Brian W. McNeill

Chicanas/os and Mental Health Services An Overview of Utilization, Counselor Preference, and Assessment Issues

This article reviews recent literature pertaining to Chicanas/os’ utilization of conventional mental health services, their counselor preferences, and the psychological testing and assessment of Chicanas/os. Chicanas/os likely underutilize mental health services, instead preferring family or nontraditional helpers for assistance. However, both Chicanas/os’ level of identification with their indigenous culture as well as their level of acculturation to the majority culture appear to affect their use of services and counselor preferences. Despite longstanding concerns ranging from language barriers to clinician bias in interpreting test results, the literature continues to lack validation studies that specifically support the use of many major psychological tests with Chicanas/os. Unfortunately, these instruments continue to be routinely used clinically to assess Chicana/o clientele, even though the literature cautions that these instruments may generate an inaccurate picture of Chicanas/os’ psychological functioning. Recommendations for counseling practice and future research concerning Chicanas/os are offered.

Current Directions in Chicana/o Psychology:

In this Major Contribution, we focus on the mental and psychological health issues relevant to Mexican Americans or Chicanas/os, and we identify and introduce some important contemporary areas of research that reflect the unifying theme of Current Directions in Chicana/o Psychology. These areas include counseling, assessment, and service-delivery issues; the content and influence of stereotypes; and the role of ethnic identity in the psychological health of Chicana/o people. To provide an ecological context for the series of articles that follow, identifying labels/terminology, demographics, cultural characteristics, and political barriers descriptive of Chicanas/os are addressed. Our hope is that the series of articles composing this issue serves to raise the awareness of mental health professionals about issues facing Chicanas/os and to provide guidelines for future counseling intervention and research.

Persuasion and Development in Counselor Supervision

This article attempts to integrate three models dealing with aspects of human behavior for the domain of counselor supervision. One model, the Elaboration Likelihood Model of Persuasion, reflects current thinking and research evidence regarding a traditional and important area of social psychology dealing with attitude change. Another is a classic model from the counseling literature, the Interpersonal Influence Model with roots in social psychology dealing with social influence that has been adapted for the supervision context. The final model is developmental in nature and derived specifically for the supervision process: the Integrated Developmental Model. The article discusses how each model adds to our understanding of counselor supervision with recommendations for practitioners and suggestions for future research

Supervision essentials for the integrative developmental model.

As longtime professors and trainers of counselors and psychologists, we find that one of the most satisfying aspects of our work is observing and mentoring the professional growth of students in becoming competent providers of clinical services to their clientele. Therefore, we are pleased to share our model of the supervision and training process with readers involved in this important and enjoyable work. The integrative developmental model (IDM) as an approach to supervision has progressed for nearly 30 years, beginning with Stoltenberg’s (1981) straightforward model that posited counselor growth through four stages of professional development. The influence of this initial presentation on the practice of clinical supervision from a developmental perspective led to an explosion of developmental conceptualizations. Reflective of the heuristic value of such models, at one point, Worthington (1987) compared 16 developmental models, to which Watkins (1995) added six!

Ursula Delworth: Making a Difference.

In a long and varied career, Ursula Delworth has been the embodiment of the multidimensional counseling psychologist. In this interview, Ursula recounts her experiences as an educator, clinician, model builder, supervisor, consultant, editor, and administrator. The author examines her significant influences, personal development, and professional work, as Ursula offers her perspectives on the current as well as future directions of professional psychology. It is apparent that through her numerous contributions, Ursula Delworth has made a difference in the lives of her students, colleagues, and the field of professional psychology.

Selected Translations of Social Psychology to Counseling Psychology

This article briefly discusses some circumscribed important areas where social and counseling psychology interface. Some of the historical routes of the interface are noted and the effect of this work is addressed. It is concluded that considerable progress has been made in translating social psychology research into counseling research and practice but that much more remains to be investigated. We note that most of the research and practice advances have come from social to counseling psychology. Counseling psychologists are encouraged to contribute to the interface and advance our general knowledge of human behavior. The article concludes by introducing the four companion articles in this special issue and the final summary article.

Counseling and Persuasion: Extrapolating the Elaboration Likelihood Model

The Elaboration Likelihood Model (ELM) of persuasion has been offered by Petty and Cacioppo (1981, 1986) as a framework with which to conceptualize the process of persuasion. This chapter will not attempt a comprehensive review of the evidence supporting the ELM, but rather will briefly describe the model and indicate how its concepts may be applied to the counseling process. More detailed presentations of the model are available elsewhere (e.g., Cacioppo, Petty, & Stoltenberg, 1985; Petty & Cacioppo, 1981, 1986; Petty, Cacioppo, & Heesacker, 1984). At present, few empirical studies have attempted to test the applicability of the ELM for conceptualizing the counseling and psychotherapy process. What evidence is currently available will be presented as the model is described. Where investigations from counseling are lacking, the model will be extrapolated to provide suggestions for future research and practice.

Translating Social Psychology for the Scientist-Practitioner Counseling Psychologist

The articles included in this special issue have presented a balance of reviewing and synthesizing the literatures, translating what has been learned into guidance relevant to practice, and addressing future directions. This summary article briefly highlights some of the new contributions of the four topical articles and concludes that considerable work remains, particularly for counseling psychology, to continue to enhance the integration of these fields.