In this article, a diverse group of early, mid, and advanced career scholars call for counseling psychology to continue to evolve in our integration of social justice action in our field. In doing so, we first consider our history as proponents and enactors of social justice, highlighting the ways in which counseling psychologists have served as social justice leaders in psychology. We then discuss our field’s contemporary challenges to, and opportunities for, social justice progress as we work toward equity and justice. Finally, we offer recommendations for counseling psychologists individually and as a field to move forward in our social justice action. Given our longstanding social justice values and our unique training as counseling psychologists, if we aim with intentionality to use our skills toward systems change, counseling psychologists are poised to have a strong and proactive role as social change agents within psychology and society at large.

This study examines the applicability of Western adult attachment perspectives to interpersonal difficulties experienced by individuals with indigenous Chinese cultural backgrounds. a total of 275 Taiwanese university students completed self-report surveys of adult attachment, ideal attachment, and interpersonal problems. Culturally adjusted attachment scores were generated by regressing self-report attachment on ideal attachment to control for cultural difference. Findings from path analyses indicated that culturally adjusted attachment scores had a better fit with the model depicting relationships between attachment and interpersonal problems. Results with adjusted attachment scores indicated that Taiwanese individuals scoring high on attachment dimensions tended to have more interpersonal difficulties, which is consistent with the theory's prediction. Findings and implications are discussed based on attachment perspectives and the Chinese cultural context in Taiwan.

The present study utilized consensual qualitative research (Hill 2012) to investigate undergraduate students' sense of belongingness to their university. The analysis revealed four broad domains: (1) valued group involvement, (2) meaningful personal relationships, (3) environmental factors, and (4) intrapersonal factors. Within these domains, six general categories and eight typical categories emerged. The results highlight the importance for students to have opportunities to meaningfully connect with other peers/faculty, the availability of a myriad of campus organizations and groups, and universities to foster an environment of diversity. Implications for higher education personnel as well as directions for future research are discussed. AbstrakStudi kali ini menggunakan pendekatan kualitatif konsensual (Hill 2012) untuk mempelajari rasa memiliki mahasiswa S-1 terhadap universitasnya. Hasil analisis menunjukkan empat ranah luas: (1) keterlibatan kelompok yang bernilai, (2) hubungan personal yang bermakna, (3) faktor lingkungan, dan (4) faktor intrapersonal. Dalam ranah ini, muncul enam kategori umum dan 8 kategori khusus. Hasil studi menekankan pentingnya bagi mahasiswa memperoleh kesempatan membangun relasi bermakna dengan sesama mahasiswa atau dosen, adanya beragam jenis kelompok dan organis asi kampus, dan universitas yang mendorong kebhinekaan lingkungan. Studi ini juga membahas implikasi dan masukan bagi karyawan/pejabat pergurua n tinggi.Key Words: Belonging, Consensual Qualitative Research, Higher Education, Connectedness , Inclusivity College students across the country often struggle to stay committed to the college experience (Blustein et al. 2004). Retention rates for college students returning for a second year, after the completion of the first, are at a 20-year low (65 percent in 2013; ACT 2013). Further, approximately half of students that begin college will complete a bachelor's degree in five years or less (ACT 2013). Many students find themselves lost in the university environment and struggle to identify with their peers and the university culture. One construct that has received attention in trying to understand issues of retention in the college/university environment is belongingness (Baumeister and Leary 1995;Pittman and Richmond 2008). Belongingness has been researched by a wide variety of scholastic disciplines, utilizing many different terms, most notably: feelings of relatedness (Deci and Ryan 1985), and Tinto's (1988) model of college student retention.Researchers have theorized that underlying factors contributing to university belongingness include a sense of commitment to the institution, individual commitment to work in this setting, and a sense of one's abilities being recognized by others (Pittman and Richmond 2008). This suggests that students who feel a strong sense of school belonging are better able to adjust to academic life, experience lower levels of depressive symptoms, lower attrition rates, and better social adjustment as well as academic motivation (Goodenow...

Parents (n = 46) of children admitted to an inpatient psychiatric facility voluntarily completed demographic information, the Barriers to Treatment Participation Scale, and 3 open-ended questions about their child's prior outpatient treatment. Families with a prior referral for family therapy reported significantly more barriers to treatment. The main categories that emerged from open-ended questions included access issues, family discord or crises, and treatment not meeting expectations. Participants' advice to others in similar circumstances suggested that parents should be proactive and persistent and improve communication with caregivers. The findings are discussed, and recommendations are presented.

With the rise of Asian international students choosing to pursue higher education in the United States, research that identifies ways to promote Asian international students' sense of belonging on campus is needed. We used consensual qualitative research methodology to examine factors that contribute to university belonging in a sample of Asian international students (N = 11) from a large university in the Midwestern United States. Through data analysis, we identified 14 categories across five domains (i.e., Interpersonal Interactions, Experiences of Acculturation, Campus Environment, Emphasis on Academic Achievement, and Intrapersonal Factors) that contributed to university belonging. Our findings highlight the importance of within-group social connection, acculturative stress, and academic success on Asian international students' sense of university belonging. We discuss differences between Asian international and domestic students' sense of belonging as well as implications for counseling psychologists, including interventions at the individual and institutional levels.