Kathleen J. Bieschke

Applying Social Cognitive Theory to Interest in Research among Counseling Psychology Doctoral Students: A Path Analysis.

In this study, the R. W. Lent, S. D. Brown, and G. Hackett (1994) social cognitive model of interest development was applied to the prediction of interest in research. Participants included 184 counseling psychology doctoral students. Results of a path analysis indicated that 5 variables were significant predictors of interest in research: research outcome expectations, research self-efficacy beliefs, investigative interests, artistic interests, and age. In addition, several factors indirectly affected interest in research through effects on research self-efficacy-the research training environment, Holland Investigative interests, and year in program. Research training environment, Holland Investigative interests, and research self-efficacy beliefs also had an impact on interest in research indirectly through their effects on research outcome expectations.

The Utility of the Research Self-Efficacy Scale.

The Research Self-Efficacy Scale (RSES; Greeley, et al., 1989) was completed by 177 doctoral students from a wide variety of disciplines. Factor analysis of the RSES indicated four primary factors: Conceptualization, Early Tasks, Presenting the Results, and Implementation. Hierarchical regression analyses focused on 136 subjects from the original sample and indicated that three subscales of the RSES (Early Tasks, Conceptualization, and Implementation) accounted for unique variance in the prediction of interest in research involvement. The number of years in graduate school and involvement in research activities contributed significantly to the prediction of research self-efficacy.

Predicting Research Interest Among Rehabilitation Counseling Students and Faculty

To develop a clearer understanding of the variables that contribute to research interest and involvement among rehabilitation counseling students and faculty, the results of two studies examining research self-efficacy beliefs, research outcome expectations, and elements of research training environments were compared. Differences were found in research outcome expectations and research self-efficacy between students and faculty. Social-cognitive career theory is used as a framework for explaining these differences, and implications for the research training of rehabilitation counseling students are discussed.

Research Self-Efficacy Beliefs and Research Outcome Expectations: Implications for Developing Scientifically Minded Psychologists

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.

Exploratory and confirmatory factor analyses of the brief symptom inventory among substance abusers

The Brief Symptom Inventory (BSI) is a multidimensional measure of psychological and somatic distress that is used to obtain detailed symptom profiles. The BSI has been questioned regarding its ability to differentiate among its proposed nine dimensions, and the factor structure underlying the BSI has not been confirmed with substance abusers. Exploratory factor analyses were completed on substance abusers (ntotal = 453; nwomen = 121; nmen = 332); nine factors were not identified. Five models were then submitted to confirmatory factor analyses using an independent sample of substance abusers (ntotal = 456; nwomen = 127; nmen = 329). A one-factor model (i.e., global psychological distress) best represented the data. Implications for using the BSI in research and counseling are discussed.

Counseling Psychology Model Training Values Statement Addressing Diversity Development and Introduction to the Major Contribution

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.

The Center for Collegiate Mental Health: Studying College Student Mental Health Through an Innovative Research Infrastructure That Brings Science and Practice Together

&NA; Available information about college student mental health has largely been anecdotal or based on information drawn from a single institution. This review examines ten studies published within the past 20 years that focused on college student mental health using data collected from multisite college or university counseling center clients or staff. This subset of research on college student mental health is important in view of the increased demands on counseling centers and the increased emphasis on evidence‐based practice. Collectively, these studies suggest that the presenting concerns of college students are changing, that those in treatment are more distressed than those who are not, that clients who identify as ethnic minorities appear to evidence slightly more distress than their white counterparts, that matching client and counselors relative to ethnicity does not appear to improve outcome, and that counseling services seem to improve outcome. While each study makes a unique contribution to the literature, this body of literature suffers from a common set of limitations that stem from the difficulties associated with multisite research, research taking place in active clinical work, and the time‐limited nature of data sets. Through our review and critique of these studies, we discuss the importance of establishing an infrastructure that helps researchers to elucidate trends, effective treatments, and risk factors that will be useful to clinicians treating this population. The Center for Collegiate Mental Health, a practice‐research network focused on college student mental health, is described and preliminary findings from this entity are presented.

Factor Structure of the Research Outcome Expectations Scale.

The Research Outcome Expectations Questions (ROEQ) is a measure of outcomes one might expect to occur as a result of engaging in research activities. Though the ROEQ has good internal consistency, the underlying factor structure of the ROEQ had not yet been examined. Exploratory factor analyses were completed on 183 doctoral students in counseling psychology and counselor education. A one-factor model was identified. The one-factor model was submitted to confirmatory factor analyses using an independent sample of 284 doctoral students and was found to be a good fit of the data. The predictive validity of the revised-ROEQ appears to be adequate. Implications for using the ROEQ in future research studies are discussed.

Therapist Differences in Symptom Change With Racial/Ethnic Minority Clients

Some psychotherapists produce better outcomes than others (Crits-Christoph & Mintz, 1991; Kraus, Castonguay, Boswell, Nordberg, & Hayes, 2011), although it has not been established whether therapists vary in their effectiveness with racial/ethnic minority (REM) clients. The importance of identifying therapist factors associated with successful outcomes for REM clients is underscored by imperatives regarding the provision of culturally competent psychotherapy (American Psychological Association, 2003; Smith, Rodriguez, & Bernal, 2011) and by research demonstrating the existence of ethnic disparities in mental health problems (Hayes, Chun-Kennedy, Edens, & Locke, 2011a) and their treatment (Harris, Edlund, & Larson, 2005). In this study, we investigated 36 therapists and 228 clients seen at a university training clinic to investigate whether differences in therapist effectiveness were a function of client ethnicity. Clients completed the Outcome Questionnaire-45 prior to each session. Multilevel modeling analyses indicated that (a) outcomes for REM and non-REM clients did not differ, (b) some therapists produced better outcomes than others, and (c) this variability was due in part to client REM status. Thus, it appears that therapists vary in their effectiveness at reducing symptoms with REM clients. Implications for training, multicultural theory, and future research are discussed.

We've Come a Long Way, Baby

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.