CURRENT RESEARCH PROJECTS
Financial Stress, Scarcity, and Uncertainty Among College Students
Younger cohorts of Americans are facing increased financial stress and are less likely to seek help (APA, 2023). Among college students, increased financial stress is linked to anxiety, depression, self-injurious thoughts, less confidence and self-esteem, as well as poorer academic performance. The current study sought to determine the relationships among financial stress, perceived social and economic status, social and family support, and their influence on mental health, academic performance, and persistence among university students. Additionally, we extended previous research on scarcity, or one’s perception of lacking time, material, and psychological needs. Results from 210 college students showed that anxiety and depression were predicted by financial stress and constraints to work and school. This relationship was moderated by students' perceived social class. Constraints and depression significantly negatively predicted persistence intentions. Academic performance was negatively predicted by anxiety and depression. Exploring indirect relationships in our model, the impact of financial stress was mediated by social support and, inversely, social support increased student volition. All facets of scarcity (psychological, time, & material) contributed to the severity of financial distress and depression, yet only time and material scarcity impacted anxiety among our sample. Given the impact of financial stress, perceived social class, and increasing student debt on psychological health and well-being, the results from our study highlight important implications from our findings as applied to practices at micro, meso, and macro levels. Our discussion focuses on individual outreach and support, institutional programming, and social policy advocacy to help alleviate the impact of financial stress on college students.
This research builds on previous work (Cadaret & Rieder-Bennet, 2019) published in the Journal of College Counseling: https://doi.org/10.1002/jocc.12139
Recognition, Inclusion, and Voice Projects
RIV is now the dissertation of Jackie Schall and will explore the efficacy of a brief (two, 50-minute workshops) writing and arts-based intervention for increasing college students' self-confidence, future orientation, hope, positive affect, and belonging offered among first-year college students.
College students identify numerous difficulties in transitioning and persisting in college. This is increasingly true for students who may hold one or more marginalized identities. Working towards creating inclusive spaces that allow students to process and reflect on their identities, belonging, and well-being is imperative for assisting in the goals of equity and inclusion in higher education.
Previous research has detailed the impact of writing interventions on mental well-being, creativity, self-identity, and decreases in anxiety and depression (Stuckey & Nobel, 2010). Specific to expressive arts focusing on story-telling, research has found usefulness for participants in identifying how they have overcome obstacles and healed from past traumas (Aguilera, Reed, & Goulding, 2020) as well as challenging socio-cultural issues that have led to trauma and oppressive conditions (Mannel, Ahman, & Ahmad, 2018).
Thus, the present research builds on previous research in expressive arts therapeutic interventions and specifically within poetry, art, and storytelling. Given the positive influences of expressive arts-based interventions, the current research is designed to increase the well-being of participants.
Relational Cultural Framework for Career Construction Theory
This is two projects. The first is nearing completion, outlining an integrated theory of constructionist counseling for persons facing marginalization and oppression in their career development, especially adolescents and emerging adults.
The second part of the project addresses the vocational literature's call for more inclusive career theories that consider a broad range of identities, such as race, social class, and systemic factors. This is particularly crucial for creating effective career interventions that address the needs of diverse populations, especially those facing multiple forms of oppression. Scholars argue that when focusing on the identity development of BIPOC (Black, Indigenous, and People of Color) students, adopting a relational systems perspective can account for the complexity influenced by familial, social, and historical factors.
To address these concerns, the CRAFT program uses an integrative approach using Career Construction Theory (Savickas, 2012) and Relational-Cultural Theory (RCT; Jordan, 2010; Miller, 1976). By combining these theories, the aim is to revitalize and enrich current career development theories, capturing a broader spectrum of social, cultural, and environmental factors associated with identity and work. This integration aligns to enhance existing career theories to better reflect and support the diversity present in individuals' experiences of identity and work.
We have a continued partnership with area high schools and plan to deliver and continue research on this program Fall 2024.
navigating stigma, identity, and career development in STEM
PUBLICATIONS
Cadaret, M. C., Ritter, M., Kohnen, S., Bergman, Z., Folio, F., & Albrecht, J. (2024). Evaluation of the Define It! Program for Raising Critically Conscious Bystander Behaviors. Violence against women, 10778012241257247. Advance online publication. https://doi.org/10.1177/10778012241257247
Keum, B. T. H., & Wang, L. (in press). Does clinical supervision make a difference in therapy? A meta-analysis of supervision and psychotherapy process and outcome. Translational Issues in Psychological Science.doi:10.1037/tps0000272
(2020) Efficacy of a group career construction intervention with urban youth of colour, British Journal of Guidance & Counselling, DOI: 10.1080/03069885.2020.1782347
Wang, L., Wong, Y. J., Ko, S.-J., Deng, K., & Chung, Y. B. (2020). “I am very proud to be Taiwanese”: Taiwanese internationals’ experience of race, ethnicity, and nationality in the United States. Asian American Journal of Psychology. Advance online publication.doi:10.1037/aap0000179
Cadaret, M. C. & Bergman, Z. (in preparation). Determinants and antecedents of efficacy for coping with educational barriers among undergraduate women.
Cadaret, M.C., Johnson, N.L., Devencenzi, M. L.; & Morgan, E.A. (2019). An quasi-experimental study on the efficacy of the Bystander Plus program on changing rape culture attitudes and beliefs. Journal of Interpersonal Violence.
Wang, L., Ko, S.-J., & Keum, B. T. H. (2019). Through the lens of indigenous psychology to a Taiwanese International Bicultural Model. In M. Allison (Ed.), Exploring the opportunities and challenges of international students (pp.1-46). Hauppauge, NY: Nova Science Publishers, Inc.
Cadaret, M. C., Hartung, P. J., Subich, L. M., & Weigold, I. K.. (2017). Stereotype Threat as a Barrier to Women Entering STEM Careers. Journal of Vocational Behavior, 99, 40-51.
PRESENTATIONS
APA Presentations (August, 2024)
Cadaret, M.C.; Senay, S.; Bukowski, J.; & Mastrangelo, F. (2024). The Impact of Financial Stress, Scarcity, and Uncertainty Among College Students, Division 9 Poster Session
APA Presentations (August, 2022)
Cadaret, M.C., Sekikawa, T.; & Ashworth, S.; Integrating a Relational Cultural approach to Career Construction Counseling, Division 17 Poster Session
Cadaret, M.C., Ritter, M.A., Kohnen, S.; Bergman, Z.; Folio, F.; & Albrecht, J.; Evaluation of the Define It! program for raising critical conscious bystander behaviors, Division 35 Poster Session
APA Presentations (August, 2021)
Cadaret, M.C., Wang, L., Caico, S, Maddox, C. A Mixed-Methods Investigation of Black Student Persistence in STEM, Division 17 Poster Session
APA Presentations (August, 2020)
Cadaret, M.C. & Hartung, P.J. Efficacy of a Group Career Construction Intervention with Minority Youth, Division 17 Poster Session
Cadaret, M.C., Lee, S. Y., Zaffino, M., Shaw, S., Hakala, T. M., Jones, K., & Albrecht, J. Exploring the Efficacy of Student-Athlete Career Construction Groups on Career Development, Division 47 Poster Session
Cadaret, M.C. (Chair), Albrecht, J., Corbett-Hone, M., & Johnson, N. L. (Discussant). Exploring the use of consciousness-raising groups for sexual assault prevention. Division 35 Symposium.