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The authors examined the relationship between sexual identity, family/friend career support, and career aspirations in a sample of 381 sexual minority women. The results indicated that family career support and friend career support were positively related to career aspirations of sexual minority women. The results also indicated that the relationship between family career support and career aspirations depended on the level of negative sexual identity. The findings demonstrate the utility of social cognitive career theory (Lent, Brown, & Hackett, 1994, 2002) with this particular population. Limitations and implications for further research and practice are discussed. (Contains 2 tables.)

This study examines the perceptions of 163 White family counselors who reported their overall impressions of family functioning in response to a fictitious case report. On the intake summary, the family was identified as either Latino or White. Aside from the names used for family members, the cases were identical. Participants assigned significantly higher (i.e., healthier) ratings to the Latino family as compared with the White family. However, this effect was moderated by self-reported multicultural counseling knowledge and awareness. Implications of the findings are discussed.

This study is a preliminary exploration of how individual differences in gender role attitudes and ethnic identity might be related to career decision self-efficacy and the gender traditionality of career choice goals in a sample of 102 9th-grade Black and Latina girls. Extending social-cognitive career theory, the authors examined 2 path models in which career decision self-efficacy mediated the effects of gender role attitudes and ethnic identity on the traditionality of the participants' career choice goals. Models depicting full and partial mediation were considered. The results of the path analyses provided confirmation for an extension of the social-cognitive career theory model, indicating that for this sample, career decision self-efficacy fully mediated the influence of egalitarian gender role attitudes and ethnic identity on gender traditionality in career choice goals. These findings offer support for consideration of the role of gender role attitudes and ethnic identity in career self-exploration and vocational guidance with Black and Latina girls. Limitations, implications for counseling, and suggestions for future research are discussed.

This study explored the potential relationship between the social cognitive variables of career decision making self-efficacy and perceptions of barriers and the outcome variables of vocational identity and career exploration behaviors in a sample of 128 urban Latino/a high school students. The results indicated that higher levels of career decision making self-efficacy were related to both a more differentiated vocational identity and a greater engagement with career exploration tasks. Perception of fewer barriers was also found to be related to a more integrated vocational identity. Implications for career counseling and future research are discussed. (Contains 1 table.)

This study explored the relation of ethnic identity to two determinants of career interests identified by social-cognitive career theory (SCCT): self-efficacy and outcome expectations. For a sample of 128 Latino/a ninth graders, the results indicated that ethnic identity had a direct and positive relationship to career decision-making self-efficacy, while its association with career planning outcome expectations was mediated by self-efficacy. These results offer support for consideration of the role of ethnic identity in self-exploration and vocational guidance with Latino/a adolescents. Limitations, implications for counseling, and suggestions for future research are discussed.

This study examines the influence of two potential sources of strength (i.e., ethnic identity and parent/teacher support) on the cognitive variables of career decision self-efficacy and outcome expectations in a sample of 104 African American ninth-grade students. The results indicate that parental support is positively related to career decision self-efficacy and teacher support is positively related to career decision self-efficacy and career outcome expectations. No relationship is found between ethnic identity and either self-efficacy or outcome expectations. The findings confirm the importance of considering contextual supports in career counseling and education. Limitations, implications for counseling, and suggestions for future research are discussed. (Contains 1 table.)

This study explores the relationship between the social cognitive construct of career decision-making self-efficacy and the outcome variables of vocational identity and career exploration behaviors in a sample of 72 urban African American high school students. The results indicate that higher levels of career decision-making self-efficacy are related to both a more differentiated vocational self-concept and to greater engagement with career exploration activities. Implications for career guidance and future research are discussed. (Contains 1 table.)

A fictitious counseling center intake report was given to a sample of 158 White graduate students in counseling and clinical psychology to examine the impact of reported client race (Black or White) on perceptions of clients' symptom severity. As predicted by the shifting standards model of social judgment (M. Biernat, M. Manis, & T. E. Nelson, 1991), participants judged the Black target to be significantly less symptomatic than the White target. After controlling for social desirability (measured as motivation to respond without prejudice; E. A. Plant & P. G. Devine, 1998), a significant interaction effect showed that color-blind racial attitudes (H. A. Neville, R. L. Lilly, G. Duran, R. M. Lee, & L. Browne, 2000) were positively related to symptom perception for the Black target but not the White target. The shift in assessment (rating the Black target more favorably than an identical White target) was more evident for participants with lower levels of color-blind attitudes. Implications for counseling and future research are discussed.

A new class of medications, protease inhibitors, has dramatically improved the health of many people with Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS). This development has had a major impact on the lives of those affected by HIV/AIDS. This article considers how a group is affected by the larger systems of which it is a part. The article examines changes in the content, process, and salient leadership tasks of an ongoing therapy group for people with HIV and AIDS before and following the initial introduction of new medical treatments. It also considers how the group process continues to be affected by the more recent failure of these medications for many patients. Implications for research, practice, and training are discussed.

Study examined how the particular dimension of psychosocial development described by racial identity theory may be related to religious motivation (intrinsic versus extrinsic relation) and how religious beliefs are held (quest versus fundamentalism). Found three significant pairs suggesting that higher and more complex racial identity statuses may be positively related to more integrated and flexible forms of religious orientation. (Contains 57 references and 3 tables.) (Author/ADT)

This study investigated the presence of racial bias in mental health assessments among White trainees and clinicians using the shifting standards paradigm (Biernat, 2003) and the racial triangulation framework (Kim, 1999). A total of 181 White participants viewed one of three case vignettes, all of which were identical except for the race of a fictitious client named Karl. Participants completed a clinical impressions inventory (Gushue, 2004) and the internal causality subscale from the Causation Dimension Scale (Russell, 1982). Results indicated differences in examiner ratings based on Karl's race. Black Karl was rated as significantly less symptomatic, compared to White or East Asian Karl, consistent with the shifting standards paradigm (Biernat, 2003; Gushue, 2004). No difference was found in symptom severity ratings between White Karl and East Asian Karl. Symptoms were also more likely to be attributed to internal factors with Black Karl than with White or East Asian Karl. [ABSTRACT FROM AUTHOR]

Is it really important to talk about race in therapy? Does discussion of societal racism have any place in the consulting room? The American Psychological Association's (2003) recent multicultural guidelines highlight the limitations of a racially 'color-blind' perspective for clinical practice. This study explored the relationships between color-blind racial attitudes and White racial identity. In a sample of 177 White counseling and clinical psychology trainees, we found that higher levels of attitudes that minimized or distorted the existence of contemporary racism (i.e., color-blind attitudes) were positively related to attitudes associated with less integrated forms of racial identity. Conversely, the results indicated that greater awareness of racism was related to more integrated White racial identity statuses. Implications for assessment, treatment, training, and future research are discussed. Keywords: trainees, multicultural, racial attitudes, color-blind attitudes, Whites

This study explored the hypothesis that womanist identity and racial identity, development are related. The racial identity and womanist identity attitudes of 214 women were measured using the Black Racial Identity Attitude Scale, the White Racial Identity Attitude Scales (WRIAS), and the Womanist Identity Attitude Scale. Canonical correlation analysis was used to determine the nature of relationships among racial identity and womanist identity attitudes. Results showed that for Black women there was a significant relation between racial identity and womanist identity attitudes. Specifically, Internalization attitudes on the WRIAS were positively related to Level II (Encounter) and Level IV (Internalization) attitudes on the Womanist Identity, Attitude Scale. Despite a larger number of White participants, no such relationship emerged for White women. Implications for theory, research, and counseling are discussed.

This study examines the influence of two potential sources of strength (i.e., ethnic identity and parent/teacher support) on the cognitive variables of career decision self-efficacy and outcome expectations in a sample of 104 African American ninth-grade students. The results indicate that parental support is positively related to career decision self-efficacy and teacher support is positively related to career decision self-efficacy and career outcome expectations. No relationship is found between ethnic identity and either self-efficacy or outcome expectations. The findings confirm the importance of considering contextual supports in career counseling and education. Limitations, implications for counseling, and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]