This study examined differences in parenting experiences among parents of children with and without an Individualised Education Plan (IEP), focusing on coping, stress, self-efficacy, social support, well-being, and perceptions of child behaviour during the COVID-19 pandemic. One hundred and eighty-two caregivers were recruited . Results showed that for parents of children with an IEP, stress and self-efficacy predicted child behaviour, while child behaviour, social support, and problem-solving coping predicted parent stress. For parents without an IEP, parent stress and escape-avoidance predicted child behaviour, and child behaviour also predicted parent stress. Mean differences indicated higher stress and more behavioural concerns among parents of children with an IEP. Differentiated supports may strengthen resilience and reduce the impact of stress on child behaviour during future crises.

This phenomenological qualitative study explored how Latina women in mixed-status immigrant families negotiate their concealable stigmatized identities (CSIs), belonging, and integration amid the stress of their immigration status and family roles, as shaped by social and relational contexts. Fourteen women participated in 60-90 min-semistructured interviews conducted in their preferred language (Spanish or English). The study's results show emergent themes in three key domains: CSI negotiation within families, social navigation outside the family, and identity exploration through belonging and integration. Participants described strategies for managing CSIs across relational and social contexts, with identity exploration occurring at their intersection. Implications, limitations, and directions for future research are discussed.

Background: This cross-sectional study examines the association between social roles (employment, parenting, and nursing care for family members) and mental health promotion behaviors (physical activity, weekday and holiday cultural activities, communication, relaxation, volunteer activity, activity challenge, and group affiliation) among the Japanese general population. Methods: Overall, 3,597 people (age: M = 49.48, SD = 16.49) responded to the web-based questionnaire. The participants were asked about their social roles, demographic characteristics, and practice of mental health promotion behaviors. Data analysis was conducted for three age groups: 20-39, 40-59, as well as 60 and above. The multivariate logistic regression analysis was conducted, with social role as the independent variable and mental health promotion behaviors as the dependent variable. Results: Regarding employment, homemakers had a lower ratio of people who practiced mental health promotion behaviors and this held true among all age groups (adjusted odds ratio [AOR] = 0.28 to 0.63); participants who had parenting roles had a lower ratio of people who practiced mental health promotion behaviors (AOR = 0.30 to 0.60) among the younger and middle-aged. The study could not determine a clear association between mental health promotion behaviors and informal nursing care for family members. Additionally, participants who had parenting and nursing care had a lower ratio of participants who had practiced physical activity in the 20-39-year-old range (AOR = 0.56). Conclusion: To encourage mental health promotion behaviors, the findings suggest the necessity to provide support for homemakers who simultaneously hold a parenting role to encourage mental health promotion behaviors.

In addition to the unprecedented challenges and stressors that university students faced during the COVID-19 pandemic, Asian American students experienced specific hardships due to COVID-19-associated xenophobic attitudes, harassment, and assault against people of Asian complexions. This qualitative study aimed to explore the ways in which Asian American university students' experiences during the pandemic changed their views of their identities as Asian Americans by analyzing in-depth interviews of four case study participants. Secondary analysis of two waves of interviews, which were conducted during the initial outbreak of the COVID-19 pandemic and during a six-month follow-up, and primary analysis of a newly conducted third wave one year after the initial outbreak yielded 12 themes that captured the essence of the Asian American university students' experience and redefining of their identity during the pandemic. The four participants identified these themes across four categories: Experiences and Events during the Pandemic; Categorization of Asians in America; Confronting Asian Discrimination; and Renewed Sense of Identity. The longitudinal findings revealed direct experiences and perspectives regarding the influence of the COVID-19 pandemic on Asian communities, as well as the impact of the various social and political events during this time period, such as the Black Lives Matter Movement (2020) and the 2020 US presidential election. The implications, limitations, and future directions are discussed.

The COVID-19 outbreak caused global disruptions in all aspects of life. Social distancing regulations were enforced in an attempt to halt virus spread. Universities across the country closed for in-person instruction and activities, transitioning to remote learning. University students faced unprecedented challenges and stressors, especially Asian American students due to COVID-19-associated xenophobic attitudes, harassment, and assault against people of Asian complexions. The purpose of this study was to examine the experiences, coping, stress, and adjustment of Asian American students during the COVID-19 pandemic. Secondary analyses were conducted on the survey responses of 207 participants (n = 103 Asian American university students, n = 104 non-Asian American students) from a larger-scale study, which focused on adaptation to the university, perceived stress, ways of coping, and COVID-19-specific factors. A series of independent samples t tests and regression analyses showed significant relationships between some university adjustment factors, ways of coping methods, and race with perceived stress and COVID-19 factors. Implications, limitations, and ideas for future directions in research are discussed.

This study aimed to gain a deeper understanding of spiritual change processes by conducting an empirical investigation of clinically meaningful events occurring within the context of a Christian-Integrated Psychotherapy Framework. The discovery phase of task analysis was used to build a rational-empirical model that explicated how clients developed stronger attachments to their God images. A rational model was specified, and five cases were selected for further analysis from a pool of 27 client-participants and 423 video-recorded psychotherapy sessions. Clinical observations and the coding of in-session measures were used to select resolved and unresolved cases, which were then contrasted to create a 10-step rational-empirical model. In this model, clients initially presented with intense feelings of shame, guilt, or helplessness but concluded with heightened levels of love and joy. Clients who reached this resolution all underwent an experience whereby their God images became dynamic, alive, intimate, and authentic. Results are discussed, and implications for the existence of an in vivo God image and corrective emotional spiritual experiences are introduced. Specifically, corrective emotional spiritual experiences appear to have influenced clients to transition from being insecurely attached to more securely attached to their in vivo God images. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Being in a caregiver role for a child with autism spectrum disorder (ASD) brings a unique set of stressors and challenges to the entire family unit. This study examined a model hypothesizing that (a) parenting stress and the parenting style used by the parents of a child with ASD are correlated; (b) ASD severity, parenting stress, and parenting style uniquely explain the variance in the presentation of internalizing and externalizing symptoms among children with ASD; and (c) parenting style moderates the association between ASD severity and the presentation of internalizing and externalizing behaviors after controlling for specific demographic variables. A group of online participants were recruited through personal contacts, social media, and Amazon's Mechanical Turk. The group of subjects, made up of 70 primary caregivers of children ages 3 to 18 years diagnosed with ASD, completed a self-report measure. Statistical analyses revealed that ASD severity and parenting style contributed to externalizing behaviors but did not have a significant impact on internalizing behaviors. Parenting stress was the primary predictor of both internalizing and externalizing child behaviors. Parenting style was not related to the stress level of parents of children with ASD and was not found to moderate the relationship between ASD severity and internalizing and externalizing behaviors. Implications for future research and clinical practice are discussed, highlighting the importance of reducing parenting stress and providing parent training to promote positive parenting styles for children with ASD.

As humans experience life transitions, they are challenged with the task of maintaining a balance between self-continuity and redefinition. Meaning-making is a central human motivation that occurs simultaneously as individuals navigate life transitions. Transgender individuals are challenged to engage in a meaning-making process as they navigate their gender transitions that may include intrapersonal and interpersonal changes in sex category and gender identity. Through a minority stress lens, the authors discuss how stigma impacts the lives of transgender individuals. The intersectional nature of transgender individuals' identities and the risks and benefits of disclosing their gender identity are then discussed. The chapter concludes with suggestions for school counselors and clinicians to provide supportive, affirmative practices for transgender individuals at different life stages through their transitions.

Drawing from the existing literature on minority stress and stigma, this article highlights challenges - psychological, social, and interpersonal - confronting transgender and gender nonconforming (TGNC) individuals in relation to their gender identity and expression. TGNC individuals are at risk for poor health due to societal stigma and stressors they face as a gender minority group. Further, TGNC individuals may experience stigma in different shapes and forms; specifically, stigma may occur as enacted, felt, internalized, and anticipated stigma. In maintaining an identity that is socially devalued but often invisible to others, TGNC individuals confront additional challenges in negotiating the risks and benefits of disclosing their stigmatized identity. Affirmative group therapy is proposed as a strength-based and social justice-oriented approach for demarginalizing TGNC individuals' stigmatized identity. Group therapists are called on to address how forms of stigma impact TGNC individuals within and outside of the group, provide validation and space for practicing disclosure, highlight their strengths and resilience, and serve as social justice advocates.

Despite the inherent value and effectiveness of group therapy, group therapists often face language and cultural barriers in facilitating groups for immigrants and, in particular, forced migrants. Without adequately addressing these barriers, group therapists are unlikely to deliver culturally responsive and clinically effective treatments. In this article, modes of interpretation and roles of interpreters in mental health care are first discussed. Next, we highlight clinical, cultural, and ethical challenges of incorporating interpreters in group therapy, with special attention to issues in therapy groups for forced migrants. Opportunities and suggestions for maximizing the value of interpreters in group therapy are offered.

This grounded theory study entailed interviewing nine participants who stated that their spiritual experiences were integral to positive treatment outcomes while receiving individual psychotherapy at a Christian outpatient clinic. All participants experienced various psychological symptoms while undergoing difficult life experiences and stressors. An emergent model made up of 14 major themes were categorized into three groups whereby each group served as a sequential precursor to the next. The first group of themes, Behavioral Triggers, highlighted behavioral patterns that contributed toward participants' spiritual experiences. Participants stated that themes within this group were integral to experiencing the second group, or Spiritual Catalysts. Within this group, participants stated that gaining a "New God Image and Relationship" and developing "New Existential/Religious Beliefs" were essential to the final group of themes, or Psychosocial Outcomes. This group entailed themes that were associated with symptom alleviations and enhancements toward a new and positive self-image. Results from this study highlighted the importance for psychotherapy patients to develop a safe and secure relationship with their God image to experience spiritual transformation and positive psychological outcomes.

The purpose of this study was to explore whether and to what extent general personality traits based on the Big Five model correlate with and explain unique variance of academic success among undergraduate civil engineering students. In total, 151 college civil and environmental engineering students completed the 240-item NEO Personality Inventory-3 (NEO-PI-3) and released their GPA and SAT scores. We conducted analyses of descriptive statistics, correlation, and hierarchical regression using the IBM statistics software SPSS Version 21. Neuroticism (positively), Extraversion (negatively), and Agreeableness (negatively) were significantly correlated with current term GPA. Neuroticism (positively) and Agreeableness (negatively) were significantly correlated with cumulative GPA. Conscientiousness explained unique variance in the cumulative GPA. The findings from this research indicate that the Big Five personality traits are a significant predictor of academic achievement of engineering students. The results highlight the importance of examining non-academic factors in explaining variance in academic achievement of engineering students.

This qualitative study explored the nature of the retrospective experiences of helpful and difficult racial-cultural events in group therapy as perceived by eight White group therapists and six group therapists of color who had a minimum of 5 years of experience working in a variety of group therapy settings. Racial-cultural events are incidents, interactions, or processes in a therapy group that are interpreted as related to or influenced by visible racial dimensions, and any stereotypes and assumptions pertaining to those dimensions. Participants completed demographic questionnaires and in-depth, semistructured telephone interviews. Interviews were audiotaped and transcribed, and then the transcriptions were analyzed using grounded theory, resulting in three main emergent themes: (a) helpful events, (b) mixed events, and (c) hindering events. Study findings provide insight into effective group therapy with multicultural populations and offer directions for future research.

The study assessed the clinical utility of an invented spelling tool and determined whether invented spelling with linguistic manipulation at segmental and supra-segmental levels can be used to better identify reading difficulties. We conducted linguistic manipulation by using real and nonreal words, incorporating word stress, alternating the order of consonants and vowels, and alternating the number of syllables. We recruited 60 third-grade students, of which half were typical readers and half were poor readers. The invented spelling task consistently differentiated those with reading difficulties from typical readers. It explained unique variance in conventional spelling, but not in word reading. Word stress explained unique variance in both word reading and conventional spelling, highlighting the importance of addressing phonological awareness at the supra-segmental level. Poor readers had poorer performance when spelling both real and nonreal words and demonstrated substantial difficulty in detecting word stress. Poor readers struggled with spelling words with double consonants at the beginning and ending of words, and performed worse on spelling two- and three-syllable words than typical readers. Practical implications for early identification and instruction are discussed.