Feminist identity and program characteristics in the development of trainees’ social advocacy

Feminism, multiculturalism, and social justice (SJ) are closely related constructs, with an important shared emphasis on societal barriers and client empowerment. Yet, research on the relationships between the three variables in their links to counselor advocacy remains scarce. Employing the Input–Environment–Outcome framework, this study examined the unique contributions of 235 female trainees’ feminist identity, training environment SJ supports, and training multicultural focus in explaining trainees’ advocacy using a three-step hierarchical MMLR model. Findings revealed that all three factors were important to trainees’ advocacy. However, the extent to which each factor influenced advocacy varied. For instance, the more strongly identified trainees were with the Feminist Identity Active Commitment stage, the more likely they were to engage at all four levels of advocacy. Conversely, the more aligned trainees were with Passive Acceptance, the less likely they were to empower clients. Moreover, although both training environment SJ support and multicultural focus were influential, SJ training environment was a better predictor of trainee’s advocacy than multicultural training environment. These findings not only highlight the distinctions between SJ and multiculturalism, but also argue for the importance of SJ training in addition to multicultural training. Implications for theories, training, and practice are discussed.     

Characteristics Associated With Individuals’ Caring,Just, and Brave Expressions of the Tendency to Be a Moral Rebel

Extending previous research on the characteristics associated with adolescents’ general tendency to be a moral rebel (Sonnentag & Barnett, 2016), the present study examined the roles of moral identity and (general and situation-specific) moral courage characteristics on 3 (i.e., caring, just, and brave) expressions of the tendency to stand up for one’s beliefs and values despite social pressure not to do so. Results revealed that general and situation-specific moral courage characteristics are important motivators of individuals’ caring, just, and brave expressions of the tendency to be a moral rebel, especially when they possess a relatively strong moral identity.     

“How can you make friends if you don't know who you are?” A qualitative examination of international students' experience informed by the Social Identity Model of Identity Change

This paper explores the contribution of social identity change to international students' health and well‐being. International students typically face a range of challenges from the time they leave their home country, including the need to adapt both to a new culture and norms and to a new educational landscape. Previous research informed by the Social Identity Model of Identity Change (SIMIC) suggests that during such life transitions, an individual's group memberships and associated social identities can provide a buffer against the threats to well‐being that such transitions present. To examine the relevance of SIMIC for the transitions that international students' experience, semistructured interviews were conducted with 15 international students attending an Australian university. Thematic analysis provided support for the relevance of SIMIC's social identity gain and social identity maintenance pathways in the transition and revealed a number of associated factors that acted as either facilitators (e.g., a host family that supported community integration) or barriers (e.g., experiencing culture shock) to social identity change. These findings present the first qualitative support for SIMIC within an international student population and help to flesh out the specific ways in which social identity processes contribute to both positive and negative health and well‐being outcomes.     

Both fearful and happy expressions interact with gaze direction by 200 ms SOA to speed attention orienting

Attention orienting towards a gazed-at location is fundamental to social attention. Whether gaze cues can interact with emotional expressions other than those signalling environmental threat to modulate this gaze cueing, and whether this integration changes over time, remains unclear. With four experiments we demonstrate that, when perceived motion inherent to dynamic displays is controlled for, gaze cueing is enhanced by both fearful and happy faces compared to neutral faces. This enhancement is seen with stimulus-onset asynchronies ranging from 200–700?ms. Thus, gaze cueing can be reliably modulated by positive expressions, albeit to a smaller degree than fearful ones, and this gaze–emotion integration impacts behaviour as early as 200?ms post-cue onset.