Differentiation of Self, Stress, and Emotional Support as Predictors of Psychological Distress

We explored the relations among stress, emotional support, and differentiation of self from the family of origin as predictors of psychological distress in a sample of 200 college students. First, we investigated the discrepant findings of Murdock and Gore (Contemp Fam Ther 23: 319–335, 2004) and Skowron et al. (J Couns Dev 82: 69–78, 2004) regarding the relationships among stress, differentiation, and symptoms (a question of mediation vs. moderation). Second, we examined the role of emotional support in concert with stress and differentiation. When both stressful events and perceived stress were measured, differentiation of self was found to be a significant partial mediator of their effects on psychological distress. Emotional support was also found to partially mediate the relationship between differentiation of self and psychological distress. Differentiation of self partially mediated the relationship between actual and perceived stress, and perceived stress partially mediated the relationship between differentiation of self and psychological distress.     

Stress-induced salivary cortisol secretion during hypobaric hypoxia challenge and in vivo urinary thromboxane production in healthy male subjects

Few studies have assessed the effects of stress on in vivo platelet activation. In the present study, hypobaric hypoxia induced by rapid decompression during high-altitude simulated flight in a hypobaric chamber was used to evaluate the effects of environmental stress on salivary cortisol and urinary thromboxane metabolite (TXM) excretion, a noninvasive marker of in vivo platelet function. Twenty-one male aviators (mean ± SD age = 36 ± 7 years) experiencing hypoxia by removing their oxygen mask for 4-5 min during a simulated flight to 25,000 ft (7,620 m; pO(2) = 59.17 mmHg) and a matched control group of thirteen flying instructors wearing oxygen masks during the challenge, were studied. Hypobaric hypoxia induced a transient significant increase (P < 0.001) in the aviators' salivary cortisol concentration; the overall pattern of diurnal cortisol fluctuation was maintained in both groups. Urinary TXM showed a significant ～30% reduction (P < 0.01) after the chamber session in aviators exposed to hypobaric hypoxia, but not in controls. A significant inverse correlation was found between salivary cortisol and urinary TXM in aviators (r = - 0.64, P = 0.0015). Salivary cortisol was a significant predictor (P < 0.001) for urinary TXM concentrations in aviators. In conclusion, here we observed that an acute stress-induced salivary cortisol increase was associated with reduced urinary thromboxane biosynthesis, providing the first indirect evidence for an inhibitory effect of acute stress on in vivo platelet function.     

How do trainees choose their first psychotherapy training? The case of training in psychotherapy integration

Future trainees go through difficult decision-making processes when starting their first psychotherapy training. The choice of training in psychotherapy integration is a specific type of this process. In this study, qualitative data were obtained from the motivational letters, in-depth semi-structured interviews and e-mail questionnaires of 26 future trainees to answer the research question, ‘How do trainees choose their first psychotherapy training?’ We primarily employed the grounded theory approach as well as consensual qualitative research to shed light on the central category of Gaining Certainty to enter the training. This category was elaborated into a four-phase model, specifically comprised of the: (1) Critical Comparison, (2) Identification, (3) Self-Confirmation and (4) Waiting phases. The model was then discussed in connection with relevant concepts, such as the degree of complexity and flexibility within the epistemological development of trainees [Vasco, A. B., &; Dryden, W. (1994). The development of psychotherapists’ theoretical orientation and clinical practice. British Journal of Guidance &; Counselling, 22(3), 327–341].     

Can a Scientist Be a Young,Attractive Woman? The Stereotype of a Scientist and the Lexical Choices of Women and Men

Journal of Psycholinguistic Research - The question of the conformance of a researcher’s features to the stereotype of a scientist is rarely addressed in the context of scientific research....     

Developing Multicultural Counseling Competence Through the Use of Portfolios

This investigation tested the ability of portfolios to stimulate the acquisition of multicultural counseling competence within counselors‐in‐training and compared portfolios with another method of competence development, case formulation. Results indicate that portfolios benefit the acquisition of multicultural counseling competence. Implications for training in multicultural counseling competence are discussed. Esta investigación probó la habilidad de portafolios para estimular la adquisición de competencia de terapia multicultural dentro de consejeros en instrucción y portafolios comparadas a otro método del desarrollo de la competencia, la formulación del caso. Los resultados indican que los portafolios benefician la adquisición de la competencia de terapia multicultural. Las implicaciones para entrenar en la competencia de terapia multicultural se discute.     

Implementing an Intercultural Psychology Undergraduate Unit: Approach,Strategies, and Outcomes

The relative absence of Indigenous and multicultural perspectives in core undergraduate psychology curriculum is said to hamper the preparation of students for engaging with culturally diverse communities. An intercultural unit that includes perspectives on Australia's history of race relations, Indigenous issues, and migration as the basis from which to research and practise intercultural psychology was introduced into the psychology undergraduate syllabus at Victoria University. This article describes the unit framework, structure, and evaluation of the unit. Content analysis of survey data showed that students appeared to develop greater critical awareness of psychological perspectives on cultural and social diversity. Although many students reported positive learning and an increased awareness of cultural matters, there were also student responses that suggested dissatisfaction or disengagement from what was being taught. These responses are consistent with the dynamics of learning about self and other, and of dominance and subjugation. It is argued that promoting an understanding of psychological phenomena as socially, culturally, and historically embedded is important in preparing students to be culturally safe and respectful mental health practitioners.     

Girls' math performance under stereotype threat: the moderating role of mothers' gender stereotypes

Previous research on stereotype threat in children suggests that making gender identity salient disrupts girls' math performance at as early as 5 to 7 years of age. The present study (n = 124) tested the hypothesis that parents' endorsement of gender stereotypes about math moderates girls' susceptibility to stereotype threat. Results confirmed that stereotype threat impaired girls' performance on math tasks among students from kindergarten through 2nd grade. Moreover, mothers' but not fathers' endorsement of gender stereotypes about math moderated girls' vulnerability to stereotype threat: performance of girls whose mothers strongly rejected the gender stereotype about math did not decrease under stereotype threat. These findings are important because they point to the role of mothers' beliefs in the development of girls' vulnerability to the negative effects of gender stereotypes about math.