This mixed methods study examined social justice commitments of counseling psychology graduate trainees. In the quantitative portion of the study, a national sample of trainees (n = 260) completed a web-based survey assessing their commitments to social justice and related personal and training variables. Results suggested that students desired greater social justice training than what they experienced in their programs. In the qualitative portion, we used a phenomenological approach to expand and elaborate upon quantitative results. A subsample (n = 7) of trainees who identified as strong social justice activists were interviewed regarding their personal, professional, and training experiences. Eleven themes related to participants' meanings of and experiences with social justice emerged within 4 broad categories: nature of social justice, motivation for activism, role of training, and personal and professional integration. Thematic findings as well as descriptive statistics informed the selection and ordering of variables in a hierarchical regression analysis that examined predictors of social justice commitment. Results indicated that trainees' perceptions of training environment significantly predicted their social justice commitment over and above their general activist orientation and spirituality. Findings are discussed collectively, and implications for training and future research are provided.

Participants (230 White college students) completed the Psychosocial Costs of Racism to Whites (PCRW) Scale. Using cluster analysis, we identified 5 distinct cluster groups on the basis of PCRW subscale scores: the unempathic and unaware cluster contained the lowest empathy scores; the insensitive and afraid cluster consisted of low empathy and guilt scores, with the highest score on fear; the fearful guilt cluster exhibited elevations on guilt and fear; the empathic but unaccountable cluster reflected high empathy with low guilt and fear; and the informed empathy and guilt cluster represented those high on empathy and guilt in conjunction with low levels of fear. Groups were validated on an additional sample (n ϭ 366) and were found to differ significantly on theoretically related measures.

The purpose of this investigation was to extend earlier conceptual and empirical literature on the ways in which White individuals respond to societal racism. To this end, the authors conducted in-depth interviews to examine 11 midwestern, non-Hispanic, White university students' reactions and experiences related to individual and institutional forms of racism perpetrated against people of color. We used the consensual qualitative research method to analyze these data. Results suggested that White students varied in their understanding of and responses to racism. Three topic domains, each consisting of a number of subcategories, reflected participants' varied responses to racism: (a) affective, (b) social, and (c) cognitive. Findings add to the existing literature by identifying in greater depth the multiple ways in which dominant group members respond to societal racism. Limitations and future research directions are discussed.

This study investigated the availability of correctional and forensic psychology training as well as graduate students' experiences and attitudes toward working with offender populations. Using survey data gathered from 175 graduate students representing 30 clinical and 29 counseling psychology programs, results indicate the availability of specialized training in correctional and/or forensic psychology for approximately one half of the participants. Furthermore, correctional and forensic practicum experiences appear to be as commonly available as other specialty practicum experiences, and participants report general case loads with clients who have a history of criminal and antisocial behavior. Finally, it is noted that graduate students, regardless of prior practicum or work experiences, maintain positive attitudes toward inmates and perceive work with offenders as interesting, challenging, and meaningful.

This study examined the role of romantic and/or intimate relationships on female offenders' well-being and institutional behavior while incarcerated. Relationship satisfaction and social support were additional variables examined for association with well-being. Participants were 211 adult female inmates from a midwestern department of corrections. Results indicated increased anger, hostility, and number of disciplinary infractions for female inmates involved in romantic relationships as compared to those not involved in relationships. Findings also indicated increased anger and punishments for inmates in romantic relationships with females within the prison as compared to those in romantic relationships with males outside of the prison. Relationship satisfaction and social support did not significantly predict well-being or institutional behavior. Implications of the current findings are discussed.