, they have a unique cultural experience, as they endorse ethnic values that differ from other White Americans. It has been noted that adherence to these values may impact the way Italian-Americans view mental health treatment. In an attempt to understand this dynamic, the present study investigated the impact of ethnic identity, acculturation, aspects of socioeconomic status, and collective self esteem on attitudes towards counseling for a sample of 242 self-identified Italian-Americans. It was hypothesized that acculturation would mediate the relationship between ethnic identity, collective self-esteem, and attitudes towards counseling. It was also hypothesized that aspects of socioeconomic status would moderate the relationship between ethnic identity and collective self-esteem and attitudes towards counseling. Hierarchical multiple regressions were conducted to test these hypothesized models; however, findings were not significant. Preliminary analysis revealed that age and gender were significantly predictive of attitudes towards counseling. Furthermore, exploratory analysis revealed a significant positive relationship between public collective self-esteem and aspects of socioeconomic status to attitudes towards counseling for this sample. These findings have implications for training, research, and practice for mental health professionals.

This investigation explored how poor and working-class people experience, understand, and negotiate class issues and class differences with their therapists. Data were collected through semi-structured interviews with 22 self-identified poor and working-class people with experience as clients in individual counseling. Interviews were transcribed and analyzed using constructivist grounded theory methodology (Charmaz, 2006). A core narrative emerged that depicted a dynamic, interactional process of seeking mutual understanding to navigate class issues in therapy. Participants played an active role in this process by making decisions to share or withhold information or their reactions to therapy experiences. Participants' sociocultural awareness provided the context for their observations of class cues and perceptions of therapists' social class, which in turn influenced their reactions and behaviors towards their therapist. Seeking mutual understanding emerged as a process that allowed poor and working-class clients to build connections with therapists of shared and different social class backgrounds. Participants shared positive, meaningful interactions with therapists who demonstrated genuineness and attended to class issues in the therapeutic encounter. When working with therapists who engaged in these mutuality-enhancing actions, participants felt deeply understood and connected to their therapists, which contributed to growthful therapeutic outcomes. Participants also described feeling misunderstood and disconnected from therapists who appeared inauthentic and neglected to attend to class issues. These participants reported feeling "stuck" and unhelped through counseling. The findings of this study suggest that social class issues are salient for poor and working-class clients in their interactions with therapists. Further, therapists can promote positive therapeutic outcomes in work with class-oppressed clients by a) fostering authenticity and mutuality within the working alliance and b) openly addressing clients' material concerns and thoughtfully exploring class differences and other class issues present in the therapeutic relationship. Additional implications for training and practice are provided and include the need for counselors to incorporate social justice advocacy into their work. Suggestions for future research include further exploration of the ways social class and classism operate within the psychotherapeutic process, emphasizing the need for researchers to attend to intersections of identity and position poor and working-class people's voices and perspectives at the center of their inquiry.

The field of psychology now minimally disputes that racism is a stressor that significantly impacts the emotional well-being of People of Color. However, this knowledge base has been largely built on data using Black American samples and less on other middle-of-the -spectrum racial groups. Psychological research has also shifted its focus to examine what underlying mechanisms help buffer the negative impact of racism. The current study aimed to expand the body of research on racism by examining the link between experiences of racial discrimination and psychological distress using a Latina/o adult sample. Also, the potential moderating and mediating role of skin color and racial identity status attitudes on the relationship between racial discrimination and psychological distress were examined because of influence these variables have on the racial socialization experiences of Latinas/os. Additional research questions in the current investigation examined the relationship between skin color and experiences of racial discrimination and skin color with racial identity status attitudes. Participants in the study were 491 adult Latinas/os who participated either online (n = 344) or using a paper-and-pencil (n = 147) version of the questionnaire packet that included the Perceived Racism Scale for Latinas/os (Collado-Proctor, 1999), the People of Color Racial Identity Attitude Scale (Helms, 1995), the Depression-Anxiety-Stress Scale (Lovibond and Lovibond, 1995), the New Immigrant Survey Skin Color Scale (Massey and Martin, 2003), and a Personal Data Sheet. Hierarchical regression analyses indicated that experiences of racial discrimination were positively associated with psychological distress. Results found no association between skin color and experiences of racial discrimination but a MANOVA found that "Medium/Brown" skinned participants were more likely to endorse Resistance status attitudes relative to "White" skinned Latinas/os. Lastly, results found no evidence of mediation but found evidence indicating that Dissonance status attitudes moderated the relationship between experiences of racial discrimination and anxiety as an indicator of psychological distress in ways that were theoretically consistent with racial identity theory (i.e., Dissonance status attitudes were positively associated with anxiety that was associated with experiences of racial discrimination). The findings expand the literature by further demonstrating that experiences of racial discrimination are experienced as a stressor among Latinas/os. The findings also reinforce the stance that psychological researches need to continue to examine how individual and group-related variables interact with experiences of racism that might buffer or enhance the impact of these experiences. Implications for clinical practice as well as future research are reviewed.

The present study describes the development and psychometric evaluation of the Lesbian, Gay, Bisexual Affiliate Stigma Measure (LGB-ASM). Existing qualitative research and feedback from experts in stigma research, contributed to the development of 48 items that were subjected psychometric evaluation resulting in the final 17-item measure. Exploratory factor analysis of data from 471 LGB affiliates (family members and close friends of LGB individuals) resulted in 3 factors reflecting experiences of LGB affiliate stigma including (a) Public Discrimination/Rejection affiliate stigma, (b) Vicarious affiliate stigma, and (c) Public Shame affiliate stigma. Confirmatory factor analysis of data from a separate 101 participants supported the stability of the 3-factor model. Further psychometric evaluation of the measure resulted in evidence supporting the reliability (i.e., Cronbach's alphas of .71 to .93), convergent validity (i.e., with stigma consciousness, r = .17 to .45; with awareness of public devaluation, r = .18 to .28), and discriminant validity (i.e., with socially desirable responding, r = -.16 to .05). The final 17-item LGB-ASM yielded 2-to 3-week test-retest reliability coefficients of .74 to .76 with a sample of 61 participants. Links between the LGB-ASM and psychological distress (using the Hopkins Symptom Checklist - 21) were evaluated and unsupported.

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.

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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.

This study was designed to investigate more completely the effects of counseling and tutoring on reading achievement, study skills, and personal adjustment within the context of a college reading and study skills program. The study consisted of three phases which corresponded with the three regular school quarters. The subjects used in Phase I of this study were 12 college students who voluntarily registered for a reading and study skills class at Utah State University during the 1969 fall quarter plus 40 students who transferred into the class from a remedial study class. In Phase II, there were 45 students who registered for the class plus 6 transfer students from a remedial study class. In Phase III, 34 students registered for the class and there were no transfer students. All students, each of the three quarters, attended the regular reading and study skill class periods besides either participating in counseling or tutoring sessions. Students in Phases I and II were alternately placed in either a counseling or tutoring group according to their ranked reading scores. They participated in either five one hour tutoring sessions or five one hour counseling sessions depending on their group placement. However, in Phase III, tutoring was statistically significant in increasing the speed of reading and outlining as well as increasing the quality of outline.