This 2-study research project explored whether the ethnicity of university counseling center therapists affects White clients’ therapy attendance rates and perception of counselors’ trustworthiness and level of expertise. Study 1 examined attendance rate differences of the clients of White therapists versus ethnic minority therapists in a university counseling center to determine if the minority therapists have lower client attendance rates than clients of White counselors. Study 2 examined White undergraduate participants’ ratings of profiles of White, African American and non-US Indian counselors portrayed in a mock university counseling center brochure on factors of trustworthiness and expertise. It also examined Big 5 personality traits as covariates to determine if the trait of Openness to Experience positively influences White participants’ ratings of ethnic minority therapists. Results for Study 1 showed that practicum-level ethnic minority trainees had significantly lower client attendance rates when compared with practicum level White therapists; no significant differences in client attendance rates were found among intern-level minority and White therapists. Study 2 found that non-US Indian counselors were rated more negatively than White or African American counselors by White participants. However, the trait of Openness did not show a significant interaction with ethnicity of counselor among participants. The article concludes with a discussion of the main findings, future research ideas, and practical implications for university counseling centers regarding assigning clients to ethnically/culturally different counselors.

Abstract The current study aimed to investigate the relationship between (a) racial/ethnic matching between African American clients and their counselors (i.e., Black, White, and non-Black racial/ethnic minority counselors) and therapeutic outcomes (i.e., change in symptoms, treatment length, and premature termination), (b) while also controlling for the potential influences of client (i.e., initial distress level, family and social support, and socioeconomic status) and counselor (i.e., experience level) characteristics. Change in symptomology on specific domains of functioning (i.e., Depression, Generalized Anxiety, Academic Distress, and Distress Index) was assessed using the Counseling Center Assessment of Psychological Symptoms-34 (i.e., CCAPS-34; Locke et al., 2012). The change in symptomology was classified into one of three categories (i.e., improvement, no change, and deterioration). An archival data set that consisted of client data from the 2011-2012 academic year contributed by 120 university and college counseling centers in the U.S. that were participating members of the Center for Collegiate Mental Health was used. The sample sizes for the analyses were: 348 clients for change in functioning analyses, 1,418 clients for treatment length analyses, and 2,024 clients for premature termination analyses. The findings indicated that after controlling for the covariates, clients who were matched with White counselors were more likely to experience deterioration in overall distress symptoms, rather than no change in symptoms, compared to those who were matched to Black counselors. Also, those clients who were matched with White counselors were more likely to prematurely terminate their counseling sessions, compared to those who were matched to Black counselors or non-Black racial/ethnic minority counselors. The findings from this study may assist researchers and university counseling center staff in understanding the potential influence of ethnic matching on outcomes and service utilization for African American clients. Keywords: ethnic match, African American, outcome research, university counseling center, Counseling Center Assessment of Psychological Symptoms

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This study explores where African American college students find mental health support and why those supports are chosen. Greater knowledge of the sources of mental health support sought by African American college students can assist higher education institutions in adapting current services to meet the needs of this specific student population. A qualitative phenomenological approach was utilized, and the study's sample included twelve participants, 6 female and 6 male, from a large public four-year university in Texas. These participants, undergraduate students with ages ranging from 18 to 24, were given a survey and completed two semi-structured interviews throughout one semester. Results indicated that study participants were more likely to utilize informal than formal support for their mental health and many had no source of support. Family stigma, peer attitudes, as well as internal and external pressures all influenced participant's choices to seek support. Based on findings from the study, recommendations for two distinct groups, counseling center directors and higher education administrators, are also discussed.