Coronavirus Disease is impacting the entire world. As the first country that has needed to confront this disease, China has responded with unprecedented and hugely successful public health initiatives. Almost simultaneous with the awareness of the potential for widespread loss of life, the first Chinese university recognizing the likely psychological impacts of COVID-19, assembled the first university-based professional team to offer pandemicrelated mental health services to the Chinese public. This paper describes the work that we provided and the challenges encountered. The challenges are described in four contexts: the organizational/systemic level, the technical perspective, the therapeutic process, and the ethical aspects. We also provide recommendations on what we can do in the short term, and future improvements that can be made.

Based on the social-cognitive theory, this study investigated the dynamic association between counseling trainees' self-efficacy and their clients' outcome (i.e., symptom distress), and the mediating effects of therapist-and client-rated working alliance and session quality. Data set included 1,352 sessions conducted by 87 master's level therapist trainees with their 317 clients in China. Before every session, therapists completed a measure of self-efficacy and clients reported their symptom distress; and after every session, both therapists and clients rated their working alliance and session quality. Results showed that, (a) over the course of therapy, the initial level of therapist self-efficacy did not predict how quickly client symptom declined; (b) the initial level of client distress did not predict how quickly therapist self-efficacy increased; and (c) client distress decline was not related to therapist self-efficacy increase over the course of therapy. However, at the session-to-session level, higher therapist self-efficacy before one session significantly predicted lower client distress before the next session, and higher client distress before one session significantly predicted lower therapist self-efficacy before the subsequent session. Therapist and client perceptions of working alliance were both significant mediators, while their session quality ratings were not. Findings supported the dynamic and reciprocal relationship between therapist self-efficacy and client distress at the immediate session-to-session level rather than the overall trajectory level, and revealed its specific mediating mechanism through the relationship building between therapist and client. Public Significance StatementTherapist trainees' self-efficacy and their clients' distress temporally predict each other from session to session in a reciprocal way. When feeling more confident about their therapy sessions, trainees appear to build better relationships with clients, which leads to client symptom relief; in contrary, when clients are more distressed, it seems hard to have a strong working alliance, which undermines trainees' subsequent confidence.

Despite increasing evidence that negative stereotypes adversely affect the career development of women in science, technology, engineering, and mathematics, measuring their effects has been a challenge. This study focuses specifically on the sciences, since some, particularly physics, are notably imbalanced in terms of gender diversity. Our aim was to develop and begin to validate a measure of gender stereotypes in science, referred to as the Stereotype Threat in Science Scale-Gender (STSS-G). Participants consisted of 629 undergraduate women enrolled in biology, chemistry, and physics courses. Results of exploratory and factor mixture analyses yielded support for a 7-item scale consisting of two factors, social identity and identity threat, and five latent classes underlying a heterogeneous population. Results of structural equation modeling indicated that the two latent variables were significantly associated with scores on existing measures of science identity and stereotype threat. The construct, differential, and concurrent validity of the STSS-G are discussed.

Threatening stereotypes have been theorized as having negative consequences for domain identification among members of the stigmatized groups. The present research tested this disidentification hypothesis among college women (N ¼ 650) in academic majors that should be vulnerable (i.e., science and engineering) and immune (e.g., humanities and education) to these theorized effects. Results of structural equation modeling analyses were consistent with theoretical expectations, as stereotype threat was negatively and indirectly associated with the adoption of self-and taskapproach achievement goals through its relationship with science identity for science and engineering majors but not women in nonstereotyped majors. For the latter group, stereotype threat bypassed science identity and was instead both directly and indirectly related to approach motivation. Implications for academic/career motivation, science identity, and career counseling intervention are discussed.

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