Racial differences in suicidal self-disclosure and reasons for living were investigated in 2 separate studies. In Study 1, a random sample of archival client and therapist intake data from a university counseling center for 1 year was examined, and results indicate that ethnic minority clients do not self-disclose suicidal ideation as readily as their nonethnic minority peers. In addition, a significantly higher number of ethnic minority clients were deemed "hidden ideators" because their suicidal ideation only became evident when a counselor performed a suicide risk assessment. Only 1 of the 36 ethnic minority clients with suicidal ideation in the sample voluntarily self-disclosed this ideation at intake without an assessment by the therapist. Study 2 used the Reasons for Living Inventory (RFL) and compared African American and European American college students from an introductory psychology course. The RFL is a useful instrument to compare potential race differences in reasons people report for choosing not to kill themselves, because it does not require respondents to self-disclose (or to have) current suicidal ideation. The results from Study 2 indicate European Americans report fewer reasons for choosing not to kill themselves than their African American peers and that African Americans scored significantly higher than European Americans on the moral objections and survival and coping beliefs subscales of the RFL. Implications for training counselors in suicide risk assessment, prevention, and treatment with ethnic minorities are discussed.

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This article examines instructor training for The Inside-Out Prison Exchange Program®, an organization that brings “outside” college students into prison, joining incarcerated men and women who become “inside students” for an undergraduate course. Ethnographic data revealed a purposeful stigma reversal for a group of men serving life sentences and a concomitant shift in moral career for instructor trainees. Through structured encounters with these men, trainees come to see, speak, and behave in ways that subvert conventional understandings of the stigma imposed on those in prison. The alteration of self and perspective experienced during the training drives participants to incorporate this activist ethos into their own teaching.

Resocialization is a process of identity transformation in which people are called upon to learn new roles, while unlearning some aspects of their old ones. The need to learn new roles may result from voluntary or involuntary changes in status. When the role requirements of the new status conflict with an individual's earlier or primary socialization, the process of resocialization may be necessary. This process often requires an unlearning of internalized norms, values, beliefs, and practices, to be replaced by a new set which is considered appropriate to the new role.

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