Mary J. Heppner

Psychosocial Costs of Racism to Whites Scale (PCRW): Construction and Initial Validation.

This investigation reports on the development and initial validation of the Psychosocial Costs of Racism to Whites Scale (PCRW), which operationalizes the idea that racism has a host of psychosocial costs for White individuals. Data from 727 participants were collected in 3 interrelated studies that subjected the items to the rigors of both exploratory and confirmatory factor analyses. Exploratory factor analysis results suggested a 16-item scale with 3 factors as follows: (a) White Empathic Reactions Toward Racism, (b) White Guilt, and (c) White Fear of Others. Results also indicated that participant responses were not simply reflections of socially desirable responding. Confirmatory factor analysis suggested that the 3-factor model was a good fit for the data. Estimates of internal consistency, temporal stability, and construct validity are provided.

Identifying process variables in career counseling: A research agenda

Abstract Remarkably little is known about what underlying processes and mechanisms lead to effective change in career counseling. This article examines potential reasons why career counseling process research has been infrequently conducted and provides 10 avenues from psychotherapy process research, and the limited pool of existing career counseling process research, that hold promise for advancing a productive process-research agenda in career counseling. These 10 avenues include: (a) examining the working alliance and five promising counselor techniques; (b) reconceptualizing career counseling as a process of learning, and investigating the processes that lead to effective learning; (c) investigating differences in career counseling process and outcome due to subtype membership, cultural perspectives, and other critical client attributes; (d) investigating differences in career counseling process and outcome based on counselors’ levels of self-efficacy, cultural perspectives, and other critical counselor attributes; (e) examining influential session events; (f) utilizing a common problem resolution metric for examining change across clients; (g) examining client change longitudinally to examine stability of change and functional practicality of assessed outcomes; (h) examining cognitive processes that may be mediating the career counseling process; (i) developing molecular and global taxonomies of counselor behaviors; and (j) utilizing advances in methodological approaches and statistical analyses.

The differential effects of rape prevention programming on attitudes, behavior, and knowledge.

This investigation evaluated whether type of programming differentially affects elaboration likelihood model central route processing of rape prevention messages, attitudes, knowledge, behaviors, and stability of change. The 258 participants were assigned to a didactic-video program, an interactive drama, or control. Measured over 5 time periods, results indicated that (a) the interactive drama was most effective in promoting central route processing; (b) the didactic-video intervention was more effective than the control at altering mens rape myth acceptance at 1 month, but change was not stable; (c) a pattem of rebounding scores on rape attitudes occurred for both interventions; (d) interactive drama participants were more able to identify consent versus coercion; and (e) interactive drama participants demonstrated differences on behavioral indicators.

The Career Counseling Self-Efficiency Scale: Instrument development and training applications.

This article reports on 4 studies that addressed the development of the Career Counseling Self-Efficacy Scale (CCSES). The instrument evidenced moderate to high internal consistency across the studies and strong test-retest reliability over a 2-week period. Convergent validity was supported by correlations with years of career counseling experience and several scales of an emotional-social counseling self-efficacy measure. Discriminant validity was evidenced through an absence of relations between the CCSES total score and years of emotional-social counseling experience, emotional-social counseling self-efficacy, and research self-efficacy. In addition to the evidence just mentioned, construct validity was supported by increases on the CCSES after a career course and varying levels of efficacy commensurate with status in the field. The use of this instrument for training and evaluating therapists who provide career counseling is discussed.

Examining Immediate and Long-Term Efficacy of Rape Prevention Programming with Racially Diverse College Men.

The authors investigated the short- and long-term (5-month) effectiveness of a theoretically driven, programmatic rape prevention intervention on a sample of primarily White and Black college men. A racially diverse sample was included, and the potential effectiveness of both a culturally relevant and a traditional colorblind intervention was assessed. In contrast to earlier investigations, which have consistently reported an overall rebound of scores at the follow-up assessment, results from a hierarchical cluster analysis indicated 3 patterns of treatment response: improving, deteriorating, and rebounding. Results also indicated that Black students in the culturally relevant treatment condition were more cognitively engaged in the intervention than their peers in the traditional treatment condition.

Contextualizing rape: Reviewing sequelae and proposing a culturally inclusive ecological model of sexual assault recovery.

Abstract Consistent evidence demonstrates that many women who encounter the trauma of rape experience a range of both acute reactions and chronic psychological sequelae. This article reviews both the short- and long-term psychological adjustment issues associated with rape. In addition, we propose a culturally inclusive ecological model of sexual assault recovery (CIEMSAR), which integrates and extends existing models to better examine the complex factors leading to differential postrape adjustment. Important components of the CIEMSAR are placing rape in the broader sociocultural context of the United States and explicated socioracial and ethnic factors influencing the recovery process. The five primary factors of CIEMSAR are outlined, including (a) macrosystem or sociocultural context factors; microsystem/individual factors such as (b) assault characteristics, (c) person variables, (d) coping responses; and mesosystems factors such as (e) social-support systems. Suggestions for future research are also provided.

Multicultural Career Counseling: Ten Essentials for Training.

In the past 20 years, several changes have taken place within the field of counseling and psychology with regard to practice and research with individuals from racial/ethnic groups. At the same time, the United States population has experienced a dramatic shift in its composition. Both have contributed to transformations in graduate training. This article will highlight salient aspects from the multicultural literature regarding culturally competent practice and apply it to the training of vocational counselors.

General And Culturally Specific Factors Influencing Black And White Rape Survivors' Self‐Esteem

Grounded in a culturally inclusive ecological model of sexual assault recovery framework, the influence of personal (e.g., prior victimization), rape context (e.g., degree of injury during last assault), and postrape response factors (e.g., general and cultural attributions, rape related coping) on self-esteem of Black and White college women, who were survivors of attempted and completed rape, were examined. As predicted, Black and White women identified similar general variables (e.g., general attributions) as important in the recovery process. Black women, however, identified a cultural factor (i.e., cultural attributions) as more important in influencing their reactions to the last rape compared to their White counterparts. Using path analysis, findings from this cross-sectional study indicated that severity of the last assault and prior victimization were related to lower self-esteem indirectly through avoidance coping strategies, and victim blame attributions for the latter. Results also suggested that the link between cultural attributions and self-esteem was explained through victim blame attributions, primarily for Black participants. The model accounted for 26% of variance in self-esteem.

From Whence We Came The Role of Social Class in Our Families of Origin

As Whiston and Keller’s integrative review illuminates, several contextual factors (e.g., particularly sex and race) have begun to receive attention in the past 20 years in the career development literature. Their review also demonstrates that social class and socioeconomic status (SES), as contextual variables, have not. Authors of this reaction hypothesizeaboutwhy this maybe the case. They alsoarguefor the importanceof investigating the entire spectrum of social class—lower, middle, and upper. In addition, recent methodological advances, such as the social class worldview model and instrumentation, which emphasize the potential power of subjective perceptions of class, are also highlighted. The authors urge us to go beyond merely acknowledging our lack of understanding of this potentially critical variable to developing a rigorous research agenda that places social class and SES variables at the core.

Shifting the Paradigm: The Use of Creativity in Career Counseling

Journal of Career Development, Val. 21(2), Winter 1994 Researchers have noted a significant decline in interest and involvement in vocational counseling (Fitzgerald & Osipow, 1986; Pinkney & Jacobs, 1985). A national survey of counseling psychologists indicated that assessment and career counseling were two of the three activities engaged in least frequently by counseling psychologists (Watkins, Lopez, Campbell, & Himmell, 1986). In attempting to understand this lack of interest in the practice of career counseling, Heppner, O’Brien, Hinkelman, Flores, and Bikos (1994) surveyed 300 counseling psychology graduate students regarding the events and circumstances that had a negative impact on their interest in career A prominent theme that emerged from their research was the perceived lack of creativity employed in career counseling by vocational development professionals. Specifically, participants commented on the lack of creativity employed in the vocational training they received in graduate school. For example, one respondent noted, &dquo;One troubling aspect of this training was the extraordinary blandness in which career counseling