Job loss and recovery remain critical challenges in the United States and Europe in the wake of the Great Recession. However, the experience of unemployment is poorly integrated in theories of vocational psychology. In this article, we explore how job loss and recovery can be understood through the lens of social cognitive career theory's career self-management (SCCT-CSM) model. We apply the SCCT-CSM model to understand the critical importance of person-cognitive variables, individual differences, and contextual affordances to the experiences of job loss and job recovery. Implications for future research, including research with particular groups of unemployed persons, are discussed. Overall, our analysis indicates that the SCCT-CSM model is a fruitful perspective for organizing future scholarship related to job loss and recovery.

Existing research on trans individuals has primarily focused on their negative experiences and has disproportionately examined coming-out processes and identity development stages. Using a grounded theory approach, this qualitative study sought to examine facilitative coping processes among trans-identified individuals. Facilitative coping was operationalized as processes whereby individuals seek social support, learn new skills, change behaviors to positively adapt, and find alternative means to seek personal growth and acceptance. The sample included 15 participants who self-identified with a gender identity that was different from their assigned sex at birth. Results yielded a total of nine overarching themes: Accepting Support from Others, Actions to Increase Protection, Active Engagement Throughout the Transition Process, Actively Seeking Social Interactions, Engaging in Exploration, Internal Processes Leading to Self-Acceptance, Self-Efficacy, Shifts Leading to Embracing Change and Flexibility, and Utilization of Agency. Based on the analysis, a theoretical model emerged that highlighted the importance of internal and external coping processes in facilitating gender identity development and navigating stressors among trans individuals. Clinical implications focusing on how to implement facilitative coping processes are discussed. (PsycINFO Database Record

One explanation for differences in treatment effectiveness for targeted symptoms is that more-effective treatments are more focused on patients' problems than are less-effective treatments. This conjecture was examined meta-analytically. Comparisons of two treatments of adults with anxiety disorders were included. Effect sizes for targeted symptoms, nontargeted symptoms, and global outcomes (e.g., quality of life and well-being) as well as the relative focus on patients' problems and researcher allegiance were coded. Metaregressions were conducted to predict effect sizes from (a) variables related to the focus on patients' problems and (b) researcher allegiance. For symptom measures, the relative focus on patients' problems predicted the relative effectiveness of the treatments, with the expectations created by explanation appearing more predictive than specific therapeutic actions focused on patients' problems, although conclusions about relative importance were difficult to determine given collinearity of predictors. Researcher allegiance also predicted the effects of the comparisons. For global outcomes, both the focus on patients' problems and researcher allegiance seemed to have smaller roles. A focus on patients' problems appears to be important for the reductions of symptoms. Clinical trials comparing treatments need to balance the focus on patients' problems and reduce researcher allegiance. (PsycINFO Database Record

Purpose Campus career services are increasingly scrutinized as the primary career development resource for undergraduates. The purpose of this paper is to use Career Construction Theory to examine all sources of career information used by undergraduate business students and their contributions toward career exploration and development. Design/methodology/approach Using a mixed-methods design, a survey was first administered to 372 university students enrolled in an undergraduate business school in the USA. Focus group interviews were conducted with 35 students from the survey sample. Descriptive statistics are reported, and inductive themes and causal networks were derived from qualitative data. Findings In order of prominence, students endorsed using sociocultural (e.g. family) and institutional (e.g. career services center) resources, and exploratory activities (e.g. work experience) as career information sources. These sources contributed toward students’ vocational development by enhancing their psychological readiness for work, building social capital and facilitating decisions. Research limitations/implications Participants were sampled from one undergraduate business school in the USA and were self-selected into the study. Practical implications Career services and higher education professionals should think of the career-related information sources available to students as a complex ecosystem of advice instead of singular resources that exist in isolation. Professionals should also attend to students existing sources of career information and consider ways to support students’ development of social and professional networks and opportunities. Furthermore, universities should consider the potential for integrating career exploration into course curricula as opposed to tasking career services offices to be fully responsible for students’ career-related outcomes. Originality/value This study is the first to examine undergraduate business students’ sources of career information and their contributions to career development. Its insights offer evidence for ways to tailor interventions to support students’ use of available information sources beyond campus career services.

In this paper, we describe two critical events in clinical supervision between two counseling psychology trainees of color and a White supervisor that demonstrate the need and effectiveness of a supervisory approach that challenges the psychotherapeutic status quo, particularly within the context of our current sociopolitical climate. Using case materials and our reflections, we highlight the significant contributions of relational safety as espoused by a critical postcolonial supervision framework (Hernández & Mc-Dowell, 2010) in cultivating trainees' development as culturally congruent practitioners. This approach confronts hegemonic values of psychotherapy and integrates the cultural worlds of clients, clinicians, and supervisors. We conclude with practical suggestions for building relational safety within the supervisory relationship and future research avenues. Public Significance Statement Authors provide two case examples to exemplify the usefulness of challenging the cultural embeddedness of current psychotherapeutic practice and training when working with trainees of color and culturally diverse clients. This critical postcolonial and resilience-based approach specifically centers on developing strong, authentic, and caring therapeutic and supervisory relationships. This perspective to supervision and therapeutic practice facilitated the integration of clinicians' whole cultural selves and the development of innovative and culturally congruent practices with diverse clients.