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Black students attending historically White institutions of higher education experience racism, racial microaggressions, racial stress, and consequent racial battle fatigue (RBF; Franklin et al., 2014). We examined Black counseling and clinical graduate students’ (BGS) experiences of psychological, physiological, and behavioral RBF across their roles as students in class, advisees, and supervisees and differences in RBF experiences by gender and race. Participants were 57 counseling and clinical graduate students who identified as Monoracial, Biracial, or Multiracial Black. One-way, repeated measures analysis of variance results showed that BGS experienced the highest levels of RBF in their student-in-class role, and those experiences differed for women and men. Results suggest that the RBF framework has utility for measuring and further understanding how BGS’ student role and learning contexts influence their postsecondary experiences and how institutions can develop better supports for this student population.

During the past few decades, scholars have focused their attention on investigating the impact of partner violence on women’s work activities, financial well-being, and employment stability. Significantly less is known about the impact of partner violence on women’s career development over time. The purpose of this study was to investigate the impact of partner violence on multiple facets of women’s career development at different stages of violence survival. Case study methods were used to examine career trajectories during and after long term abusive relationships for four professional women ages 45 to 55. Findings revealed that during abusive relationships, components of career development and career planning, daily work activities, career advancement, career identity, professional reputation, and opportunities for career advancement were disrupted and affected by partner’s abuse. In addition, abuse continued to affect women’s physical and mental health, financial stability, and support network, affecting their career trajectory over time.

Accurate identification of partner abuse (PA) victims and perpetrators is essential to secondary prevention of such violence. Important progress has been made regarding identification of female victims of PA but significantly less scholarly attention has been given to screening instruments that capture men’s PA experiences. The purpose of this article is to briefly review the history of PA screening methods/instruments used and to provide an organized critique of screening tools used with men today. A gender-inclusive approach was used to critique 8 PA screening tools along the following themes: theoretical/paradigmatic approach, language, abuse type, severity and frequency, format, and psychometric data. Strengths of the instruments included (a) use of gender-neutral language in item wording, (b) screening for multiple forms of PA, (c) assessment of frequency of violent acts, and (d) collection of psychometric data with men. Recommendations for future practice include a list of questions for clinicians to use when selecting a screening tool. These questions will assist clinicians and scholars to consider the strengths and limitations of each tool and make more informed choices about the instruments they are using to screen men. Future research recommendations included (a) a call to the field to use a gender-inclusive framework in developing PA screening tools, (b) for developers to clearly label and outline theories or paradigms used to develop instruments, and (c) to obtain psychometric data for diverse groups of men, across various settings (e.g., community mental health agencies, private practice, college campuses).

Advancing Career Counseling and Employment Support for Survivors (ACCESS; Chronister, 2006) is a group intervention designed to foster the career development of women who have experienced intimate partner violence. The ACCESS curriculum is based on theory and research from multiple disciplines including intimate partner violence, counseling, and vocational psychology. The purpose of ACCESS is to contribute to distributive justice for survivors by restoring vocational and economic opportunities that have been diminished by abusive partners and oppressive social structures. This article focuses on group processes used to facilitate ACCESS activities and promote justice by fostering survivors' mental health and vocational development.

This longitudinal study examined the relationship between couple relationship satisfaction, parenting practices, parent depression, and child problem behaviors. The study participants (n = 148) were part of a larger experimental study that examined the effectiveness of a brief family-centered intervention, the Family Check-Up model. Regression analysis results indicated that our proposed model accounted for 38% of the variance in child problem behavior at Time 2, with child problem behavior and couple relationship satisfaction at child age 2 years each accounting for a significant portion of the variance in child problem behavior at age 3. Couple relationship satisfaction directly predicted child behavior problems over time. Clinical and research implications are discussed.

The U.S. Census Bureau reports that 10.4% of the U.S. population, or approximately 28 million individuals, are immigrants (Schmidley, 2001). Immigration is undoubtedly the strongest force that has shaped U.S. history, and current global changes account for unprecedented movements of individuals across the world in search of better life opportunities and conditions (Marsella & Ring, 2003). The amount of information on recent immigrants in psychological literature is sparse (Hovey, 2000; Pernice, 1994; Yoshihama & Horrucks, 2002), however, and there is even less information about the impact of immigration on women and their counseling needs and experiences (Hondagneu-Sotelo, 1999). A few researchers have examined immigrant women's psychological distress (Rodriguez & DeWolfe, 1990), post-traumatic stress symptoms and victimization (Yoshihama & Horrucks, 2002), adaptation strategies (McIntyre & Augusto, 1999), and identity changes (Weeks, 2000). Cole, Espin, and Rothblum (1992) devoted a text to the mental health issues of refugee women. Books that address issues specific to Latina and Asian American women highlight difficulties faced by racial and ethnic minority immigrant women (Falicov, 1998; Uba, 1994). This research shows that immigrant women's migration and acculturation experiences may threaten their physical, emotional, and mental health. As a result, counselors in the United States are challenged to learn about the mental health needs of immigrant women to support their successful transition in the U.S. Building on the existent literature, we first provide an overview of issues immigrant women face upon relocation to the U.S. Second, we use Bronfenbrenner's (1979) ecological model to outline mental health concerns and experiences of oppression for immigrant women and to identify counseling strategies for working with this population. Throughout the article, we focus on the experiences of Mexican immigrant women because Mexicans constitute the largest group of new U.S. immigrants and make up 64% of the total U.S. Latino population (Guarnaccia, 1997; Montgomery, 1994). The Legal Aspects of Immigration Immigration constitutes a wide array of relocation circumstances, which have a strong bearing on women's experiences in their host environments. The three broad categories of relocation that are officially recognized in the U.S. are (a) legal immigration, (b) refugee relocation, and (c) undocumented or "illegal" immigration. Legal immigration refers to relocation of noncitizens who are granted legal permanent residence by the U.S. federal government. Legal permanent residence provides the fight to remain in the country indefinitely, to be gainfully employed, and to seek benefits of U.S. citizenship through naturalization (Mulder et al., 2001). This status does not give the fight to vote or receive benefits, such as many federal subsidies reserved for U.S. citizens. A different type of immigration status is granted to individuals who are considered refugees. Refugees are defined by the 1967 United Nations Protocol on Refugees as those people outside their country of nationality who are unable or unwilling to return to that country because of persecution or well-founded fear of persecution (Mulder et al., 2001). The third category of U.S. immigrants represents individuals who seek to relocate to the U.S. in search of employment and better living conditions. Often referred to as the "illegal" or "undocumented" population, the unauthorized migrant population consists primarily of two groups: (a) those who enter the U.S. without inspection and (b) those who enter the U.S. with legal temporary visas but stay beyond the time allotment of their visas (Mulder et al., 2001). The U.S. Census Bureau (Mulder et al., 2001) estimates that approximately 5 to 8 million individuals remain in the U.S. without legal documents, with Mexicans constituting 95% of undocumented immigrants who are detained in the U. …

The purpose of this article is to outline the benefits of an ecological model framework for conducting cross-cultural psychological research with immigrant populations. There are four ways we hope to add to the existing literature. First, we propose an ecological framework to assess the developmental processes and mental health outcomes for immigrants over time. Second, we present interdisciplinary and international research on immigrants' experiences to further efforts to share knowledge and enhance understanding of the impact of globalization on immigrants' experiences. Third, we describe factors leading to immigrants' positive and negative mental health outcomes. Fourth, we discuss the processes of acculturation and adaptation using an ecological framework.We conclude with recommendations for how scholars may use the ecological model to enhance research on immigrants' acculturation experiences.

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.

Domestic violence interferes with women’s exploration of career interests, pursuit of career goals, and attainment of economic independence. Vocational research may contribute significantly to preventive-intervention efforts against domestic violence and to the liberation of battered women by increasing their economic stability and strengthening their support network. In this article, the authors’ aim is to inspire vocational research with battered women. We use Prilleltensky’s emancipatory communitarian approach to outline a vocational research agenda with battered women and to describe research practices that facilitate collaboration among researchers and community stake-holders and that increase battered women’s self-determination and contribution to their communities. We discuss general research and specific vocational research practices to assist researchers with building research partnerships, recruiting and retaining participants, and disseminating vocational research results to effect social change.

Despite increasing attention to the problem of domestic violence and its multifaceted consequences, the career development needs of battered women have only sporadically been addressed in the vocational psychology literature. In this article, the scope and consequences of domestic violence are reviewed, highlighting effects on women's career and educational well-being. Social cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994) is described and applied to the experiences of women living in domestic violence situations. A framework for empowering battered women and using SCCT to promote their career development and attainment is provided, along with recommendations for future research.