A series of empirical studies was conducted to develop and validate the Quick Discrimination Index (QDI), a 30-item, Likert-type self-report inventory. The QDI measures attitudes toward racial diversity (multiculturalism) and women's equality and is appropriate for late adolescents and adults. The instrument has applicability across racial/ethnic groups. Exploratory factor analyses examining both orthogonal and oblique rotations indicate that the QDI is best conceptualized as a tridimensional measure of attitudes. Three oblique factors emerged: (a) general (cognitive) attitudes about racial diversity and multiculturalism, (b) affective attitudes regarding racial diversity related to one's personal life, and (c) general attitudes regarding women's equity issues. The QDI total score and subscale scores were found to be internally consistent, to be stable over a 15-week test-retest period, and to have promising indexes of face, content, construct, and criterion-related validity. A confirmatory factor analysis examining competing factor solutions supported the three-factor oblique extraction.

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Thirteen supervisees' of color and 13 European American supervisees' experiences of culturally responsive and unresponsive cross-cultural supervision were studied using consensual qualitative research. In culturally responsive supervision, all supervisees felt supported for exploring cultural issues, which positively affected the supervisee, the supervision relationship, and client outcomes. In culturally unresponsive supervision, cultural issues were ignored, actively discounted, or dismissed by supervisors, which negatively affected the supervisee, the relationship, and/or client outcomes. European American supervisees' and supervisees' of color experiences diverged significantly, with supervisees of color experiencing unresponsiveness more frequently and with more negative effects than European American supervisees. Implications for research and supervision practice are discussed.The development of multicultural competencies in clinical practice is considered essential to effective and ethical client treatment (e.g., Office of Ethnic Minority Affairs, American Psychological Association [APA], 1993;Pedersen, 1995). Perhaps one of the most significant factors to learning and integrating such competencies into practice is having had supervision experiences that promote growth as a culturally competent practitioner (Pope-Davis & Coleman, 1997). Of interest, Constantine (1997) found that 70% of supervisees had received training in multicultural counseling in graduate school, whereas only 30% of supervisors had received such training in their NOT THE PUBLISHED VERSION; this is the author's final, peer-reviewed manuscript. The published version may be accessed by following the link in the citation at the bottom of the page. Psychology, Vol. 53, No. 3 (July 2006): pg. 288-301. DOI. This article is © American Psychological Association and permission has been granted for this version to appear in e-Publications@Marquette. American Psychological Association does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from American Psychological Association. Journal of Counseling3 academic programs. Furthermore, Duan and Roehlke (2001) found that 93% of supervisors in their study had no experience supervising trainees who were racially or culturally different from themselves. With supervisors having had such limited training in multicultural counseling and similarly limited experience with cross-cultural supervision, we wonder about supervisors' comfort, confidence, and competence in addressing cultural issues during supervision. Furthermore, the discrepancy between supervisee and supervisor training in multicultural issues may contribute to conflicts during supervision. For example, supervisees trained to be sensitive to cultural issues may expect supervisors to address such issues and, consequently, may feel conflicted and frustrated with supervisors who are unwilling to or are incapable of engaging in such discussions. Thus, supervisor responsiveness an...

After presenting a brief overview of the complexity of the qualitative interviewing process used by psychotherapy researchers, the authors discuss some of the major ideas that psychotherapy researchers using such interviews must consider both before and during the interview process. They then offer thoughts regarding approaches to strengthen qualitative interviews themselves.

Using Consensual Qualitative Research, 12 licensed psychologists' overall experiences addressing race in psychotherapy were investigated, as were their experiences addressing race in a specific cross-racial therapy dyad. Results indicated that only African American psychologists reported routinely addressing race with clients of color or when race was part of a client's presenting concern. European American psychologists indicated that they would address race if clients raised the topic, and some reported that they did not normally address race with racially different clients. When discussing a specific cross-racial dyad, African American therapists more often than European American therapists addressed race because they perceived client discomfort. Only European American therapists reported feeling uncomfortable addressing race, but therapists of both races perceived that such discussions had positive effects.

Lesbian, gay, and bisexual (LGB) supervisees were interviewed regarding their experiences of LGB affirmative and nonaffirmative supervision. Supervisees were asked to describe one of each type of event (i.e., affirmative, nonaffirmative) from their past supervision. In LGB-affirmative supervision, all supervisees felt supported in their LGB-affirmative work with NOT THE PUBLISHED VERSION; this is the author's final, peer-reviewed manuscript.

Client suicide is often an extraordinarily painful process for clinicians, especially those still in training. Given their training status, supervisees may look to their graduate programs and supervisors for guidance and support when such an event occurs. This study qualitatively examined the experiences of 13 prelicensure doctoral supervisees regarding their client's suicide. Findings suggest that these supervisees received minimal graduate training about suicide and that support from others, including supervisors, helped them cope with their client's death. Supervisors are advised to normalize and process supervisees' experiences of client suicide. Implications for training and practice are discussed.According to the National Institute of Mental Health (2004), more than 30,600 people committed suicide in 2001, making suicide the 11th leading cause of death in the United States. Suicide is thus a significant mental health concern, one that affects individuals of various ages, socioeconomic statuses, and ethnicities (Dixon, Heppner, & Rudd, 1994). The prevalence of suicide and its emotional impact have implications not only for surviving loved ones but also for faculty and students involved in mental health training (Laux, 2002). Unsurprisingly, then, suicide has been identified as the emergency situation most frequently encountered by mental health clinicians (Schein, 1976) and is thus also likely an experience that therapists-intraining may face (Chemtob, Bauer, Hamada, Pelowski, & Muraoka, 1989).The majority of research about client suicide and therapists-intraining has investigated the experiences of student interns and residents in psychology and psychiatry and has specifically focused on the frequency of such suicides (Foster & McAdams, 1999). In the first of two studies, Kleespies, Smith, and Becker (1990) found that 19% of the former psychology interns they surveyed had a patient who attempted suicide and 17% had a patient who completed suicide during their training years. Three years later, Kleespies, Penk, and Forsyth (1993) reported that 29% of psychology interns surveyed had a patient attempt suicide and 11% had experienced the completed suicide of a client.More recently, McAdams and Foster (2000) conducted a national survey of professional counselors regarding the frequency of client suicide. Of their 376 respondents, almost one quarter (i.e., 23%) had experienced the suicide of a client they were treating; within this NOT THE PUBLISHED VERSION; this is the author's final, peer-reviewed manuscript. The published version may be accessed by following the link in the citation at the bottom of the page.Professional Psychology: Research and Practice, Vol. 37, No. 5 (October 2006): pg. 547-555. DOI. This article is © American Psychological Association and permission has been granted for this version to appear in ePublications@Marquette. American Psychological Association does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission...

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