Research related to racial discrimination has shown negative consequences on Asian American adolescents’ mental health outcomes. The coronavirus (COVID-19) pandemic has fueled xenophobic and sinophobic discrimination against individuals of Asian descent in the United States. Yet, Asian immigrants and Asian Americans are often excluded from the discourse on racism, marginalization, and equity. Model minority stereotyping has portrayed Asian Americans as being societal successful and problem-free. Due to such stereotypes, Asian American adolescents have to navigate identity development, interpersonal relationships, academic adjustment, and psychosocial adjustment. The model minority myth also masks Asian American youth’s experiences of racism, discrimination, and oppression, and discourages their help-seeking behavior. This article reviews impacts of racial discrimination and ethnic stereotypes on Asian American adolescents’ development. Counseling implications for addressing Asian American adolescents’ racial discrimination stress are discussed. Strategies for promoting racial justice and meeting Asian American adolescents’ unique needs in schools and communities are recommended.

Using Consensual Qualitative Research (CQR; Hill, 2012 Hill, C. E. (2012). Consensual qualitative research: A practical resource for investigating social science phenomena. American Psychological Association. [Google Scholar] ), the authors explored counselor educator professional identity development through the lens of 11 participants’ foreign-born status. Nine identified domains encompassed stages of development; internal and systemic influences; critical incidents; and supports and strengths. Implications for advancing counselor education doctoral programs in a global society are examined.

The purpose of this study was to investigate the effects of kinder training on preschool children’s externalizing behavior in the classroom. This study utilized a single-case design. Two preschool teachers facilitated weekly individual play sessions with two students frequently exhibiting externalizing behavior. The findings provide support for kinder training as an effective play-based teacher-intervention model that can improve children’s externalizing behavior. Results demonstrated that both student participants showed improvement in externalizing classroom behavior during the intervention phase. Both teacher participants reported observing positive changes in the student participants’ externalizing behavior and teacher-student relationships.