Women seeking therapy who have experienced sexual harassment present special challenges to therapists. Therapeutic experiences with sexual harassment victims in individual and group settings are described and compared with data from sexual employment surveys and to other crime populations. Victims appeared to progress through stages of feelings including confusion! self-blame, fear I anxiety, depression!anger, and disillusionment. The stress of sexual harassment was also affected by a history of prior victimization and by the victim's involvement in a formal complaint process related to the harassment. The group setting was found to be more effective than individual treatment for coping with the specific effects of sexual harassment. Victims of sexual harassment differ from victims of crime: the primary effects of the harassment are on economic and career well-being; the secondary effects are on private relationships and physical well-being. The reverse is true for victims of crime. Therapeutic complications arising from the therapist's involvement in courtReprints may be ordered from Helen Remick, DW-08, University of Washington,

Latinos, people of Latin American descent, are the fastest growing ethnic group in the United States, yet psychologists have only recently begun to conduct studies specifically focusing on this population. Psychological knowledge of the Latina population (e.g., women of Latin American descent) is even less developed. This dearth of information stems from the relative invisibility of Latinos, the challenges presented by their demographics, and the tendency of the discipline to ignore ethnic and gender differences. In this chapter, we review four topics that we consider to be of central importance to understanding Latinas in the United States and to their integration into the mainstream of feminist psychology. These are (a) the Latino family and extended family, (b) gender attitudes within the Latino community, (c) Latina education and work life, and (d) mental health issues of special significance to Latinas. We first provide a historical context for our understanding of today's Latina in the United States.

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Techniques for integrating race, class, gender, sexual orientation, age, disability, and other categories of socially defined identity in a student‐centered participatory classroom are outlined for a survey course on women and violence. Keeping categories of socially defined identity central to every course component changes not only the content of the course, but also the questions asked and the range of possible answers. Students were given two tools with which to analyze each topic: theoretical frameworks (psychology, sociology, feminism) and the categories of socially defined identity. Difficulties with the material are interpreted as signposts of the complexity of the theoretical issues involved rather than as intellectual failures of the students or the instructor. An open and participatory classroom climate facilitates dealing with the stresses of this topic as well as with the ambiguities faced by students exploring the multidimensional space of socially defined identities.