First-generation college students (FGCS) represent a large proportion of individuals seeking higher education in the United States; yet this population does not perform as well academically as, and persist to graduation at lower rates than, their peers who have more familial context for the college-going experience. Completing a college degree is clearly tied to employability and mental wellness, which makes FGCS’s plight an important issue. Although there is a significant body of research about FGCS’s academic performance and experiences, there is little research about this population’s beliefs and experiences along their career path. Using an exploratory qualitative approach (Consensual Qualitative Research) and a well-researched model of career development (Social Cognitive Career Theory), we asked 15 FGCS about external influences on, and internal beliefs about, their career development process. Three major domains emerged from the data—external influences on the career development process, understanding of the career development process, and self-concept. These results provide a foundation for future research, as well as implications for practice with this population.

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Eleven US-based doctoral student supervisees were interviewed regarding their internal representations (IRs) of their clinical supervisors. Data were analyzed using consensual qualitative research. In speaking about their overall IR experiences, supervisees reported that their exposure to IRs occurred at off-site practicum placements. The IRs, which were both spontaneous and intentionally invoked, usually were auditory in form, were stimulated by supervisees' clinical work, were used to guide their clinical performance, and were considered a normal part of their development. When describing one specific IR, supervisees characterized the relationship with the supervisor as positive, and noted that supervision focused on clinical interventions. These brief and vivid IRs were auditory/verbal in form, occurred spontaneously, and consisted of the supervisor instructing or supporting the supervisee when s/he felt challenged or doubted her/himself clinically. The IRs yielded positive effects, but were usually not discussed with supervisors. Implications are addressed.

Evidence suggests that masculine socialization may serve both to restrict men’s potential in ways that lead to psychological distress, while also restricting the ways in which they respond to such distress. Although we are beginning to understand masculine and paternal depression, little is known about how stay-at-home fathers (SAHFs) experience depression, nor their experiences and beliefs regarding help-seeking and psychotherapy. To that end, this qualitative study focused on how SAHFs experience depression and help-seeking via in-depth interviews with 12 participants from across the United States. Results indicated that SAHFs who have experienced depression during their tenure as SAHFs focused on relational distress, isolation, loss of independence, and social stigma as contributing to their depression. They appeared to retain a high value on providing for their families, both in the decision to take on the role of SAHF and in deciding to ultimately seek help for depression. The idea of seeking help as a means to protect and provide for their families appeared congruent with their descriptions of masculinity, which recast the SAHF role as being definitionally masculine. Finally, this growing minority of men appeared to be building social networks both on- and offline to support their sense of identity and as a means for coping with the unique stressors they face. These results have implications for therapists, medical practitioners, public health officials, and family members of SAHFs.