This study provides descriptive information on the coping strategies used by rape victims and assesses the relations between coping strategies and symptoms in the immediate postrape period. Responses to 20 coping items suggested that taking precautions and thinking positively were among the most frequently endorsed coping strategies. Expressing feelings, seeking social support, counseling, and keeping busy were most often listed as helpful by victims on an open‐ended question. Staying home and withdrawing were associated with higher symptom levels: keeping busy, thinking positively, and suppressing negative thoughts were associated with lower symptom levels. Implications for counseling and research are discussed.

In the present study, a prospective design was used and data were collected from 277 introductory psychology students to distinguish among the antecedents, concomitants, and consequences of problem-solving appraisal and depression. The results of structural equation path analyses provide preliminary evidence that self-appraised ineffective problem-solving ability is an antecedent that may play a causal role in predicting future depressive symptoms. However, the results also suggest that problem-solving appraisal is a concomitant of depressive symptoms such that the experience of depressive symptoms may cause temporary deficits in self-appraisal of problem-solving ability.There are presently at least 7 million women and 3.5 million men in the United States with diagnosable depression; similar numbers could be diagnosed as experiencing dysthymia (McGrath, Keita, Strickland, & Russo, 1990). Furthermore, the American Psychiatric Association (1980) estimated that depression may result in psychiatric hospitalization for as many as 6% of all women and 3% of all men. Thus, depression and depressive symptoms constitute a common and serious problem of enormous personal and social significance. The costs to society in decreased work productivity and the expense of treatments have been estimated to be as high as $11 billion per year (Craighead, Kennedy, Raczynski, & Dow, 1984).Depression and depressive symptoms are especially prominent among U.S. college students. It has been estimated that college students are twice as likely to suffer from clinical depression and dysthymia as are people of similar ages and backgrounds in the workforce (Bonner & Rich, 1988). Depression and dysthymia have special relevance to the college environment in that they interfere with the educational process and are often associated with lack of college success and attrition (Blumberg, 1984). The need to reduce depression and dysthymia in the college population is therefore a major concern.It has been suggested for some time that ineffective problem-solving results in stressful outcomes and psychological maladjustment, such as depression (e.g., D 'Zurilla & Goldfried, 1971;. Within the past decade, there has been increased attention to cognitive selfappraisal of one's ability to resolve problematic situations

Much empirical research has examined the psychological well‐being of individuals with varying gender role orientations. This research has typically shown masculinity to be a strong correlate of self‐esteem and femininity to be relatively unrelated to self‐esteem. This research has often failed to consider the relative environmental influences impacting this process. This study examines the relationships of masculinity and femininity to self‐esteem and environmental presses for each of these sets of behavioral characteristics. Results indicate a stronger press for masculine characteristics than feminine characteristics. The person‐environment interaction suggests that a masculine environment may place women who are low in masculinity at particular risk for low self‐esteem. Implications for both research and practice are discussed.

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This study empirically examined underlying dimensions from actual supervisory statements taken from interventions occurring during live supervision of counseling interviews. Twenty-seven supervisor interventions were identified and transcribed from the 3rd and 4th counseling sessions of 16 counseling dyads. Twenty-six judges sorted and rated these transcribed interventions. Multidimensional scaling revealed 6 dimensions that characterized the supervisor interventions. The dimensions were interpreted as (a) Directing-Instructing Versus Deepening, (b) Cognitive Clarification Versus Emotional Encouragement, (c) Confronting Versus Encouraging the Client, (d) Didactic-Distant Versus Emotionally Involved, (e) Joining With Versus Challenging the Trainee, and (f) Providing Direction Versus Resignation. The findings are discussed in relation to the supervision literature.A number of models of supervision have been proposed in the past 30 years that describe the major role and functions thought to be important in clinical supervision (e.g.,