The relationship of homophobia and gender role conflict to male rape myth acceptance was investigated using a sample of 210 adult men from a Midwestern community. A hierarchical multiple regression analysis was conducted to determine the ability of certain variables to predict adherence to male rape myths. Those variables were homophobia; success, power, and competition attitudes; restrictive affectionate behavior between men; restrictive emotionality; and conflicts between work and family relationships. Results indicated that greater adherence to rape myths was related to homophobia and more success, power, and competitive attitudes. Additionally, older participants and participants with lower levels of education were more likely to endorse greater adherence to rape myths. Implications of this research include the necessity for more research on male rape myth acceptance, for implementation of educational programs and changes in the socialization process to help dispel these myths, and for mental health counselors to provide unbiased and gender-responsive treatment modalities to male victims who seek help.

This study examines relational health, parental attachment, and psychological distress in college men and women from the perspective of the relational-cultural model (Jordan, Kaplan, Miller, Stiver, & Surrey, 1991;Miller, 1984). Peer, mentor, and community relationships, as well as secure parental attachment and year in school, were hypothesized to predict psychological distress, although predictive patterns were expected to differ in women and men. Overall, results supported the hypotheses. Secure parental attachment predicted decreased distress for both women and men. Authentic, empowered, and engaged community relationships significantly predicted decreased distress for women and men. However, for women, peer relational quality was also a significant predictor. The relational-cultural model, which suggests that differentiation and the "felt sense of self" (Jordan, 1997, p. 15) evolve through meaningful connections with others rather than as a result of the separation-individuation process, is applied as a framework for interpreting the findings.A substantial body of research on college student adjustment has been amassed over the past several years. A considerable amount of this literature has focused on the relationship between social support and psychological adjustment. Although the research initially emphasized the structure (i.e., type of relationships) and function (i.e., types of available resources) of social support (Shumaker & Hill, 1991), over time it has expanded to include investigation of the associations between relational health and psychological adjustment (e.g., Berger, 1997;Frey, Tobin, & Beesley, 2004;Hagerty, Williams, Coyne, & Early, 1996;Lee, Keough, & Sexton, 2002;Pretty, 1990). The focus of this study is to further explore these relationships from the perspective of the relational-cultural model (Jordan et al., 1991;Miller, 1984 (e.g., Beeber, 1999;Chickering, 1969;Moller, Fouladi, McCarthy, & Hatch, 2003). Several variables have been identified as influencing this transitional adjustment, including dealing with family conflicts (Archer & Lamnin, 1985;Nicholas, 1996), separation from home (Beeber, 1999;Holmbeck & Wandrei, 1993), academic demands (Archer & Lamnin, 1985;Dunkel-Schetter & Lobel, 1990;Dwyer & Cummings, 2001), finances (Archer & Lamnin, 1985;Dunkel-Schetter & Lobel, 1990), and establishing relationships on the university campus (Archer & Lamnin, 1985;Beeber, 1999;Dunkel-Schetter & Lobel, 1990).Two additional factors that have emerged in the literature as key variables related to psychological adjustment to college are gender (Frey et al., 2004;Lapsley, Rice, & FitzGerald, 1990;Lee & Robbins, 2000;Olson & Shultz, 1994;Stokes & Levin, 1986;Wohlgemuth & Betz, 1991) and parental attachment (Fass & Tubman, 2002;Kalsner & Pistole, 2003;Kenny & Rice, 1995;Lapsley et al., 1990;Lopez & Gormley, 2002;Rice, FitzGerald, Whaley, & Gibbs, 1995;Mattanah, Hancock, & Brand, 2004;Vivona, 2000). In addition, differing gender-based interrelationships among attachment, relational quality and ...

Relationships of perceived prejudice and acculturation with frequency of help resource utilization were examined for South Asian and East Asian international students (N = 110). All predictors, including interactions, were significant but showed different relationships for the 2 groups. The mean frequency of help resource utilization was significantly higher for South Asians.Las relaciones del prejuicio y la aculturación percibidas con la frecuencia de la utilización del recurso de ayuda se examinaron para el Sur Asiático y el Este estudiantes internacionales asiáticos (N = 110). Los pronosticadores, incluyendo interacciones, eran significativas pero mostro diferentes relaciones para los 2 grupos. La frecuencia media de la utilización del recurso de ayuda fue apreciablemente más alta para Asiáticos del Sur.

An overview of relational-cultural theory and Relational-Cultural Therapy (RCT) is provided. First, a summary of the overarching framework for relational-cultural theory is offered. The theory's roots in feminist and psychodynamic theories are discussed, along with distinguishing aspects of relationalcultural theory. The practice of RCT is reviewed, including research support regarding assumptions, practice applications, and effectiveness. The unique role that teaching RCT can play in building counseling competencies is explored with a focus on competencies related to therapeutic relationshipbuilding skills and awareness of individual-cultural diversity. It is contended that RCT can provide an organized, systematic structure for the development of therapeutic relationship-building skills and a framework on which to build when asking counseling trainees to reflect on issues of power, privilege, oppression, and marginalization, including the ways in which those issues influence counseling. Specific examples are provided to illustrate the application of RCT in fostering these counseling competencies.

The authors examined psychological distress and relational patterns in college men and women. Peer, mentor, and community relationships; year in school; and family experiences were hypothesized to predict psychological distress, although predictive patterns were expected to differ in women and men. Overall, results supported the hypotheses. Findings are interpreted from the perspective of the relational-cultural model. Counseling implications focus on interventions congruent with the specific relational needs of women and men.large body of research has emerged over the last several years that emphasizes the relationship between social support and psychological A distress (e.g., Cramer, 1999;Hagerty, Williams, Coyne, & Early, 1996).Initially, this research focused on the quantity of social support as a key factor in ameliorating or preventing distress. Recently, however, there has been a shift toward investigating the association between relational quality and psychological distress (e.g.