Appreciating similarities and valuing differences: The Miville-Guzman Universality-Diversity Scale.

Universal-diverse orientation was defined as an attitude of awareness and acceptance of both the similarities and differences that exist among people. A 45-item scale developed to measure the construct was administered to 4 separate samples (ns?=? 93, 111, 153, and 135). Internal consistency and retest reliability for the Miville-Guzman Universality-Diversity Scale (M-GUDS) ranged from .89 to .95. The M-GUDS significantly correlated in theoretically predicted ways with measures of racial identity, empathy, healthy narcissism, feminism, androgyny, homophobia, and dogmatism (the last 2 correlations were negative). The M-GUDS displayed discriminant validity by failing to correlated with Scholastic Achievement Test Verbal Scores, although mixed results were obtained with social desirability. In summary, the data suggest considerable reliability and initial construct validity for the M-GUDS. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counseling psychology perspectives on the predoctoral internship supply-demand imbalance: Strategies for problem definition and resolution.

The authors discuss the internship supply demand situation from the perspectives of counseling psychology (CP) training programs by incorporating the viewpoints of CP training directors (TDs), garnered through an online survey. Survey results indicated relatively lower match rates for the preceding year (2007), increased stress among students, and TD concerns about decreased emphases on science training. The authors offer strategies regarding the resolution of this difficult situation, including increased mentoring and individualized practicum planning (program level), the development of captive internship sites and slots, particularly in underserved areas (subspecialty level), and data collection and sharing techniques (field level). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Chameleon Changes: An Exploration of Racial Identity Themes of Multiracial People.

The current study explored essential themes of racial identity development among 10 self-identified multiracial adults from a variety of racial backgrounds. Participants were interviewed using a semistructured protocol, and the interviews were recorded, transcribed, and then coded for themes by research team members. Four primary themes were identified: encounters with racism, reference group orientation, the "chameleon" experience, and the importance of social context in identity development. A number of subthemes also were identified. Although several of the themes mirrored those associated with contemporary biracial and multiracial identity development models, new themes centering on the adoption of multiple self-labels reflecting both monoracial and multiracial backgrounds emerged as well. Implications of the findings for future research and practice are identified. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

White Racial Identity Dyadic Interactions in Supervision: Implications for Supervisees' Multicultural Counseling Competence.

Examining supervisory dyads consisting of a White supervisor and a White supervisee, the authors sought to determine the effects of similarities and differences in levels of supervisor and supervisee racial identity schemas or attitudes on White supervisees' self-reported multicultural counseling competence and multicultural case conceptualization ability. White supervisees in supervision dyads characterized by more advanced White racial identity schemas reported higher self-perceived multicultural counseling competence and obtained higher multicultural case conceptualization ratings than did their counterparts in supervision dyads characterized by lower White racial identity schemas. Implications of the findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)