Correction: Adaptation and validation of the Johnson-Lecci scale to assess anti-white bias among black UK minority group members.

[This corrects the article DOI: 10.1371/journal.pone.0277077.].

The development of the Broaching Assessment Scale: A client-rated measure of therapists' broaching behaviour in clinical counselling.

Objective: Addressing ethnic-cultural topics during the process of psychotherapy, i.e. broaching, is considered highly important for ethnic minority clients who consult mental health care services. Surprisingly little is known, however, about clients' perception of a therapist's broaching qualities, and how clients' mental construction of broaching translates into behavioural broaching acts a therapist may display.Method: Based on previous work and nine in-depth interviews with ethnic minority clients, a client-rated measure of therapists' broaching behaviour was developed and psychometrically evaluated in two samples. Sample 1 (N = 252 UK ethnic minority clients) was used to empirically delineate the factor structure of an initial item set. Participants were then resolicited to complete a revised item pool.Results: The empirical structure resulted in a final 25-item broaching instrument with five subscales probing into therapists' broaching behaviour. This Broaching Assessment Scale (BrAS) was validated in Sample 2 (N = 239 US ethnic minority clients). Strict measurement invariance of the factor structure was observed across the two samples and distinctive correlational patterns with therapeutic process measures were found.Conclusion: The BrAS provides new insights on how sensitivity to ethnic-cultural topics can be targeted along its concrete features, and is a promising tool for conceptualizing culturally sensitive mental healthcare assessment.

Procedural fairness in ethnic-cultural decision-making: fostering social cohesion by incorporating minority and majority perspectives.

Recent research describes how procedural fairness can be used to resolve issues related to ethnic-cultural matters. The central finding in this strand of literature is that when minority members experience procedurally fair treatment by societal actors regarding ethnic-cultural issues, this will lead to a range of outcomes that are beneficial for social cohesion. Although these results are promising, it remains yet to be shown that such group-specific treatment fairness does not hamper social cohesion by inciting misapprehension among members of non-recipient groups. Therefore, the present study set out to examine two central questions. First, how would minority group members respond to treatment fairness of citizens belonging to another minority group? Second, how would majority group members respond to treatment fairness of citizens belonging to minority groups? Two experimental studies (total N = 908) examined these questions. In Study 1, we compared ethnic-cultural minorities' reactions to procedurally (un)fair treatment of their own versus a different minority group. In Study 2, we compared minority and majority group members' responses to procedurally (un)fair treatment of minority group members. Results show that minority group member reactions to ethnic-cultural procedural fairness emanate from a shared bond with the fairness recipient(s) of the other minority group. Conversely, majority group members' reactions are driven primarily by a perceived moral obligation to act rightfully toward members of disadvantaged groups. Taken together, our results suggest that ethnic-cultural procedural fairness enactment fosters societal unity among different groups, possibly strengthening social cohesion for well-being and prosperity among members of these groups.

Adaptation and validation of the Johnson-Lecci scale to assess anti-white bias among black UK minority group members.

The present study (total N = 901) set out to construct and validate a culturally sensitive instrument to examine anti-White bias among Black UK minority group members. Our novel measure of anti-White bias-which we called the AWB scale-was based upon the Johnson-Lecci scale (JLS; 2003) a questionnaire designed to measure anti-White attitudes among Black Americans. Studies 1 and 2 provided converging evidence for the AWB's four-factor dimensionality, its structural characteristics, its temporal stability and its external validity in Black UK samples, attesting to the consistency of minorities' experience of anti-majority bias in two very different societal contexts. Moreover, Study 3 evidenced our measure's utility for understanding reactions to various relevant contemporary societal events. Theoretical contributions to the literature on intergroup bias are delineated and compared with majority-to-minority prejudice.

The contribution of teacher, parental and peer support in self-reported school and general well-being among ethnic-cultural minority and majority youth.

Social support has been shown to be a crucial element in the well-being of children and adolescents. The present research article investigated how various sources of social support (i.e., parental support, teacher support and peer support) are related to school well-being and general well-being,. A survey was administered to N = 12,215 primary school pupils, pertaining to three ethnic-cultural groups, i.e., the national majority group, the Eastern European minority group and the Middle Eastern minority group. The results showed that perceived teacher support was most strongly and positively related to school well-being, although peer support was also an important determinant of school well-being. All three sources of perceived support were positively related to general well-being. Furthermore, and contrary to previous research, no significant differences were found between both minority groups and the national majority in terms of perceived teacher support. Conversely, both minority groups reported lower perceived parental and peer support. It was further shown that minority status moderated the relationship between the various sources of support and school well-being, although it should be articulated that these effects sizes were fairly small. School diversity, finally, did not yield any relevant effects. Similarities and differences with the existing literature on school well-being are delineated, and potential explanations for these divergences are discussed.