Longitudinal associations between gender-typed skills and interests and their links to occupational outcomes

Although gender-based occupational segregation has declined in past decades, the world of work remains segregated by gender. Grounded in research showing that individuals tend to choose jobs that match their interests and skills, this study examined the longitudinal associations between gendered activity interests and skills from middle childhood through adolescence and tested gendered interests and skills, measured in adolescence, as predictors of occupational outcomes in young adulthood. Data were collected from 402 participants at four time points—when they averaged 10, 12, 16, and 25 years old. Results revealed that the longitudinal linkages between male-typed interests and skills were bidirectional, that both male-typed interests and skills in adolescence predicted working in male-typed occupations in young adulthood, and that skills, but not interests, predicted income. In contrast, female-typed interests predicted female-typed skills, but not the reverse, adolescent female-typed skills (but not interests) predicted working in female-typed occupations in young adulthood, and there were no links between female-typed interests or skills and income. Discussion focuses on the differential meanings and developmental implications of male- versus female-typed interests and skills.     

A test of the inventory of attitudes towards seeking mental health services

This study investigates the construct validity, composite reliability and concurrent validity of the Inventory of attitudes towards seeking mental health services (IASMHS). A large sample of Irish police officers (N = 331) participated in the study. Confirmatory factor analysis supported the three-factor structure of the scale, while composite reliability results demonstrated that the IASMHS possessed excellent internal reliability. Structural equation modelling indicated that help-seeking propensity was the strongest predictor of intentions to engage in psychological counselling followed by psychological openness. Neuroticism was a weak, significant predictor of intentions. Implications of these results are discussed in relation to improving utilisation rates of mental health services.     

Career Counseling With Juvenile Offenders: Effects on Self‐Efficacy and Career Maturity

This study investigated the effect of career counseling on a juvenile offender population (N = 22). Results indicated the intervention produced significantly higher levels of career maturity and self‐efficacy for the treatment group compared with a control group.     

“Yesterday Redeemed and Tomorrow Made More Beautiful”: Historical Injustice and Possible Collective Selves

This research examines the ways in which talk about reparations for historical injustice demonstrates individuals' ambitions for future collective identities. Interviews with White Tulsans (n = 25) illustrate how discursive temporal constructions justify support for or opposition to reparations for the 1921 Tulsa Race Riot. It is argued that White Tulsans strategically employed these constructions to either transform or maintain collective identities. These findings bring a discursive approach to theories of collective continuity (Sani, Bowe, & Herrera, 2008) and possible selves (Cinnirella, 1998; Markus & Nurius, 1986; McAdams, 2006; Vignoles, 2008). From this perspective, reckoning with the past is as much about who we can be tomorrow as it is guilt for who we were yesterday.     

A UK pilot study: The specificity of the Word Memory Test effort sub‐tests in acute minimal to mild head injury

The specificity of the Word Memory Test (WMT) effort indices was examined in 48 individuals with minimal to mild head injury (MHI) in the acute stages post‐injury. None of the individuals was involved in litigation or disability claims. At the established cut‐offs, the WMT had an unacceptable false‐positive rate (18%). T test analysis was also carried out for WMT passers and failures on a battery of neuropsychometric measures and across a range of demographic variables. The WMT was performed at a significantly lower level on the Wechsler Memory Scale – III word list sub‐tests and verbal fluency tests (p < .05). This suggests that WMT failure may be indicative of a specific deficit in verbal processing in the acute phase of MHI.     

The Impact of Supervision Training on Genetic Counselor Supervisory Identity Development

Supervision is critical to the training of genetic counselors. Limited research exists on the influence of supervision training and experience on the development of genetic counseling supervisors. The purpose of this study was to investigate the impact of supervision training in addition to supervisory and clinical experience on supervisory identity development, and the perceived confidence and competence supervisors have in their own supervisory skills. In addition, we explored genetic counselors’ (N?=?291) interest in and barriers to training as well as perspectives on requirements for supervisors. Results indicated clinical experience, supervision experience, and formal supervision training are positively associated with genetic counselors’ supervisory identity development as measured by the Psychotherapy Supervisory Development Scale (PSDS) (p?ρ?=?0.42, p?p?相似文献   

The Impact of Racial Microaggressions on Mental Health: Counseling Implications for Clients of Color

This study examined the relationship between racial microaggressions (subtle and unintentional forms of racial discrimination) and mental health. Results from a large sample (N = 506) indicated that higher frequencies of racial microaggressions negatively predicted participants' mental health and that racial microaggressions were significantly correlated with depressive symptoms and negative affect. Differences in the types of microaggressions experienced by various racial groups (Asian, Latina/o, Black, White, and multiracial) and counseling implications are discussed.     

Evaluation of a lag schedule of reinforcement in a group contingency to promote varied naming of categories items with children

We compared the effects of Lag 0 and Lag 1 schedules of reinforcement on children's responses naming category items in a group context and subsequent responses emitted during individual testing in which the schedule of reinforcement remained Lag 0. Specifically, we measured response variability and novel responses to categories for 3 children who demonstrated the lowest level of variability during an initial individual Lag 0 testing session. An additional 3 children who emitted a high level of variability during initial individual Lag 0 testing sessions served as peers during group sessions. Results showed that participants conformed to the Lag 1 schedule and were more likely to repeat peer responses in the group and during individual testing in the Lag 1 condition. Furthermore, the reinforcement schedule in effect during group sessions affected participants’ varied responses during individual testing, during which the reinforcement schedule remained unchanged.