Experiences of a Course on the Culture of Whiteness in Counselor Education

This study examined counseling students' experiences of a group course on the culture of Whiteness. The students reported changes in their White racial identities that included a new awareness of personal race, racial privileges, and a commitment to antiracism. Course tenets cited by students as promoting learning are included. Este estudio examinó las experiencias de un grupo de estudiantes de consejería de un curso sobre la cultura de la Blancura. Los estudiantes informaron de un cambio en su identidad racial Blanca que incluía una renovada conciencia personal sobre la raza, los privilegios raciales y un compromiso con el antirracismo. Se incluyen los principios del curso que los estudiantes citaron como promotores del aprendizaje.     

Intolerance of Uncertainty and Health-Related Anxiety in Youth amid the COVID-19 Pandemic: Understanding and Weathering the Continuing Storm

The COVID-19 pandemic is a public health crisis that continues to impact individuals worldwide. While children may be less susceptible to severe medical complications, they are nonetheless vulnerable to stress and anxiety associated with the pandemic. However, current understanding of psychological functioning and potential strategies to mitigate distress amid a pandemic is naturally limited. Consequently, this article is an attempt to fill that gap. Existing literature on pandemics, health-related anxieties, intolerance of uncertainty, and psychopathological sequelae is summarized within the context of the COVID-19 outbreak. Conclusions from the empirical data and emerging theoretical models are reviewed and synthesized. Finally, several potentially engaging and effective examples of developmentally appropriate interventions targeting intolerance of uncertainty and health-related anxieties in pediatric patients during the peri- and post-pandemic periods are described.

     

Reinstating higher order properties of a study list by retrieving a list item

In two experiments, we looked at the role of higher order list properties in episodic recall. A probabilistic paired-associate paradigm was used in which each cue was repeatedly paired with two different targets. This paradigm permitted us to cue for a target that had been studied with that cue in the last list, or to cue for either of the two targets that had been repeatedly paired with that cue, although neither the cue nor either of its two targets had been studied in the last list. In Experiment 1, the higher order property was whether all of the targets in a given list were animal names or vegetable names. In Experiment 2, the higher order property was whether all of the pairs in a list were associatively related or unrelated. The assumption was that if participants were using these higher order properties when they retrieved a target that had been studied in the last list, they would also use these properties when recalling in response to a cue that had been studied in other lists but not in the most recent list. The results supported the use of both kinds of higher order properties in episodic access. They also showed that these higher order properties were reinstated by retrieving a target, and were then used in the next memory access operation. The questions of why the retrieval of a target would reinstate a higher order list property and how these very different higher order list properties aid in episodic access were also discussed.     

Malawian secondary students’ beliefs about intelligence

Students who view intelligence as malleable tend to be more academically motivated and perform at higher levels than students who view it as a fixed trait. We examined the beliefs of students from Malawi because the culture and schooling process in this country is very different from some other areas of the world in which students’ views of intelligence have already been studied. Our research questions were: (1) How do Malawian students define intelligence? (2) To what extent do Malawian students view intelligence as malleable? (3) Are Malawian students’ definitions of intelligence and beliefs about the malleability of intelligence similar to those of students in more developed countries? We conducted a mixed methods study and surveyed 136 students attending a secondary school in Malawi using a 39‐item questionnaire. Students responded to questions about their intelligence beliefs on open‐ and closed‐ended items. Our results showed that Malawian students believe that an intelligent student exhibits a variety of behaviors, including studying, working hard, reading, performing well on exams and in class, answering and asking questions, paying attention, and demonstrating good behavior. Most students believe that intelligence is malleable and provided responses that indicated that students can become more intelligent through effort. When compared to the findings of other studies, the present results suggest that the Malawian students who remain in secondary school have definitions of intelligence and beliefs about the malleability of intelligence that are similar to those of students in more developed countries, such as the US and Germany. In fact, it appears that Malawian secondary students have even higher malleable beliefs than American and German students. Finally, some of the measures that have been found to produce scores that are reliable and valid in other populations do not produce scores that are as reliable when used with Malawian students.     

Brokering the Research–Practice Gap: A typology

Despite widespread recognition of a research–practice gap in multiple service sectors, less is known about how pre‐existing communication channels facilitate the flow of information between researchers and practitioners. In the current study, we applied an existing typology of brokerage developed by Gould and Fernandez (Sociol Methodol 19:89–126, 1989 ) to examine what types of brokerage facilitate information spread between researchers and educational practitioners. Specifically, we conducted semi‐structured interviews with 19 school administrators and staff in two public school districts regarding their experiences searching for information about instructional, health, and social skills programs. Using deductive content analysis, we found evidence of all five types of brokerage identified by Gould and Fernandez ( 1989 ). However, only three types of brokerage—gatekeepers, representatives, and liaisons—were involved in the flow of information between school administrators and researchers. Moreover, information transfer often occurred in longer chains that involved multiple, distinct types of brokerage. We conclude with the broad implications of our findings for narrowing the research–practice gap by improving researchers’ dissemination efforts and practitioners’ search for information.     

Is it Racist? Addressing Racial Microaggressions in Counselor Training

This article describes a series of activities for educating counselors regarding a form of racism dubbed racial microaggressions. Meaning and impact of microaggressions are examined. Activities for responding to microaggressions can be applied to clinical and school contexts, and are useful for educators in professional and university settings.