The purpose of this study was twofold. First, the utility of the Integrative Contextual Model of Career Development (ICM) to describe the career development behavior of college students was examined. Second, relationships among educational and career development skills (career exploration, person-environment fit, goal setting, social/prosocial/work readiness, self-regulated learning, and the utilization of emotional and instrumental support), educational and career development outcomes (self-efficacy, positive self-attributions, vocational identity, magnitude of vocational interests, and proactivity), and two components of hope (agency and pathways) among college students were explored. Results indicated that ICM is a useful model for college students and that the interrelated skills predicted the interrelated outcomes. The agency aspect of hope predicted both skills and outcomes; and skills or outcomes predicted agency. Pathways were not predictive of nor predicted by skills or outcomes. Suggestions about how these skills can be developed in college students are offered.

Understanding the context of suicidal behaviors is critical for effective suicide prevention strategies. Although suicide is an important topic for Asian Americans, there is limited information about what Asian Americans’ attitudes are towards suicide and their perceptions about the effectiveness of prevention efforts. These questions are critical to examine to provide foundational knowledge for determining how best to intervene. In this study, Asian American (n = 87) and White (n = 87) participants completed self-report indexes on their knowledge of depression and suicide (e.g., estimates of suicide rates), coping attitudes (e.g., help-seeking) and suicide prevention attitudes (e.g., usefulness of PSAs). The results indicate that in comparison to Whites, Asian Americans perceived suicidal behavior to be more common, perceived a stronger link between depression and suicide, less frequently endorsed help-seeking strategies, and reported more concern or distress after viewing a suicide prevention PSA. These preliminary results also suggest the possibility of cultural differences in perceptions of suicide prevention messages. The implications of these findings are discussed with a focus on providing recommendations for exploring suicide prevention efforts for Asian Americans.

The goal of this study was to examine the reciprocal longitudinal relationships between executive dysfunction and happiness for Korean children. We used data from the Panel Study of Korean Children (PSKC) conducted by the Korean Institute of Child Care and Education. A total of 1240 valid responses from the first to third grade in elementary school were analyzed using autoregressive crossed-lagged modeling. As a result, executive dysfunction and happiness were found to have reciprocal influences over the three time points. We also found that the cross-lagged effects of executive dysfunction and happiness were stronger than those of happiness on executive dysfunction. Clinical implications and limitations were discussed.

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