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Jimenez-Gomez C. Research and mentorship in behavior analysis from a lens of cultural responsiveness and antiracism. J Exp Anal Behav 2024; 121:373-388. [PMID: 38587283 DOI: 10.1002/jeab.911] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2023] [Accepted: 03/07/2024] [Indexed: 04/09/2024]
Abstract
Although scientific endeavors strive to be objective, they are the work of individuals whose unique perspectives and experiences influence their research and interpretations of the world and data. Much has been said and written lately about the need to embed cultural responsiveness in behavior analysis and the need to enhance diversity in the field. In fact, similar conversations are taking place in many areas of science. Despite the current buzz, many behavioral researchers may be left wondering what they can do or whether it is incumbent on them to act. For the field of behavior analysis to move toward adopting the values of diversity, equity, inclusion, and access, members of the scientific community must actively engage in behaviors that foster inclusive and safe learning environments for students, engage in collaborative work, and incorporate culturally responsive research and mentorship practices. This article will describe some current practices, showcase exemplars of culturally responsive research and mentorship, and provide resources for researchers and mentors.
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Masuda A, Allen GEK, Liu C, Tully EC. The Roles of Self-Concealment and Perceived Racial and Ethnic Discrimination in General Psychological Distress among Racial and Ethnic Minority College Students in the United States. INTERNATIONAL JOURNAL FOR THE ADVANCEMENT OF COUNSELLING 2021. [DOI: 10.1007/s10447-021-09441-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Tyler JM, Panichelli-Mindel SM, Sperrazza C, Levitt MF. A Pilot Study Exploring the Relationship Between Perfectionism and Anxiety in an Urban Middle School. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2019. [DOI: 10.1177/0734282918819949] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The purpose of this study was to identify whether maladaptive perfectionism predicts elevated symptoms of anxiety in a sample of primarily Puerto Rican middle school students. Participants included students ( N = 128) from Grades 6 through 8 (48% male; average age = 11.9 years) who attended an urban, bilingual, public, charter school. Results suggested both general and specific links between maladaptive perfectionism and anxiety disorder symptoms. More specifically, socially-prescribed perfectionism (SPP) uniquely predicted symptoms of panic whereas self oriented perfectionism (SOP) uniquely predicted symptoms of social anxiety across the sample. These findings provide support for the previously established connection between various anxiety symptoms and perfectionism and demonstrate that such a connection exists in Latino adolescents. Given the strong relationship between different types of maladaptive perfectionism and anxiety, theoretical and cultural considerations should be considered to help better understand the nature of how perfectionism is linked to anxiety disorder manifestations. Future studies implementing more control and longitudinal designs may be useful to better understand how perfectionism may function as a transdiagnostic mechanism in the development and maintenance of anxiety in adolescents, and specifically those who identify as Latino.
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Kam B, Mendoza H, Masuda A. Mental Health Help-Seeking Experience and Attitudes in Latina/o American, Asian American, Black American, and White American College Students. INTERNATIONAL JOURNAL FOR THE ADVANCEMENT OF COUNSELLING 2018. [DOI: 10.1007/s10447-018-9365-8] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Mendoza H, Tully EC, Goodnight B, Gray J, Masuda A. The indirect effect of self-concealment on distress through psychological inflexibility in Asian American, Black American, and White American college students. PERSONALITY AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.paid.2018.01.024] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Merced M, Stutman ZE, Mann ST. Teaching the History of Psychology: A Content Analysis of Course Syllabi from Doctor of Psychology Programs. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2018. [DOI: 10.1177/1475725717729909] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Abstract
This article covers the Society for the Psychological Study of Ethnic Minority Psychology, Division 45 of the American Psychological Association (APA) in understanding the relationship of ethnic minority psychological associations with Division 17. A brief history is provided, followed by current status and resources, connections to counseling psychology, and implications for Division 17 for the future of Division 45. Like Division 17, Division 45 is a division within the American Psychological Association and was formed in 1986 in response to the lack of support to advance issues related to ethnic minority psychology throughout the APA. Despite this tense history between the two divisions, both share significant core values, interests, and goals. There are close ties between the two divisions, in terms of memberships as well as scholarly and professional activities. We discuss potential implications for a deeper connection while maintaining unique identities between the two divisions.
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Affiliation(s)
- Eduardo Morales
- Alliant International University, California School of Professional Psychology–San Francisco, San Francisco, CA, USA
| | - Michael Y. Lau
- Teachers College, Columbia University, New York, NY, USA
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O'Donnell CR, Tharp RG. Integrating cultural community psychology: activity settings and the shared meanings of intersubjectivity. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2012; 49:22-30. [PMID: 21404068 DOI: 10.1007/s10464-011-9434-1] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
Cultural and community psychology share a common emphasis on context, yet their leading journals rarely cite each other's articles. Greater integration of the concepts of culture and community within and across their disciplines would enrich and facilitate the viability of cultural community psychology. The contextual theory of activity settings is proposed as one means to integrate the concepts of culture and community in cultural community psychology. Through shared activities, participants develop common experiences that affect their psychological being, including their cognitions, emotions, and behavioral development. The psychological result of these experiences is intersubjectivity. Culture is defined as the shared meanings that people develop through their common historic, linguistic, social, economic, and political experiences. The shared meanings of culture arise through the intersubjectivity developed in activity settings. Cultural community psychology presents formidable epistemological challenges, but overcoming these challenges could contribute to the transformation and advancement of community psychology.
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Abstract
This article provides the introduction, background and rationale for the Major Contribution focused on five national ethnic minority psychological associations: the Asian American Psychological Association, The Association of Black Psychologists, the National Latina/o Psychological Association, the Society of Indian Psychologists, and the Society for the Psychological Study of Ethnic Minority Issues (Division 45 of the American Psychological Association). The first five articles focus on each of the five major ethnic minority psychological associations and their relationship to the specialty of counseling psychology in general and, more specifically, to the largest professional organization of counseling psychologists, the Society of Counseling Psychology, Division 17 of the American Psychological Association. In the final article, we summarize general trends and make recommendations. In this introductory article, we (a) describe our rationale for the Major Contribution, (b) provide a brief history of counseling psychology’s growing commitment to an inclusive multicultural psychology, and (c) conclude with a brief description of the articles and authors included in the Major Contribution.
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Affiliation(s)
| | | | - Michael Y. Lau
- Teachers College, Columbia University, New York, NY, USA
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Morales E, Norcross JC. Evidence-based practices with ethnic minorities: strange bedfellows no more. J Clin Psychol 2010; 66:821-9. [PMID: 20564685 DOI: 10.1002/jclp.20712] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Multiculturalism and evidence-based practice (EBP) in psychotherapy hailed from disparate sources and rarely interacted. These strange bedfellows have become fast friends in recent years as they recognize their crucial interdependence: multiculturalism without strong research risks becoming an empty political value and EBP without cultural sensitivity risks irrelevancy. In this article, the authors reviewed various incarnations and recent manifestations of their overdue intersection, including several conferences, federal initiatives, and organizational accomplishments. They introduced the subsequent 6 articles in this special issue of the Journal of Clinical Psychology: In Session, which described and illustrated cultural-sensitive evidence-based practices.
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Affiliation(s)
- Eduardo Morales
- California School of Professional Psychology, San Francisco, CA 94133, USA.
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