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To identify communication practices that clinicians can use to address racism faced by Black patients, build trusting relationships, and empower Black individuals in clinical care.Qualitative data (N = 112 participants, August 2020-March 2021) collected in partnership with clinics primarily serving Black patients in Leeds, AL; Memphis, TN; Oakland, CA; and Rochester, NY.This multi-phased project was informed by human-centered design thinking and community-based participatory research principles. We mapped emergent communication and trust-building strategies to domains from the Presence 5 framework for fostering meaningful connection in clinical care.Interviews and focus group discussions explored anti-racist communication and patient-clinician trust (n = 36 Black patients; n = 40 nonmedical professionals; and n = 24 clinicians of various races and ethnicities). The Presence 5 Virtual National Community Advisory Board guided analysis interpretation.The emergent Presence 5 for Racial Justice (P5RJ) practices include: (1) Prepare with intention by reflecting on identity, bias, and power dynamics; and creating structures to address bias and structural determinants of health; (2) Listen intently and completely without interruption and listen deeply for the potential impact of anti-Black racism on patient health and interactions with health care; (3) Agree on what matters most by having explicit conversations about patient goals, treatment comfort and consent, and referral planning; (4) Connect with the patient's story, acknowledging socioeconomic factors influencing patient health and focusing on positive efforts; (5) Explore emotional cues by noticing and naming patient emotions, and considering how experiences with racism might influence emotions.P5RJ provides a framework with actionable communication practices to address pervasive racism experienced by Black patients. Effective implementation necessitates clinician self-reflection, personal commitment, and institutional support that offers time and resources to elicit a patient's story and to address patient needs.

Three online undergraduate survey samples were collected: not-in-counseling (NIC); initial counseling session (ICS), that is, only triage; and brief counseling (BC), a median of four counseling sessions over an eight-week average. Results showed that mental health concerns significantly explained intent to graduate after controlling for background variables and institutional commitment for the NIC and ICS samples. For the smaller BC sample, composed of freshmen and transfer students or “transitional students,” counseling treatment led to a significant decrease in mental health concerns. For “transitional” students, a university counseling center may be particularly useful in helping these students adjust to their new college environment and persist toward graduation.

Comparing the mean levels of social connectedness and life satisfaction, and analyzing their relationship for 2 undergraduate samples, and testing for an increase in their means for a brief counseling sample.Between October 2013 and May 2015, 3 samples were collected: not-in-counseling (NIC; n = 941), initial counseling session (ICS; ie, triage session only; n = 168), and brief counseling (BC; ie, median of 4 additional counseling sessions; n = 28).Online surveys measuring demographic and background control variables, social connectedness, and life satisfaction.NIC students exhibited higher social connectedness and life satisfaction than ICS students. Social connectedness significantly explained life satisfaction beyond controlled-for variables for both samples. There was a significant increase in social connectedness and life satisfaction for the BC sample.Social connectedness is an important antecedent of life satisfaction for undergraduates. Brief counseling can increase transition students' social connectedness and life satisfaction.

This study examines the relationship between multicultural events in group supervision, group climate, and supervisee multicultural competence using a mixed qualitative/quantitative design. The discovery-oriented approach yielded 196 helpful and hindering multicultural events among 136 participants. The most common events included multicultural learning and peer vicarious learning. Supervisees suggested improving their group supervision through better integration of multicultural issues and more supervisor involvement. Regarding group climate, supervisees reporting peer vicarious learning or multicultural learning experienced higher group engagement, whereas misapplications of multicultural theory related to higher reports of group conflict. Increased multicultural learning and extra-group multicultural events positively related to supervisees' multicultural competence whereas multicultural conflicts with supervisors, misapplication of multicultural theory, and the absence of multicultural events negatively related to supervisee multicultural competence. The findings of this study generated several suggestions for managing multicultural events as well as improving theory, research, and practice for group supervision.