Counseling, Higher Education & Special Education Research Works

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    Peer Influence during Adolescence: The Moderating Role of Parental Support
    (MDPI, 2021-04-17) Havewala, Mazneen; Bowker, Julie C.; Smith, Kelly A.; Rose-Krasnor, Linda; Booth-LaForce, Cathryn; Laursen, Brett; Felton, Julia W.; Rubin, Kenneth H.
    Although many studies show that peers influence the development of adolescent internalizing and externalizing difficulties, few have considered both internalizing and externalizing difficulties in the same study, and fewer have considered the contributions of parents. Using a longitudinal sample of 385 adolescents, the contributions of best friends’ internalizing and externalizing difficulties (as assessed in Grade 6; G6: Mage = 13.64 years; 53% female; 40% ethnic or racial minority) were examined as they predicted subsequent adolescent internalizing and externalizing difficulties (at G8); in addition, the moderating role of both maternal and paternal support (at G6) was explored. Structural equation modelling revealed that best friend internalizing difficulties predicted decreases, but that best friend externalizing difficulties predicted increases in adolescents’ externalizing difficulties over time. Significant interactions involving both maternal and paternal support revealed that the negative impact of a G6 best friend having internalizing problems on later G8 adolescent externalizing problems was stronger at low levels of maternal and paternal support. The findings highlight the complex, and interactive, influences of friends and parents on the development of internalizing and externalizing symptomatology during adolescence, and underscore the importance of targeting both sources of social influence in research and clinical work.
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    Knowing Our True Self and Transforming Suffering toward Peace and Love: Embodying the Wisdom of the Heart Sutra and the Diamond Sutra
    (MDPI, 2022-04-28) Lin, Jing; Khoo, Yishin
    The biggest crisis that we are in nowadays is existential, which is the state of not knowing our true natures or our true selves; hence, we suffer from deep anxiety and we fail to find safety and a way to ground ourselves. In this article, we share our practical experiences of encountering and practicing the teachings of two important Buddhist scriptures: the Heart Sutra and the Diamond Sutra. We show how both sutras, and especially their teachings on emptiness, allow us to remove our attachment to a sense of a separate self, which deepens our understanding about life, and transforms suffering toward peace and love. We further demonstrate the importance of meditation, contemplative chanting and reading, and experimentation with Buddhist teachings as pathways towards understanding our true natures. In sum, both sutras help us to go beyond the materialistic, capitalistic, narrow vision of who we are and to access the higher dimension of our existence, which allows us to discover our cosmic selves in the ultimate reality. It is through experiencing one’s true self that one gains a greater capacity to seek social transformation in times of crisis.
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    “We’re Not Going to Overcome Institutional Bias by Doing Nothing”: Latinx/a/o Student Affairs Professionals as Advocates for Equity
    (MDPI, 2022-10-18) Espino, Michelle M.; Ariza, Juanita
    Higher education institutions continue to be contested environments where the goals of equity and inclusion are often at odds with the permanence of institutional racism. Through a multi-case study of 19 Latinx/a/o mid-level administrators who worked at 16 predominantly white, private four-year universities, the authors uncovered the ways that (a) private universities grant agency to Latinx/a/o mid-level administrators to serve student needs but restrict agency to address the inequitable organizational structures; (b) constituent groups within private universities, namely faculty, mark the racialized boundaries of power and decision-making through credentialing; and (c) private universities use silence as a means of controlling Latinx/a/o mid-level professionals administrators’ equity work. Although Latinx/a/o mid-level administrators have a significant role to play in advancing equity work inside higher education institutions, these racialized organizations will create barriers that maintain whiteness and white interests. Without addressing power structures and the bureaucracy of decision-making at private institutions, progress on equity throughout the organizational structure may be limited. Implications for research and practice for Latinx/a/o/ administrators are discussed.
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    Preschoolers’ temperament and social functioning in novel and routine contexts
    (Frontiers, 2022-12-22) Vaughan, Helena Shoplik; Teglasi, Hedwig
    Introduction: The centrality of social competence to children’s short and long-term well-being has sparked interest in the factors that contribute to its development, including temperament, a set of biologically based dispositions. A large body of work documents two types of temperamental dispositions associated with young children’s social functioning: reactivity and regulation. There is consensus about the detrimental effects of negative reactive tendencies, called negative affective reactivity (NA), and about the beneficial effects of regulatory tendencies, called effortful control (EC), on social functioning. Another reactive component of temperament, Extraversion/Surgency (E/S) is less consistent in its relation with social functioning. Although NA is exacerbated by lack of familiarity, its contribution to social functioning in novel and routine contexts has not been systematically addressed. Methods: To test this study’s hypotheses, we devised a structured interview of adaptive responsiveness in context (ARC) which was completed by parents of preschoolers along with a comprehensive temperament questionnaire. Additionally, children completed an individually administered task measuring emotion-situation knowledge (N = 92) and their teachers completed a standard social competence questionnaire. Results and Discussion: A path analysis that controlled for variance shared across contexts and temperamental traits showed that NA was the only unique predictor of social functioning in the Novel context, that EC was the only unique predictor of social functioning in the Routine context and that E/S was not a unique predictor of social functioning in either context. Bivariate analyses, conducted without controlling for context overlap, showed all reactive emotional traits (subsumed within NA and E/S) to correlate exclusively with ARC in the Novel contexts. However, regulatory traits showed a mixed pattern. Inhibitory Control correlated with ARC in both contexts but more highly in the Routine context, and Perceptual Sensitivity correlated with ARC in the Novel context.
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    A Natural History of the Development of Talent: Illustrations from the Career of John L. Holland (1919 – 2008)
    (2020-03-08) Gottfredson, Gary D.
    A pdf version of a slide presentation about the life and contributions to career psychology, counseling and higher education of John L. Holland. Includes biographical material describing his life, education, and work from college days throughout his life. Includes information about the nature of his research and professional contributions, his work settings, the influence of others on his life and work, and his influence on others. The slides may be useful in graduate seminars or courses on career development, career assessment, history of psychology or counseling, or theory development. One file contains only the slides for use when making a presentation and a second file contains slides with notes pages that provide instructors with hints for making a presentation as well as guidance on reading material for instructors and students. This presentation evolved from an invited address to the Maryland Career Development Association a few years after Holland’s death. The topic of the presentation was expanded into a book containing an autobiography of Holland as well as other material. The present slides refer to the book as well as other ancillary sources for graduate courses or seminars.