In the digital age, the cultivation of a public self-both personal and professional-is increasingly common and even expected. This undermines a norm of psychotherapy, in which therapists traditionally maintain a degree of privacy that aims to protect the individualized needs of their therapeutic work. This study aimed to explore how therapists navigate the curation of public self(s) and the treatment implications that come with this shift. In-depth interviews with 28 therapists were conducted and coded according to tenets of grounded theory methodology. Findings showed that digital technology is operating as a marketplace disruptor to the field of psychotherapy, presenting unprecedented challenges to long-held norms and assumptions about therapists' behavior. Increased pressures to network online are more transparent, and curate digital selves have resulted in significant challenges to maintaining separation between public and private selves. This has led to fundamental changes in core elements of therapy, including the process of generating referrals, the nature of self-disclosure, the therapeutic relationship, and the overall clinical process.

The omnipresence of digital technology has changed analytic work in myriad ways. Literature on the integration of technology and psychoanalytic psychotherapy has focused mainly on remote treatment, with a small but growing interest in the impact of digital technologies on the treatment relationship. This study aims to expand and deepen our understanding of how psychoanalytic clinicians are utilizing and relating to technology in therapy. Interviews with 28 psychoanalytic clinicians illustrated various ways that digital devices impact psychotherapy both inside and outside of the treatment hour. Analysis followed a grounded-theory methodology, which was chosen for its rigorous constructivist approach that allows for deep investigation of both manifest and latent content. Findings suggested that devices hold a powerful presence in psychotherapy sessions, whether they are used to keep the therapist at a distance or to expand the therapist's ability to directly observe and bear witness to patients' lives. Devices offered a transitional space for clinicians to communicate with, contain, and hold their patients between sessions. At the same time, the nature of attachment to devices is a fertile ground for enactments in the treatment relationship. Implications related to changes in the psychoanalytic frame and therapeutic boundaries are discussed.

Purpose Given the challenges of remote learning and the pandemic’s disproportionate impact on communities of color, this paper aims to present the voices of teacher candidates of color working on the frontlines of remote learning in communities of color hard-hit by the pandemic and to understand changes made in the shift to remote instruction for teacher education at the university level. Design/methodology/approach Two teacher candidate narratives are presented as case studies along with findings from a self-study on the changes necessitated by remote instruction in two teacher preparation courses at the university level. Findings Findings underscore teacher candidates’ fortitude amidst compound stress. Emergent themes included flexibility, adapting, reaching out for help, problem-solving and drawing on their own experiences. Themes also included struggle, fatigue and feelings of incompetence. At the university level, teacher education preparation required flexibility and opening up space for collaborative problem-solving. Originality In urban communities of color, pre-pandemic disparities in under-resourced public schools not only persisted but were intensified by the pandemic’s unequal impact on people of color. This study foregrounds the voices and experiences of teacher candidates of color teaching remotely, providing contributions to the field derived from their lived experiences. Their voices are essential data, bringing much needed attention to obstacles of remote teaching in communities of color and to the resourcefulness teacher candidates demonstrated in service of multicultural education.

As interpersonal boundaries have grown more flexible in a culture dominated by digital technology, traditional psychotherapeutic boundaries of time and space have become harder to maintain. In-depth interviews with 28 psychotherapists led to the emergence of a grounded theory to describe the challenges and changes that therapists have made to therapeutic boundaries and the frame of treatment: Collisions and collusions with new norms: Renegotiating time and space in a pre-pandemic digital era. It is argued that therapists are faced with somewhat unprecedented challenges to incorporate new norms into their clinical practices, including expectations of increased availability and access to people on-the-go; increased contact through text or email; and fewer boundaries between work and leisure/personal time. Meanwhile, there is little training or supervision to help therapists think through the implications of their actions on clinical encounters. Implications for the field and for training of future clinicians are discussed.

OBJECTIVE:The ease of online searching has diminished people's expectations of privacy and the ability to control access to information about oneself, which can alter basic assumptions about the therapy relationship.METHOD:This grounded theory study explored psychotherapists' experiences of searching online for patients and being searched for by patients, among 28 clinicians of primarily psychodynamic orientation.RESULTS:Many therapists search online for information about patients, but often minimize or rationalize this action and do not share it with their patients. Meanwhile, while they believe their patients search for them, they find it difficult to raise the topic directly in therapy. Thus, when it comes to online searching and discovery of information, an air of secrecy pervades the therapeutic relationship.CONCLUSIONS:Despite the serious implications that the pervasiveness of online searching has for the treatment relationship, therapists lack sufficient support for exploring their motivations, curiosities, and urges surrounding this action.

Psychotherapy clients who consider themselves highly religious often prefer therapists who hold similar religious values. This is the case for religious Christians who want to discuss their difficulties in a counseling environment that affirms their Christian faith. While a majority of Americans identify as believing Christians, there is limited research on Christian therapists and their clients. Little is known about the potential differences between Christian therapists and clients in terms of religious beliefs, practices, and experiences. The samples in this study included clients seeking treatment at a large urban Christian counseling center and the therapists providing treatment. Clients provided information about overall psychological distress and interpersonal problems upon intake and information about religious and spiritual practices and beliefs, including religious coping, daily spiritual experiences, and forgiveness. In addition, this study examined the religious beliefs and practices of Christian therapists in comparison to the clients they serve. Results identify important differences between Christian therapists and clients on many religion and spirituality variables. Given that knowledge, skills, and awareness of working with spiritually and religiously diverse clients is an essential aspect of multicultural counseling competence, this article concludes by applying these results to the field, offering practical. clinical considerations for both Christian therapists and psychotherapists practicing in secular settings for improved multicultural clinical practice.

Abstract We report the development and validation of the Multicultural Personality Inventory – Short Form (MPI-SF). Results supported the correlated seven-factor model with a sample of 333 college students. Scores from MPI-SF factors were internally consistent, temporally stable over a one- and two-month period, and predicted variance in college adjustment consistent with multicultural personality theory.

Social media is changing life for adolescents. This entry explores the impact and prevalence of social media use during adolescence in the key areas of identity formation, friendships, mental health, cyberbullying, and sleep. It presents the ways in which social media use both supports and thwarts aspects of adolescent development in each of these areas.

This chapter considers questions about computer-mediated treatment through four essential dilemmas brought upon by the introduction of screens into contemporary living. Many clinicians engage in computer-mediated treatment with positive results. Meanwhile, research continues to underscore the way that screens and ever-present digital technology can fuel disconnection and prevent intimacy. When a therapist instead recognizes or acknowledges the presence of the digital third in screen-mediated therapy, there is the potential to explore the joint unconscious creation of meaning between therapist and patient that arises from the use of the screen. Therapists may be tempted to ignore the presence of the digital third and bypass these dilemmas, achieving a sense of resolution at the expense of losing sight of dynamics impacting the therapeutic encounter. But quite simply, it is an inherent aspect of screen-mediated treatment that requires understanding.

One of the cutting edge frontiers of intimacy in modern life is the way experience of intimacy is mediated through digital technologies. The authors of this chapter explore psychoanalytic perspectives on past, present and possible futures of technologically mediated simulations of traditional physically co-present relationships (i.e. screen relations) that are becoming ubiquitous. The question addressed is whether new technologically mediated intimacies (sexual and social) are gains or losses, both in ordinary social interactions, as well as in the special situation of a psychotherapeutic or psychoanalytic treatment process. Clinical examples are used to illustrate the arguments.

This paper considers the challenges and opportunities presented by computer-mediated treatments made possible by emerging technoculture. Clinical complexities arising from the introduction of screen relations into treatment has changed fundamental assumptions of the analytic situation; these complexities were observed in 26 in-depth interviews conducted with psychoanalytic clinicians on the topic of technology and professional practice. Selected excerpts from these interviews are presented within the context of a broader literature review alongside the authors' theorizing about our current, rapidly changing technological climate. The authors highlight various dimensions of our newfound screen-based analytic relationships such as what the analyst can now "see" through the screen, the realistic and illusory elements of digital space, the "digital third," and the experience of straddling digital and nondigital realities. A case example is used to illustrate these dimensions and explore implications for analytic process.

OBJECTIVE:Spiritual/religious/non-religious (S/R/N) identity development is often neglected in psychotherapy training and represents an area where psychotherapists feel they lack competence. Such feelings can become even more pronounced when it comes to S/R/N self-disclosure. This study explores the decisions therapists make regarding self-disclosure, which impacts the psychotherapy process.METHOD:This grounded theory study explores psychotherapists' S/R/N self-disclosure based on qualitative interviews with 21 psychotherapists representing varied theoretical orientations and spiritual, religious, atheist, and agnostic backgrounds.RESULTS:Findings reveal that while some self-disclosure happens on an explicit level, more often psychotherapists find implicit ways to share S/R/N aspects of the self for purposes of enhancing the therapeutic alliance and to convey openness. Psychotherapists also attempt to avoid the topic altogether, either to protect the therapeutic relationship or because of unresolved S/R/N identity in the therapist.CONCLUSIONS:Developing skills related to S/R/N self-disclosure represents an important aspect of multicultural competence, which can impact clients' feelings of safety and comfort discussing their own S/R/N identity. This capacity is strongly influenced by the therapist's self-awareness regarding S/R/N identity. Suggestions for engaging S/R/N identity and disclosure in supervisory experiences and academic preparation are discussed.

This article explores the usefulness of mindfulness practices in special education classrooms. Mindfulness is defined as the ability to regulate and control one’s attention with an orientation toward the present moment. Mindfulness practices of breathing, imagery, movement, reflection, and acceptance exercises are described along with research on the social, behavioral, and attentional effects following mindfulness interventions. The article concludes with practical considerations for special educators considering implementing mindfulness practices into curriculum, along with future directions for mindfulness in the field of special education.

Minority teachers are overwhelmingly employed in urban schools in underserved, low-income communities with large minority student populations. They receive little in the way of multicultural preparation, mentorship, and professional induction to meet the demands of teaching diverse student populations. This grounded theory study explores the experiences of novice teachers from various minority backgrounds working in urban classrooms. A tentative grounded theory, I am here for a reason' emerged, suggesting that minority teachers rely on their personal backgrounds and experiences to help them take an insider's perspective with minority students in light of poor multicultural preparation and limited support in schools. The shared cultural perspective with students enables teachers to connect with and advocate for students, which represents both a strength and challenge for minority teachers. Finally, minority teachers are motivated by a strong desire for social justice as they work to bridge many divides, and are intentional in their work despite facing significant obstacles in training and teaching.

Two studies summarize the development and initial validation of the Multicultural Personality Inventory (MPI). In Study 1, the 115-item prototype MPI was administered to 415 university students where exploratory factor analysis resulted in a 70-item, 7-factor model. In Study 2, the 70-item MPI and theoretically related companion instruments were administered to a multisite sample of 576 university students. Confirmatory factory analysis found the 7-factor structure to be a relatively good fit to the data (Comparative Fit Index =.954; root mean square error of approximation =.057), and MPI factors predicted variance in criterion variables above and beyond the variance accounted for by broad personality traits (i.e., Big Five). Study limitations and directions for further validation research are specified.

In today’s urban schools, foreign-born children and children of immigrants are the fastest growing sector of the student population and as a result of this changing demographic, our schools are more ethnically, racially and religiously diverse than they have ever been (Suárez-Orozco et al. in Thriving and spirituality among youth: research perspectives and future possibilities. Wiley: Hoboken, NJ, 2012 ). For many students of immigrant families, their spiritual/religious identity is an important aspect of a healthy and integrated identity. While professional journals in education have focused on race, ethnicity and culture as important diversity variables, the extent to which students’ religion and spirituality influence their development and education has largely been a neglected topic (Woolley in Int J Child Spiritual 13:145–156, 2008 ). Thus, we highlight research in education, school counseling, and psychology that examines the legal and ethical implications of including religion and spirituality into urban educators’ work with students. We then explore the role that spirituality/religion plays in health, coping, and academic achievement for students, the importance of spirituality/religion within historically marginalized communities, students’ experiences as religious minorities, and religious discrimination in schools. Within each topic area, we outline practical considerations. Finally, we offer some guidelines for professional preparation programs and curriculum development in urban education.

Although spiritual/religious identity development is included within multicultural training on the theoretical level, significant gaps exist in counseling trainees' practical preparation for spiritual/religious competence. This grounded theory study explores counseling trainees' multicultural counseling competence within the spiritual/religious domain. Findings reveal that although trainees participated in multicultural counseling preparation, they experienced spiritual/religious training as an "afterthought," and they identified the need for training opportunities that encouraged skill development and exploration and increased self-awareness.