Search

This study found that treatment-seeking sexual minority college women evidenced serious eating concerns. Regardless of sexual orientation and compared with those with low levels of eating concerns, women with high levels of eating concerns evidenced increased depression, increased generalized anxiety, and a greater likelihood of experiencing trauma. Regardless of eating concerns severity, sexual minority women evidenced greater depression, generalized anxiety, and likelihood of trauma than did heterosexual women, with bisexual women reporting the highest concerns.

Treatment-seeking and non-treatment-seeking transgender college students were examined with regard to victimization and psychological distress. Findings showed that transgender college students had elevated rates of distress as compared with college students who identified as men or women. Results indicated that treatment-seeking and non-treatment seeking transgender college students did not significantly differ with regard to psychological distress or experiences of victimization, with the exception of rates of suicidal ideation. (Contains 1 table.)

In this rejoinder, the authors begin by addressing some of the questions raised about the Values Statement. They then focus on next steps, first briefly summarizing a few excellent suggestions made by the authors of the reaction papers and then zeroing in on the tension-wrought issue of when values regarding sexual orientation and religion collide. Reasons for the polarization in the field regarding this issue are discussed, and the contribution of the Values Statement to addressing this polarization is reviewed. A next step to decrease this polarization, developing Implementing Regulations for Footnote 4, is also suggested. The authors conclude with the hope that this Major Contribution has helped to move the field toward an approach to training that provides guidance when resolving highly charged values conflicts.

It is clear that internalized heterosexism (IH) is a core variable to which counseling psychologists must attend when working with lesbian, gay, and bisexual (LGB) individuals in research, clinical, and training settings. The content in this Major Contribution provides a compelling argument that IH is related to negative well-being in LGB individuals. This leads one to question whether a LGB identity must always result in negative outcomes, and alternative constructs that might mediate the effects of IH are proposed. Counterintuitive approaches to effectively addressing IH in treatment are discussed. This reaction concludes by challenging the reader to consider whether IH is applicable to LGB individuals only.

This article explores how and whether the empirical evidence pertaining to research self-efficacy beliefs and research outcome expectations can inform the training and development of scientifically minded psychologists. The competencies associated with a scientifically minded psychologist are described, and a summary and critique of the literature focused on research self-efficacy beliefs and research outcome expectations are presented. An assessment of whether these constructs are adequate for facilitating the development of scientifically minded psychologists is provided. Implications for future research directions are discussed.

This article identifies ways professionals perpetuate misperceptions about mentoring when engaging in traditional methods of mentoring. Fassinger's feminist model of mentoring is expanded by incorporating multicultural elements into the model. The authors' definition of "multiculturalism" is inclusive of individuals from different races, ethnicities, socioeconomic strata, ability levels, sexual orientations, religious affiliations, etc. Misperceptions and realities associated with the revised multicultural feminist mentoring model are discussed regarding their applicability to students in academe.

This qualitative research study analyzed 122 multicultural process events provided by 35 participants in an 11-week training group. Five substantive categories of multicultural process events were identified: observation of multicultural differences, generalizations based on multicultural differences, discomfort associated with multicultural issues, positive feelings associated with multicultural differences, and multicultural turning points. Observation of multicultural differences tended to occur early in the life of the groups and discomfort associated with multicultural issues tended to occur toward the end of the groups. Implications of the results for trainers are discussed. (Contains 1 table.)

Two models of heterosexual identity development are discussed. The models were developed for different reasons and thus represent different ways of conceptualizing heterosexual identity development. The strengths and weaknesses of each model are presented and the two models are compared and contrasted. Apart from the models themselves, these two major contribution articles serve to further expand the lexicon associated with sexual identity as well as further the lesbian, gay, and bisexual (LGB)-affirmative counterdiscourse in the field of counseling psychology.

Exploratory factor analyses of data from 183 counseling doctoral students resulted in a one-factor model. Confirmatory factor analysis with a sample of 284 doctoral students supported the predictive validity of the revised Research Outcome Expectations Questionnaire. (SK)

Examines relationship between childhood sexual abuse and victimization in adulthood using a sample of university women. Analysis shows that there is a significant association between women who were abused in childhood and adult victimization. Reports that the odds of revictimization in adulthood were greater for women who were abused in childhood than those who were not abused. (Author/JDM)

The process-observer method of group training was evaluated. Disruption of group content and process was found to be less with the use of a process observer than with an observer. Process observers found the experience useful for their development as group leaders. Results and future directions are discussed. (Author/EMK)

A social cognitive model was applied to the prediction of interest in research among counseling psychology doctoral students (N=184). Five variables emerged as significant predictors. Several factors indirectly affected interest in research through effects on research self-efficacy and research outcome expectations. Relationships among the variables and implications for training are discussed. (Author/EMK)

Recognizing research which suggests that many practicing psychologists enter the field without training or with inadequate training in the knowledge, skills, and awareness needed to treat lesbian, gay, and bisexual (LGB) clients, the authors in this Focus on Ethics provide suggestions for psychologists seeking competence with this population. In the lead article, Lyons fleshes out the contours of competent practice, presents the current state of psychologist competence, and calls for greater levels of competence. Next, Bieschke and Dendy respond by applying the Ethical Acculturation Model to describe the question of competence for those who may come from cultures not condoning of an LGB affirmative stance. Worthington provides hypotheses for the current rates of competence in the field and encourages the use of evidenced-based training and practice to increase competence. Finally, Georgemiller confirms the role of practicing psychologists who are heterosexual allies and identifies resources for gaining competence. Keywords: ethics, competence, LGB, diversity, psychotherapy DOI: 10.1037/a0021121

This article examines the potential contribution of the Counseling Psychology Model Training Values Statement Addressing Diversity (henceforth the 'Values Statement') to predoctoral internship training programs housed in university counseling centers. The purpose of this article is to present recommendations for how to best implement the Values Statement in counseling center internship training programs. The authors begin by summarizing the commitment to diversity-related training and values espoused by the major training organizations relevant to internship training. They then describe issues internship training directors must consider when implementing the Values Statement into their training sites and provide recommendations for how to most effectively implement the Values Statement.

This article provides a brief overview of this Major Contribution. In addition to previewing the articles contained in this Major Contribution, two principles guiding the use of the Counseling Psychology Model Training Values Statement Addressing Diversity (henceforth referred to as the 'Values Statement') are discussed. In addition, the authors present a concise summary of the development of the Values Statement, including a description of how feedback received influenced the final product. The authors conclude by articulating their hope that this Major Contribution will move the field forward in terms of more directly discussing, and perhaps even resolving, the long-standing dilemma of resolving value clashes.

Becoming aware of factors that may affect differential treatment of clients is necessary for psychologists to practice competently. Scholarly writing and empirical studies have suggested that therapist gender, client gender, and client sexual orientation are 3 such factors. This study examined therapist gender, client gender, and client sexual orientation in relation to psychologists' attitudes and clinical evaluations for clients. Results indicated that female psychologists held more positive attitudes and treatment expectations for clients than did male psychologists and that some psychologists hold inconsistent attitudes toward female clients generally and lesbian, gay, and bisexual clients in particular. Continuing education and consultation are recommended to increase psychologists' awareness of gender and sexual orientation issues and potential influences in treatment.

At the Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology, the Scientific Foundations and Research Competencies Work Group focused on identifying how psychologists practice scientifically. This article presents the subcomponents associated with the core competency of scientific practice. The subcomponents include: 1) access and apply current scientific knowledge habitually and appropriately; 2) contribute to knowledge: 3) critically evaluate interventions and their outcomes; 4) practice vigilance about how sociocultural variables influence scientific practice; and 5) routinely subject work to the scrutiny of colleagues, stakeholders, and the public. In addition, the article briefly discusses how the depth of training for and assessment of each subcomponent will vary by training model. Implications and future directions for individual psychologists, training programs, and the profession are discussed. This is one of a series of articles published in this issue of the Journal of Clinical Psychology. Several other articles that resulted from the Competencies Conference will appear in Professional Psychology: Research and Practice and The Counseling Psychologist. Keywords: competencies; research; training; scientist-practitioner

The response to issues on lesbian, gay and bisexual (LGB) affirmative training exhibited careful consideration. The articles represented they type of professional discourse the author hoped it would engender. The emergence of inclusive, diverse and multigenerational group of LGB-affirming counseling psychologists face many challenges in an effort to create change., We had a myriad of reactions to Douce's, Mobley's, and Morrow's thoughtful and spirited responses to our articles on lesbian, gay, and bisexual (LGB) affirmative training (Douce, 1998 [this issue]; [...]

This study explored (a) the relation of the four hypothesized sources of efficacy information (personal performance accomplishments, vicarious learning, social persuasion, and emotional arousal) to mathematics self-efficacy percepts and (b) the relations among self-efficacy, outcome expectations, interest in mathematics-related college courses, and choice of science-based careers. Subjects were 138 introductory psychology students. Results indicated that the efficacy informational sources were significantly predictive of and helped explain gender differences in mathematics self-efficacy, that outcome expectations complemented self-efficacy in predicting interest and choice indexes, and that the effects of self-efficacy on science-related career choice were mediated by interests. Implications for the further extension of social-cognitive theory to career behavior are discussed.