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: Racial Discrimination and Risky Sex; Using the Lifespan Biopsychosocial Model of Cumulative Vulnerability and Minority Health, the present study proposed two models to test the relationships among racial discrimination, cognitive-emotional factors, and risky sexual behaviors in a sample of 302 Black college students in the United States. Our models provided support for some of the hypothesized direct and indirect pathways. As expected, overt discrimination and subtle discrimination (i.e., racial microaggression) were both positively related to cognitive-emotional factors (i.e., anxiety, depression, hopelessness, and hostility). Racial microaggressions were significantly positively related to risky sexual behaviors, but overt discrimination was not. Hostility was the only cognitive-emotional factor that facilitated an indirect, significant effect from racial microaggressions to risky sexual behaviors. Potential implications are discussed for practice, training programs, and future counseling psychology research with Black college students using the Lifespan Biopsychosocial Model of Cumulative Vulnerability and Minority Health., Black college students, Racial discrimination, Racial microaggressions, Risky sexual behaviors

: Rates and types of teacher praise; The use of teacher praise in the classroom has been the subject of empirical research since the 1970s, but despite more than four decades of research on the use of teacher praise, large gaps continue to exist in the literature. Clarifying the role and benefit of teacher praise is particularly important because the use of positive, proactive strategies is promoted by large-scale behavior initiatives (e.g., Positive Behavior Interventions and Support). The goal of this review is to summarize the existing research on teacher praise, including rates of praise, types of praise, and the association between praise and student behavior. In addition to summarizing the extant literature, future directions for research are highlighted. This review reveals that there is a need for current, large-scale studies with consistent operational definitions that measure the rate of different types of praise across different grades and instructional activities, while simultaneously measuring student behavioral outcomes., teacher praise, classroom, grades, instructional activities, The version of record can be found at https://doi.org/10.1002/pits.21835

: Reading Across the Content Areas Course; This study explored the knowledge and beliefs held by two secondary undergraduate preservice teachers' (PTs) about implementing content area reading instruction in their practice. In examining the development of these beliefs, the PTs revealed a number of perceived barriers impeding the application of content area strategies hence reducing the likelihood of implementing them as student teachers or in their future classrooms. Data sources included interviews with the PTs, classroom observations of a content area reading course, and the PTs final exams which included written reflections. Data were analyzed and themes were triangulated across sources. The PTs recalled two main strategies from the course that they intended to implement: snapshots and discussions. In terms of barriers, lack of interaction during class time, as well as a lack of emphasis on the content areas (i.e., relevance to the PTs future content areas) were identified as the most detrimental factors to understanding and implementing the strategies. These discoveries imply that instruction in this area of teacher education must be highly explicit and situated in the context of teaching within a content area., Keywords: reading instruction, preservice teachers, teacher education, Note: This is the final published version of the article as it appears in the Journal of Content Area Reading. The same can be found on the journal homepage. Copyright retained by author., Citation: Arrastia, M., Jakiel, L. M., Rawls, E. (2014) Reading across the content areas course: A case study of two secondary preservice teachers. Journal of Content Area Reading, 10 (1), 95-119.

: Rehabilitation counselor educators' experiences of social injustice and social justice infusion; This study examined the types of social injustice experiences rehabilitation counselor educators reported, and the relationship between different levels of social injustice experiences and infusion strategies of social justice into the curricula. The participants in the study included 101 rehabilitation counselor educators recruited from the listserv of the National Council on Rehabilitation Education. A quantitative content analysis method was used. The findings showed that social injustice experiences reported by the participants tend to be multidimensional. Participants who reported a high level of exposure to social injustice experiences were more likely to infuse social justice into their curricula at a higher level than participants who reported a low level of exposure to social injustice experiences. The study revealed that gaining an understanding of social injustice in educators' personal and professional lives may foster their efforts to integrate social justice into the curricula, which in turn, may potentially enhance the social justice competency for trainees. Implications for research and practice were discussed., social justice; rehabilitation; counselor education; competency

: Relationship Among Constructs in the Career Thoughts Inventory and the Self-Directed Search; An understanding of vocational interests and Holland’s RIASEC theory are helpful ideas for most persons involved in career decision making. Yet, sometimes dysfunctional thinking interferes with this matching process, and persons are unable to make career choices effectively. The relationship between RIASEC typology structure as measured by the SelfDirected Search and dysfunctional thoughts as measured by the Career Thoughts Inventory was investigated in this study. A canonical correlation analysis showed that dysfunctional thinking may effect some RIASEC types more than others. Implications for career counseling are discussed., Keywords: Career counseling, interests, career decision making, career thoughts, Holland types, vocational identity

: Relationships between stress and psychosocial factors with sources of help seeking among international student; This study explored the prevalence of stressors and their impact on distress for international students who did not seek help, those who sought either informal or professional help, and those who accessed both informal and professional help. Results indicated that international students underutilize professional support services when faced with serious stressors, such as assaults, and often do not seek help from any source for those stressors contributing most to their overall distress. Those endorsing higher levels of belonging, sense of coherence, mindfulness, academic and social integration and their sense of connection to their university tend to turn to informal sources of support, while those with lower levels tend to turn to professional supports. Implications for prevention, outreach, and clinical practice are discussed., help seeking, international students, psychological factors, support, stress

: Requesting Workplace Accommodations; Objective: The purpose of this study was to examine the impacts of self-efficacy, outcome expectancy, and positive affect on intentions to request workplace accommodations among people with disabilities (PWDs). Method: Seven-hundred and fourteen adults with disabilities participated in an online survey study. This study used structural equation modeling to examine the impact of self-efficacy, outcome expectancy, and positive affect on intentions to request workplace accommodations. Results: The results showed that self-efficacy, outcome expectancy, and positive affect accounted for 55.1% of the variance in accommodation request intentions. Conclusions: Accommodation request is a complex process that involves cognitive and affective factors for individuals with disabilities. Rehabilitation professionals need to help PWDs boost their level of self-efficacy and outcome expectancy by engaging in accommodation request and goal-setting skills training. In addition, rehabilitation professionals should assist PWDs to recognize the significance of positive affect in the process of accommodation request., Keywords: advocacy, barriers, Behavior, consequences, disability, experiences, fit, job, positive affect, self-efficacy and outcome expectancy, students, with-disabilities-act, work, workplace accommodation, Publication Note: The publisher's version of record is available at https://doi.org/10.1037/rep0000102

: Requesting workplace accommodation among individuals with mobility disability; Individuals with mobility disabilities still experience challenges in the workplace. The Americans with Disabilities Act (ADA) and ADA Amendments Act protect persons with disabilities by mandating that their employers provide reasonable accommodations. Generally, workplace accommodations are beneficial to the employees and the workplace and are cost-efficient. However, there remains a lack of access to accommodations among people with mobility disabilities. This study examined types of accommodations, and barriers and facilitators for requesting workplace accommodations among 144 employees with mobility disabilities through a content analysis approach. The frequently requested accommodations include flexible schedule, assistive technology, and physical alteration to office space. The reported facilitators in requesting accommodations entail employer/supervisor support and compliance of employers with accommodation provision, disability acceptance and supportive workplace environment, and employees being knowledgeable and proactive in requesting accommodations. The top three barriers in requesting accommodations include physical and systematic barriers in the workplace, employee fear of disclosing disability or requesting accommodations due to stigma, and employee fear of cost and financial resource to cover accommodations. Therefore, rehabilitation professionals should empower employees and promote education and awareness of the accommodation needs of people with mobility disabilities in the workplace., workplace accommodations; mobility disabilities; barriers; facilitators

: Requesting workplace accommodations; Objective: The purpose of this study was to examine the impacts of self-efficacy, outcome expectancy, and positive affect on intentions to request workplace accommodations among people with disabilities (PWDs). Method: Seven-hundred and fourteen adults with disabilities participated in an online survey study. This study used structural equation modeling to examine the impact of self-efficacy, outcome expectancy, and positive affect on intentions to request workplace accommodations. Results: The results showed that self-efficacy, outcome expectancy, and positive affect accounted for 55.1% of the variance in accommodation request intentions. Conclusions: Accommodation request is a complex process that involves cognitive and affective factors for individuals with disabilities. Rehabilitation professionals need to help PWDs boost their level of self-efficacy and outcome expectancy by engaging in accommodation request and goal-setting skills training. In addition, rehabilitation professionals should assist PWDs to recognize the significance of positive affect in the process of accommodation request.

: Resiliency in young adulthood and associations among retrospective peer victimization and internalizing problems; The social-ecological diathesis-stress model and related empirical work suggests that individuals who experienced peer victimization in childhood are at risk of revictimization and internalizing problems in young adulthood. The current study examined the association between retrospective and current reports of traditional and cyber victimization and internalizing problems, and the buffering effect of resiliency among 1141 young adults. Results indicated that retrospective traditional victimization was positively associated with current traditional and cyber victimization. Retrospective cyber victimization, however, was positively associated with current cyber victimization only. Retrospective traditional and cyber victimization were positively associated with internalizing problems while controlling for current victimization for both males and females. Resiliency buffered the positive association between retrospective cyber victimization, but not traditional victimization, and current internalizing problems. Findings suggest that retrospective accounts of peer victimization may have a lasting impact on symptoms of depression and anxiety for young adults, regardless of current victimization experiences. Longitudinal studies are needed to examine the associations among revictimization and mental health, and potential buffering mechanisms, among young adults., Traditional victimization, Cyber victimization, Depression, Anxiety, Resiliency, The version of record can be found at https://doi.org/10.1007/s40653-021-00342-4

: Role of Personal and Perceived Peer Norms in Bullying and Sexual Harassment Perpetration; This study investigated the extent to which adolescents’ personal normative attitudes (also referred to as personal norms) and perceived peer norms regarding bullying, sexual harassment, and bystander intervention predicted each step of the five-step bystander intervention model (i.e., Notice, Interpret, Accept Responsibility, Know how to Help, Act) for bullying and sexual harassment. Gender was also assessed as a moderator. Two-hundred thirty-three students (58.8% female) attending a high school in the Northeastern United States completed measures of personal norms, perceived peer norms, and bystander intervention in bullying and sexual harassment. As predicted, perceived peer norms moderated the relations between personal norms and all five bystander intervention steps. However, some effects differed by gender and some differed in direction from predictions. Personal and perceived peer norms are related to adolescents’ engagement in the bystander intervention model, suggesting that both norms should be targets of interventions encouraging youth to intervene in incidents of bullying and sexual harassment., Bullying, Sexual Harassment, Bystander Intervention, Gender

: Role-playing in Counselor Student Development; This study examined how role-plays impacted confidence, competence and empathy as measured by students’ (N = 26) and instructor’s ratings during practice triads in a microskills course. Repeated ANOVAS revealed no significant difference for scripted versus personal concerns role plays. Paired t-tests revealed significantly higher ratings for empathy, confidence, and skills at different times and for different roles (e.g. counselor, client, observer). Role-play type was correlated with role preference; significant correlations were also found between script preference and specific microskills and confidence, as well as instructor ratings of facilitation skills and empathy., Keywords: Role-playing, Role playing, Counselor education, Empathy, Confidence, Skills, Publication Note: This is the accepted manuscript of an article published in the Journal of Creativity in Mental Health and can be found at http://dx.doi.org/10.1080/15401383.2013.763689., Preferred Citation: Osborn, D. S., & Costas, L. (2013). Role-playing in Counselor Student Development. Journal of Creativity in Mental Health, 8 (1), 92-103. Retrieved from http://dx.doi.org/10.1080/15401383.2013.763689

: School Counselors’ Career Satisfaction and Commitment; The purpose of this article is to investigate correlates and predictors of school counselors' career satisfaction and commitment. Regression analyses of 1,280 Florida counselors' survey responses indicated that positive predictors of career satisfaction included appropriate duties, high self-efficacy, and district and peer supervision, while negative predictors were inappropriate duties and stress. The only positive predictor of career commitment was appropriate counseling duties while the only negative predictor was stress. Results and future directions are discussed., Keywords: School counselors, Teacher responsibility, School counseling, Career counseling, Self efficacy, Educational administration, Job satisfaction, School supervision, Academic advising, Rehabilitation counseling

: Seeing Career Counseling-Related Websites Through the Eyes of Counselor Ed Students; 284 career-related websites were evaluated by 68 graduate students (54 females, 14 males) enrolled in two sections of a Master’s level Career Development course. Results suggest that overwhelmingly, students rate these websites positively, with little discrimination among sites being evidenced. Site organization, information provided and links were the most often factors considered. Students’ knowledge of specific web-sites increased nearly 100% over a semester. Limitations and suggestions for future research are provided.

: Self-Efficacy, Outcome Expectations, Affect and Workplace Accommodations

: Self-regulated learning strategies and academic achievement in South Korean 6th-graders: A two-level hierarchical linear modeling analysis; The aim of the study was to explain the relationships between self-regulated learning strategy use and academic achievement of 6th-grade students in South Korea. An existing database (i.e., the Korean Educational Longitudinal Study; KELS) with 6th-grade students (n = 7,065) from 446 schools was used to run a series of 2-level hierarchical linear models (HLM). This large dataset enabled us to consider how the relationship between learners’ self-regulated learning strategy use and academic achievement may differ at individual and school levels. We found that students’ metacognition and effort regulation positively predicted their literacy and math achievement both within and across schools. The average literacy and math achievement were significantly higher in private schools than in public schools. Also, the math achievement of urban schools was significantly higher than in nonurban schools when controlling other cognitive and behavioral learning strategies. This study on 6th-grade learners’ self-regulated learning (SRL) on academic achievement explores how their SRL strategies may be different from the features of successful adult learners from the previous findings, offering new insights into the development of SRL in elementary education., Self-regulation, academic achievement, HLM

: Service system collaboration in transition; Inter-agency collaboration is one of the most highly recommended practices in transition from school to adult life for youth with disabilities. However, among best practices in transition, service system collaboration is the least well supported by empirical evidence demonstrating its effectiveness on youth transition outcomes. The purpose of this study was to explore the effect of inter-agency collaboration on student vocational rehabilitation outcomes in a statewide model demonstration project for youth with disabilities. Using two different measures of perceptions of collaboration among inter-agency teams, results of the study were paradoxical, finding that instrumental or task-oriented perceptions of collaboration had a positive effect on vocational rehabilitation outcomes, while perceptions of team ‘synergy’ had a slight, but negative effect on vocational rehabilitation outcomes. The author (s) discuss the meaning of the construct of collaboration, and its implications for transition and rehabilitation personnel.

: Shifting Pedagogy in an AP US Government & Politics Classroom; This paper presents a longitudinal case study of a teacher, over four years, as he participated in a design-based implementation research (DBIR) project aimed at implementing a rigorous project-based learning (PBL) Advanced Placement U.S. Government and Politics (APGOV) course in an urban school district. Teacher interviews, professional development sessions, and classroom observations offer a window into how DBIR afforded the teacher unique opportunities to adapt and shift his pedagogical practices and beliefs around PBL in the classroom. Findings suggest the iterative nature of DBIR can serve as an important conduit to study what supports teacher learning over time., Keywords: Teacher learning Professional development Design-based implementation research, Publication Note: This is the accepted manuscript, and the original published version can be found at https://doi.org/10.1016/j.tate.2017.01.011., Preferred Citation: Adams, C. M., Lo, J. C., Goodell, A., & Nachtigal, S. (2017). Shifting pedagogy in an AP US government & politics classroom: A DBIR exploration of teacher growth. Teaching and Teacher Education, 64, 79–92. https://doi.org/10.1016/j.tate.2017.01.011 [Teacher Ed]

: Social Capital and Bystander Behavior in Bullying; Theory and research suggests that individuals with greater social capital (i.e., resources and benefits gained from relationships, experiences, and social interactions) may be more likely to be active, prosocial bystanders in bullying situations. Therefore, the goal of the current study was to examine the association of social capital (social support and social skills) with prosocial bystander behavior, and the role of internalizing problems as a potential barrier to this relation among 299 students (45.8% girls, 95% White) in sixth, seventh, and eighth grades. Results indicate a positive relation between social capital and prosocial bystander behavior. In addition, internalizing problems were a significant risk factor that may hinder youth-particularly girls-from engaging in defending behavior. Prosocial bystanders are an essential component to prevent and reduce bullying and further research is needed to better understand how to foster prosocial behavior in bullying situations, perhaps by utilizing social capital, related to school bullying., Bystander behavior; Defending; Social capital; Social skills; Social support, The version of record can be found at https://doi.org/10.1007/s10964-017-0637-0

: Social, Emotional, and Cognitive Factors Associated With Bullying; The purpose of the current study was to understand the association between bullying experiences (i.e., bullying, victimization, and defending) and social, emotional, and cognitive factors. The social factor was social skills (i.e., empathy, assertion, cooperation, responsibility); the emotional factor was emotional difficulties (i.e., personal adjustment, internalizing problems, school problems), and the cognitive factor was executive functioning skills (i.e., self-monitoring, inhibitory control, flexibility, emotional regulation). Data on students' perceptions of their own social skills, emotional difficulties, and bullying role behavior were collected from 246 sixth-through eighth-grade students. Teachers provided reports of students' executive functioning skills. Results indicated that (a) emotional difficulties were significantly and positively associated with victimization for boys and girls, (b) emotional difficulties were significantly and positively associated with defending for girls, (c) executive functioning was significantly and negatively associated with defending for boys, and (d) social skills were significantly and positively related to defending behavior for boys and girls. These results emphasize the importance of examining the social, emotional, and cognitive factors associated with bullying. Social skills and emotional and executive functioning appear to vary systematically across bullying roles and should be considered when developing targeted social-emotional interventions to stop bullying, increase defending, and support victims or those at risk for victimization., social skills, executive functioning, emotional health, bullying, defending, The version of record can be found at https://doi.org/10.17105/SPR46-1.42-64

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