David L. Vogel

Sex Differences in Emotion A Critical Review of the Literature and Implications for Counseling Psychology

This article examines the findings of several reviews of the empirical literature on biological sex and emotion, focusing on the degree to which perceived sex differences in emotionality are, and in most cases are not, supported while at the same time addressing the implications this body of research has for counseling psychologists. This article also explores potential explanations, such as gender role socialization or situational influences, for the profession’s continued acceptance of large innate sex-based affective differences. Finally, the third section discusses several concerns this continued acceptance raises for the practice of counseling, whereas the last section offers a research agenda building on the review presented herein.

The Relationship Between Level of Training, Implicit Bias, and Multicultural Competency Among Counselor Trainees

The assessment of attitudes toward diversity among counselor trainees has relied on self-report measures. Implicit measures might offer a valuable addition to self-report because they assess biased attitudes indirectly, do not rely on conscious introspection, and often demonstrate bias that contradicts selfreported attitudes. A sample (N 105) of counselor trainees was assessed with measures of implicit bias toward African Americans and lesbians and gay men and a measure of self-reported multicultural competency. Implicit bias was present among counselor trainees despite high self-reported multicultural competency. In addition, self-reported multicultural competency varied by training level, but implicit bias did not. The results suggest that implicit bias can add to the understanding, assessment, and training of multicultural counselor competency.

Multicultural Coping: Chinese Canadian Adolescents, Male Gender Role Conflict, and Psychological Distress

One hundred seventy-nine Chinese Canadian adolescents completed measures of male gender role conflict, culturally specific coping strategies, and psychological distress. Structural equation results demonstrate that Avoidance Coping and Engagement Coping mediated the relationship between all aspects of male gender role conflict, with the exception of Restricted Affectionate Behavior Between Men and psychological distress. Implications for counseling practice, further research, and the psychology of men are discussed.

Gender role conflict and psychological distress: The role of social support.

Recent theoretical work in the psychology of men suggests that the negative consequences associated with traditional male gender roles might be lessened for men who experience a sense of social support. However, little research exists exploring how men adaptively utilize social support. Using a sample of 396 male participants, this study explores whether social support mediates or moderates the relationship between gender role conflict and psychological distress. Results demonstrate that social support acts as a mediator only between Restricted Emotionality and psychological distress as well as Restricted Affectionate Behavior Between Men and psychological distress. Furthermore, social support moderated only Restricted Affectionate Behavior Between Men and psychological distress.

Bias in the classroom: Types, frequencies, and responses.

Incidents of bias still occur in college classrooms, but no research has specifically explored this topic. To address this gap in the literature, professors (N = 333) completed anonymous surveys assessing types of bias they perceived in their classroom, their responses to the bias, and the perceived success of their responses. Results indicated that 38% of professors perceived an incident of bias in the classroom in the last year, and that they perceived overt (i.e., explicit) and subtle (i.e., implicit) bias with similar frequency. Professors believed their responses to bias were successful on average, but many could not assess success. Bias, in all its forms, still exists in college classrooms, and more discussion and research about its management is necessary.

Self-affirming values to increase student veterans’ intentions to seek counseling.

Student veterans experiencing mental health concerns could benefit from seeking counseling (Rudd, Goulding, & Bryan, 2011), though they often avoid these services. Self-affirmation interventions have been developed to increase openness to health-related behaviors (Sherman & Cohen, 2006), and may also help promote psychological help-seeking intentions. This study explored whether a self-affirmation intervention increased intentions to seek counseling in a sample of 74 student veterans who had not previously sought counseling services. Participants completed pretest (Time 1) measures of distress and help seeking (i.e., self-stigma, attitudes, and intentions to seek counseling). A week later (Time 2), participants completed one of two conditions: (1) a self-affirmation intervention before viewing a psychoeducational video and brochure or (2) only the psychoeducational video and brochure before completing the same help-seeking measures as Time 1. A week after the intervention (Time 3), participants again completed the help-seeking measures. A focused longitudinal mediation model was conducted, examining the effect of the self-affirmation experimental condition on help-seeking intentions. Compared with those in the psychoeducation-only group, student veterans who completed the self-affirmation intervention reported increased intentions to seek counseling both immediately postintervention (Time 2) and a week later (Time 3).