Native Americans have higher rates of unemployment than other minority groups, and why this is so remains unclear. This study sought to determine demographic, physical health, mental health, and psychological symptoms predictive of employment for Native Americans in the Northeastern United States. The participants were 750 Native American men and women who ranged in age from 18 to 64 years. Using logistic regression, the findings indicated that Native Americans with greater education were more likely to be employed than those who were less educated (OR = 1.4, P < .000). Native Americans who rated themselves in better physical health were more likely to be employed (OR = 1.3, P < .003). Those who reported multiple psychiatric disorders were less likely to be employed (OR = 0.69, p < .001). Pervasive sadness was related to a lower likelihood of employment (OR = 0.51, P < .000). Recommendationsfor tribal leaders and rehabilitation practitioners are provided.

This study examined the differences in mental health and substance use by gender and across education levels of 634 American Indians from 4 eastern tribes. Multivariate analysis of variance indicated that men self‐rated significantly better mental health but binge drank and used illicit drugs more often compared with women. Participants with a post–high school degree had significantly better mental health than those without a high school diploma. As education increased, cigarette smoking significantly decreased. Implications for culturally appropriate interventions are discussed. Este estudio examinó las diferencias en salud mental y abuso de sustancias entre distintos sexos y niveles de educación de 634 indios americanos de 4 tribus del este. El análisis multivariante de la varianza indicó que los hombres autoevaluaron su salud mental como significativamente mejor, pero consumían alcohol en exceso y usaban drogas ilícitas con más frecuencia que las mujeres. Los participantes con un grado superior a la enseñanza secundaria tenían una salud mental significativamente mejor que aquellos que no terminaron la enseñanza secundaria. A niveles educativos mayores, la incidencia de fumadores disminuyó significativamente. Se discuten implicaciones para intervenciones culturalmente apropiadas.

Objective: Psychological first aid (PFA) refers to evidence-supported intervention by nonmental health professionals to assist those affected by disaster to achieve stability. This study probed the level of PFA academic discourse on three important topics (race/ethnicity, general training and delivery, and online training delivery) and explored PFA training delivery trends. Method: This study reviewed all available abstracts in the Web of Science database from 1975 to 2021 with keyword searches for PFA. The corpus linguistic analyses using #Lancsbox 6.0 and Sketch Engine explored the usage rate of PFA and how the PFA was used. The study also examined race/ethnicity, learning delivery except for online, and online training delivery methods. The change in online PFA training delivery with the advent of the COVID-19 pandemic was analyzed using Tau with the subcorpora (2012–2020, 2020–2021). Results: The race and diversity usage rates were only 6.11 per 10,000 counts, while the substantive discourse was on PFA service and delivery. There was a significant increase in PFA online training since COVID-19 started (Tau = 0.667, p = 0.041, SETau = 0.333). Conclusions: Training and delivering online PFA is the safest method to meet the need for psychological aid during the global health crisis. Additionally, there is a significant need to address multicultural competency in PFA training and service delivery. PFA as an early critical intervention should be promoted as an early government response.

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Background: Psychological First Aid (PFA) is practiced worldwide. This practice in English is guided through a small collection of training manuals. Despite ubiquitous practice and formal training materials, little is known about what topics are covered and in what depth in these influential manuals. As such, we analyzed the topic structure of these training manuals. Objective: To model the PFA manuals’ topics with the goal of identifying a set of topics with recurrent themes and evaluating the extent to which each manual demonstrated those themes. Method: This machine learning study employed an unsupervised topic modelling design using Latent Dirichlet Allocation. The variables are (1) the distribution of a word across documents and (2) the distribution of a word across topics. The level of measurement for all variables is continuous. The unit of analysis is words. Preprocessing and data analysis were carried out using the Orange Data Mining Toolbox (Demšar et al., 2013 ). This programme is a Python GUI. Results: Results indicated a ten-topic structure to the universe of the English PFA training manuals. These topics were: (1) Refugees, (2) Orientation Activities, (3) Community-Based Applications, (4) PTSD & Other Psychological Issues, (5) Training Materials, (6) Specific Helper Instructions, (7) PFA Scholarship, (8) MHPSS, (9) General Curriculum, and (10) Australian Specific Delivery. The depth of discourse on each topic varied widely between manuals. Conclusions: The Academics of the PFA topic shows a strong representation of the corpus and suggests current training manuals have stayed true to its evidence-supported practice. The topic of Community-Based Applications strongly represents the corpus and suggests that training models incorporate community-based applications. The scientific foundation and practical implementation of the training guides are essential elements. Limitations and implications were also discussed.

This article presented a pedagogy of online experiential learning that meets CACREP’s (2016) required competency in a Master’s level group work course. It examined the student counselor’s group skills competency before and after the group work training. The classic and Bayesian paired t-test results demonstrated significant increases with large effect sizes for general and technology-related group skill competency. This pedagogy provided students with an experiential opportunity and allowed for the modeling and observation of leadership skills. Additionally, the authors discussed successes and challenges in the online peer-facilitated psychoeducation experiential group and provided the implications.

This pilot study demonstrates language style matching (LSM) as an evaluation tool when examining counseling session discourse transcripts. LSM explores the language style of individuals and whether there is coordination in a dyadic conversation. This study examined the differences between suicidal discourse and general discourse. We employed a cross-sectional corpus linguistic analysis of transcripts of counseling sessions. The corpora were analyzed using the LSM methodology embedded in the Linguistic Inquiry and the Word Count software (LIWC-22). The results showed that LSM between clients and counselors within suicide discourse sessions was not statistically significantly different from those with general counseling content. Additionally, stylistic words did not vary between the two respective groups of dyads. The LSM can be an assessment tool in analyzing transcripts to determine the level of empathy and the therapeutic alliance. Additional basic counseling skills are transferable across different counseling topics.

This book chapter will first introduce theories in social and cognitive psychology to describe the process of change. The social intuitionist model (Haidt, 2001) is applied to illustrate how communication operates in human function. When confronted by the need to change, individuals respond first from intuition, and only after our response do, we acquire rational justification. Additionally, this chapter provides explanations of traumatic brain functions from the neuroscience perspective. Practitioners have to recognize both the intuitive and deliberative process when working with individuals who experience trauma with physiological reactivity. This chapter also discusses strategies to reduce traumatic stress and restore the proper balance between the rational and emotional brain.