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This study examined effects of cognitive-behavioral couple therapy (n = 25 couples) and a variety of systems-oriented couple therapy models (n = 30 couples) in reducing negative attributions and degrees to which decreases in negative attributions were associated with improvements in other aspects of relationship functioning. Couples seeking treatment at a university clinic and experiencing psychological and/or mild-to-moderate physical abuse completed 10 weekly sessions. Attributions, relationship satisfaction, psychological abuse, communication, and negotiation were assessed before and after treatment. Women and men in both treatments exhibited decreased negative attributions, which moderated increases in satisfaction and decreases in negative communication, as well as increases in positive communication for men. The findings reinforce the importance of modifying negative attributions when intervening to reduce abuse.

Racial socialization protects minority adolescents from stress associated with racial discrimination. The process of racial socialization, however, may be challenging in transracial adoptive families. White parents may struggle with preparing their children for discrimination and fostering the development of racial pride. Thus, transracially adopted youth may be particularly vulnerable to stress resulting from discrimination. This study examines the extent to which racial socialization by White adoptive parents moderates the link between discrimination and stress for their minority adolescents. A study of 59 parent‐child dyads indicated that while not having an independent effect, racial socialization did moderate the link between experiences of discrimination and perceived stressfulness. For those adolescents experiencing high levels of discrimination, racial socialization did serve a protective function.

Objective To identify predictors of White transracial adoptive parents' engagement in racial socialization with their adopted minority adolescents. Background Racial socialization provides many benefits to racial minority youth, yet not all White parents who adopt transracially engage in this practice. Therefore, it is of value to examine factors that may predict the extent of transracial adoptive parents' engagement in racial socialization, including both cultural socialization and preparation for bias. Method A convenience sample of 80 transracial adoptive parents were recruited to participate in an online survey designed to assess their color‐blind attitudes, multicultural experiences, and racial socialization. Results Linear regression analyses revealed that parents interacting more frequently with ethnic minorities and endorsing less color‐blind attitudes were more likely to expose their child to their cultural heritage. Past multicultural experience was associated with preparing their children for discrimination. Follow‐up analysis revealed that parents with greater awareness of institutional racism were more likely to engage in preparation for bias. Conclusion Our findings suggest that transracial adoptive parents' level of interaction with people of different races and their attitudes about race are important predictors of their racial socialization. Implications Adoption professionals can promote a family environment conducive to meeting the needs of transracial adoptees by encouraging parents to engage with people of races other than their own and challenging their color‐blind attitudes.

Recent years have brought rapid growth in schools of public health and an increasing demand for public health practitioners. These trends highlight the need for innovative approaches to prepare doctoral graduates for academic and high-level practice positions. The University of Maryland's School of Public Health developed a "Preparing Future Faculty and Professionals" program to enrich the graduate education and professional development of its doctoral students. We describe the program's key elements, including foundational seminars to enhance students' knowledge and skills related to teaching, research, and service; activities designed to foster career exploration and increase competitiveness in the job market; and independent, faculty-mentored teaching and research experiences. We present a model for replicating the program and share student outcomes of participation.