This article presents White dialectics, or the tensions that White students experience as dominant group members in the United States, as a new framework to understand and intervene with White students and counselor trainees. Developed from and supported by our qualitative analysis, the authors present the six dialectics of (a) Whiteness and self, (b) connection in multiracial relationships, (c) color blindness, (d) minimization of racism, (e) structural inequality, and (f) White privilege. They demonstrate that White students exhibited dialectical movement, shifting along these dialectics as they reflected on their race. Moreover, they identified their dialectical tensions as investigators that may parallel tensions experienced by those working with White students. They conclude by discussing White authenticity, or the continual struggle with the White dialectics as an educational goal, with suggestions for intervention. A focus on White dialectics holds promise for the field of counseling psychology and the multicultural education of White students and counselor trainees.

The goal of this study was to investigate moderators of mindfulness training. The present study employed a brief form of mindfulness training with moderately distressed participants. Psychological distress was measured before and after a five-session mindfulness intervention. Two hypothesized moderators of treatment outcome, discomfort with emotion and mindfulness were measured before the intervention. Consistent with previous research, the brief mindfulness intervention was associated with reductions in psychological distress with a large pre-post effect size. Importantly, reductions in distress were significantly moderated by discomfort with emotion. Individuals reporting the most discomfort with emotion showed less reduction in distress after the mindfulness intervention. Results highlight the importance of investigating moderators of mindfulness intervention outcome.

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Dynamic reflexivity is central to enabling flexible and emergent qualitatively driven inductive mixed-method and multiple methods research designs. Yet too often, such reflexivity, and how it is used at various points of a study, is absent when we write our research reports. Instead, reports of mixed-method and multiple methods research focus on what was done rather than how it came to be done. This article seeks to redress this absence of emphasis on the reflexive thinking underpinning the way that mixed- and multiple methods, qualitatively driven research approaches are thought about and subsequently used throughout a project. Using Morse's notion of an armchair walkthrough, we excavate and explore the layers of decisions we made about how, and why, to use qualitatively driven mixed-method and multiple methods research in a study of mindfulness training (MT) in schoolchildren.

The fields of feminist, multicultural, and counseling psychology have historical roots in activism, advocacy, and social justice. Most of the existing literature exploring the intersections of these three fields of psychology has focused at the micro-level. In this chapter we (a) define and elaborate on the concepts of social justice, activism, and advocacy, particularly focusing on the meso and macro levels within feminist multicultural counseling psychology; (b) discuss the various contexts in which social justice work is taking place; (c) weave together the existing literature with interview data to illustrate the multifaceted work of feminist multicultural counseling psychologists involved in activism, advocacy, and social justice activities at these larger systemic levels; and (d) make recommendations for future directions in feminist-social justice counseling psychology.