Initial Development of a Gendered-Racial Socialization Scale for African American College Women

As research exploring the racial-ethnic socialization practices of African American families continues to expand, scholars have argued for a more multidimensional approach in the measurement of racial-ethnic socialization that focuses on the influence that youths’ gender may have on the messages families provide. Although studies have used current racial-ethnic socialization measures to examine gender differences in the messages youth receive, these studies are limited in investigating intersectional messages that African American girls and women receive regarding racial and gender identities. The present preliminary study sought to address this inadequacy by developing the Gendered Racial-Ethnic Socialization Scale for Black Women (GRESS-BW), a scale that accounts for the unique messages African American young women receive regarding their intersectional identities. Utilizing a sample of 174 African American college women, Exploratory Factor Analysis indicated that the GRESS-BW consisted of 63 items with a 9-factor solution. There was strong internal consistency for the GRESS-BW factors and the total scale. GRESS-BW construct validity assessment revealed that several of the factors were significantly positively related to a racial-ethnic socialization scale. However, only two components were significantly related to a gender-role socialization measure. Clinical and research implications are discussed.     

Crossing the Line: Case Studies of Identity Development in First-Generation College Women

In this paper we present four case studies of adult women from working class backgrounds who attended Hillside College (a pseudonym for one of the seven-sister colleges) during the early 1990s. Although research on women has led, over the past few decades, to a more complex picture of the contexts in which women develop their identities, one important context that has been underexplored is social class. Drawing on data from three lengthy interviews with each of our four participants, our purpose was to explore the identity concerns of adult women from working class backgrounds in their experience getting to and attending Hillside College, which has historically been home to the middle and upper social classes. Implications for college retention are discussed.     

The Development of an Analytic Perspective in the Group Leader: Some Basic Thoughts

Previous experience working with individuals on a one-to-one basis along with previous analytic therapy are important prerequisites for analytic group training. Training must emphasize understanding of group-as-a-whole processes, such as basic assumption life, complex transference manifestations, as well as awareness of one's countertransference toward individuals, subgroups and the group-as-a-whole. Specific concepts derived from object-relations theory such as projective identification are crucial to master. Personal analytic group therapy is recommended.     

A Treatment for College Women at Risk for Bulimia: A Controlled Evaluation

Twenty-nine college women evidencing low body esteem, repeated dieting efforts, and other dysfunctional eating behaviors or attitudes were randomly assigned to group treatment or control conditions. At posttest and follow-up, participants who received the intervention reported significantly improved levels of self-esteem and body satisfaction, as well as reductions in their reliance on potentially dangerous methods of weight management compared with controls. They also reported fewer fears of negative evaluation by others and endorsed fewer stereotypes about thinness and attractiveness. Finally, participants in the treatment condition showed significantly reduced levels of perfectionism at posttest, but this change was not maintained at follow-up. Clinical implications and research recommendations are discussed.     

Feminist Identity Development: Implications for Feminist Therapy With Women

This article discusses the implications of the Downing and Roush (1985) model of feminist identity development for feminist therapy with women. Following a summary of the model, the potential pitfalls of feminist therapy with the passive-acceptant client are described, as well as potential issues at subsequent stages of the client's identity development. Suggestions are made regarding how to facilitate clients' movement to higher levels of development. Finally, a research agenda is proposed that suggests hypotheses to be tested that arise from applying this model to conducting therapy with women.     

A Body Image Resilience Model for First-Year College Women

The purpose of this study was to investigate Choate’s (2005) theoretical model of body image resilience by examining the association among protective factors and body image. First-year college women (N?=?301) from two universities in the United States (one in the South and one in the Northeast) completed questionnaires assessing five protective factors. The hypothesized model fit the data well. As predicted, high family support; low levels of perceived sociocultural pressure from family, friends, and media regarding the importance of achieving a thin-and beautiful ideal; rejection of the superwoman ideal; positive physical self-concept; and active coping skills contributed to a woman’s overall wellness, which was associated with a more positive body image. Results can inform prevention for young women at risk for eating disorders and suggest specific counseling interventions to improve body dissatisfaction and initial maladaptive eating practices.     

Women at Midlife: Implications for Theories of Women's Adult Development

Research on midlife transitions in women is reviewed, and implications for theories of women's adult development are discussed. Findings on menopause, the postparental period, and the roles of women at midlife are presented. Research on women at midlife suggests that new theoretical models of women's adult development should continue to emerge to accommodate the diversity of women's experiences at midlife. Several theoretical approaches are discussed in light of the research findings, and recommendations are made for future research on women's adult development. Implications for counselors working with women at midlife also are discussed.     

Disordered Eating in Women of Color: Some Counseling Considerations

There is little attention devoted to studying eating disorder symptoms in racially and ethnically diverse groups despite the fact that the prevalence rates among women of color for eating disorder symptoms are similar to those of European American women. This article reviews research related to eating disorders in women of color, including a discussion of sociocultural factors that could influence the manifestation of eating disorders in women of color. Considerations for counseling practice and research are provided.     

Hiring Practices for Human Resource Professionals: Implications for Counseling and Curriculum Development

Employers of human resource professionals described their hiring practices. This information is especially useful for counselors and for developing curricula for nonbusiness majors interested in human resource careers.     

Leadership Development of Women Preparing for Ministry

This mixed-methods study investigates the leadership development and leadership skills of women graduate students at a theological seminary. Through the Student Leadership Practices Inventory (Student LPI) and Leadership Competency Inventory (LCI), demographic questionnaire, and focus group interviews, the researchers explored the leadership training the women had received and their perception of their leadership abilities and development needs. The findings showed that the women reported frequently demonstrated exemplary leadership practices and many possessed significant leadership experience. Participants scored highest on competencies utilizing people skills and lowest in areas reflecting competence in cognitive or strategic skills. While exposed to formal leadership education they reported receiving their leadership education primarily through observation and experience.     

The Academic Interests of College Women: A Factorial Study

The extent to which college programs meet the needs and goals of women students has not been established. In this study, a sample of students and alumnae of the College of Home Economics, Iowa State University, responded to a set of attitude scales concerning their reactions to courses in their core curriculum. Factor analysis of the person-course interactions revealed 6 factors which were tentatively defined in terms of the courses loading most heavily on each. Implications for improved educational planning of women are discussed.     

College Women and Condom Use: Importance of Partner Relationship

Because women who want to use condoms as protection against STDs must gain compliance from their male partners, women's use of condoms was examined within the context of their relationships with their sexual partners. Sexual history, condom attitudes, and relationship information were gathered from a sample of 272 heterosexual college women. For the 121 women with a current sexual partner, logistic regression analyses revealed that both regular condom use and completely consistent condom use were more likely in shorter relationships and for women who perceived lower barriers to use. Regular condom use was also greater in relationships described as high in trust, whereas consistent condom use was greater for women in their first sexual relationships. In addition, many women reported using condoms early in their relationships, but changing to lower levels of use later. Implications of the current findings for safer-sex interventions are discussed.     

Self–Objectification and its Psychological Outcomes for College Women

The objectification of women by our society can become internalized by women, resulting in negative psychological outcomes. Using Fredrickson and Roberts' (1997) objectification theory, we tested a model of the relationships between self–objectification and disordered eating and depressive symptoms in a sample of undergraduate women ( n = 384). One postulate of self–objectification theory is that self–objectification can lead to a lack of internal awareness, which may mediate the relationship between self–objectification and restrictive eating, bulimic, and depressive symptoms. Results of structural equation modeling suggest that self–objectification has a direct relationship to restrictive eating, bulimic, and depressive symptoms. The mediational role of internal awareness was relevant for depressive symptoms but not for restrictive eating or bulimic symptoms. Depressive symptoms did, however, mediate the relationship between self–objectification and bulimic symptoms. The relevance of our findings to the understanding of objectification theory are discussed and future areas of research recommended.     

Cognitive Coping Tool Kit for Psychosis: Development of a Group-Based Curriculum

This article outlines an 8-week curriculum that was created to help outpatients develop cognitive and behavioral skills for coping with delusions and hallucinations as well as to reduce patients’ comorbid subjective levels of distress (e.g., depression, anxiety). The manualized protocol consisted of psychoeducation and training in a variety of CBT skills that have shown promise in treating individuals with residual psychosis, using recovery-oriented “naturalistic” methods and culminating in the creation of an individualized “tool kit” of cognitive coping resources. A preliminary study of the effectiveness of this brief group-based CBT program for outpatients with chronic, residual symptoms of schizophrenia was conducted. Participants were 24 outpatients diagnosed with schizophrenia spectrum disorders who were stable on medications and connected to case management community follow-up. The Positive and Negative Syndrome Scale for Schizophrenia interview and the Symptom Checklist-90 self-report symptom scales were administered pre- and post-intervention. The results suggest that there were significant improvements in psychotic symptoms and self-reported distress from pre- to posttreatment.