Journal of Multicultural Counseling and Development, 2018
The authors evaluate Dialogues on Race, an interracial group intervention in which undergraduate ... more The authors evaluate Dialogues on Race, an interracial group intervention in which undergraduate student facilitators led conversations about race with their peers. The evaluation process is described, including developing collaborative relationships, identifying program goals, selecting measures, and analyzing and presenting results. The authors discuss lessons learned about evaluating an interracial dialogue intervention that did not originally include researchers in the hope that this examination will encourage others to evaluate similar campus interventions.Diálogos sobre Raza es una intervención de grupo interracial en la que estudiantes universitarios moderaron conversaciones sobre raza con sus compañeros. Se describe el proceso de evaluación, incluyendo el desarrollo de relaciones de colaboración, la identificación de objetivos del programa, la selección de medidas, y el análisis y presentación de los resultados. Los autores discuten las lecciones aprendidas sobre la evaluaci...
Handbook of Racial & Ethnic Minority Psychology
... for Advanced Study, Harvard University, for providing him with the time, resources, and suppo... more ... for Advanced Study, Harvard University, for providing him with the time, resources, and support ... Phinney (2000) defined ethnic identity as a dynamic, multidimensional construct that refers to one's ... characteristics"(p. 7). In her work on Black and White identities, Helms preferred to ...
Handbook of Applied Developmental Science: Promoting Positive Child, Adolescent, and Family Development Through Research, Policies, and Programs
... Also, when ALANA adolescents have acquired the capacity to cope with racial events by means o... more ... Also, when ALANA adolescents have acquired the capacity to cope with racial events by means of the Integrative Awareness schema, they are freer to address other demographic (eg, gender, sexual orienta-tion) identity concerns. ...
ABSTRACT This special issue includes seven articles concerning strategies for overcoming barriers... more ABSTRACT This special issue includes seven articles concerning strategies for overcoming barriers in standardized testing as it pertains to African Americans. Most of the articles focus on the effects of testing in educational settings or on related educational experiences of test takers. Three of the articles focus on alternatives to standardized testing for students with special or exceptional needs (gifted college students or students with learning disabilities or emotional-behavior disorders). Two focus on historical and recent efforts to overcome the limiting effects of testing on employment opportunities for military personnel and potential teachers, respectively. The remaining two articles search for explanations for why policy mandates concerning testing have had such negative implications for the educational experiences of African Americans. Collectively, one message threads through the articles: testing innovation does not seem to have changed the nature of test usage, and African Americans of all ages in educational and vocational settings continue to be harmed by assessments. Debates about test bias and fairness are on-going, particularly in this era of high-stakes testing. At the same time, the testing industry continues to assert that newly created tests and revisions of old assessment tools are culturally sensitive. Why then do supposedly ‘unbiased’ tests remain unfair?
The Handbook of Ethical Research with Ethnocultural Populations & Communities
CHAPTER 16 Ethical Issues When White Researchers Study ALAN A1 and Immigrant People and Communiti... more CHAPTER 16 Ethical Issues When White Researchers Study ALAN A1 and Immigrant People and Communities JANET E. HELMS KEVIN T. HENZE JACKQUELYN MASCHER ANMOL SATIANI In the United States, White US Americans and related immigrant groups conduct ...
Counseling programs across the country are increasingly incorporating social justice advocacy tra... more Counseling programs across the country are increasingly incorporating social justice advocacy training into their curricula. However, much remains to be learned about the developmental processes by which students develop advocacy skills and apply those skills after they graduate. To address these questions and drive further innovation in the field of advocacy training, we conducted an evaluation of the Community Advocacy Project, a yearlong microlevel advocacy training model that teaches mental health counseling master’s students to use relationship-centered advocacy with individuals in marginalized communities. We interviewed 19 counselors within 2.5 years of their graduation from the project about their experiences of the program and their current advocacy work. Using qualitative description, we developed a model describing processes of Internal Grappling, Building the Advocacy Relationship, and Integrating the Advocate Identity that highlights the importance of a yearlong one-on-...
In a series of four articles, the authors described the experiences of White researchers, teacher... more In a series of four articles, the authors described the experiences of White researchers, teachers, and practitioners in addressing multicultural issues, which sometimes included racism. Yet, the authors focused very little attention on the benefits of their internalized Whiteness as impediments to fulfilling their scholarly and professional goals. Moreover, the authors did not use any theoretical formulation to guide their examination of White multicultural experts who seek to intervene in contentious topic areas. In this reaction, I suggest that the authors use White racial identity theory to examine some of the racial dynamics that they encounter and to deconstruct Whiteness as it occurs in the types of situations that they described. Examples illustrate the implicitness of White identity theory in virtually all of the articles. In addition, while acknowledging that White people are the ultimate authorities on Whiteness, the author proposes some initial ideas for how White allies...
As part of celebrating 25 years of the Janet E. Helms Mentoring Award for Mentoring and Scholarsh... more As part of celebrating 25 years of the Janet E. Helms Mentoring Award for Mentoring and Scholarship in Professional Psychology at the annual Winter Roundtable on Cultural Psychology and Education, the first and the 25th recipients were interviewed, including Janet E. Helms, for whom the award was named, and Lillian Comas-Díaz, the 2015 recipient. Both women have been highly influential scholars, teachers, and mentors in the field of psychology, particularly regarding racial–cultural and social justice issues. During our interview, we covered a number of themes: mentoring as a lifeline, mentoring and social justice activism, mentoring in the digital age, and words of wisdom for new mentors.
Journal of Multicultural Counseling and Development, 2018
The authors evaluate Dialogues on Race, an interracial group intervention in which undergraduate ... more The authors evaluate Dialogues on Race, an interracial group intervention in which undergraduate student facilitators led conversations about race with their peers. The evaluation process is described, including developing collaborative relationships, identifying program goals, selecting measures, and analyzing and presenting results. The authors discuss lessons learned about evaluating an interracial dialogue intervention that did not originally include researchers in the hope that this examination will encourage others to evaluate similar campus interventions.Diálogos sobre Raza es una intervención de grupo interracial en la que estudiantes universitarios moderaron conversaciones sobre raza con sus compañeros. Se describe el proceso de evaluación, incluyendo el desarrollo de relaciones de colaboración, la identificación de objetivos del programa, la selección de medidas, y el análisis y presentación de los resultados. Los autores discuten las lecciones aprendidas sobre la evaluaci...
Handbook of Racial & Ethnic Minority Psychology
... for Advanced Study, Harvard University, for providing him with the time, resources, and suppo... more ... for Advanced Study, Harvard University, for providing him with the time, resources, and support ... Phinney (2000) defined ethnic identity as a dynamic, multidimensional construct that refers to one's ... characteristics"(p. 7). In her work on Black and White identities, Helms preferred to ...
Handbook of Applied Developmental Science: Promoting Positive Child, Adolescent, and Family Development Through Research, Policies, and Programs
... Also, when ALANA adolescents have acquired the capacity to cope with racial events by means o... more ... Also, when ALANA adolescents have acquired the capacity to cope with racial events by means of the Integrative Awareness schema, they are freer to address other demographic (eg, gender, sexual orienta-tion) identity concerns. ...
ABSTRACT This special issue includes seven articles concerning strategies for overcoming barriers... more ABSTRACT This special issue includes seven articles concerning strategies for overcoming barriers in standardized testing as it pertains to African Americans. Most of the articles focus on the effects of testing in educational settings or on related educational experiences of test takers. Three of the articles focus on alternatives to standardized testing for students with special or exceptional needs (gifted college students or students with learning disabilities or emotional-behavior disorders). Two focus on historical and recent efforts to overcome the limiting effects of testing on employment opportunities for military personnel and potential teachers, respectively. The remaining two articles search for explanations for why policy mandates concerning testing have had such negative implications for the educational experiences of African Americans. Collectively, one message threads through the articles: testing innovation does not seem to have changed the nature of test usage, and African Americans of all ages in educational and vocational settings continue to be harmed by assessments. Debates about test bias and fairness are on-going, particularly in this era of high-stakes testing. At the same time, the testing industry continues to assert that newly created tests and revisions of old assessment tools are culturally sensitive. Why then do supposedly ‘unbiased’ tests remain unfair?
The Handbook of Ethical Research with Ethnocultural Populations & Communities
CHAPTER 16 Ethical Issues When White Researchers Study ALAN A1 and Immigrant People and Communiti... more CHAPTER 16 Ethical Issues When White Researchers Study ALAN A1 and Immigrant People and Communities JANET E. HELMS KEVIN T. HENZE JACKQUELYN MASCHER ANMOL SATIANI In the United States, White US Americans and related immigrant groups conduct ...
Counseling programs across the country are increasingly incorporating social justice advocacy tra... more Counseling programs across the country are increasingly incorporating social justice advocacy training into their curricula. However, much remains to be learned about the developmental processes by which students develop advocacy skills and apply those skills after they graduate. To address these questions and drive further innovation in the field of advocacy training, we conducted an evaluation of the Community Advocacy Project, a yearlong microlevel advocacy training model that teaches mental health counseling master’s students to use relationship-centered advocacy with individuals in marginalized communities. We interviewed 19 counselors within 2.5 years of their graduation from the project about their experiences of the program and their current advocacy work. Using qualitative description, we developed a model describing processes of Internal Grappling, Building the Advocacy Relationship, and Integrating the Advocate Identity that highlights the importance of a yearlong one-on-...
In a series of four articles, the authors described the experiences of White researchers, teacher... more In a series of four articles, the authors described the experiences of White researchers, teachers, and practitioners in addressing multicultural issues, which sometimes included racism. Yet, the authors focused very little attention on the benefits of their internalized Whiteness as impediments to fulfilling their scholarly and professional goals. Moreover, the authors did not use any theoretical formulation to guide their examination of White multicultural experts who seek to intervene in contentious topic areas. In this reaction, I suggest that the authors use White racial identity theory to examine some of the racial dynamics that they encounter and to deconstruct Whiteness as it occurs in the types of situations that they described. Examples illustrate the implicitness of White identity theory in virtually all of the articles. In addition, while acknowledging that White people are the ultimate authorities on Whiteness, the author proposes some initial ideas for how White allies...
As part of celebrating 25 years of the Janet E. Helms Mentoring Award for Mentoring and Scholarsh... more As part of celebrating 25 years of the Janet E. Helms Mentoring Award for Mentoring and Scholarship in Professional Psychology at the annual Winter Roundtable on Cultural Psychology and Education, the first and the 25th recipients were interviewed, including Janet E. Helms, for whom the award was named, and Lillian Comas-Díaz, the 2015 recipient. Both women have been highly influential scholars, teachers, and mentors in the field of psychology, particularly regarding racial–cultural and social justice issues. During our interview, we covered a number of themes: mentoring as a lifeline, mentoring and social justice activism, mentoring in the digital age, and words of wisdom for new mentors.
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Papers by Janet Helms