Counseling Older LGBTQ+ Adults of Color: Relational-Cultural Theory in Practice

Lesbian, gay, bisexual, transgender, and queer (LGBTQ+) communities have faced a history of discriminatory incidents with deleterious effects on mental health and wellness. Compounded with other historically marginalized identities, LGBTQ+ people of color continue to experience disenfranchisement, inequities, and invisibility, leading to complex experiences of oppression and resilience. Moving into later stages of life span development, older adults of color in LGBTQ+ communities navigate unique nuances within their transitions. The article addresses the following goals to connect relational–cultural theory (RCT) as a relevant theoretical framework for counseling with older LGBTQ+ adults of color: (a) explication of conceptual and empirical research related to older LGBTQ+ adults of color; (b) outline of key principles involved in the RCT approach; and (c) RCT applications in practice and research for older LGBTQ+ adults of color.

Relational–Cultural Theory: A Supportive Framework for Transracial Adoptive Families

Transracially adopted children and adolescents are subject to increased risks to their mental health and identity development as a result of racism and microaggressions. The risks are exacerbated by limited racial–ethnic socialization from their mostly White adoptive parents. This article reviews the history of transracial adoption in the United States through the lens of colonization, describes research related to racism and its impact on transracially adopted children, and recommends relational–cultural theory as a supportive framework for school, mental health, and family counselors.

Using a Relational-Cultural and Adlerian Framework to Enhance Multicultural Pedagogy

Counselor education (CE) programs are expected to provide counselors-in-training (CITs) with a diversity-infused curriculum. Throughout the CE literature, there are many available methods to accomplish this goal, yet trainees have reported a lack of self-efficacy in essential multicultural competencies before entering clinical work. Graduates of CE programs have also noted feeling unprepared when working with culturally diverse clients. The integration of culturally responsive models in CE programs is limited, and methods to decolonize current educational practices remain sparse. To address these gaps, we propose a culturally responsive and decolonizing framework grounded in the extant research that integrates relational-cultural theory (RCT) and Adlerian theory principles. The Relational-Cultural and Adlerian Multicultural Framework (RAMF) is intended to be a new pedagogical approach to enhance multicultural education across CE programs. By integrating RCT and Adlerian theory frameworks, the RAMF may offer a more comprehensive lens to view multicultural and social justice issues.

Exploring relationship strategies of overweight adolescents

Childhood obesity has been identified as a health crisis reaching epidemic proportions worldwide. Significant literature addresses the many aspects of this issue however little exists that honours the experiences and voices of overweight adolescents. Framed by relational-cultural theory, in this exploratory qualitative study, I examine experiences, strategies, and processes of overweight adolescents in relation to their interactions with others. A case study analysis of a focus group of overweight adoloescents ages 13-16 years was conducted with three salient themes emerging. Participant's verbalized experiences demonstrated a perception of issues related to their relationships with others and sometimes an identified awareness of factors pertaining to these relationships. The third theme centres on the varied and at times complex strategies participants used when navigating these potential or existing relationships with others. Implications for health promoting theory, policy, practice, and future research are outlined.

Exploring relationship strategies of overweight adolescents

Childhood obesity has been identified as a health crisis reaching epidemic proportions worldwide. Significant literature addresses the many aspects of this issue however little exists that honours the experiences and voices of overweight adolescents. Framed by relational-cultural theory, in this exploratory qualitative study, I examine experiences, strategies, and processes of overweight adolescents in relation to their interactions with others. A case study analysis of a focus group of overweight adoloescents ages 13-16 years was conducted with three salient themes emerging. Participant's verbalized experiences demonstrated a perception of issues related to their relationships with others and sometimes an identified awareness of factors pertaining to these relationships. The third theme centres on the varied and at times complex strategies participants used when navigating these potential or existing relationships with others. Implications for health promoting theory, policy, practice, and future research are outlined.

Support, Mentorship and Well-Being in Canadian and Croatian Faculties of Education: Professor and Student Perspectives

The purpose of this quantitative study was to examine professors’ and Master of Education (MEd) students’ well-being, support, academic self-efficacy and mentorship in Canada and Croatia. Overall, 118 professors and 98 MEd students from three universities in Canada and three universities in Croatia completed the online surveys in English and Croatian, respectively. The frameworks of self-determination theory and relational cultural theory informed interpretation of our findings. Results suggest that for professors in both countries, personal support, professional support and academic self-efficacy predict professional well-being. Only personal support predicts personal well-being in Canadian professors, while personal support and academic self-efficacy predicts personal well-being in Croatia. Personal and professional support was also associated with positive mentorship practices in Canada. Students in both countries, who felt supported professionally and personally, reported greater professional and personal well-being respectively. Self-efficacy may make a difference for Croatian students but seemed to have little unique impact on Canadian students. Studying part-time in Canada was associated with higher personal and professional well-being but was associated with lower personal well-being in Croatia. Mentorship practices seemed to have little effect on well-being in either country. Overall, professors reported higher well-being and support than M.Ed. students. We conclude with recommendations that would be informative for university administrators, graduate programs, and services interested in the well-being of professors and graduate students.

Tracking Thought Squirrels: A Relational Cultural Theoretical Approach to Counseling Couples

Relational-Cultural Theory (RCT) describes the process of connection and disconnection that is inevitable in relationship. Understanding how we can navigate and recover from connection and disconnection in our relationships with loved ones serves to develop relational resilience. In this article, the author will share an approach to couples communication, grounded in RCT, which may help increase the ability for couples to communicate their moments of connection and disconnection to one another to foster relational resilience. Two case examples are shared that exemplify the step by step process of incorporating this relational cultural approach in practice.