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Counseling Psychology News

Thompson is lead author of paper published in Journal of Career Assessment

October 15, 2014

UW-Madison’s Mindi Thompson is the lead author of a paper that appears in the most recent edition of the Journal of Career Assessment.

The article is titled, “Personal and Contextual Variables Related to Work Hope Among Undergraduate Students From Underrepresented Backgrounds.”

Mindi Thompson
Thompson
According to the paper’s abstract: “This study investigated the relationships among personal and environmental variables (i.e., college student generation status, psychological distress, experiences with racism and classism, and perceived social status [PSS]) and work hope. One hundred and seventy-six undergraduate students attending a predominantly white institution who identified as members of an underrepresented racial/ethnic group completed the study. Consistent with the hypotheses, results demonstrated that increased psychological distress and more experiences with classism, experiences with racism related to lowered levels of work hope and that heightened PSS related positively to work hope. When examined in combination, all variables significantly predicted work hope, but only the βs for psychological distress and PSS were significant. Unexpectedly, first-generation college students did not significantly differ from continuing generation college students in levels of work hope. Limitations, directions for future research, and implications for career counseling are presented.”

Thompson is an assistant professor with the Department of Counseling Psychology.

Earlier this year, she had another paper published that was titled, “Influence of social class perceptions on attributions among mental health practitioners,” which appeared in the journal Psychotherapy Research.

This was a “vignette-based study (that) assessed the influence of social class attributions toward a hypothetical client's difficulty. …  As expected, this sample of licensed mental health practitioners detected social class differences based on the descriptors of the hypothetical client across the two vignettes. These perceived social class differences, however, did not impact participants' attributions toward the client for causing or solving her problems, level of Global Assessment of Functioning score ascribed to the client, or willingness to work with the client.”
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