This paper suggests a conceptual framework for understanding the processes of help-seeking among survivors of intimate partner violence (IPV). A cognitive theory from general literature on help-seeking in "stigmatizing" situations suggests three relevant processes or stages of seeking help in the IPV context: defining the problem, deciding to seek help, and selecting a source of support. Individual, interpersonal, and sociocultural factors that influence decision-making at each of these stages are discussed and illustrated with case examples.

Despite recent calls for counseling psychology to embrace social justice-oriented work, there has been little discussion about what such work actually looks like. The first part of this article derives a set of principles from feminist and multicultural counseling theories that counseling psychologists should consider as they engage in social justice work. These include (a) ongoing self-examination,(b) sharing power, (c) giving voice, (d) facilitating consciousness raising, (e) building on strengths, and(f) leaving clients the tools to work toward social change. The second part of the article describes a program designed to integrate social justice work into the core curriculum of the Boston College doctoral program. The authors discuss ways in which the above principles have shaped students; activities, and some of the ethical dilemmas that have emerged. Finally, the article under-scores professional obstacles that counseling psychologists doing social justice work are likely to face, and offers recommendations for overcoming them.

Anecdotal reports of the protective qualities of mentoring relationships for youth are corroborated by a growing body of research. However, few researchers have explored the processes by which mentors influence developmental outcomes. In this article, we present a conceptual model of the mentoring process, drawing from theory and research on child and adolescent development and close relationships. Although we view the processes outlined in this model as generally applicable to mentoring relationships in childhood and adolescence, we recognize that the effects of mentoring are likely to depend upon the age and circumstance of the youth, as well as the quality and duration of the relationship. Accordingly, we discuss issues in the development and assessment of mentoring

A new measure of women's relationships, the Relational Health Indices (RHI), comprises three scales that assess growthfostering connections with peers, mentors, and communities. The RHI was developed using the Relational Model (Jordan, Kaplan, Miller, Stiver, Surrey, 1991;Miller & Stiver, 1997), a theory of women's psychological development. The 37-item measure assesses three conceptual dimensions of growth-fostering relationships: engagement, authenticity, and empowerment/zest. This study examined the psychometric properties of the RHI with a group of 450 students at a women's liberal arts college, providing evidence for the reliability, validity, and utility of the new measure. The factor analyses confirmed a three-subscale structure: engagement, authenticity, empowerment/zest. The RHI's components generally demonstrate good overall internal consistency. Furthermore, associations between RHI scales and convergent validation scales were significant and in the direction hypothesized. Correlations with adjustment scales varied across the RHI components. The RHI has potential for enriching our understanding of important, subtle qualities and complex dynamics of both dyadic and group relationships, especially among women. The instrument is available for use by researchers interested in continuing the scale and theory development.

Despite the popularity of mentoring programs, the relational dimension of mentoring has not been elucidated. Traditional conceptions of mentoring may exclude factors that are particularly important for women and girls, thus limiting the efficacy of mentoring programs for female adolescents. We suggest that the presence of relational qualities in the mentoring relationship (e.g., empathy, engagement, authenticity, and empowerment) strongly influences the success of mentoring in the lives of young women. In this study, we use a promising new measure of mentoring, the Relational Health Index - Mentor, to explore the impact of relational aspects of mentoring in female college students. We found that mentoring relationships high in relational qualities were associated with higher self-esteem and less loneliness

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