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Article 1:

Le'Roy, E. R., & Vera, E. M. (2007). Culturally Relevant Prevention The Scientific and Practical Considerations of Community-Based Programs. The Counseling Psychologist, 35(6), 763-778.

Abstract:

For over a decade, there have been increasing efforts in counseling psychology and other areas of applied psychology to understand the role of culture in preventive and mental health services for ethnically, economically, and religiously diverse communities. In this Major Contribution, the authors offer examples of three prevention programs in which cultural relevance and competence were central to each program’s development, implementation, and evaluation. The interventions each focus on an ethnic minority population, and they are offered in diverse settings. Participants differ in age and contexts in which they receive the intervention (e.g., individual, family, or classroom). Each article highlights similarities and differences likely in any prevention effort with diverse populations. In this introduction, the authors discuss the theoretical and empirical rationale for such interventions, as informed by literature on cultural competence and social justice, and the disproportionate health, educational, and economic disparities that poor and ethnic minority groups experience.

Questions to Consider:

1. Explain the importance of utilizing culturally relevant and competent models of prevention in the mental health field.
2. Discuss the process of program development and cultural adaptation as it relates to mental health prevention.
3. What are the strengths and weaknesses of the culturally relevant prevention programs described in the article? Which are you more likely to implement or adapt? Why?

Article 2:

Herman, K. C., Reinke, W. M., Stormont, M., Puri, R., & Agarwal, G. (2010). Using prevention science to promote children’s mental health: The founding of the Missouri Prevention Center. The Counseling Psychologist, 38(5), 652-690.

Abstract:

Decades of research have demonstrated, now convincingly, that emotional and behavioral syndromes and many of their antecedent risks can be prevented. Much of this progress can be traced to the founding and expansion of the relatively young field called prevention science, an interdisciplinary field that emerged in the early 1990s to address the need for an integrated model for prevention related research. The present article is intended to provide a specific example of prevention science in action for counseling psychologists. To illustrate key preventive science principles, the authors describe the formation and activities of the Missouri Prevention Center, a program that uses prevention science to promote children’s mental health. In particular, the authors use research produced by the center to highlight the various phases of prevention intervention research. They conclude with implications for counseling psychologists.

Questions to Consider:

1. Describe the interaction of individual and family support for the successful promotion of mental health with children in this sample.
2. Discuss the benefit and challenges of the interdisciplinary nature of the field of Prevention Science.
3. How can you expand your current or future role in the counseling profession to include more of an emphasis on prevention?

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Article 1:

Cross, T.L. (2001). Social/emotional needs: Gifted children and Erikson's theory of psychosocial. Gifted Child Today, 24 (1), 54-55.

Abstract:

In this column, I will provide an introduction to one of the most influential thinkers in the field of psychology, Erik Erikson. After I overview his theory of psychosocial development, I will tie it to the development of gifted children. Erikson was a young contemporary of Sigmund Freud, the father of psychoanalysis. Erikson discussed growing up in Europe with one biological parent being Jewish and the other Gentile.

Questions to Consider:

1. What are the implications of Erikson’s theory for gifted children?
2. What are the implications of Erikson’s theory for gifted adolescents?
3. Discuss the virtues that emerge across psychosocial development. 

Article 2:

Marks, A. K., Szalacha, L. A., Lamarre, M., Boyd, M. J., & Coll, C. G. (2007). Emerging ethnic identity and interethnic group social preferences in middle childhood: Findings from the Children of Immigrants Development in Context (CIDC) study. International Journal of Behavioral Development, 31(5), 501-513.

Abstract:

This study characterizes several aspects of emerging ethnic identity in childhood and its associations with interethnic group social preferences. Understanding these processes is important, as early interethnic group social practices may form a foundation for later interethnic group attitudes and behaviors in adolescence. Children of Cambodian, Dominican, and Portuguese heritage (aged 6–12 years) consistently and accurately identified with labels of their family’s nationality of origin across the three study years, and reported strong ethnic pride. In support of existing developmental models of ethnic identity in adolescence, older children demonstrated greater ethnic identity exploration than younger children. Importantly, for second-generation children, a positive sense of ethnic identity was not only associated with ingroup social preferences, but also ethnic outgroup social preferences. Findings are discussed with regard to existing models of ethnic identity development.

Questions to Consider:

1. Discuss the unique challenges immigrant populations and their descendants face in developing and maintaining an ethnic identity.
2. Describe the importance of language as a protective factor against or risk factor for difficulty in ethnic identity development.
3. What mental health concerns are most likely to rise in this population of individuals? How can you employ a multi-culturally competent framework from which to help them?

Article 3:

Brinkman, B. G., Rabenstein, K. L., Rosén, L. A., & Zimmerman, T. S. (2014). Children’s Gender Identity Development The Dynamic Negotiation Process Between Conformity and Authenticity. Youth & Society, 46(6), 835-852.

Abstract:

In the current study, 45 girls and 41 boys participated in focus groups following a program designed to teach them about social justice. The children articulated the discrepancy between their own gender identity and gender role stereotypes and discussed potential problems with conforming to gender role expectations as well as consequences of nonconformity. They articulated the ways in which gender identity is complex and they described the importance of choice and authenticity. Based on these findings, we present a model of how children’s gender identity develops in relationship to experiences of gender prejudice. In particular, we highlight how children act and react to gender role socialization as part of a dynamic negotiation process. Throughout the current article we strive to highlight the need for an alternative in the gender conformity process for children, with children in the position of power regarding their own gender identity development.

Questions to Consider:

1. Describe the role on conformity in gender development and how the expectation to conform may affect healthy identity formation.
2. Explain the importance of authenticity in gender development.
3. Discuss how you may utilize the concept of fluidity in gender development to assist clients having difficulty with this process.

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Article 1:

Molfese, V.J., Modglin, A., & Molfese, D.L. (2003). The role of environment in the development of reading skills: A longitudinal study of preschool and school-age measures. Journal of Learning Disabilities, 36(1), 59-67.

Abstract:

The purpose of this study was to extend previous studies on the influence of environmental measures on intelligence scores by examining how proximal and distal measures of children's environments in the preschool period and in the primary-grade period are related to their performance on reading achievement tests. Reading performance was explored using two approaches. The first approach involved the identification of children within a longitudinal sample who had poor reading skills at 8 years of age. The second approach used the full range of reading scores to explore whether factors influencing poor reading were different from those influencing good reading. Participants were 113 children, including 35 children with poor reading skills, who were part of a longitudinal study of cognitive development. Socioeconomic status (SES), Home Observation for Measurement of the Environment (HOME) scores at 3 and 10 years of age, and school-administered and individually administered reading achievement scores were obtained. Both SES and HOME scores were found to be related to reading abilities, but preschool environment measures were more strongly and consistently related to and predictive of reading scores. Differences in the patterns of correlations and the results of the predictive models were found between the full sample and the poor readers. Variables other than proximal and distal measures of the environment are involved in the development of reading skills.

Questions to Consider:

1. Describe the relevance of SES and HOME scores as they relate to reading abilities in children.
2. Discuss possible intervention strategies to improve reading skills for children in preschool environments.
3. What are the implications of the biopsychosocial approach in the development of reading skills?

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Article 1:

Oberle, E., Schonert-Reich, K.A., Guhn, M., Zumbo, B.D., & Hertzman, C. (2014). The role of supportive adults in promoting positive development in middle childhood: A population-based study. Canadian Journal of School Psychology, 29(4), 296–316.

Abstract:

The goal of this research was to examine the role of supportive adults to emotional well-being in a population of Grade 4 students attending public schools in Vancouver, Canada. Reflecting the ecology of middle childhood, we examined the extent to which perceived family, school, and neighborhood support relate to young people’s self-reported emotional well-being (N = 3,026; 48% female; Mage = 9.75). Furthermore, we investigated the hierarchy of importance among those support factors in predicting students’ well-being. As expected, adult support in all three ecological contexts was positively related to emotional well-being. School support emerged as the most important adult support factor, followed by home and neighborhood support. All three support factors emerged as stronger predictors than socioeconomic status (SES) in our study. We discuss our findings in relation to the empirical field of relationship research in middle childhood, and how our findings can inform educational practice.

Questions to Consider:

1. Explain the relevance of supportive family relationships in middle childhood development.
2. What are the indications of thriving in middle childhood?
3. Describe the variables measured in the study and their implications for emotional well-being in children.

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Article 1:

Arabiat, D. H., Al Jabery, M., & Wardam, L. (2012). Screening for anxiety symptoms and social desirability in children and adolescents living with chronic illnesses in Jordan. Journal of Child Health Care, 1367493512450623.

Abstract:

This research aims to investigate the rate and nature of anxiety symptoms in a group of children and adolescents living with chronic illnesses in Jordan, and their relation to social desirability in a cultural sample not previously researched. Using the Revised Children’s Manifest Anxiety Scale (R-CMAS), anxiety and social desirability data were obtained from 114 children diagnosed with chronic illnesses and 162 healthy control participants. Based on children’s self-report, participants were categorized according to their adaptive style paradigm as either high anxious, low anxious, or repressor. It was proposed that children who score high on social desirability and low on anxiety are repressors. The prevalence of these categories was compared across the two groups. Anxiety was reported in 9.64 percent of the chronic illnesses and 12.34 percent of the healthy peers. Using the data obtained in the present study, the rate and nature of anxiety in children with chronic illnesses were lower for children in Jordan when compared to previous studies. However, social desirability values were similar to those established in Western societies suggesting a significantly higher percentage of children identified as repressors in children with long-term illnesses. These results supported the hypothesis regarding the relationship between social desirability and expressed anxiety symptoms.

Questions to Consider:

1. Describe your understanding of the term "repressor" and how that may affect mental health and overall wellness for persons labeled as such.
2. Discuss your perception of the findings regarding lower anxiety in the chronically ill sub-sample of this study.
3. How may support groups be of benefit for children and families of children with chronic illness?

Article 2:

Christie, D., Romano, G., Barnes, J., Madge, N., Nicholas, D. B., Koot, H. M., & Sutcliffe, A. (2011). Exploring views on satisfaction with life in young children with chronic illness: An innovative approach to the collection of self-report data from children under 11. Clinical child psychology and psychiatry, 1359104510392309.

Abstract:

The objective of this study was to explore young children’s views on the impact of chronic illness on their life in order to inform future development of a patient-based self-report health outcome measure. We describe an approach to facilitating self-report views from young children with chronic illness. A board game was designed in order to obtain qualitative data from 39 children with a range of chronic illness conditions and 38 healthy controls ranging in age from 3 to 11 years. The format was effective in engaging young children in a self-report process of determining satisfaction with life and identified nine domains. The board game enabled children aged 5–11 years with chronic illness to describe the effects of living with illness on home, family, friends, school and life in general. It generated direct, non-interpreted material from children who, because of their age, may have been considered unable or limited their ability to discuss and describe how they feel. Obtaining this information for children aged 4 and under continues to be a challenge.

Questions to Consider:

1. What are major challenges and benefits of collecting and utilizing self-report data from children?
2. Which of the nine themes mentioned do you find most interesting or pertinent to your work as a counselor?
3. Describe any changes you would make to the methodology of this intervention to elicit more or different responses from children with chronic illness.

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Article 1:

Pagani, L.S., Japel, C., Vaillancourt, T., & Tremblay, R.E. (2009). Links between middle-childhood trajectories of family dysfunction and indirect aggression. Journal of Interpersonal Violence, 25(12), 2175–2198.

Abstract:

Using data from three waves of a large Canadian data set, this research examined the relationship between middle-childhood trajectories of family dysfunction and indirect aggression. The authors applied family systems, developmental psychopathology, and life-course conceptualizations to meet this objective. The data analytic strategy used separate multivariate logits to examine this relationship, with and without the extent to which other possible explanations (acting as control variables) predict belonging to the highest family dysfunction trajectory. These included marital transition, socioeconomic status, family size, and depressive symptoms experienced by the adult most knowledgeable about the child (mostly mothers). The authors also explored possible interactions between indirect aggression and these explanatory variables. Supporting their hypothesis for both boys and girls, prolonged-duration high doses of family dysfunction were associated with the most extreme developmental trajectories of indirect aggression during middle childhood. Results showed gender specificity with respect to the influence of the explanatory variables on family dysfunction. For girls, the link between family dysfunction and indirect aggression persisted above and beyond such contextual influences. For boys, the relationship became unimportant once contextual factors were taken into account.

Questions to Consider:

1. Describe the variables and corresponding measures included in the study.
2. What are the potential influences of family dysfunction on aggressive behavior in children?
3. Discuss the implications of the child’s gender in the study.

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1. What sort of factors influence sport and physical activity participation for rural adolescent girls?
2. Which of these factors do you find most interesting or concerning? Why?
3. In what ways could you promote healthy physical activity in girls in this population?

1. What are the risk and protective factors associated with late-adolescent delinquency in females?
2. Discuss the implications of this article for counselors working with late-adolescent females.
3. Describe the role of resiliency in preventing delinquency in at-risk late-adolescent females.

1. Describe any challenges or benefits of using an incarcerated population.
2. Discuss your impression of the protocol and efficacy of this program.
3. How could you replicate this program in an outpatient setting? What would you need to do differently?

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Article 1:

Almquist, Y.B., Östberg, V., Rostila, M., Edling, C., & Rydgren, J. (2014). Friendship network characteristics and psychological well-being in late adolescence: Exploring differences by gender and gender composition. Scandinavian Journal of Public Health,42, 146–154.

Abstract:

Aims: The aim of the present study was to examine the association between friendship networks and psychological well-being among 19-year-olds. Methods: The data used was a random sample of Swedish individuals born in 1990 who answered a questionnaire in 2009–2010. Friendship networks were considered in terms of three measures of emotional support. Six statements about the individual’s emotional state were used to create a summary measure of psychological well-being. Gender and gender composition were included as potentially moderating factors. The association between friendship networks and psychological well-being was analysed by means of linear regression analysis (n = 1289). Results: The results indicate that males’ and females’ friendship networks were similar with regard to quality and trust, whereas males’ networks were characterized by less self-disclosure and a stronger preference for same-gender friendships. Gender composition did not matter for the support levels. Emotional support was associated with psychological well-being but there were gender differences: females seemed to benefit more health-wise from having high-quality (and trusting) networks. Moreover, whereas self-disclosure among males was positively linked to well-being, this was not the case among females. None of these associations were moderated by gender composition.

Conclusions: In sum, friendship networks are beneficial for the psychological well-being among late adolescents, but there are some important differences according to gender.

Questions to Consider:

1. Explain the four categories of emotional support.
2. Describe the nature and relevance of friendship in late adolescence.
3. Discuss the implications of social networks on emotional and psychological well-being.

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Article 1:

Jung, J. Y. (2014). Modeling the Occupational/Career Decision-Making Processes of Intellectually Gifted Adolescents A Competing Models Strategy. Journal for the Education of the Gifted, 0162353214529045.

Abstract:

This study developed and empirically tested two related models of the occupational/ career decision-making processes of gifted adolescents using a competing models strategy. The two models that guided the study, which acknowledged cultural orientations, social influences from the family, occupational/career values, and characteristics of intellectually gifted adolescents, differed in the manner in which the various constructs that form part of the occupational/career decision-making processes of gifted adolescents were sequenced. To collect data, the refined version of a rigorously developed survey instrument was administered to 687 adolescents attending three academically selective high schools in the Sydney metropolitan area (Australia). Data were analyzed using confirmatory factor analyses and structural equation modeling procedures. The finally accepted model suggested that, generally, the occupational/career decision-making processes of gifted adolescents incorporate a predictive role for cultural orientation and an intermediary role for motivation-related values, in the formation of attitudes toward occupations, and in turn, intentions to pursue particular occupations. Some notable aspects of the model included a strong association between the valuing of interest or enjoyment in an occupation and a need for intellectual stimulation, and a negative predictive relationship between a desire to fulfill one’s potential and occupational attitudes.

Questions to Consider:

1. Describe in which pertinent ways intellectually-gifted adolescents may undergo the career decision process differently than other children.
2. Discuss differences between allocentric and idiocentric orientations and how they each may impact your career counseling work with adolescents.
3. How is this model well suited to meet multicultural standards set forth in the counseling community?

Article 2:

Novakovic, A., & Fouad, N. A. (2013). Background, personal, and environmental influences on the career planning of adolescent girls. Journal of Career Development, 40(3), 223-244.

Abstract:

This study investigated the influence of background variables (age, race/ethnicity, mother’s work status outside of the home, and socioeconomic status), personal variables (anticipatory role conflict and academic self-efficacy), and environmental variables (parental attachment and parental support) on aspects of adolescent girls’ career planning. Four hierarchical regression analyses were performed with a sample of 217 adolescent females in an urban high school. The dependent variables representing aspects of future career planning were (a) plans for the integration of work and family; (b) gender-traditionality of career choice; (c) career commitment; and (d) aspired education level. Personal variables made the greatest contribution to adolescent girls’ plans for the integration of work and family and career commitment. Background variables contributed most to gender-traditionality of career choice and aspired education level. Environmental variables did not make significant contributions to any of the dependent variables. Results and implications for counselors and educators are discussed.

Questions to Consider:

1. Discuss the interplay of background, personal, and environmental variable on career planning for adolescent girls.
2. Describe the importance of multiple role development in relation to cultural and societal expectations of girls and women.
3. Haw may counselors promote high self-efficacy in adolescent girls during the career decision making process?

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Article 1:

Black, B. M., & Weisz, A. N. (2003). Dating violence help-seeking behaviors of African American middle schoolers. Violence Against Women, 9(2), 187-206.

Abstract:

This study examined the relationship of African American middle school youths’ help-seeking intentions related to dating violence with their levels of violent victimization and perpetration. When faced with the possibility of dating violence, youth expressed a willingness to seek assistance from adults. Girls victimized by more violence reported a greater willingness to turn to friends for help, in addition to parents, than girls victimized by less violence. Boys who perpetrated more violence reported a greater willingness to turn to friends, in addition to parents, than those boys who perpetrated less violence. Implications for developing culturally sensitive prevention programming are discussed.

Questions to Consider:

1. Discuss factors which affect how likely an adolescent is to seek help for dating violence.
2. How may a counselor utilize peer disclosure to promote professional help-seeking behavior?
3. Describe the importance of culture and gender interactions in this study.

Article 2:

Mariu, K. R., Merry, S. N., Robinson, E. M., & Watson, P. D. (2011). Seeking professional help for mental health problems, among New Zealand secondary school students. Clinical child psychology and psychiatry, 1359104511404176.

Abstract:

Objective: Our aim was to investigate whether secondary school students with mental health problems sought help from general practitioners and to investigate whether mental illness type, socio-demographic variables, family, school and community factors were associated with seeking help.

Method: A randomly selected sample of 9699 secondary school students from across New Zealand participated in the Youth2000 Health and Wellbeing Survey. Data analysis included uni-variate and regression analyses.

Results: Having symptoms of anxiety (p<0.0001), depression (p<0.0001), and suicidal thoughts (p<0.0001) were associated with help seeking. However, 82%of students who had significant mental health problems had not sought help from a general practitioner. Rates of help seeking increased with age for girls and decreased with age for boys. Seeking help for mental health problems was also associated with living in a single parent family (p<0.0001), living in an over-crowded house (p=0.0006), and being well known by a teacher (p=0.0004).

Conclusions: The majority of New Zealand secondary school students with mental health problems do not obtain the help they need from general practitioners. Given the prevalence of mental health problems, it is important to find ways of identifying adolescents with difficulties and encouraging them to seek help.

Questions to Consider:

1. Describe the role and importance of awareness in adolescent help-seeking behavior.
2. Why do you believe females are more likely to seek help than males? Discuss substance use implications.
3. Discuss the benefits and challenges of an Integrated Health Care model in relation to this study's findings.

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Article 1:

Williams, D. J. (2013). Help-seeking among Jamaican adolescents: an examination of individual determinants of psychological help-seeking attitudes. Journal of Black Psychology, 0095798413488940.

Abstract:

Underutilization of mental health resources is a well-documented problem. Little is known about the help-seeking attitudes of Jamaican adolescents. The aim of this study was to examine predictors of psychological help-seeking attitudes among Jamaican adolescents (N = 339). The individual determinants of health service utilization model suggests that several factors contribute to health care attitudes and utilization, including illness factors (beliefs about etiology of mental health issues and level of somatization),predisposing factors (gender, age, and opinions about mental illness), and enabling factors (socioeconomic status and geographical location). Data were analyzed using hierarchical multiple regression. Results indicated that for this population, predisposing factors predict attitudes toward seeking professional mental health care. Specifically, increased age, decreased authoritarian beliefs, and increased benevolence predicted more positive attitudes toward seeking psychological help. After controlling for gender, these predisposing factors accounted for 14.6% of the variance. Interestingly, neither illness factors nor enabling factors predicted help-seeking attitudes. Practical implications for public health policy, education, and stigma reduction programs are discussed.

Questions to Consider:

1. Discuss which predisposing factors are most pertinent or interesting to you in predicting help-seeking behavior.
2. In what ways does this population differ in cultural or societal context from clients you have or will be working with in the future?
3. How may stigma-reduction be an important role for future development?

Article 2:

Collins, P., & Barker, C. (2009). Psychological help-seeking in homeless adolescents. International Journal of Social Psychiatry, 55(4), 372-384.

Abstract:

Background: Homeless young people in the UK are a vulnerable group: their levels of psychological problems, physical ill health and violent victimization exceed those of their housed counterparts. Aims: This qualitative study aimed to examine homeless young people’s views about seeking psychological help for their problems. Method: Semi-structured interviews were undertaken with 16 homeless young people at an emergency hostel. A thematic analysis and an analysis of the participants’ narratives were undertaken. Results: A sense of hurt and anger at the perceived betrayal by their families and society made many participants reluctant to seek help and to trust help offered by others, and accordingly they placed a high value on self-sufficiency. Many said that they would, however, seek help from people whom they perceived to be genuine, caring, trustworthy, empathic and capable of containing their distress. Conclusion: Mental health professionals providing clinical services for this underserved population need to be aware of the importance of rejection and abandonment issues, along with the consequent hurt, anger and mistrust.

Questions to Consider:

1. Discuss the phenomenon of homelessness and its implications for providing access to mental health services.
2. Briefly describe how you may create and implement an outreach activity targeted to increasing mental health help-seeking behaviors of homeless adolescents.
3. How may you utilize a social justice orientation to help a client deal with feelings of anger and betrayal?

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Article 1:

Riosa, P. B., Preyde, M., & Porto, M. L. (2015). Transitioning to Adult Mental Health Services Perceptions of Adolescents With Emotional and Behavioral Problems. Journal of Adolescent Research, 0743558415569730.

Abstract:

Longitudinal studies have demonstrated that youth with mental health problems tend to have poor outcomes in adulthood. Moreover, many young adults do not make the transition from child- to adult-focused care even when they acknowledge their need for support. This study is an investigation of the needs and experiences of late adolescents with emotional and/or behavioral problems who accessed mental health services at a local child and adolescent clinic. In general, participants did not appear ready for an institutional transition. Adolescents disclosed their fears, underscoring the importance of supportive relationships, and stated the negative expectations they had concerning adult-focused care. The implementation of clinical supports to increase adolescents’ mental health self-efficacy may promote successful service transitions.

Questions to Consider:

1. Discuss features of the emerging adulthood and their importance when counseling clients in the late stages of adolescence.
2. Describe challenges adolescents with mental illness face during times of transition and development.
3. How may you help enhance self-efficacy in adolescents who will soon be transitioning to adult mental health care?

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Article 1:

Flynn, M., & Rudolph, K.D. (2014). A prospective examination of emotional clarity, stress responses, and depressive symptoms during early adolescence. Journal of Early Adolescence, 34(7), 923–939.

Abstract:

This study examined the proposal that difficulty understanding one’s emotional experiences (i.e., deficits in emotional clarity) would interfere with the formulation of adaptive responses to interpersonal stress, which would then predict depressive symptoms. This process was examined across 3 years (fourth to sixth grade) during early adolescence. Participants included 636 youth (338 girls, 298 boys; X age in fourth grade = 9.95, SD = .37) who completed measures assessing emotional clarity, stress responses, and depressive symptoms. Consistent with the hypothesized model, path analyses revealed that maladaptive interpersonal stress responses partially mediated the prospective contribution of deficits in emotional clarity to depressive symptoms. These findings implicate impairment in emotional understanding as a precursor to emerging interpersonal and psychological difficulties during a developmental stage of heightened vulnerability to depression, the transition to adolescence.

Questions to Consider:

1. Describe emotional awareness, emotional clarity, and deficits to emotional clarity.
2. Discuss the results of the study, the implications with respect to gender differences, and the implications for counselors, educators, and parents of early adolescents.
3. Explain the concepts of mediation by engagement coping and involuntary stress response.

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Article 1:

Meeus, W.H.J., Branje, S.J.T., van der Valk, I., & de Wied, M. (2007). Relationships with intimate partner, best friend, and parents in adolescence and early adulthood: A study of the saliency of the intimate partnership. International Journal of Behavioral Development, 31(6), 569–580.

Abstract:

We studied the psychological importance of best friend and intimate partner in the personal network of adolescents and early adults, and links between relationships and emotional problems as well as links between relationships themselves. A series of hypotheses derived from the “intimate partner (IP) general saliency perspective” and “the intimate partner (IP) early adult saliency perspective” was tested. The IP general saliency perspective predicts that the relationship with intimate partner is psychologically more meaningful than the relationship with best friend in adolescence and early adulthood. The IP early adult saliency perspective predicts that the relationship with intimate partner does not have superior psychological value in adolescence and acquires it in early adulthood. Data of Waves 1 and 3 of a six-year longitudinal study of 1041 adolescents and early adults, aged 12–23 at Wave 1, were used. Results showed that when early adults and adolescents make the shift from best friend to intimate partner, relational commitment becomes stronger and emotional problems become smaller, supporting the IP general saliency perspective. Results also showed that only in early adulthood was a stronger commitment to intimate partner related to less emotional problems, and more parental support was linked to stronger relational commitment to intimate partner. These findings clearly support the IP early adult saliency perspective. In sum, when adolescents and early adults make the transition to the intimate partnership they enter a psychologically more meaningful relationship. When individuals enter early adulthood the psychological value of the intimate partner relationship becomes more salient: the quality of the intimate relationship becomes more stable and linked to emotional adjustment.

Questions to Consider:

1. Explore the parent-young adult relationship as it is linked to relationship development with an intimate partner.
2. Discuss the quality of friendships and intimate relationships as they relate to emotional adjustment.
3. Explain the study’s implications on the relevance of intimacy and friendship in young adulthood.    

Article 2:

Roberson, P. N., Fish, J. N., Olmstead, S. B., & Fincham, F. D. (2015). College Adjustment, Relationship Satisfaction, and Conflict Management A Cross-Lag Assessment of Developmental “Spillover”. Emerging Adulthood, 2167696815570710.

Abstract:

Emerging adulthood is a period in the life course that consists of several developmental tasks, including occupational and relationship exploration. Consistent with the developmental tasks of this period, we tested a model of individual development. Using a sample of emerging adults in romantic relationships (N ¼ 267), we examined the longitudinal association between conflict management and relationship satisfaction and subsequent college adjustment using two cross-lag path analyses. In the first path analyses, results indicated conflict management and social adjustment are mutually influential over time. In this second path analyses, conflict management is related to academic adjustment through relationship satisfaction. Implications for romantic relationship education for emerging adults and future research are discussed.

Questions to Consider:

1. Describe possible issues which may arise for young adults participating in more intimate relationships which last longer in duration.
2. Discuss important factors a couple counselor should consider when working with an young adult couple.
3. How may your setting (e.g. working at a college counseling center) affect how you conceptualize and counsel emerging adults dealing with couple conflict?

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Article 1:

Roy, L., Rousseau, J., Fortier, P., & Mottard, J. P. (2009). Perception of community functioning in young adults with recent-onset psychosis: implications for practice. The British Journal of Occupational Therapy, 72(10), 424-433.

Abstract:

Introduction: Early and intensive rehabilitation for individuals living with first-episode psychosis (FEP) is a key issue for occupational therapists working in mental health settings. Purpose: The purpose of this multiple case study was to explore the perception of outpatients in a youth psychosis clinic in Montreal regarding their community functioning. Method: Nineteen young adults with FEP were interviewed, using a set of questions developed on the basis of a person-environment relationship theoretical model. The steps of data analysis included the transcription and coding of data, data reduction, the aggregation of themes and visual representation. Findings: The participants experienced more handicap-creating situations than competence situations. The themes included a diminished quality of relationship with parents, social isolation and difficulties in work and academic performance, as well as poor access to education. The perception of the participants on each of these themes is elaborated. Practice implications: Specific intervention targets for young adults with FEP should include issues such as the management of energy level, communication and social skills training, residential stability, academic and work rehabilitation and attention to physical features of the home, school and work environments

Questions to Consider

1. Describe the role of a family counselor in resolving the incompatibility of parental expectations and young adult functioning.
2. Discuss the field of academic rehabilitation and how it may be of significance to this population.
3. How may you assist a young adult with recent-onset psychosis to re-develop social skills and/or combat social isolation?

Article 2:

Rooney, M., Chronis-Tuscano, A., & Yoon, Y. (2011). Substance use in college students with ADHD. Journal of Attention Disorders, 1087054710392536.

Abstract:

Objective: The college years represent a developmental transition during which the initiation and escalation of heavy drinking set the stage for lifelong difficulties with alcohol and other drugs. Evidence from studies of adolescents and young adults with ADHD suggests that college students with the disorder may be uniquely vulnerable to alcohol- and drug-related problems. However, no studies have examined substance use in college students with ADHD. Method: Tobacco, alcohol, illicit drug use, and associated impairment were examined in 91 college students with (n = 53) and without (n = 38) ADHD. Results: ADHD was associated with increased frequency of tobacco use, higher rates of dangerous or hazardous patterns of alcohol use, and higher levels of impairment related to marijuana and non-marijuana illicit drug use, independent of conduct disorder history. Conclusion: These findings suggest that college students with ADHD may be at elevated risk for problematic patterns of substance use.

Questions to Consider

1. Discuss the concept of self-medication as it may relate to substance use in college students with ADHD.
2. How may utilizing a holistic or wellness model of treatment be appropriate with his population?
3. Describe your understanding of mental health stigma in college aged persons.

Article 3:

Redmond, C., Larkin, M., & Harrop, C. (2010). The personal meaning of romantic relationships for young people with psychosis. Clinical child psychology and psychiatry.

Abstract:

Romantic relationships are of particular importance to young people, and play a key role in the transition from adolescence to adulthood. Psychosis typically develops during late adolescence or early adulthood, a crucial period for gaining romantic experience. The significance of these relationships for young people with psychosis has never been explored. Eight participants were interviewed about their experiences and perceptions of romantic relationships using a semi-structured interview. The research was conducted using Interpretative Phenomenological Analysis (IPA). Five overarching themes emerged, suggesting that participants experienced conflict regarding romantic relationships, as they considered such relationships incompatible with psychosis, whilst they also associated them with normality and recovery. Relationships were perceived to be “risky”, and participants were concerned with strategies for reducing these risks. Respondents typically perceived themselves to have a relative lack of experience and resources, making it more difficult for them to engage in romantic relationships. As romantic relationships are associated with a range of personal and social benefits, young people who have experienced psychosis may benefit from services supporting them in negotiating stigma and facilitating their involvement in romantic relationships.

Questions to Consider

1. In what ways may psychosis be seen as a barrier to forming and maintaining romantic relationships?
2. Describe how you may help a client balance the "riskiness" of a romantic relationship with the possible isolation of refraining from such engagements.
3. What types of psychological resources do you believe would be most beneficial in aiding romantic relationship formation and maintenance?

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Article 1:

Howell, K. H., Miller, L. E., Lilly, M. M., Burlaka, V., Grogan-Kaylor, A. C., & Graham-Bermann, S. A. (2014).Strengthening Positive Parenting Through Intervention Evaluating the Moms’ Empowerment Program for Women Experiencing Intimate Partner Violence. Journal of interpersonal violence, 0886260514533155.

Abstract:

This study examined the effectiveness of an evidence-based intervention in changing the positive and negative parenting practices of 120 mothers who experienced intimate partner violence (IPV) in the last 2 years. Mothers assigned to the treatment group participated in a 10-session evidence based intervention, known as the Moms' Empowerment Program, which targets the mental health problems of women and works to increase access to resources and improve parenting abilities of women exposed to IPV.

Questions to consider:

1. Describe how parenting and child rearing may be affected by Intimate Partner Violence.
2. What are some benefits and challenges of completing this intervention in a group setting?
3. How does a strengths and education based model fit with your theoretical framework and accomplish the goals set forth in this study? Discuss.

Article 2:

Azad, G., Blacher, J., & Marcoulides, G. (2014). Longitudinal models of socio-economic status Impact on positive parenting behaviors. International Journal of Behavioral Development, 38(6), 509-517.

Abstract:

Parenting research is frequently conducted without a thorough examination of socio-economic characteristics. In this study, longitudinal observations of positive parenting were conducted across six time points. Participants were 219 mothers of children with and without developmental delays. Mothers’ positive parenting increased during early and middle childhood in children with and without developmental delays. Mothers who reported more education had significantly higher levels of positive parenting when their children were 3 years old. Mothers who reported more family income grew at a significantly faster rate in positive parenting. There was preliminary support that mothers with more income were more likely to be members of a class that started off and remained at a higher level of positive parenting over time. Implications are discussed.

Questions to consider:

1. How is positive parenting related to demographic factors like education and socioeconomic status?
2. Discuss an social justice implications for these findings within and outside of the counseling field.
3. As a counseling professional, what steps could you take to promote positive parent behaviors?

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Article 1:

Perrone, K. M., Webb, L. K., & Blalock, R. H. (2005). The effects of role congruence and role conflict on work, marital, and life satisfaction. Journal of Career Development, 31(4), 225-238.

Abstract:

The impact of role congruence and role conflict on work, marital, and life satisfaction was studied using Super’s life-span, life-space theory. A conceptual model of relationships between these variables was proposed, and gender differences were examined. Participants were 35 male and 60 female college graduates who completed surveys by mail. Results indicated adequate fit for the proposed model. Results of gender analyses indicated that women in this study participated more in parenting and housework, whereas men participated more in career and leisure activities. Despite the differences in actual role participation, no gender differences were found regarding ideal role participation. Both men and women reported that the parent role was most rewarding. Implications for counselors and directions for future research were discussed.

Questions to Consider:

1. What is the impact of using a sample of only college graduates on the results of this study and its application to other populations?
2. Discuss possible reasons for the finding that work-family conflict was not significantly related to either life or work satisfaction.
3. Describe how you believe culture affects role development, congruence and conflict. Provide examples from your own or varying cultural backgrounds.

Article 2:

Lee, N., Zvonkovic, A. M., & Crawford, D. W. (2013). The impact of work–family conflict and facilitation on women’s perceptions of role balance. Journal of Family Issues, 0192513X13481332.

Abstract:

This study investigated married women’s feelings of balance between their occupational and family roles. Data from 274 married and full-time employed women were collected and structural equation modeling techniques were used to assess the connection between their work and leisure lives, work–family conflict and work–family facilitation, and role balance. Women’s satisfaction with their experiences at work and at home, the time they spent in each sphere, and the social support they received from others in each domain were considered. Women’s satisfaction with their workplace and family experiences, most notably, spousal support, were positively related to feelings of role balance. The results of this study suggested that satisfaction with experience in one sphere is stronger and more important than the hours spent doing activities in that sphere when accounting for married women’s role balance.

Questions to Consider:

1. Discuss the significance of gender and societal expectations when considering work-family conflict.
2. What kinds of mental health issues may arise in this population and how may they be ameliorated in counseling?
3. How may or may not these findings generalize to non-married women?

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Article 1:

Simmons, C. A., Lindsey, L., Delaney, M. J., Whalley, A., & Beck, J. G. (2014). Real-World Barriers to Assessing and Treating Mental Health Problems With IPV Survivors A Qualitative Study. Journal of interpersonal violence, 0886260514552275.

Abstract:

Barriers to assessing and treating mental health problems with intimate partner violence (IPV) survivors were identified with qualitative responses from 62 IPV helping professionals who participated in an online survey question. Data were analyzed using a concept mapping approach, which resulted in following eight distinct clusters: (a) unsure, (b) limited IPV specific resources, (c) barriers to access, (d) systems-taboos, (e) immediate crisis needs, (f) fear-stigma, (g) offender’s control and (h) cultural concerns. The opinions expressed in these clusters help to better explain logistic, relational, and intrapersonal obstacles that can limit women IPV survivors’ ability to receive care for mental health conditions. Extending previous quantitative work by the authors (Simmons, Whalley, & Beck, 2014), the current portion of this project generates new ways of looking at barriers to service delivery, which can be used to develop theory and guide further research.

Questions to Consider:

1. Discuss which barriers to assessment and treatment were most pertinent and interesting to you.
2. How do cultural and societal factors impact the existence and intensity of these barriers?
3. What do you believe is a counseling professional’s role in combating these barriers?

Article 2:

Cavanaugh, M. M., Solomon, P., & Gelles, R. J. (2011). The Dialectical Psychoeducational Workshop (DPEW): The conceptual framework and curriculum for a preventative intervention for males at risk for IPV. Violence against women, 1077801211414266.

Abstract:

Current programs aimed at reducing intimate partner violence (IPV) have demonstrated little effect on at-risk males, who may potentially engage in acts of IPV. Dialectical behavior therapy (DBT) provides the conceptual and empirical foundation for the dialectical psychoeducational workshop (DPEW). The DPEW offers a targeted preventative intervention for individuals potentially at risk for IPV. This article offers the rationale and theoretical basis for a specialized preventative approach to IPV and delineates a brief psychoeducational program that may stimulate further research and provide an alternate preventative intervention strategy in an area in need of innovative programs.

Questions to Consider:

1. Which aspects of Dialectical Behavior Therapy make it particularly effective in this preventative approach?
2. What do you consider a prime advantage to a brief psychoeducational intervention?
3. Discuss the importance of utilizing cross-discipline findings and empirical validation to create sound and effective interventions for male at risk of IPV.

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Article 1:

Riley, L. D. (2005). The sandwich generation: Challenges and coping strategies of multigenerational families. The Family Journal, 13(1), 52-58.

Abstract:

This article presents a review of recent literature of the “sandwich generation” with an emphasis on women. Counseling interventions, family counseling implications, and two case studies follow the literature review.

Questions to Consider:

1. Describe your understanding of the “sandwich generation” concept and how it may differ greatly based on cultural contexts.
2. Discuss the importance of equitable caregiving when counseling a couple in the sandwich generation.
3. What mental health issues are a concern for sandwich generation caregivers? How can we attempt to prevent and/or ameliorate these issues?

Article 2:

Frisvold, M. H., Lindquist, R., & McAlpine, C. P. (2012). Living Life in the Balance at Midlife Lessons Learned From Mindfulness. Western journal of nursing research, 34(2), 265-278.

Abstract:

The purpose of this qualitative study was to describe the perceived effects of a Mindfulness-Based Stress Reduction (MBSR) Program on stress and quality of life of women in midlife. A total of 20 nurses, aged 45 to 55 years, who participated in a stress reduction course were contacted for interviews. A total of 9 nurses agreed to be interviewed. Content analysis was used to analyze these interviews. The five themes that emerged from the analysis were as follows: strengthening of interpersonal communication through social support, increased personal awareness through becoming more mindful and reflective, a spiritual awakening, effective ways of dealing with stress, and living life in balance by taking hold of one’s life. This study increased the authors’ understanding of effects/benefits, adherence, and application of MBSR techniques for women in midlife. It is concluded that MBSR may be a useful intervention for nurses in midlife to develop successful strategies for dealing with stress and to improve their quality of life.

Questions to Consider:

1. Describe which benefits and potential downfalls of MBSR would most likely lead you to implement or not implement any of the interventions mentioned.
2. Of the five themes listed, which are you most likely to capitalize on in session with a mid-life female client?
3. How may you assist a client to adhere to MBSR practices beyond the counseling environment?

Article 3:

Lachman, M. E., Teshale, S., & Agrigoroaei, S. (2015). Midlife as a pivotal period in the life course Balancing growth and decline at the crossroads of youth and old age. International journal of behavioral development, 39(1), 20-31.

Abstract:

We provide evidence for multi-directionality, variability, and plasticity in the nature and direction of change in physical health, cognitive functioning, and well-being during the middle years of the life course. The picture of well-being in midlife based on longitudinal data from the Midlife in the United States (MIDUS) study is a more positive one than portrayed in previous cross-sectional studies. We present middle age as a pivotal period in the life course in terms of balancing growth and decline, linking earlier and later periods of life, and bridging younger and older generations. We highlight the role of protective factors and multisystem resilience in mitigating declines. Those in middle age play a central role in the lives of those who are younger and older at home, in the workplace, and in society at large. Thus, a focus on promoting health and well-being in middle age can have a far-reaching impact.

Questions to Consider:

1. In what ways to physical, mental, and emotional health interact during middle-age?
2. How may taking a strengths-based approach to conceptualizing clients in middle age be appropriate and/or beneficial?
3. Discuss the importance of resilience in this pivotal period of growth and decline.

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Article 1:

Gilbert, R., & Constantine, K. (2005). When strength can’t last a lifetime: Vocational challenges of male workers in early and middle adulthood. Men and Masculinities, 7(4), 424-433.

Abstract:

A few years ago, near the conclusion of an extensive remodel of my home, the man who had framed the structure asked me to accompany him to the side of the home. When we arrived, he showed me a still-moist piece of concrete that had been laid to replace a small, broken area of the driveway. On the concrete, he had etched the words “built by” followed by his name and the date. He wanted to know if he could keep this inscription, or if I wanted him to wipe it away before the concrete had hardened. I was moved by his question. I began to think how signs are often placed in front of major construction projects noting the architect, general contractor, and financier for the building, but that the individuals who actually construct the structure do so in anonymity. I told the framer that I would be happy to have his name remain. A few weeks later, when the remodel was complete, another man arrived to deliver a large refrigerator. Working alone, he removed a massive box from the back of his truck and placed it on a dolly. He then began to push the dolly and the refrigerator up the steeply inclined driveway, past the inscription in the concrete, and toward the house. As he pushed the dolly, I watched as his muscles strained, sweat formed on his brow, and his face turned beet red. I asked him whether, even though I am not a physically strong person, I could help. He said he would like that but, because of insurance issues, it was not possible. Eventually, with great effort, he managed to push the refrigerator into the house and set it in the kitchen. When he was done, I brought him a glass of water and, without thinking, I asked him, “How much longer do you think you’ll be able to do this?” In response, he just shrugged and said, “I don’t know,” but the anxious expression on his face made it clear that a complex set of thoughts and feelings resided beneath his simple words.

Questions to Consider:

1. Discuss the article’s strategies for vocational adaptation.
2. Describe specific physical challenges for middle-aged workers.
3. Explore the article’s relevance for counselors of middle-aged adults.

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Article 1:

Kulik, L. (2006). The impact of spousal variables on life satisfaction of individuals in late adulthood: The Israeli case. International Journal of Comparative Sociology, 47(1), 54-72.

Abstract:

We examine whether homogamy (similarity) in socio-demographic variables and personality traits in late adulthood is greater among couples characterized by high life satisfaction than among those characterized by low life satisfaction. The research sample included 256 participants (128 husbands and 128 wives) in Israel. The findings on homogamy in socio-demographic variables reveal no differences between participants in the ‘high’ and ‘low’ satisfaction groups. However, with regard to personality traits (self-esteem and anxiety), there are differences between participants in ‘high’ and ‘low’ satisfaction groups. In the high satisfaction group, the husbands (and the wives to some extent) have more similar personality traits than their counterparts in the low satisfaction group. In general, the findings reveal greater similarity in socio-demographic variables than in personality traits among the spouses. The findings also indicate that in late adulthood wives are less satisfied with life, have higher anxiety, and lower self-esteem than their husbands.

Questions to Consider:

1. Discuss the concept of homogamy and how it relates to life satisfaction in late adulthood.
2. Explain the implications of self-esteem and anxiety in late adult life satisfaction.
3. Describe the relevance of diverse family patterns in counseling clients in late adulthood.

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Article 1:

Chen, C. P. (2011). Life-Career Re-Engagement: Considerations and Implications for Counselling People in Retirement Transition—Part 2. Australian Journal of Career Development, 20(2), 32-41.

Abstract:

New ideas and perspectives are needed to form effective counselling strategies and approaches in an effort to promote and enhance the psychological well-being of individuals in retirement transition. This article is the second of two co-published articles. The first, ‘Life-career re-engagement: A new conceptual framework for counselling people in retirement transition’, proposed the new conceptual framework of life-career re-engagement (LCRE) by expanding on the work of Donald Super (1957, 1990). In this second article, counselling considerations that are guided by and supportive of the concept of LCRE are discussed, along with implications for helping intervention. Three essential factors of retirement transition are considered, the importance of contextualizing the experiences of retirees is emphasized and issues around identity, personal interests and lifelong learning are explored.

Questions to Consider:

1. Discuss your knowledge of the transition to retirement within varying cultural contexts.
2. Describe how you may mitigate the practical and emotional concerns of a retiring individual in the therapeutic setting.
3. As counseling professionals, life-long learning is encouraged. How may you model this behavior in session with an older client?

Article 2:

Phillips, L. J. (2015). Retirement Community Residents’ Physical Activity, Depressive Symptoms, and Functional Limitations. Clinical nursing research,24(1), 7-28.

Abstract:

This study examined the types of physical activity (PA) retirement community residents report and the effects of PA and depressive symptoms on functional limitations. Elders (N = 38) enrolled in a 2-year sensor technology study in senior housing completed regular assessments of functional limitations and depressive symptoms with the Short Physical Performance Battery and Geriatric Depression Scale, respectively. Evaluation of reported PA using the Physical Activity Scale for the Elderly coincided with 12-month functional limitation testing. Subjects were 69% female with mean age of 85 years. Individuals reporting greater PA had significantly fewer functional limitations at 12 months. In multiple regression analysis, baseline functional limitations explained 66% of the variance in 12-month functional limitations, while current PA explained an additional 5%. Although PA explained a small amount of variance in 12-month functional limitations, as a modifiable behavior, PA should be championed and supported to help ameliorate functional limitations in older adults.

Questions to Consider:

1. How may you integrate physical activity into an aging client’s mental health routine?
2. Discuss your thoughts about retirement home environments and the benefits and challenges for counseling residents.
3. Describe the methodological sophistication of this study and how it may be replicated with some adjustments.

Article 3:

Curl, A. L., & Townsend, A. L. (2013). A Multilevel Dyadic Study of the Impact of Retirement on Self-Rated Health: Does Retirement Predict Worse Health in Married Couples? Research on Aging, 0164027513486900.

Abstract:

Objectives: This study examined the effects of retirement on self-rated health for married couples, using interdependence and social stratification theoretical frameworks. Method: Dyadic multilevel modeling of data (N ¼ 2,213 non-Hispanic couples) from 1992 to 2010 of the Health and Retirement Survey. Results: Retirement was associated with worse self-ratings of health (SRH) short term (ST) for both husbands and wives during the first couple of years of retirement. In addition, the longer the husbands (but not wives) were retired, the worse was their SRH. Cross-spouse effects varied by gender: When wives retired, their husbands’ SRH improved ST, but when husbands retired their wives’ SRH improved long term. Spouse education moderated the relationship between years since spouse’s retirement and SRH for wives. Discussion: Practitioners can use this information to help married couples through retirement planning and transitions. Results suggest that models of retirement in couples should pay greater attention to gender and other social stratification factors, spousal interdependence, and length of time since retirement.

Questions to Consider:

1. In what significant ways are marital status and retirement stage related to health in older adults?
2. As a counselor, how may you use your role to promote healthy behaviors in older adults?
3. How is retiring as a couple different than retiring as a single individual?

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Article 1:

Chavez-Korell, S., Benson-Flórez, G., Rendón, A. D., & Farías, R. (2014). Examining the relationships between physical functioning, ethnic identity, acculturation, familismo, and depressive symptoms for Latino older adults. The Counseling Psychologist, 42(2), 255-277.

Abstract:

In this study, the authors examined the contributions of physical functioning, acculturation, the Latino cultural value of familismo, and ethnic identity in predicting depressive symptoms in a community sample of Latino older adults. The participants were 98 Latino older adults, age 65 and older, from a moderately sized Midwestern city. Multiple regression analyses indicated that physical functioning, acculturation, familismo, and ethnic identity were significantly related to depressive symptoms. Due to the limited empirical research focused on ethnic identity among older adults, the construct of ethnic identity was closely examined in an effort to extend ethnic identity theory and research specific to Latino older adults. The findings are discussed within the context of ethnic identity theory and implications for research and practice.

Questions to Consider:

1. Describe the concept of familismo and how it may impact your work with Latino/a older adults.
2. Acculturation is an important aspect to consider when choosing culturally appropriate interventions. Discuss this statement and its validity in your past or future experiences.
3. Which implications for research were most pertinent to your endeavors or interests?

Article 2:

Yu, Y., Chamorro-Premuzic, T., & Honjo, S. (2008). Personality and defense mechanisms in late adulthood. Journal of Aging and Health, 20(5), 526-544.

Abstract:

Objective: Current understanding of the use of psychological defense mechanisms (DMs) in older adults is limited. This study set out to examine individual differences in DMs and Cloninger’s biosocial model of personality in two age groups (50–64, 65–93), as well as their influence on health. Methods: A Japanese community sample (N = 330) completed the Temperament and Character Inventory (TCI-125), the Defense Style Questionnaire (DSQ-40), and the General Health Questionnaire (GHQ-28). Results: Across age groups, psychological well-being was related to lower levels of harm avoidance and higher levels of self-directedness. In addition, older age was related to decreases in reward dependence, cooperativeness, and increases in self-transcendence, DMs of isolation, denial, and splitting. Discussion: An Age × Gender interaction revealed that men and women varied in their pattern of age differences for some specific DMs. Results further suggest that image-distortion defense may function to compensate resource loss.

Questions to Consider:

1. Explore the links between personality disposition with health and well-being in late adulthood. 
2. Discuss the possible implications of employing defense mechanisms on the lives of clients in late adulthood.
3. Explain the article’s discussion of age x gender interactions in use of defense mechanisms. 

Article 3:

Joo, J. H., Wittink, M., & Dahlberg, B. (2011). Shared conceptualizations and divergent experiences of counseling among African American and white older adults. Qualitative health research, 21(8), 1065-1074.

Abstract:

Research findings suggest that older adults prefer counseling for depression treatment; however, few older adults use counseling services. In this article we present the results of our analysis of semi-structured interviews with 102 older adults to explore conceptualizations of counseling and impediments to use among African American and White older adults. We found that older adults believe counseling is beneficial; however, use was hindered in multiple ways. Older adults were skeptical about establishing a caring relationship with a professional. African American older adults did not mention social relationships to facilitate depression care, whereas White older adults described using personal relationships to navigate counseling services. African American older men were least familiar with counseling. Our findings suggest that African American and White older adults share a strong cultural model of counseling as beneficial; however, significant impediments exist and affect older adults differentially based on ethnicity.

Questions to Consider:

1. Describe the benefits and challenges of utilizing qualitative research methods with this population.
2. How may culture and ethnicity impact help-seeking behaviors in older adults?
3. What other factors may affect the counseling experience of older adults?

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Article 1:

Wittkowski, J. (2015). Coping and Attitudes Toward Dying and Death in German Adults. OMEGA-Journal of Death and Dying, 0030222815575283.

Abstract:

The idea of an existential threat caused by the awareness of mortality has been rarely investigated within coping research. The study explores relationships between coping strategies and attitudes toward dying and death in a sample of German adults aged 20 to 93 years. Participants responded to a Stress Coping Inventory and a questionnaire for the multidimensional assessment of attitudes toward dying and death. Pearson correlations for men, women, and the young and old age-groups confirm the expectation that attitudes toward dying and death are mainly associated with disengagement and accommodative coping. Gender- and age-specific findings refer to drug intake and aggression. Results are discussed within both a coping and a thanatological frame of reference and issues for future research are outlined.

Questions to Consider:

1. Describe your understanding of existential concerns such as death anxiety.
2. What role may culture play in this study?
3. The study uses a wide age range to make comparisons. Which findings related to the older age group provide helpful information for working with the dying and their loved ones?

Article 2:

Willems, D. L., Hak, A., Visser, F., & Van der Wal, G. (2004). Thoughts of patients with advanced heart failure on dying. Palliative medicine, 18(6), 564-572.

Abstract:

Objective: To explore, over a one-year period, the ideas and attitudes of patients with end-stage cardiac failure concerning dying. Design: Prospective longitudinal multiple case study using qualitative interview techniques. Participants: Thirty-one patients from two hospitals who fulfilled one or more of the following criteria: NYHA 11.1 or IV, ejection fraction < 25% at least one hospitalization for heart failure. Main outcomes: Statements of patients with advanced heart failure, expressed in semi-structured interviews, concerning the quality of dying and medical decisions at the end of life. Results: Many respondents only thought about death during exacerbations. Mentioned aspects of appropriate dying include: a degree of usefulness, prognostic knowledge, appropriate duration and mental awareness. Few respondents were in favor of euthanasia or suicide, but all wanted life-prolonging treatment to be withheld or withdrawn when appropriate. Conclusions: Our study found some elements of 'appropriate dying' that differ from other studies and that are relatively specific for advanced heart failure. The tendency of patients not to think about death raises ethical concerns.

Questions to Consider:

1. Discuss your thoughts on “appropriate dying” with attention to how you would help a client in the end phase of his/her life.
2. Describe the ethical concerns discussed in this study, especially those related to euthanasia or assisted suicide.
3. Imagine you are placed in an Integrated Healthcare setting. What do you believe is your role in helping clients like those described in the article?