Athletes in Transition: A novel intervention targeting elite athletes' identity development
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There is an ongoing need to improve the models of and treatments for eating disorders (EDs), given the limited recovery rates. Emotion regulation difficulties predict and maintain these disorders but interventions that teach emotion regulation skills to individuals with EDs have not improved the overall treatment efficacy. Research in developmental psychology suggests that parents influence (socialize) emotion regulation of their adolescent children and can be utilized in treatment as emotion coaches. This can be a promising avenue for future interventions for EDs, if research demonstrates that parental emotion socialization is linked to youth’s ED psychopathology through youth’s emotion regulation, as suggested by theory. This study examined if three channels of emotion socialization – practices (emotion coaching, emotion dismissing, and positive beliefs about daughters’ anger), mothers’ emotion regulation, and expressed emotion (critical comments, emotional overinvolvement) – were associated with daughters’ ED psychopathology through daughters’ emotion regulation. Individual differences that might be associated with emotion socialization were also examined. 135 mothers of daughters either with or without an ED diagnosis completed a battery of measures. Daughters’ ages ranged from 12 to 24 years. Results indicated that mothers’ emotion coaching, emotion regulation difficulties, and critical comments were indirectly related to daughters’ ED psychopathology through daughters’ emotion dysregulation. Emotional overinvolvement was only linked to ED psychopathology directly. Mothers’ psychological functioning or daughters’ diagnostic status (presence or absence of an ED diagnosis) were not significantly related to emotion coaching, emotion dismissing, or positive beliefs about anger. This study is a first step towards understanding how emotion socialization, especially emotion coaching, is linked to ED psychopathology and it can inform future research and clinical practice.
Emotional disclosure—verbal communication of emotional experiences—reduces emotional distress and positively impacts interpersonal relationships. Consequently, concealing emotions has been shown to negatively impact physical and psychological health. Previous research has shown that people with attachment avoidance orientation, and people with alexithymia, limit their use of emotional disclosure as a means of affect regulation. Little research however, has been conducted to determine if alexithymia mediates the negative relation between attachment avoidance and emotional disclosure. Additionally, there is little research evaluating the moderating effect of gender on the relation between attachment avoidance and alexithymia. Presently, we investigated if alexithymia mediated the negative relation between attachment avoidance and emotional disclosure. Secondarily, we evaluated whether gender moderated the positive relation between attachment avoidance and alexithymia. Participants were Mechanical Turk workers (N = 178) who completed measures of attachment orientation, alexithymia, and generalized emotional disclosure tendencies. Our primary hypothesis was supported: alexithymia partially mediated the relation between attachment avoidance and emotional disclosure. Our secondary hypothesis was also supported: gender moderated the relation between attachment avoidance and alexithymia in that the relation was stronger for male participants compared to female participants. Implications for theory and counselling psychology practice will be discussed.
Across Canada, schools are serving an increasingly multicultural student population, one with diverse and sometimes unfamiliar experiences and worldviews. Despite this fact, very little research has been conducted on school counsellor multicultural self-efficacy in Canada. To address this gap, a survey research design was used to assess the level of multicultural self-efficacy among a sample of school counsellors (N = 226) in British Columbia. This study also sought to identify the demographic and workplace variables that contribute to higher levels of multicultural counselling self-efficacy among school counsellors in British Columbia. In addition, the study examined the relative contribution of years of experience versus caseload diversity, and the impact of high levels of multicultural training on the relationship between self-efficacy and years of experience. The School Counselor Multicultural Self-Efficacy Scale (SCMES; Holcomb-McCoy, Harris, Hines, & Johnston, 2008) measured self-efficacy across six factors. Results suggest that BC school counsellors have moderate to high levels of multicultural counselling self-efficacy across all six factors of the SCMES. Hierarchical regression analyses were used to identify the unique contributions of specific predictor variables to specific SCMES factors. Three distinct patterns emerged. In Pattern #1, graduate-level multicultural training courses, and frequency of cross-cultural sessions were the most influential predictors. In Pattern #2, multicultural training alone exerted the greatest influence. However, in Pattern #3, teaching experience and community setting combined with graduate-level multicultural training as significant contributors to a single factor: Factor 3 (Developing Cross-Cultural Relationships). Factor 3 plays an important and unique role in subsequent analyses. The implications of these findings for counsellor training and practice, and suggestions for further research are discussed.
The following is a selection of grants for which the faculty member was principal investigator or co-investigator. Currently, the list only covers Canadian Tri-Agency grants from years 2013/14-2016/17 and excludes grants from any other agencies.