This article explores how contemporary developmental psychology, specifically developmental-contextualism, provides a conceptual framework for practice and research by counseling psychologists who work with schools. Developmentalcontextualism articulates how human development (a) is affected by context, (b) involves bio-psycho-social levels, (c) occurs during the life span, and (d) includes strengths and deficits. The authors delineate how these four developmental principles, in conjunctionwith the traditional strengths of counseling psychology, can guide the application of effective interventions with school-aged children and their families.
In this present grounded theory study, 16 experienced psychologists, who practiced from varied theoretical orientations and came from diverse religious/spiritual/nonreligious backgrounds, explored their personal religious/spiritual/nonreligious identity development journeys, their experiences with clients' religious/spiritual content in psychotherapy sessions, and how their identity may have influenced the way they interacted with religious/spiritual material during sessions. Results revealed that psychologists' spiritual/religious/nonreligious identity is conflicted and complex and that their academic and clinical training did not provide sufficient opportunity to examine how this may affect their therapeutic work. A tentative grounded theory emerged suggesting that psychologists both identified with and were activated by clients' spiritual/religious conflicts and their internal experiences about the spiritual/religious content, both of which presented significant challenges to therapeutic work.
This qualitative study explored the experiences of transracial Korean American adoptees who were given an Anglicized American name at the time of their adoption and have since reclaimed their Korean birth name across some or all contexts. Nineteen participants completed demographic questionnaires and in-depth, semistructured interviews. Interviews were audio-recorded, transcribed, and analyzed using grounded theory methodology. Five selective categories were identified: (a) factors impacting name change, (b) contexts in which Korean name is exercised, (c) impact of name change, (d) shifts in identity, and (e) shifts in sense of self. Results from the interviews highlighted the challenges of experiencing adoptee name microaggressions as a factor in reclaiming one's Korean birth name, as well as facing resistance from family and friends following the name change. For many, reclaiming one's birth name was healing, felt more in line with an authentic identity, and was a reflection of personal growth and development. Limitations of the study and implications for future research are discussed.
Through semistructured interviews, the authors investigated the relationships between the definition of a "true" American, the impact of 9/11, and the war in Iraq and their impact on experiences of fitting into and being excluded from the American identity with a sample of 10 2nd-generation young adults. Using consensual qualitative research methods (C. E. Hill et al., 2005; C. E. Hill, B. Thompson, & E. N. Williams, 1997) the authors identified 6 major domains that described participants' experiences, including physical characteristics of true Americans, behavioral characteristics of true Americans, beliefs and values of true Americans, the impact of 9/11 on definitions of true Americans, participants' American identity, and experiences as 2nd-generation Americans.
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