European American Cultural Values: Construct Clarification and Results From a Division 17 Survey

As the dominant culture in the United States, European Americans cultural values represent the beliefs that drive many aspects of our society. Authors have called for clinicians to be aware of how mainstream cultural values affect their worldview and practice with racial and ethnic minority individuals, but the counseling psychology literature lacks a cohesive framework defining these values with empirical support. This research attempts to first clarify the domains of European American cultural values through literature review and survey of APA members. Results indicate that seven domains make up the construct: autonomy, individual competitiveness, material achievement, mastery over nature, direct communication, future time orientation and individual class mobility. Implications for scale development and acculturation are discussed

European American Cultural Values: Construct Clarification and Results From a Division 17 Survey

As the dominant culture in the United States, European Americans cultural values represent the beliefs that drive many aspects of our society. Authors have called for clinicians to be aware of how mainstream cultural values affect their worldview and practice with racial and ethnic minority individuals, but the counseling psychology literature lacks a cohesive framework defining these values with empirical support. This research attempts to first clarify the domains of European American cultural values through literature review and survey of APA members. Results indicate that seven domains make up the construct: autonomy, individual competitiveness, material achievement, mastery over nature, direct communication, future time orientation and individual class mobility. Implications for scale development and acculturation are discussed

Revised Academic Hardiness Scale Factor Structure in College Students

The construct of academic hardiness has gained attention in recent literature as an antecedent of successful academic performance and enrollment in higher education. Although academic hardiness scales have been validated for use with elementary and high school students, none have been examined in college students. The current study investigated the factor structure of the Revised Academic Hardiness Scale using two college student samples. Exploratory analyses found a five-factor structure in a sample of 454 students at a large university. Confirmatory analyses indicated adequate to good model fit for this solution in a sample of 160 students at a small college

An Examination of PTSD in Ethnoracial Minorities

Ethnic and racial minorities make up a substantial portion of the population in the United States; however, relatively little is known about the prevalence of posttraumatic stress disorder (PTSD) in these populations. Research has consistently shown that the majority of individuals in the United States have experienced at least one traumatic event in their lifetime. Not all who are exposed to trauma go on to develop PTSD, but ethnoracial minorities have been found to have higher rates than their European American counterparts. This poster will review the current literature in this area and discuss implications for social justice

Supplemental Material, Weigold_online_supp - Response Rates for Surveys Completed With Paper-and-Pencil and Computers: Using Meta-Analysis to Assess Equivalence

<p>Supplemental Material, Weigold_online_supp for Response Rates for Surveys Completed With Paper-and-Pencil and Computers: Using Meta-Analysis to Assess Equivalence by Arne Weigold, Ingrid K. Weigold, and Sara N. Natera in Social Science Computer Review</p

An Examination of PTSD in Ethnoracial Minorities

Ethnic and racial minorities make up a substantial portion of the population in the United States; however, relatively little is known about the prevalence of posttraumatic stress disorder (PTSD) in these populations. Research has consistently shown that the majority of individuals in the United States have experienced at least one traumatic event in their lifetime. Not all who are exposed to trauma go on to develop PTSD, but ethnoracial minorities have been found to have higher rates than their European American counterparts. This poster will review the current literature in this area and discuss implications for social justice

Publishing in the \u3cem\u3eJournal of Mental Health Counseling\u3c/em\u3e: A Guide for Authors

It has been almost nine years since Quinn Pearson, then-editor of the Journal of Mental Health Counseling (JMHC), published her inaugural editorial “Three ‘Ps’ of Publishing in the JMHC: People, Process, and Product” (2011). In this editorial, Pearson outlined the roles of authors and reviewers in publication, the way the editorial process unfolds, and the quality of the final product. Since the article’s publication, the JMHC has continued its tradition of publishing “high-quality articles that further the scientific knowledge base, define and enhance the mental health counseling profession, and speak to clinicians, educators, and students” (Pearson, 2011, p. 195). The JMHC has also seen some changes. For instance, the four traditional sections—Theory, Practice, Professional Exchange, and Research—were joined in 2017 by a fifth section, Neuroscience-Informed Counseling (formerly titled Neurocounseling), which allows us to expand our focus on innovative and cutting-edge practice