What Do White Counselors and Psychotherapists Need to Know About Race? White Racial Socialization in Counseling and Psychotherapy Training Programs

Multicultural training in academic counseling and psychotherapy programs is often designed to address the needs of minority populations, and it rarely places Whiteness in the spotlight. Its structure, in fact, risks mirroring the very dynamics embedded in White privilege. Using the framework of feminist theory, we build on key findings on White racial socialization—which has a profound impact on the quality of communication and interaction within and across racial groups—to outline the skills and awareness needed for White counselors and psychotherapists to promote racial justice in both their individual/counseling and community/advocacy work.     

Terminal decline of episodic memory and perceptual speed in a biracial population

We compared trajectories of terminal cognitive decline in older Black (n = 3372) and White (n = 1756) persons from a defined population who completed tests of episodic memory and perceptual speed at 3-year intervals for up to 18 years. During a mean of 9.9 years of observation, 1608 Black persons and 902 White persons died. Preterminal decline of episodic memory did not differ by race. Terminal episodic memory decline began earlier in Black persons (mean of 4.3 years before death) than in White persons (mean = 3.9 years) and progressed more slowly. By contrast, terminal decline of perceptual speed began earlier in White persons (mean = 5.0 years) than in Black persons (mean = 4.5 years). Rate of perceptual speed decline was more rapid in White persons than in Black persons in both the preterminal and terminal periods. The results indicate that terminal cognitive decline occurs in Black persons but suggest that the rate of cognitive decline during the terminal period is less rapid in Black persons than in White persons.     

Spinoza on Composition,Causation, and the Mind's Eternity

Spinoza's doctrine of the eternity of the mind is often understood as the claim that the mind has a part that is eternal. I appeal to two principles that Spinoza takes to govern parthood and causation to raise a new problem for this reading. Spinoza takes the composition of one thing from many to require causal interaction among the many. Yet he also holds that eternal things cannot causally interact, without mediation, with things in duration. So the human mind, since it is the idea of a body existing in duration, cannot have an eternal part. In order to solve this problem, I propose an aspectual reading of Spinoza's doctrine of the eternity of the mind: the mind itself is eternal, under one of its aspects.     

Differentiation of self and racial identity

This study explored the relationship between personal identity development and in-group/out-group identities within the sociopsychological context of the USA. Specifically, the study examined the relationship between Bowen’s construct of differentiation of self and Helms’ construct of racial identity for an American sample of 309 undergraduate and graduate students. Insofar as both models refer to a progression from an externally defined sense of self to an internally defined sense of self, it was hypothesized that higher levels of more sophisticated racial identity statuses would be positively associated with higher levels of self-differentiation for both white participants and participants of color. Overall, the findings suggest that for white students, attitudes associated with a more differentiated sense of self are also associated with a more sophisticated racial identity statuses, increased awareness of how white privilege and racism operate, and less internal conflict about one’s own racial identity. The results of this study also indicated that, in general, participants of color who have a more differentiated sense of self endorse attitudes associated with higher statuses of racial identity development, more awareness of societal racism, and less ambivalence about their racial identity. Implications of the findings for the practice of counseling and the training of counseling psychologists are considered.     

The bad taste of social ostracism: The effects of exclusion on the eating behaviors of African-American women

African-American women experience disproportionately higher rates of obesity than do Caucasian women. The stress African-American women encounter from experiences of discrimination may influence their eating behaviours, which could contribute to weight gain. Emotional eating theory suggests some people increase their intake of high-calorie foods to cope with stressful experiences. We investigated the effects of social exclusion by other African-American women or by Caucasian women for African-American women’s distress and food consumption using a laboratory paradigm. As hypothesised, there were main effects of ostracism and interactions between ostracism and race, although not all of the interactions took the expected form. As hypothesised, African-American women ate more potato crisps after being excluded by Caucasians than by African-Americans. Unexpectedly, African-American women who were excluded by other African-American women self-reported more emotional distress than did African-American women excluded by Caucasian women. These findings suggest that ostracism by both in-group and out-group members are disturbing, although people may respond to in-group and out-group exclusion in different ways. Directions for future research are suggested that could elucidate the circumstances under which different emotional and behavioural coping responses are employed.     

Classroom context,teacher expectations,and cognitive level: Predicting children's math ability judgments

Classroom practices that make ability differences salient communicate differential teacher expectations for students. This study reports on a new observational tool for measuring Classroom Ability-based Practices (CAP) and explores how young children's self-perceptions of ability in mathematics are related to their teachers' expectations for them and to their cognitive reasoning skills in classrooms that vary in usage of such ability-differentiated practices. The sample consisted of 193 children and their teachers in 15 first grade classrooms. The CAP was a reliable measure of ability-based differential teacher treatment and showed criterion validity as a moderator variable in predicting children's ability perceptions. In highly ability-differentiating classrooms, children's self-ratings were more congruent with teachers' expectations of students' mathematics ability. Also in highly ability-differentiating classrooms, higher cognitive levels predicted lower self-ability ratings in math. These findings extend our understanding of the social and cognitive factors that shape young children's self-judgments of math competence.     

Race/Ethnicity and Multicultural Competence Among School Counselors: Multicultural Training,Racial/Ethnic Identity,and Color‐Blind Racial Attitudes

This study tested a model that links race/ethnicity, multicultural training, racial/ethnic identity (REI), color‐blind racial attitudes (CoBRA), and multicultural counseling competence (MCC) among school counselors. The author examined whether multicultural training significantly moderated the association between race/ethnicity and MCC. School counselors’ REI was found to mediate this moderated association. A 3‐way interaction among race/ethnicity, training, and CoBRA revealed that White and racial/ethnic minority school counselors had the lowest MCC scores when they had limited training and higher CoBRA.     

Teacher-student interactions in fifth grade classrooms: Relations with children's peer behavior

This study investigates the extent to which teacher-student interactions in fifth grade classrooms are associated with peer behavior in fifth grade, accounting for prior peer functioning. Participants included 894 fifth grade students from the NICHD Study of Early Child Care and Youth Development. The quality of teacher-student interactions (emotional support, classroom organization, and instructional support) was assessed through classroom observations in fifth grade; peer behavior was assessed via teacher report (prosocial behavior, aggression, relational aggression, and asocial behavior) in fourth and fifth grades and classroom observations (sociable/cooperative peer behavior) in third and fifth grades. Multiple regression analyses revealed that children in fifth grade classrooms with higher quality organization interactions had more positive observed interactions with their peers and lower teacher ratings of aggression and relational aggression. In addition, emotional support interactions were related to higher teacher ratings of prosocial behavior. Implications and limitations of the findings are discussed.     

清代词学与易学

易学是清代词学重要的理论源泉,在清代词学理论的构建中,无论是词的创作心态、技法,还是词学审美观、词学诠释学,乃至词学的发展史论等,均受到易学不同程度的影响.易学中的“修辞立其诚”、取“象”、“阴阳刚柔”、“仁者见仁,智者见智”、本色自然、变通发展的理论均渗透到词学领域,滋润灌溉了清代词学.     

Personality and the prediction of team performance

Although much is known about personality and individuals' job performance, only a few studies have considered the effects of team‐level personality on team performance. Existing research examining the effects of personality on team performance has found that, of the Big Five factors of personality, Conscientiousness is often the most important predictor. Accordingly, we investigated the criterion validity of lower‐level Conscientiousness traits to determine whether any one trait is particularly predictive of team performance. In addition to Conscientiousness, we examined the criterion validity of the other Big Five personality factors. We found that Conscientiousness and its facets predicted team performance. Agreeableness, Extraversion and Neuroticism were not predictive of team performance, whereas Openness had a modest negative relation with team performance. Copyright © 2010 John Wiley & Sons, Ltd.