The authors describe the development and psychometric properties of the widely used Trauma History Questionnaire (THQ). Additionally, they describe how the THQ has been used both nationally and internationally in a range of studies conducted in the past 14 years (1996–2010). The reviewed studies provide accumulated, although preliminary, evidence that the THQ is reliable and valid in clinical and nonclinical samples. Finally, the authors describe the strengths and limitations of the THQ and make specific recommendations for researchers and practitioners going forward.

Studies have demonstrated that parentification, a potential form of child maltreatment, is a ubiquitous phenomenon that most community counselors as well as other mental health care providers (e.g., school and family counselors, social workers) face. Although these studies have pointed to a relationship between parentification and later psychopathology, the potential for divergent outcomes is rarely discussed. This article advances an often-absent balanced discussion of the extent to which varied outcomes are evidenced in adulthood after one has been parentified in childhood. For example, varied outcomes such as psychopathology and posttraumatic growth may be feasible in adulthood after parentification in childhood. Suggestions related to research and practice efforts are put forth for mental health counselors.

The growth trajectory of ethnically and linguistically diverse individuals in the United States, particularly for youth, compels the education system to have urgent awareness of how diverse aspects of culture (e.g., Spanish-speaking, Black Latina student) are implicated in outcomes in American school systems. Students spend a significant amount of time in the school ecology, and this experience plays an important role in their well-being. Diverse ethnic, racial, and linguistic students face significant challenges and are placed at considerable risk by long-observed structural inequities evidenced in society and schools. Teachers must develop the capacity to be culturally sensitive, provide culturally responsive pedagogy, and regularly self-assess for biases implicated in positive academic outcomes for students in kindergarten through Grade 12. Research and practice have suggested that racism and discrimination in the form of racial microaggressions are observed daily in schools and classrooms. This article provides an overview of racial microaggressions in the school context and their damaging effects on students. We provide specific examples of microaggressions that may be observed in the U.S. classroom environment and how schools can serve as a positive intervention point to ameliorate racism, discrimination, and racial and language microaggressions. This comprehensive approach blends theory with practice to support the continued development of cultural humility, culturally sustaining pedagogy, and an equity-responsive climate.