Counseling programs across the country are increasingly incorporating social justice advocacy training into their curricula. However, much remains to be learned about the developmental processes by which students develop advocacy skills and apply those skills after they graduate. To address these questions and drive further innovation in the field of advocacy training, we conducted an evaluation of the Community Advocacy Project, a yearlong microlevel advocacy training model that teaches mental health counseling master's students to use relationship-centered advocacy with individuals in marginalized communities. We interviewed 19 counselors within 2.5 years of their graduation from the project about their experiences of the program and their current advocacy work. Using qualitative description, we developed a model describing processes of Internal Grappling, Building the Advocacy Relationship, and Integrating the Advocate Identity that highlights the importance of a yearlong one-on-one advocacy relationship, intensive reflection and supervision, and community collaboration.

This study advances knowledge concerning 1.5-and second-generation Indian American women's perspectives and experiences of sexual violence. The findings underscore the complexity of sociocultural context and socialization and their impact on traumatic stress, coping, and help-seeking. They also help in guiding culturally informed interventions with 1.5and second-generation Indian American survivors of sexual violence. www.apa.org/pubs/journals/aap

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Objective Sleep plays a critical role in children’s growth and development. This study examined the frequency and persistence of children’s sleep problems following a natural disaster, risk factors for children’s sleep problems, and the bidirectional relationship between children’s sleep problems and posttraumatic stress symptoms (PTSS) over time. Methods This study assessed 269 children (53% female, M = 8.70 years, SD = 0.95) exposed to Hurricane Ike at 8 months (Time 1) and 15 months (Time 2) post-disaster. Children completed measures of hurricane exposure and related stressors, stressful life events, sleep problems, and PTSS. Results Children’s sleep problems were significantly correlated from Time 1 to Time 2 (r = .28, p < .001). Risk factors for sleep problems at Time 2 were younger age, sleep problems at Time 1, and PTSS, not including sleep items, at Time 1. Examinations of the bidirectional relationship between sleep problems and PTSS indicated that PTSS significantly predicted later sleep problems, but sleep problems did not significantly predict later PTSS. Conclusions Findings demonstrate that PTSS may contribute to the development and course of children’s sleep problems post-disaster.

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