Guided by an integrative contextual framework of immigrant youth development (García Coll & Marks, 2012), this study investigated the potential role of developmental (e.g., ethnic identity) and contextual factors (e.g., perceived discrimination, stereotyping) in mental health outcomes and help-seeking attitudes, and variations across gender and nativity among Asian American college students. Online surveys assessing perceived subtle and blatant racism, ethnic identity, the internalization of the model minority stereotype, depressive symptoms, anxiety symptoms, and attitudes toward seeking help from mental health professionals were administered to Asian American college student participants (n = 465) from diverse ethnic backgrounds and geographic regions in the United States. The findings support prior research indicating that perceived subtle racism and blatant racism are positively associated with depressive and anxiety symptoms. Further, only certain dimensions of ethnic identity and internalization of the model minority stereotype were found to be associated with mental health outcomes and help-seeking attitudes. The findings did not indicate a significant association between perceived racism and help-seeking attitudes. There were also no significant differences in the relationships among variables across gender and nativity, with the exception of the association between ethnic identity and help-seeking attitudes across gender. The study identified potential risk and protective factors in mental health, while underscoring the multidimensional aspects of social and contextual factors that contribute to mental health and help seeking among Asian American college students. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

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Although research supports the critical need for cultural competence in clinical practice, few studies have addressed practitioners' perspectives on their psychotherapeutic practices with ethnic minority clients. This study examined whether personal orientation to diversity (universal-diverse orientation or UDO), perceived access to institutional resources, and multicultural training were associated with self-perceived cultural competence among 196 licensed clinicians. We also explored differences in self-perceived cultural competence across clinicians identified with specific theoretical orientations. Multiple regression analyses indicated a positive association between UDO and clinicians' self-perceived cultural competence, and a positive association between access to institutional resources and self-perceived cultural competence. The extent to which multicultural training was thought to be helpful was also associated with self-perceived cultural competence. Analysis of variance and post hoc analyses revealed mixed findings with respect to differences on self-perceived cultural competence across theoretical orientation. Implications of these findings for research, practice, and training are discussed.

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Adolescents with autism spectrum disorder often do not have access to crucial peer social activities. This study examines how typically developing adolescents evaluate decisions not to include a peer based on disability status, and the justifications they apply to these decisions. A clinical interview methodology was used to elicit judgments and justifications across four contexts. We found adolescents are more likely to judge the failure to include as acceptable in personal as compared to public contexts. Using logistic regression, we found that adolescents are more likely to provide moral justifications as to why failure to include is acceptable in a classroom as compared to home, lab group, and soccer practice contexts. Implications for intervention are also discussed.