Lenoir–Rhyne University

Novice mental health clinicians who have high trauma caseloads are at risk for secondary traumatic stress (STS) responses, which can impact their ability to function effectively in professional roles. Support within clinical supervision has the potential to have an impact on STS responses in clinicians; however, there is a dearth of literature regarding specific supervision interventions that are evidence-based to reduce or prevent STS responses among clinicians treating trauma, specifically with high caseloads of child survivors of sexual abuse (CSSA). Due to the absence of supervision intervention studies among clinicians working with this population, the current study implemented a multiple baseline single case research design to measure the effectiveness of an affective check-in supervision intervention in reducing STS responses in mental health clinicians working with CSSA in child advocacy centers. Results demonstrated a small basic effect in reduction of two participants’ STS levels. Therefore, no causal interpretations were made. However, we draw conclusions regarding what was observed in the data to provide potential implications for clinical supervision and training.

Over the past 50 years there have been significant changes in the political environment that may have affected parents’ ability to socialize their children into similar political attitudes and beliefs. This paper investigates the effects of greater attitude constraint among parents on how successful parents are at transmitting their political values to their offspring. Using data from the Youth-Parent Socialization Study I demonstrate that the greater the extent to which a parent’s political attitudes are ideologically constrained, the more likely it is that their child adopts similar political beliefs and attitudes, even after controlling for a multitude of other explanations. This may suggest that an increase of ideological constraint among some segments of the population has led to increased success at passing along their political attitudes to their children, while other segments of the population that have not become more ideologically constrained have not experienced any such increase in success.

Considering the alarming suicide rates among children and youth, school counselors have an ethical responsibility to support suicide survivors within the school community by engaging in suicide postvention following a student’s death. Yet there is limited research examining school counselors’ roles in crisis response following a student suicide. In this Consensual Qualitative Research study, we explored the experiences of 12 school counselors who shared their experiences of engaging in crisis response and postvention following a student death by suicide. Two domains and six categories emerged highlighting participants’ role in providing interventions supporting school and community survivors. We discuss implications including the need for suicide response protocols and the development of crisis manuals that are tailored to each school’s unique context.

Critical Black women teachers (BWTs) play a vital role in education. They employ pedagogies that are political in nature and effective in outcome, particularly for Black students in urban schools. However, despite their impact, BWTs leave the profession at rates higher than all other teachers. Therefore, this study engaged sista circle methodology to explore how post-service critical BWTs reflected on their teaching experiences, specifically regarding their mental health and the role it had on their decision to leave the profession. Based on the findings, recommendations are made to key stakeholders to support critical BWTs' mental health and sustainability in urban schools.