Saba Rasheed Ali

Using Social Class in Counseling Psychology Research.

Social class is an important cultural construct, but it is poorly used in research. Problems in using social class may be associated with its poor definition in previous studies; conflating between social class and socioeconomic status; using objective indices such as income, education, and occupati

Self-Efficacy and Vocational Outcome Expectations for Adolescents of Lower Socioeconomic Status: A Pilot Study

Relationships between contextual support, perceived educational barriers, and vocational/educational self-efficacy and outcome expectations were examined for a group of 114 ninth graders from lower socioeconomic backgrounds. Results of this exploratory pilot study indicated that sibling and peer support accounted for a significant amount of variance in vocational/educational self-efficacy beliefs. Vocational/educational self-efficacy beliefs also significantly predicted vocational outcome expectations, and contextual supports and barriers did not account for any unique variance associated with vocational outcome expectations. Results are discussed in relation to social cognitive career theory. Implications for counseling and future research are presented.

Islam 101: Understanding the Religion and Therapy Implications

How familiar are you with the religion and cultural aspects of Islam and with Muslim clients? As a psychologist, you likely will work with a Muslim client, given the growing number of Muslims in America. Yet very little psychological research or literature discusses Muslim clients or their experiences. This article provides some foundational information psychologists will need to work effectively with Muslim clients. An overview of the Muslim American community, including cultural values, gender role expectations, behavioral prescriptions, and immigration issues relevant in counseling and therapy, is provided. A case example illustrates how clinicians can effectively incorporate cultural aspects of Islam in their work in order to be culturally competent when working with Muslim clients.

Rural Appalachian Youth’s Vocational/Educational Postsecondary Aspirations Applying Social Cognitive Career Theory

This study investigates the relationship between postsecondary aspirations and vocational/educational self-efficacy beliefs, outcome expectations, perceived educational barriers, and sources of support among a sample of rural Appalachian high school students. Using Social Cognitive Career Theory as the theoretical framework, vocational/educational aspirations are examined in terms of four specific postsecondary pathways common to rural Appalachian students (work, vocational technical, bachelor’s only, and professional). Results indicated vocational/educational self-efficacy beliefs, college outcome expectations, likelihood of encountering barriers to postsecondary education, and socioeconomic status contribute significantly to the discriminant function predicting the post-secondary pathways. This research extends previous work in this area by examining an understudied group, rural Appalachian adolescents. Implications of the results and suggestions for future research are provided.

Integrating Social Class Into Vocational Psychology Theory and Practice Implications

Although social class plays a salient and significant role in career development and occupational attainment, social class is underrepresented in vocational psychology theory, scholarship, and practice. Vocational psychologists are in a unique position to meet the career development needs of persons from all social classes by integrating a fuller understanding of social class into their scholarship and practice. This article provides an interdisciplinary review of conceptualization and operationalization of social class, the consideration of social class by theories of career development, the impact of social class upon career development processes, and implications of social class for career counseling and assessment. Through helping vocational psychologists more deeply understand social class and its interconnections to career development and occupational attainment, this article intends to create a springboard for the further integration of social class into vocational psychology scholarship and practice.

The Career Aspirations of Rural Appalachian High School Students

The purpose of the present study was to investigate the contributions of several social cognitive career theory (SCCT) factors in predicting the career aspirations of a group of high school students living in the central part of rural Appalachia. Sixty-three high school students completed measures assessing their vocational/educational self-efficacy beliefs, career decision outcome expectations, socioeconomic status (SES), age, and their perceptions of familial and peer support. The results of the hierarchical regression analysis indicated that 52% of the variance associated with career aspirations was accounted for by the SCCT variables. Findings indicated that the majority of the variance was accounted for by vocational/educational self-efficacy beliefs, SES, and career decision outcome expectations. Given the cultural considerations of this population, these findings suggest that lower SES rural Appalachian high school students might benefit from targeted interventions that are designed to increase their confidence and expectations about their future.

Addressing Social Class and Classism in Vocational Theory and Practice Extending the Emancipatory Communitarian Approach

The emancipatory communitarian approach to vocational development is congruent with previous calls to counseling psychologists to be oriented to social justice in their research and practice. However, even in the current emancipatory communitarian approach, an implicit upward mobility bias favors some vocations. To help understand how to better apply the emancipatory communitarian approach, a social class and classism framework is incorporated to explore how upward mobility bias distorts and ignores negative aspects of higher status and higher prestige jobs and does not recognize potential positive aspects of lower status and working-class jobs.

Evaluating racial disparity in referral source and successful completion of substance abuse treatment

Health disparity is a significant problem in the United States, and particularly for substance abuse treatment programs. A better understanding of racial differences in treatment pathways associated with successful treatment completion is needed to reduce the existing health disparities. Referral source is a strong predictor of treatment success and most research on health disparities has focused on the criminal justice referrals. However, little research has examined other types of referral sources, and the interaction with race. The current study sought to compare the effect of referral sources on national substance abuse successful treatment completion rates between Black clients (n=324,625) and White clients (n=1,060,444) by examining the interaction of race on referral source and successful treatment completion. Race significantly moderated the difference between referral source and successful treatment completion (Wald χ(2)=1477.73, df=6, p<0.0001). Employment referral was associated with the greatest percentage of successful treatment completion for Black clients. Criminal justice referral was associated with the greatest percentage of successful treatment completion for White clients. Results from the present study support a reevaluation of incentives leading to successful treatment completion with a multicultural perspective.

Cognitive, Adaptive, and Psychosocial Differences Between High Ability Youth With and Without Autism Spectrum Disorder

Research on Autism Spectrum Disorder (ASD) is thriving; however, scant empirical research has investigated how ASD manifests in high ability youth. Further research is necessary to accurately differentiate high ability students with ASD from those without the disorder, and thus decrease the risk of misdiagnosis. The purpose of the present study is to provide an empirical account of the intellectual, adaptive, and psychosocial functioning of high ability youth with and without ASD utilizing a group study design. Forty youth with high cognitive ability and ASD and a control group of 41 youth with high cognitive ability and no psychological diagnosis were included in the study. In comparison to the control group, the ASD group showed poorer functioning on measures of processing speed, adaptive skills, and broad psychological functioning, as perceived by parents and teachers. These findings have significant implications for diagnosing ASD among those with high ability, and the development of related psychological and educational interventions to address talent domains and areas of concern.

Life Without Work: Understanding Social Class Changes and Unemployment Through Theoretical Integration

Unemployment is a stark reality in today’s economic climate, and many Americans report a fear of loss or decrease in social status as a result of unexpected unemployment. Despite vocational psychology’s emphasis on work as a domain of life, very little exploration on how social class shifts impact workers has been conducted. One way to rectify the current gaps in the literature is to consider the integration of multiple theories that address different aspects of social class identity and the role of work in people’s lives. Intersectional approaches, the Social Class Worldview Model, and the Psychology Working perspectives are discussed in this article as applicable to life without work, particularly in relation to unemployment among underserved populations. Multidisciplinary literature is highlighted and integrated to inform the current understanding of these problems. Implications for psychologists and career counselors conducting research, practice, and public policy are discussed.