Female Offenders Under Community Supervision: A Phenomenological Analysis

In this phenomenological study, we examined the lived experiences of 10 female offenders under community supervision. Findings include five essential themes. We propose clinical implications and actionable service recommendations for clinical mental health counselors working with this population.     

Structural couple therapy in the treatment of inhibited sexual drive

Abstract

This paper presents a study of a structural couple therapy approach to the treatment of inhibited sexual desire (ISD). ISD is first conceptualized as a relational phenomenon that may be most effectively treated in a couple context. Structural couple therapy is advanced and applied to the treatment of a clinical sample of couples presenting with ISD. Results of the study suggest that a structural couple therapy approach to ISD is effective in reducing symptoms of the sexual disorder and in increasing couple satisfaction.     

Children's Loss of Agency under Extreme Adversity

This study explores the notion of children's agency in situations of extreme adversity. The child participants (n=117) live in the midst of the HIV/AIDS pandemic; extreme poverty; and systemic educational malfunction. Four focus group interviews were conducted with the children to explore their experiences of potential barriers to education. The findings indicated that contextual factors had a profoundly negative impact on the children, with their agentive capacity being severely compromised through their exposure to multiple, complex layers of risk. There was very little evidence to suggest that children retain any sense of their own agency in such adversity. This has implications for their resilience and for the development of policy and intervention strategies that may meet these children's needs.     

Exploring the Relationship Between Pedagogy and Counselor Trainees’ Multicultural and Social Justice Competence

The authors evaluated the acquisition of 6 constructs related to multicultural and social justice competence for 60 counselors-in-training (CITs) in 3 multicultural counseling courses. Each course was assigned a unique pedagogical approach: didactic, experiential, or community service learning. Statistical analyses indicated that pedagogical approach had the greatest impact on CITs’ growth in multicultural relationship, multicultural skills, and social justice advocacy constructs. Analyses also indicated growth across all 3 pedagogies for multicultural knowledge and multicultural awareness constructs. The authors explore patterns of pedagogical impact, discuss practical implications, and make suggestions for further research.     

Latent Class Typologies for Emotional Support Among Midlife and Aging Americans: Evidence from the National Health and Human Nutrition Examination Survey

Using data from 40-year-old and older respondents in the 2007–2008 National Health and Nutrition Examination Study, this study sought to identify variations in emotional support networks among midlife and older adults and examine how those variations were related to depressive symptoms and to perceptions of inadequate support. Latent class analyses were used to identify six typologies of emotional support networks. Typologies were labeled, and multinomial logistic regression was used to examine how membership in typologies was related to variations in depressive symptoms and perceived adequacy of emotional support. The findings indicate that when the focus is emotional support, social support from spouses is related to fewer depressive symptoms and less perceived need for increased emotional support. The results of this study suggest that access to family members, especially spouses, for emotional support is related to fewer depressive symptoms and a decreased probability of reporting inadequate social support. Overall, this study suggests that emotional support networks that include family members, especially spouses, are supportive of older persons’ quality of life.     

Adaptation to Combined Reversal and Delay of Eyemovement-Retinal Feedback

A real-time computer system was used to calibrate eye position with respect to the position of an oscilloscope target, to yoke transduced eyemovement signals to the target, and to program variable feedback reversal and delays into the closed eyemovement-retinal interaction. S was required to compensate a sine-wave movement of the target by opposed movements of the eyes. Experimental transmission lags of 0.0, 0.1, and 0.2 sec. were introduced into the closed eyemovement-retinal yoke. Results indicated that both reversal and delay of eyemovement-retinal feedback degraded primary visual processes and their ocular control by pursuit, saccadic, and fixation motions, causing blurred, skittered, and unstable vision, and that there was limited adaptation to distortion of eyemovement-retinal feedback timing as well as to the spatial reversal of such feedback.     

Systematic Review of the Clinical Presentation of Schizophrenia in Intellectual Disability

Schizophrenia and intellectual disability (ID) co-occur three times more than would be expected by chance. This has led to speculation that a particular form of schizophrenia may give rise to both the symptoms of schizophrenia and the intellectual impairment. If this was the case, one may expect the presentation of schizophrenia in an ID population to differ from that in a population with average/high IQ. A systematic review and meta-analysis was undertaken of studies comparing the clinical presentation of schizophrenia in people with mild/borderline ID to that in people with average/high IQ. Five studies were eligible for inclusion. Four reported more negative symptoms in the ID population, while two reported more positive symptoms. Meta-analysis demonstrated that the ID population experienced more negative symptoms. The available evidence supports the proposal that the clinical presentation of schizophrenia in an ID population differs from that in a population with normal IQ.     

Dominant and marginalized discourses in interracial couples' narratives: implications for family therapists

This study explores inter-racial couples' family histories, their experiences of their life together, and the dominant and subordinate discourses employed in negotiating racial and ethnic differences. Ten black-white couples were interviewed individually and conjointly. Dominant discourses that emerged from the couples' narratives included those of homogamy, hypersensitivity of persons of color, and the insignificance of familial and societal history. Interracial partners also simultaneously subverted these prevailing ideologies by voicing experience associated with life at the margins of the society. Dominant and subordinate dicourses used by therapists and interracial couples in the therapy room are examined to integrate marginalized "truths" crucial to effective work with interracial couples and persons of color.     

Integrative perspectives on acculturation

Comments on the original article, "Rethinking the concept of acculturation: Implications for theory and research," by S. J. Schwartz, J. B. Unger, B. L. Zamboanga, and J. Szapocznik (see record 2010-08987-001). Schwartz et al are to be commended for their attempts "to propose an expanded, multidimensional model of acculturation and of the demographic and contextual forces that can influence the acculturation process" (p. 238). In their article, they called attention to key factors such as the generational status of immigrants and their children; the role of location, particularly in ethnic enclaves; and the context of reception that immigrants enter, including the potential discrimination they may face. These variables are the crucial backdrop for the authors' call to "focus on the higher order construct of receiving-culture acquisition as well as on the individual dimensions of this higher order construct-practices, values, and identifications" (p. 246). As a sociologist trained in social psychology, I am pleased by their incorporation of some of the sociological literature on these processes. However, I was surprised by important gaps in their discussion of Portes and Rumbaut's (1996, 2006) work and by their neglect of one of the most widely used terms employed by sociologists to hypothesize outcomes for the very questions Schwartz et al were posing.     

The effects of multiple-exemplar self-instructional training on high school students' generalized conversational interactions

A multiple-baseline-across-students design was used to investigate the effects of multiple-exemplar self-instructional training on the acquisition and generalization of conversational interaction of 4 high school students with mental retardation. The multiple-exemplar component of the model consisted of (a) several peers without disabilities teaching the use of a self-instructional social skills strategy across diverse examples of conversational interactions and across two settings and (b) assessing the generalized effects of training across additional peers and one setting. Findings indicated that peers were effective in teaching the multiple-exemplar strategy and that peer training was associated with systematic increases in generalized conversational interactions with familiar and unfamiliar peers with and without disabilities in an additional setting. Social validation data indicated that following multiple-exemplar training, all participants' performances approximated those of general education students and was judged by others to have improved.