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Bernal, Martha E. (1931–2001)
Martha E. Bernal was the first Latina to earn a Ph.D. in psychology. She is best known for pioneering effective ways to treat children with behavioral disorders, her model of ethnic identity for Latino/a children, and providing leadership to the American Psychological Association (APA) for redressing problems with training minority students. Any one of these achievements would be sufficient for claiming a successful career; combining all three sets of accomplishments into a single career is truly meritorious. How did she accomplish so much? She did so through commitment to high standards and clarity of vision. She set high standards and goals for herself and expected much of others, including the APA, and worked tirelessly until she and others met these expectations. Moreover, her clarity of vision helped her imagine possibilities that others around did or could not. She imagined herself going to college at a time and place when women, particularly Mexican American women, were not viewed as legitimate for a college education. She imagined a new way of treating behavioral disorders despite resistance from the field. Finally, she had a vision in which the APA could promote the training of minority students who could go out and provide effective mental health treatment to underserved populations. The challenges she faced along the way to meeting her goals reveal that overcoming personal and sociocultural barriers may be as impressive as her professional accomplishments.
Childhood
Bernal's is a compelling personal story deserving of admiration and respect. Born in San Antonio, Texas, to parents who had recently immigrated from Mexico, she was raised in El Paso, Texas, in the context of significant discrimination against her and her Mexican American peers. She arrived in kindergarten to learn that speaking her native language, Spanish, would lead to punishment by teachers and administrators. Her early public schooling reflected the actual and symbolic silencing of her and her peers' voices and ambitions. This discrimination socialized them in their second-class social status relative to Anglo peers and population. Her memories of the discrimination of Mexican Americans in El Paso remained painful into adulthood. Through these early experiences, Bernal later realized she had internalized some of this racism, which required reflective and contemplative work to overcome.
She described her family as reflecting traditional Mexican values, which she considered a blessing but also a challenge to carving out a nontraditional role for her as a Mexican American woman. Despite her negative experiences in El Paso's larger community, she had warm and fond memories of growing up in a tight-knit extended family and circle of friends. She was forever thankful for the love, support, and companionship she received while growing up. One of the biggest sacrifices she made in forging a nontraditional career was the loosening of these bonds as she entered the world of academic psychology. Nonetheless, many of her childhood friendships were maintained throughout her life despite her pursuing a lifestyle that was very different from the rest of her peers.
Education
As she set her sights on a nontraditional career path, she faced many doubts from school teachers and school counselors and pressure from her Mexican American family and community not to pursue a college degree. In breaking with cultural tradition, Bernai defied her father's wishes and announced she was attending college. She worked for a year to save enough to start her long academic career. Despite his misgivings, her father provided much needed financial support to his daughter even though this posed financial hardships for him. In 1952, Bernai graduated from the Texas Western College, now the University of Texas at El Paso. She then set her sights on a graduate education, which reawakened the cultural and familial prohibitions against pursing a nontraditional career and occupational path. She somewhat naively sought an assistantship at Louisiana State University but quit after a year when she realized the assistantship was no more than a clerical position and would not provide the training in psychology for which she yearned. She earned a master's degree in special education at Syracuse University in 1959 and eventually enrolled in Indiana University's Ph.D. program in clinical psychology. While in graduate school, she and her female classmates faced sexism and sexual harassment. Despite her dissertation mentor's death prior to her finishing dissertation, Bernai received her Ph.D. in psychology in 1962, the first Latina to have ever received that degree in that field. Bernai had overcome significant personal, familial, cultural, and gender-based challenges before she could even face the significant academic challenges. Earning the Ph.D. is a testament to Bernal's intelligence and perseverance.
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- Professional Development and Standards
- Career Development Quarterly (Vol. 4)
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- Mentoring (Vol. 1)
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- Recruitment: History and Recent Trends in Diversity (Vol. 1)
- Refugees (Vol. 3)
- Reversed Racism (Vol. 3)
- Santeria (Vol. 3)
- Second Culture Acquisition (Vol. 3)
- Sexism (Vol. 3)
- Sexual Harassment (Vol. 4)
- Sexual Orientation (Vol. 4)
- Social Class (Vol. 4)
- Social Discrimination (Vol. 4)
- Social Justice (Vol. 3)
- Sojourner (Vol. 3)
- Stereotype (Vol. 3)
- Third World (Vol. 3)
- Tokenism (Vol. 3)
- Transracial Adoption (Vol. 3)
- Universalism (Vol. 3)
- Visible Racial/Ethnic Groups (Vol. 3)
- White Americans (Vol. 3)
- White Privilege (Vol. 3)
- Worldview (Vol. 3)
- Xenophobia (Vol. 3)
- Subdisciplines
- Bilingual Counseling (Vol. 3)
- Black Psychology (Vol. 3)
- Career Counseling (Vol. 4)
- Career Counseling in Colleges and Universities (Vol. 4)
- Career Counseling in Organizations (Vol. 4)
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- Career Counseling, History of (Vol. 4)
- Career Resource Centers (Vol. 4)
- Computer-Assisted Career Counseling (Vol. 4)
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- Counseling Psychology, Definition of (Vol. 1)
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- Mediation (Vol. 1)
- Multicultural Counseling (Vol. 3)
- Multicultural Psychology (Vol. 3)
- Narrative Career Counseling (Vol. 4)
- Occupational Health Psychology (Vol. 4)
- Personal and Career Counseling (Vol. 4)
- Physical Activity Counseling (Vol. 2)
- Positive Psychology (Vol. 2)
- Private Practice Career Counseling (Vol. 4)
- Rehabilitation Counseling (Vol. 2)
- School Counseling (Vol. 1)
- School Psychology (Vol. 1)
- Trait-Factor Counseling (Vol. 4)
- University Counseling Centers (Vol. 1)
- Theories
- Action Theory (Vol. 4)
- Attachment Theory (Vol. 4)
- Brown's Values-Based Career Theory (Vol. 4)
- Career Construction Theory (Vol. 4)
- Common Factors Model (Vol. 2)
- Confucianism (Vol. 3)
- Constructivist Theory (Vol. 2)
- Counseling Theories and Therapies (Vol. 2)
- Critical Race Theory (Vol. 3)
- Deficit Hypothesis (Vol. 3)
- Etic-Emic Distinction (Vol. 3)
- High-Context Communication (Vol. 3)
- Holland's Theory of Vocational Personalities and Work Environments (Vol. 4)
- Krumboltz Happenstance Learning Theory (Vol. 4)
- Low-Context Communication (Vol. 3)
- Model Minority Myth (Vol. 3)
- Orthogonal Cultural Identification Theory (Vol. 3)
- Person-Environment Interactions (Vol. 2)
- Personality Theories (Vol. 2)
- Personality Theories, Behavioral (Vol. 2)
- Personality Theories, Cognitive (Vol. 2)
- Personality Theories, Evolutionary (Vol. 2)
- Personality Theories, Five-Factor Model (Vol. 2)
- Personality Theories, Phenomenological (Vol. 2)
- Personality Theories, Psychodynamic (Vol. 2)
- Personality Theories, Social Cognitive (Vol. 2)
- Personality Theories, Traits (Vol. 2)
- Positivist Paradigm (Vol. 2)
- Roe's Theory of Personality Development and Career Choice (Vol. 4)
- Self-Efficacy/Perceived Competence (Vol. 2)
- Social Cognitive Career Theory (Vol. 4)
- Social Identity Theory (Vol. 3)
- Super's Theory (Vol. 4)
- Theory of Work Adjustment (Vol. 4)
- Tiedeman's Decision-Making Theory (Vol. 4)
- Therapies, Techniques, and Interventions
- Adlerian Therapy (Vol. 2)
- Adventure Therapy (Vol. 1)
- Art Therapy (Vol. 1)
- Behavior Therapy (Vol. 2)
- Brief Therapy (Vol. 2)
- Career Interventions (Vol. 4)
- Cognitive Therapy (Vol. 2)
- Cognitive-Behavioral Therapy and Techniques (Vol. 2)
- Conversion Therapy (Vol. 1)
- Corrections Applications (Vol. 1)
- Crisis Counseling (Vol. 2)
- Critical Incident Stress Debriefing (Vol. 2)
- Developmental Counseling and Therapy (Vol. 2)
- Dialectical Behavior Therapy (Vol. 2)
- Evidence-Based Treatments (Vol. 2)
- Expectations About Therapy (Vol. 2)
- Eye Movement Desensitization and Reprocessing (Vol. 1)
- Feedback in Counseling, Immediate (Vol. 1)
- Feminist Therapy (Vol. 1)
- Forensic Applications (Vol. 1)
- Free Association (Vol. 2)
- Gay, Lesbian, and Bisexual Therapy (Vol. 2)
- Group Therapy (Vol. 2)
- Harmful Psychological Treatments (Vol. 2)
- Homework Assignments (Vol. 2)
- Humanistic Approaches (Vol. 2)
- Hypnosis (Vol. 1)
- Individual Therapy (Vol. 2)
- Integrative/Eclectic Therapy (Vol. 2)
- International Approaches (Vol. 4)
- Interpersonal Learning and Interpersonal Feedback (Vol. 2)
- Metaphors, Use of (Vol. 2)
- Mindfulness (Vol. 1)
- Music Therapy (Vol. 1)
- Narrative Therapy (Vol. 2)
- Outcomes of Counseling and Psychotherapy (Vol. 2)
- Paradoxical Interventions (Vol. 2)
- Phrenology (Vol. 1)
- Play Therapy (Vol. 1)
- Projective Techniques (Vol. 2)
- Psychoanalysis and Psychodynamic Approaches to Therapy (Vol. 2)
- Psychoeducation (Vol. 2)
- Rational Emotive Behavior Therapy (Vol. 2)
- Refraining (Vol. 2)
- Self-Help Groups (Vol. 2)
- Socratic Method (Vol. 2)
- Solution-Focused Brief Therapy (Vol. 2)
- Therapist Interpretation (Vol. 2)
- Therapist Techniques/Behaviors (Vol. 2)
- Therapy Process, Individual (Vol. 2)
- Transactional Analysis (Vol. 2)
- Transference and Countertransference (Vol. 2)
- Translation Methods (Vol. 3)
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