Depression in childhood is a significant mental health concern, impacting cognitive, affective, social, behavioral, and physical domains. Children who experience depressive symptoms are at an increased risk for physical and mental health, social, and behavioral problems throughout adulthood. Children who are marginalized due to their socioeconomic status, racial and ethnic identities are at an increased risk to experience depression and limited access to mental health care. Further, previous research has demonstrated limited efficacy of depression treatments for young children. In this study, I examined the efficacy of child-centered play therapy [CCPT], a culturally and developmentally responsive treatment, on depression among young children. Participants were 71 children from five Title 1 elementary schools in the southwestern U.S. referred by school personnel for depressive symptoms (49 males, 22 females; ages 5-9, mean age M = 6.21). The sample consisted of 14 (19.7%) African American, 3 (4.2%) Asian American, 15 (21.1%) biracial, 19 (26.8%) Caucasian, and 20 (28.2%) Latino children. Participants were randomly assigned to eight weeks of twice-weekly CCPT treatment group (n = 34) or a waitlist control group (n = 37). Results of doubly multivariate repeated-measures MANOVA revealed statistically significant improvement in depressive symptoms for children who participated in CCPT on …

The purpose of this transcendental phenomenological inquiry was to explore college-aged women's experiences of body positivity and self-acceptance. I applied a conceptual framework that blended feminist identity development model (FIDM) and relational cultural theory (RCT) to answer the following questions: (a) what are the lived experiences of college-aged women who identify as having a positive and accepting body image? and (b) how do college-aged women's intersecting identities contribute to the development of positive and accepting body image? Ten college-age women participated in the current study. The participants provided detailed accounts of their experiences of body image throughout their life. Five overarching themes were identified through data analysis of the interview transcripts: (a) advocating for self and others, (b) beauty expectations and societal definitions, (c) intersecting identities, (d) journey of acceptance, and (e) relationships and community. Participants offered insight into the development of their current position of body positivity and self-acceptance that serve as implications for other relevant contexts. Implications and recommendations drawn from the participants' experiences can inform preventative and treatment care in educational settings, family environments, clinical practice, and integrated care.

Virginia Axline developed a new field of child psychotherapy by applying a nondirective approach to the burgeoning experimentation of utilizing play in therapeutic work with children. While much biographical information is available regarding other leaders in the fields of counseling and psychology, historical research into Axline and her development of child-centered play therapy represent a gap in the literature. The purpose of the current study was to: 1) examine the professional contributions of Virginia Axline; 2) gather personal information regarding Axline that contributes to deeper understanding of her theory; and 3) identify life circumstances or events that influenced Axline's professional contributions. Historical methodology was utilized to locate and examine artifacts and materials necessary to create an interpretive biography of Axline's life and work, with a focus on her professional influences, experiences, and contributions. Historical methods utilized include historiography, oral history, and interpretive biography, with an emphasis on established and accepted source criticism and data synthesis processes. The research yielded a number of historically significant and previously unknown documents valuable to the field of CCPT including personal correspondence, academic writings, and interviews, as well as academic and government records. The research also established new information about and understandings of several of …

Childhood poverty is a prevalent concern in the United States and is associated with poor psychological and academic outcomes. Psychosocial stressors associated with life in poverty may interrupt the development of a positive self-concept, ultimately hampering the academic achievement of children in poverty. As the therapeutic objectives of child-centered play therapy (CCPT) support the development of an increasingly positive self-concept, I explored the impact of CCPT on the academic achievement of children in poverty. Participants were composed of 55 students between the ages of 4-7 years old from seven Title 1 elementary schools in the southern United States. Of the 55 study participants, 12 (22%) were female and 43 (78%) were male. Regarding participant ethnicity, 7 (13%) were African American, 1 (2%) was Asian American, 5 (9%) were multi-racial, 35 (64%) were Latino, 6 (11%) were Caucasian, and 1 (2%) did not report ethnicity. Participants were randomly assigned to either a 16 session CCPT treatment group (n = 25) or a waitlist control group (n = 30). A mixed between-within ANOVA was conducted to evaluate improvement in academic achievement scores between treatment and control groups across time. Results indicated a statistically significant interaction effect on the Early Achievement Composite Score …

Undocumented students in the United States continue to face unique barriers to postsecondary success. One way that community colleges and 4-year institutions are providing support for undocumented students is establishing undocumented student resource centers (USRCs). These emerging identity-based centers are dedicated spaces of support and provide customized, comprehensive resources for undocumented college students. A multipronged theoretical framework that included undocu-competence, the institutionalization process, and critical theory, was used as a lens to examine how USRC professionals and affiliates understand the development, role, and function of a USRC on a California community college campus. Qualitative single case study methods, including in-depth semistructured interviews, observations, and document analysis, were utilized to meet the purpose of the study. The findings revealed three primary themes. First, the institutionalization process of the USRC at the center of this study was complex, imperfect, and ongoing. Second, there are strengths and limitations respective to the USRC's capacity to operationalize support and safety. Finally, the compounded impact of the current socio-political moment cannot be evaded with respect to the USRC's function. Subsequently, three primary points of discussion are explored, including critiquing the process of USRC institutionalization, complicating the notion of safe spaces on campuses, and calling for inside-outside …

The purpose of this participatory action research study was to explore queer womxn of color's experiences of microaggressions in therapy. Due to the multifaceted and complex experiences of queer womxn of color, this study was informed by intersectionality theory and utilized photovoice methodology to answer the following question: How do queer womxn of color experience microaggressions in therapy? The seven queer womxn of color who participated in this study provided vivid, honest, and courageous portrayals of their experience of microaggressions in therapy. Six major themes were prominent in their photographs and narratives: (a) collective and pervasive experiences of oppression, (b) therapy as a tool of oppression, (c) impact of oppression in therapy, (d) strategies for survival, (e) healing for queer womxn of color, and (f) the power of sharing mi historia. Overall, co-researchers provided insight into their experiences of oppression in therapy, while highlighting clinical and research practices that may be healing and liberatory for queer womxn of color. Additionally, implications and conclusions drawn from the experiences of co-researchers provide recommendations for mental health professionals, educational programs, and researchers to consider when working with queer womxn of color.

The purpose of this research was to determine what preferences exist for full- and part-time community college faculty for institutional communication and if institutional communication predicts faculty perception of an academic integrity culture. The sample is nationally representative, consisting of institutional representation from five of the six accreditation regions nationally, a relativity equal distribution of three Carnegie Classifications (higher career & technical, high transfer, and mixed transfer/career & technical) and three Census Bureau defined population areas (urbanized area, urban cluster, and rural area). The survey, completed by 328 faculty from eight community colleges, was a modified version of three widely used instruments: the International Center for Academic Integrity Academic Integrity Faculty Survey, the International Communication Association Audit, and the Organizational Communication Development Audit Questionnaire. Chi-square, independent samples t-test, and hierarchical regression analysis were each used to explore the relationship between the perception of communication, channels of communication, and perceived culture of academic integrity. The results suggest that face-to-face and electronic communication channels are both preferred channels of communication among full- and part-time faculty and that the communication through these two channels is predictive and interactional. In collaboration with a positive perception of communication, both worked to predict a perceived culture …

This study aimed to explore the ability to capture the theoretical constructs of Adlerian crucial Cs (capable, connect, count, and courage) through creation of a self-report instrument for children. After following a four-phase process to develop the Crucial Cs Self Report (CCSR), including use of an expert panel, field reviews, preliminary testing, and final administration, the researcher utilized a series of exploratory factor analyses to explore the internal factor structure and relationships between items and resulting factors. The final EFA sample consisted of 112 children between the ages of 8 and 12 years recruited from various settings including three elementary schools, two mental health counseling clinics, and one private practice mental health agency. Exploratory factor analysis revealed a three-factor structure with 14 items. Refined model identified three factors later named count/significance, connect/belonging, and capable/striving. This initial exploration into the constructs of the Crucial Cs provides increased understanding of the widely used concepts. Further exploration and validation of the CCSR can help support parents and teachers in their efforts to foster healthy development of children as well as allow professionals and researchers to conceptualize progress and measure effectiveness of counseling intervention more accurately.

The purpose of this transcendental phenomenological inquiry was to explore the experiences of adoptive parents who have Black transracially adopted children. More specifically, I sought to understand how the parents perceived their child's cultural and racial identity development and how they perceived the child-parent relationship. Therefore, I used the cultural-racial identity model created for transracial adoptees as a theoretical framework to answer the following questions: What are Black transracially adoptive parents' perceptions of their child's racial/cultural identity development? What are Black transracially adoptive parents' perceptions of the parent-child relationship? Upon approval from the Institutional Review Board, six transracially adoptive parents with Black transracially adopted children participated in this study. Participants engaged in a 60-minute interview that was transcribed and coded to develop themes consistent with other participants. There were six themes identified from the data: (a) experience of the child-parent relationship, (b) impact of trauma, (c) becoming a transracially adoptive parent, (d) cultural, racial, ethnic, identity development process (CREID), (e) encounters with microaggressions, and (f) cultural socialization practices. Implications and conclusions drawn from the themes were identified for transracially adoptive parents, counselors, counselor education programs, and transracial adoption researchers to inform culturally responsive practices when working within the adoption kinship …

Professional counseling associations and ethical accrediting bodies mandate that counseling programs, counselor educators, and leaders in the counseling field uphold a commitment to the recruitment, employment, and retention of ethnically and culturally diverse faculty. Despite written standards and growth in the profession, faculty of color in counselor education programs continue to be significantly underrepresented at the assistant professor, associate professor, and full professor ranks. Additionally, the overall percentage of faculty of color decreases as academic rank increases, which suggests issues related to retention and promotion. Mentorship has been recommended as an important and necessary strategy to retain and promote historically marginalized people. However, little is known about how mentoring is used as a retention strategy for faculty of color in counselor education. The purpose of this phenomenological study was to examine the perspectives of faculty of color in counselor education programs accredited by CACREP, and their perception of mentorship, retention, and promotion. The primary researcher utilized a social constructivism paradigm, transcendental phenomenological approach, and responsive interviewing approach to semi-structured interviews. Fifteen participants employed at CACREP-accredited universities across the U.S. participated in this study. Four major themes were identified: perception of cultural climate, structural elements of mentorship, perceptions of mentorship experiences, …

Neuroscience is a relevant topic for counseling and counselor education, and it is a required area of competency for accredited counseling education programs. Despite this required competency, current counseling literature scarcely addresses neuroscience in counselor education. I have designed the present study to address this scarcity by exploring counselor educators' experiences of incorporating neuroscience into the counselor education curriculum using a consensual qualitative research (CQR) approach. The purpose of this study is to create a foundational understanding of (a) what elements of neuroscience counselor educators are currently including in their courses, and (b) the experience of counselor educators with teaching neuroscience. I interviewed eight counselor educators about their experiences learning and teaching neuroscience. Six domains emerged from the interviews: (1) participants' background and experience, (2) influence of neuroscience on participants' teaching, (3) personal, academic, and professional responses to neuroscience, (4) ethical concerns and recommendations for neuroscience, (5) areas of interest and future research in neuroscience, and (6) counseling literature and publication in neuroscience. The information shared by the participants will contribute to future research of teaching effectiveness and outcomes using neuroscience in counselor education.

Multicultural (MC) counseling and social justice (SJ) are foundational parts of counselors' professional identity, and they are fostered through a developmental process that counselor educators facilitate. The purpose of this study was to explore the relationship between counselor educators' ethnic/racial identity development (ERI), their social justice orientation (SJO) and their multicultural teaching competence (MCTC). MCTC was examined using the constructs of knowledge and sensitivity. Data was collected from a nationally distributed online survey. Data were analyzed using four hierarchical regression models in order to control for socially desirable responding. Results indicated that ERI was a significant predictor of MCTC-Knowledge (p < .001) and that SJO was a significant predictor of MCTC-Sensitivity (p < .001). Socially desirable responding was not significantly related to MCTC. Results suggest the importance of attending to ERI and SJO as separate processes in training future counselor educators.

Academic dishonesty is prevalent in institutions of higher education. Faculty are at the forefront of this issue as they are in the classroom with the students. However, faculty may be hesitant to address academic dishonesty for a myriad of reasons. The purpose of this qualitative exploratory case study was to explore how faculty members viewed their roles in addressing academic dishonesty. Study participants were 11 full-time faculty from a Southern University who had taught for at least two years and had experienced academic dishonesty in the classroom. Artifacts were also gathered from three documentary sources. Four major themes emerged from the data: (a) faculty investment in academic integrity, (b) faculty-student relationship impact on interaction, (c) personal values guiding faculty response, and (d) deterrents preventing faculty action. Several implications included the need for: (i) ongoing professional development opportunities for faculty, (ii) the creation of shared ownership and governance of academic integrity between faculty and university leadership; (iii) consistent prevention and enforcement of academic dishonesty according to university guidelines, and (iv) the creation of a partnership between the conduct office and the various faculty departments.

Assessment is a foundational part of counseling practice, which includes the process of providing assessment feedback to those tested. Millions of children are assessed across the United States through the public-school system, hospital, agency, and private practice settings. Though millions of children are assessed yearly, there has been little research surrounding providing assessment feedback with children. In this study, the author qualitatively explored children's experiences with a developmentally appropriate feedback model, the young children's assessment feedback (YCAF). Participants included ten 6 to 10-year old children, who had not previously gone through psychoeducational testing within the last year. Participants completed a battery of psychoeducational assessments and the YCAF feedback process. Data sources included session transcriptions, session observation notes, child interviews, parent interviews, and expressive arts observation notes. In order to explore the perceptions regarding the YCAF, the author utilized interpretative phenomenological analysis to understand the children's feedback experiences. Findings included the following themes: freedom for self-direction, self-concept, therapeutic relationship, affective responses of child, systemic shifts, and developmental considerations. The themes show that the children in this study saw a variety of benefits and experiences surrounding receiving their own personalized, developmentally appropriate assessment feedback.

The purpose of this phenomenological study is to explore the experiences of Black graduates of historically Black colleges and universities who attend graduate school at predominately White institutions as they adjust academically and socially at these institutions. In-depth interviews provide knowledge as to what this special population of students' experience. Recommendations for faculty and administrators to assist with the recruitment and retention of these graduate students is also provided.

Children experience a multitude of benefits in response to interactions with nature. Despite documented effects, children have increasingly spent less time outdoors over the last century and experienced higher rates of physical and emotional illnesses. Although child-centered play therapy (CCPT) is a culturally and developmentally responsive mental health treatment for children, researchers have limited study of environmental structure and materials employed in the therapeutic process of CCPT. In this study, I sought to further research on the integration of nature with CCPT by providing CCPT in an outdoor, contained playroom equipped with traditional CCPT toys and additional nature materials. Participants were 13 children in the southwestern U.S. with parent-reported attentional or self-regulation concerns (9 males, 6 females; ages 5-10, mean age M = 8.0). Parents reported participants' racial identities were 13% Black (n = 2), 13% Latinx (n = 2), 7% Turkish (n = 1), and 67% White (n = 10). Participants received 8 weeks of twice-weekly CCPT in an outdoor playroom. Results of two repeated measures ANOVAs revealed statistically significant improvement in attention on the Brown EF/A Scales and statistically significant improvement in social-emotional competencies on the SEARS-P. Results of this study illustrate the possible benefits of theoretically integrating …

In 2009 the Texas legislature created the National Research University Fund (NRUF), intended to encourage a select group of public doctoral universities in the state, known as emerging research universities (ERUs), to increase their institutional status related to academic research by awarding supplemental financial support for meeting specific policy metrics. Efforts to increase the research status of these universities occurred at a time when public financial support remained stagnate and overall institutional costs increased within the higher education sector. This study utilizes a theoretical approach grounded in strategic action fields and employs panel data and a difference in differences statistical technique to analyze the impact that NRUF policy has in assisting ERUs in achieving R1 status, and how this organizational change impacted access to, and the quality of, undergraduate education. Results indicate that the NRUF policy intervention was not statistically significant for any part of the study. These findings suggest that policy interventions do not matter as much as specific institutional characteristics and the overall policy environment. Enrollment and tuition revenue predicted institutional performance related to academic research and graduate education, while also assisting these institutions in maintaining undergraduate academic quality and access. These cultural and material resources at the …

The purpose of the present study was to explore a theoretically based social-cognitive model of posttraumatic stress disorder (PTSD) by investigating attachment-related and social-cognitive predictors of PTSD in a sample of 125 post-9/11 U.S. combat veterans. Subjects completed an online survey assessing PTSD symptomology, attachment-related internal working models, perceived social support, and mentalizing capacity. Path analysis provided empirical support for a respecified version of the model. More negative internal working model of self and poorer mentalizing capacity predicted higher PTSD symptom levels. Contrary to previous findings, greater perceived social support predicted higher, not lower, PTSD symptom levels. Mentalizing capacity mediated the relationship between internal working model of self and PTSD symptoms in a complementary manner, whereas perceived social support as a mediator was dampening. The relationship between internal working model of others and PTSD symptom levels was fully mediated by perceived social support, which buffered the effect of negative working model of others on PTSD symptom levels. These findings underscore the importance of social-cognitive processing, rooted in early attachment experiences, in the development and symptomology of PTSD in trauma-exposed veterans. In preparing clients for trauma work, clinicians may consider employing modalities that promote earned secure attachment and highlight mentalization in …

The purpose of this phenomenological study is to highlight the lived experiences of Christian African American college males attending a Christian predominately White institution (PWI) in the South. Through in-depth personal interviews, I offer insights into this specific student population's experience. Furthermore, I provide recommendations for key stakeholders at Christian PWIs in the South as they strive to create an inclusive campus environment. The ultimate goal of the research is to aid in the recruitment and retention of this particular student population.

The demands on teachers have been further amplified both personal and professional in response to the COVID-19 pandemic, the level of stress teachers face is unsustainable. Stress can have negative outcomes for the teacher student relationship. Increasing teachers' social-emotional competence can lead to a more supportive classroom environment and improved teacher and student outcomes. Researchers have determined mindfulness-based interventions are conducive to increasing teachers' social-emotional competence. School counselors can assist and equip teachers with these vital skills through consultation services. To date, there are no studies that investigate the effects of a combined mindfulness and social-emotional learning-based school counselor consultation approach. In this study, I sought to explore the results of that approach. Teacher participants reported their racial identity as 22% Black (n = 7), 46% Caucasian (n = 15), 25% Hispanic (n = 8), 3% multi-racial (n = 1), and 3% Asian (n = 1) and self-reported gender as follows 38% male (n = 12) and 62% female (n = 20). Participants received 5 weeks of a combined mindfulness and social-emotional learning school counselor consultation. Results of hierarchical linear regressions revealed statistically significant improvement in the mindfulness disposition of acting with awareness, and practical significance of decreased perceived stress …

Reports from the World Health Organization (WHO) indicate tremendous advancement in the fight against HIV/AIDS infection through prevention, provision of high-quality treatment options, and psychosocial services to infected and affected individuals and communities. However, there is still a considerable number of new infections occurring among children, especially in sub-Saharan Africa. Researchers highlight the benefits of HIV status disclosure to children. Yet, there is limited research concerning the ways counselors navigate the process of status disclosure to children with an HIV diagnosis. The purpose of this study was to examine the experiences of counselors regarding status disclosure to children living with HIV in Uganda, and to determine their self-identified training needs. I utilized a phenomenological qualitative research method and conducted individual interviews using a semi-structured interview protocol with 10 counselors from three HIV care centers in the central region of Uganda. Findings indicated six overarching themes including: (1) counselors' roles and responsibilities, (2) impact of age in the disclosure process, (3) motivations for disclosure, (4) challenges and barriers, (5) counselor preparations and trainings for disclosure, (6) and post-disclosure interventions. Study results highlight the critical role played by counselors during the HIV status disclosure process and the need for additional training and …

In the U.S., an estimated 61 million people identify as having a disability, making up 26% of all adults. The occurrence of a disability for one person within a couple impacts the physical, social, psychological, and emotional state of the person who acquired a disability, forcing changes to quality of life. Interabled couples, defined as one partner having a physical disability and the other partner identifying as nondisabled, navigate various systems of care as they respond to the needs of the partner with the disability. Emotionally focused therapy (EFT) has shown benefits in reducing relationship stress and increasing security within couples. In this study, the researcher explored the experiences of 10 EFT therapists who served at least one interabled couple in couple therapy. Participants completed a semi-structured interview designed to explore how EFT therapists make sense of their lived experiences serving interabled couples. The researcher utilized interpretative phenomenological analysis to understand how EFT therapists made meaning from their experiences serving interabled couples. Findings included four super-ordinate themes that emerged from the data including (a) ableism, (b) self-of-the-therapist, (c) relationship dynamics of interabled couples, and (d) the "fit" of EFT approach with interabled couples. The themes demonstrate a need to further …

Foster care alumni are a unique subset of college students who enter post-secondary education having faced significant socio-economic challenges and emotional trauma. These students often understand how attending post-secondary education can help create a more stable life. However, the graduation of this population is extremely low. The purpose of this qualitative study was to understand formerly fostered youths' perspectives of the needs and stressors students face while attending post-secondary education. Specifically, the researcher wanted to understand what characteristics influence former foster care youth to enroll in college and what characteristics help former foster care youth persist in higher education until graduation. The study utilized both student departure theory and resilience theory to frame each research question conceptually. The results illuminated the resilience of former fostered youth attending post-secondary education and their characteristics for continued enrollment.

Administrators and coaches in universities and colleges have focused on their students' moral development since the beginning of the higher education system. Students who participate in sports activities have acknowledged that they develop many life skills, including ethical behaviors, that can translate to non-sport environments, such as the classroom. Students who participate in organized sports programs in college often acknowledge their coach as a significant source of their development, due to the amount of time athletes and coaches spend with each other. Recently, instances of cheating have become widespread throughout American higher education. In this dissertation, I seek to evaluate the role that coaches, and overall sports participation has on the development of students' ethical behaviors both within sports and outside of the sport environment. I conducted three quantitative studies to evaluate the role that coaches play in the development of ethical behaviors in sports (as measured through sportsmanship), the similarities and differences in sportsmanship between participation in varsity or club sports, and the role that sports participation has on self-reported instances of cheating. I find that coaching behaviors that instill sportsmanship behaviors are similar to behaviors identified in youth sports and that the coaching behaviors are more predictive of …