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Being the target of constant discrimination and marginalization can often cause intense negative psychological reactions and shame for undocumented students. The following qualitative study describes past and current undocumented Latinx students’ experiences of educational inequality in higher education influenced by labels associated with “being undocumented.” In this study we used a constructivist theoretical perspective which enabled us to focus on undocumented participants’ perspectives, experiences, meaning-making processes, values, and beliefs. Data was collected through hour-long, semi-structured interviews with five undocumented students. Student narratives were analyzed using a multi-layered analysis approach: (1) narrative, (2) thematic, and (3) critical incident analysis. Findings for this study provided insight on the narratives of carrying labels, themes associated with various labels, and critical incidents in the narratives and lives of undocumented students. Through our findings, we are able to contribute to existing literature and provide directions for future research.

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The purpose of this study was to examine the association between characteristics of the symptomatology change curve (i.e., initial symptomatology, rate of change, and curvature) and final treatment outcome using a multilevel approach to account for therapist effects. The sample consisted of community clients (N = 492) seen by 204 student therapists at a training clinic. Linear, quadratic, and cubic trajectories of anxiety and depression symptomatology, as assessed by the Shorter Psychotherapy and Counselling Evaluation (sPaCE; Halstead, Leach, & Rust, 2007) were estimated. The multilevel quadratic trajectory best fit the data and depicted a descending curve (partial U-shaped). The quadratic growth parameters (intercept, slope, quadratic) were used as predictors of final treatment outcome as assessed by the Outcome Questionnaire-45.2 (OQ-45.2; Lambert et al., 1996). Patterns for two different successful outcomes, as conceptualised by (a) change in general symptomatology and (b) reliable improvement, were identified. For symptom change, successful outcomes followed a pattern of low initial levels of depression and anxiety, high initial rates of change, and high (flattening after initial drop) curvature, and the pattern applied to both within- and between-therapist levels. For reliable improvement at within-therapist level, successful outcomes followed a pattern of high initial rate of change and high curvature. For reliable improvement at between-therapist level, successful outcomes were associated with a pattern of low initial levels of depression and anxiety. Implications for clinical practice are discussed.

In order to treat individuals with pedophilia 1 who are at risk of committing offenses, disclosure of the attraction must first take place. The aim of this study was to understand processes of initial recognition of pedophilic attraction, disclosure, and help-seeking. We conducted a qualitative content analysis of online posts from self-identified individuals with pedophilia, finding four categories: (1) Awareness and Initial Self-View (with emotions including denial, shame, and fear), (2) Disclosure (typically made to family, friends, or therapists, but also done online in an anonymous way), (3) People’s Reactions to Disclosure (ranging from rejection to support), and (4) Current Self-View (including minimization, distortions, despair, resignation, and non-offending/anti-contact commitment). Our findings highlight the internal process experienced by individuals with pedophilia when first recognizing their attraction to minors, what is involved in disclosure, the importance of others’ reactions after disclosure, and the factors that can reinforce a non-offending commitment. Clinical and social implications are discussed.