Seven ethnically and racially diverse researchers conducted phenomenological research using a semistructured interview investigating the presence and nature of microaggressions in the lives of 59 highly educated racial, gender, and sexual minority research participants, ranging in age from mid20s to mid60s. The minimum educational requirement for the study participation was a completed master's degree. Participants could be enrolled in a doctoral program and pursuing any discipline or could have previously obtained a doctoral degree. The relevance of resistance theory as a framework for understanding participants' experiences with and responses to microaggressions was investigated. Using thematic analysis within a social constructionist framework, 8 central themes were identified: (a) Suboptimal System; (b) Microaggressions Tax; (c) Acrid Environments; (d) Misconstruing Race, Gender, and Sexuality; (e) Assumption of Universal Experience; (f) Valuing Relationships; (g) Armored Resistance; and (h) Optimal Resistance. Limitations and implications for future research are discussed.

Peer-delivered services for individuals with psychiatric conditions are becoming an established part of the mental health workforce. Given the growing focus on evidence-based supported employment, peer specialists are often assisting individuals who are choosing, getting, or keeping employment. As part of a larger randomized clinical trial examining the effectiveness of an innovative intervention called vocational peer support, 13 semi-structured qualitative interviews were conducted to examine how recipients perceived peer support, and whether or how it was useful for pursuing vocational goals. A thematic analysis approach was utilized for identifying major themes and sub-themes. Results suggest that a key factor in the effectiveness of vocational peer support is the identification with another individual's "lived experience," which then promotes engagement and a sense of normalcy. Vocational peer support may be particularly useful for individuals with psychiatric disabilities wishing to pursue a vocational goal.

Objective To better understand how biracial/multiracial millennials make meaning of their multiple identities and racial socialization messages within their interracial families. Background A small body of research suggests that the content of parents' race messages to their biracial/multiracial children may have profound social and psychological ramifications. Changing American demographics, including the growth of biracial/multiracial populations, have created a demand for careful examination of this group's racialized experiences. Method To examine the racial socialization experiences of biracial/multiracial participants (n = 30), this qualitative substudy used thematic analysis, an intersectional theoretical framework, and a phenomenological approach in analyzing open‐ended responses. Results We found that interracial families employed a number of racial socialization messages, including those that extol mainstream cultural values as well as communications that fuel race‐related stress and identity politics. Conclusion Findings highlight the prevalence of dominant Western cultural values and racial silence in the socialization messages within interracial families and the reality of racism and racial awareness among individuals identifying as biracial/multiracial. Implications The findings in this study suggest a need to examine racial socialization as a function of parents' salient identities, including gender, race, and immigration status.

Aim: Avolition, or the lack of motivation, has consistently been shown to be a significant predictor of poor psychosocial outcome, with decreased overall motivation as the single strongest predictor of poor work or school outcome in first episode psychosis. This study aimed to better understand the ways in which motivation impacts work and school functioning. This study first examined the factors related to motivation in people recovering from a recent onset of psychosis, then explored the unique interrelationships between positive symptoms, stigma, and motivation and how they influence role functioning.Methods: A total of 40 participants with early psychosis were recruited for this cross-sectional design study; with a mean of 14.5 months of treatment prior to study assessment.Results: Neither experienced nor internalized stigma were related to motivation in this sample, but internalized stigma was related to work and school functioning. Positive symptoms were significantly inversely related to both work and school functioning and motivation, with mediation analyses showing that motivation significantly mediates the relationship between positive symptoms and role functioning. Conclusion:This relationship may shed light on the link between motivational deficits and work and school outcomes early in the course of psychosis, an area of critical importance for early intervention.

No abstract