Vita
Charles R. Ridley
CONTACT INFORMATION
Counseling Psychology Program
Department of Educational Psychology
TexasA & MUniversity
4225 TAMU
606 Harrington Hall
College Station, TX77843-4225
Phone: (979)862-6584
Fax: (979) 862-1256
Email:
EDUCATION
Ph.D. Counseling Psychology (APA-Accredited), June, 1978
University of Minnesota, Minneapolis, MN
M.A. Student Personnel Administration, August, 1971
BallStateUniversity, Muncie, IN
B.A. Biblical Literature, June, 1970
TaylorUniversity, Upland, IN
PROFESSIONAL LICENSES/CREDENTIALS
California, Licensed Psychologist #PV9586
Indiana, Licensed Psychologist #20041066
Health Service Provider in Psychology (HSPP)
WORK EXPERIENCE
Academic
Professor, August, 2007-Present
Department of Educational Psychology, TexasA & MUniversity, College Station, TX
Director of Integrated Research, Education, and Training, August, 2007 – Present
Center for the Study of Health Disparities, TexasA & MUniversity, College Station, TX
Professor, May, 1997 - August, 2007
Department of Counseling and Educational Psychology, IndianaUniversity, Bloomington, IN
Associate Professor, August, 1990 – May, 1997
Department of Counseling and Educational Psychology, IndianaUniversity
Associate Professor, May, 1989 – July, 1990
GraduateSchool of Psychology, Fuller Theological Seminary, Pasadena, CA
Assistant Professor, July, 1983 –May, 1989
Graduate School of Psychology, Fuller Theological Seminary
Assistant Professor, August, 1979 – July, 1980
Department of Counseling and Personnel Services, University of Maryland,
College Park, MD
Assistant Professor, August, 1977 – July, 1979
Department of Counseling and Guidance, IndianaUniversity-PurdueUniversity at Indianapolis, Indianapolis, IN
Administrative
Associate Dean, January, 1999 – July, 2005
Research and the UniversityGraduateSchool, IndianaUniversity
Responsibilities included the procurement and administration of several multi- million dollar, multi-year grants from the National Science Foundation and Department of Education;
Supervision of two assistant deans managing the McNair and Medic-B programs for undergraduate students, and STEM program for graduate students;
Provision of support services for underrepresented minority students
Management of the university-wide graduate fellowship budget;
Development of 5 million dollars in endowments to fund fellowships for underrepresented minority students in selected graduate programs;
Evaluation of graduate programs and research centers
Director of Training, January, 1993 – January, 1999; March, 2006 – July, 2007
Doctoral Program in Counseling Psychology, IndianaUniversity
Provided leadership, guiding the program to top-ten national ranking
Co-authored the Indiana Change Model which became the program’s training signature
Provided leadership in achieving an enrollment of 35-40% percent studentsof color and 37% (3 out of 8) tenure-track faculty members of color
Professional
Independent Practice (Part-time), Pasadena, CA, August, 1983 – June, 1990
Provided Individual, Couples, and Family Psychotherapy
Conducted Psychological Assessments
Consulted with Los Angeles County Department of Child Protective Services
Consulting Psychologist, August, 1980 – June, 1983
Personnel Decisions, Inc., Minneapolis, MN
Provided Managerial and Executive Assessments
Conducted a Variety of Organizational Interventions
Provided Executive Coaching, Outplacement Counseling, Diversity Training
Served as an Evaluator in Assessment Centers
Pre-Doctoral Internship, PsychologyService,1975-1977
VeteransAdministrationHospital, Minneapolis, MN
Rotations in In-Patient Psychiatry, Drug and Alcohol Unit, Vocational and Rehabilitation Psychology, and Neurology
Conducted individual and group psychotherapy, psychological assessments, and case presentations at consultation rounds
AREAS OF INTEREST
Racism and disparities in mental health delivery systems
Multicultural counseling competence, assessment, and training
Therapeutic change processes
Organizational consultation
Use of religious resources in psychotherapy
Assessment of candidates for ministry
Selected Consultations
*Numerous consultancies primarily with nonprofit organizations (e.g., mental health agencies, hospitals, faith-based organizations, public schools, universities, and foundations) on a variety of issues including job analyses, performance appraisals, organizational development, conflict resolution, personnel assessment and selection, diversity training, and grant proposal review. Following are selected examples representative of my many past and present consultancies.
Charles E. Fuller Institute of Evangelism and Church Growth (1987-1988); conducted a national job analyses using participants from thirteen Protestant denominations, resulting in the development of the Church Planter Performance Profile, which became a widely used tool in the selection of church planters and mission developers in the United States
HamiltonMentalHealthCenter (1994-1998); trained the professional staff, includingpsychiatrists, psychologists, social workers, and mental health technicians in the delivery of culturally competence service.
Panel of Experts, National Institute for Healthcare Researchfunded by the Templeton Foundation (1996-1997); developedguidelinesand published white paper for research on religion and mental health; chair of the section on religion and psychotherapy
National Panel of Experts (2001-2002); developed multicultural items for the Examination for Professional Practice of Psychology (EPPP)
Hogg Foundation for Mental Health (November, 2005); Member of the Expert Panel on Cultural Adaptations, assisting the Foundation in the development of its initiative to provide evidence-based practices for peoples of color
Hogg Foundation for Mental Health (November, 2007); addressed the Cultural Adaptation Initiative Grantees Meeting on the topic, “Redefining Multicultural Counseling Competence: Putting Theory into Practice.”
Pennsylvania Department of Health (2008); Expert Review Panel on Violence Prevention, established by the Commonwealth Research Enhancement (CURE) Program
PROFESSIONALAFFILIATIONS
American Psychological Association
Division 13: Society of Consulting Psychology
Division 17: Society of Counseling Psychology
Division45: Society for the Psychological Study of Ethnic Minority Issues
Fellow, Consortium on Institutional Cooperation, Academic Leadership Program
HONORS, AWARDS, ANDACHIEVEMENTS
Chaired 25 dissertations
Fellow of American Psychological Association (Divisions 17 & 45)
Distinguished 100 Alumni, College of Education and Human Development, Universityof Minnesota (2006)
Distinguished Alumni for Professional Achievement, TaylorUniversity (2001)
Author of a book that received the Gus Meyers Center Award for Human Rights
Three publications cited as classics in the field of multicultural counseling
Cited as the second most prolific author on multicultural counseling in The Counseling Psychologist
Published outcome studies, the findings of which compelled Dr. Albert Ellis (Ellis, 2000) to concede his dogmatic views on religiosity and mental health were conceptually flawed
Theory of functional and cultural paranoia in the diagnosis of African-American clientsstimulated major programmatic research efforts, resulting in considerable scientific support from other investigators nationally
Theory on unintentional racism in counseling and psychotherapy stimulated a national conversation in the literature
Over 30 invited lectures and presentations at universities and colleges
NATIONAL SERVICE
2003-2006 Member, Fellows Committee of Division 17 of the American
Psychological Association
2004-2005Chair, Fellows Committee of Division 17 of the American
Psychological Association
2002-2004Program Committee of Division 17 of the American Psychological
Association
1995-1998Member, Awards and Recognition Committee of Division 17 of the
American Psychological Association
1994-1995Member, Search Committee for Editor of The Counseling
Psychologist
1990-1993Member, Membership Committee of Division 17 of the American
Psychological Association
1990-1991Member, Training and Education Committee of Division 13 of the
American Psychological Association
1979-1982Member, Program Committee of Division 17 of the American
Psychological Association
SCHOLARLY REVIEWING AND EDITING
1987-Present Editorial Board, Journal of Psychology and Theology
1988-1990 Editorial Board, The Counseling Psychologist
1979-Present Ad Hoc Reviewer, Journal of Abnormal Psychology, International Journal of Intercultural Relations, Professional Psychology: Research and Practice, The Counseling Psychologist; Journal of Counseling Psychology, Journal of Psychology and Christianity, Journal of Social and Clinical Psychology, and Cultural Diversity and Ethnic Minority Psychology
GRADUATE COURSES TAUGHT
Multicultural Counseling
Laboratory in Counseling
Counseling Practicum
Ethnic Issues in Clinical Psychology
Organizational Consultation
Educational Measurement and Evaluation
Advanced Theories of Counseling and Psychotherapy
Research Seminar in Counseling Psychology
Professional/Ethical Issues in Counseling Psychology
PROGRAMMATICSCIENCE AND SCHOLARSHIP
Philosophy
As an avowed scientist-practitioner, I have endeavored to explicate natural phenomena in the realm of human experience.The intent of this programmatic agenda has been to assist in the designof effective interventions that resolve psychological and psychosocial problems. I differentiate research from science in thatthe former seeks to provide any type ofnew information, while the latter goes a step further; it seeks to discover and explain natural phenomena. Certainly, there is a need for research, especially for determining the extent of psychological and psychosocial problems in various populations. In my opinion, however, many of the publications in the social and behavioral sciences fail to advance real knowledge because of a fundamental misdirection—an overemphasis on research at the expense science. Consequently, social scientists generate a lot of information but by comparison limited knowledge, understanding, and explanation. The keys to constructive programmatic science are ascertaining the loopholes in the literature, asking the most important questions, critical thinking, challenging implicit presuppositions, carefully operationalizing relevant constructs, integrating science and practice through rigorous theorizing about accumulated knowledge, and most importantly, approaching ones work with a sense of humility. These keys, in turn, enable scientists to be problem driven first and methodology driven second. In adopting these principles, I have chosen areas of investigation that were of personal interest but, despite their importance, were on the periphery of applied psychology. I am pleased that in some small ways my work has contributed to the field.
Funded Proposals and Grants
$10,000 Multicultural Assessment Validity: A Test of Complexity, Impartiality,
and Accuracy in the Case Conceptualization of LatinaCollege Students
(2008-2009)
Charles R. Ridley, Principal Investigator
Mary Shaw-Ridley, Co-Principal Investigator
Mexican American and U.S.LatinoResearchCenter
$10,000 Holistic Case Conceptualization: A Strategy for Enhancing Diabetes
Education among Latinos (2008-2009)
Mary Shaw-Ridley, Principal Investigator
Charles R. Ridley, Co-Principal Investigator
Mexican American and U.S.LatinoResearchCenter
$293,247 HealthDisparitiesAcademy (2008-2009)
Minority Health Research and Education Grant
Texas Higher Education Coordinating Board
Mary Shaw-Ridley, Principal Investigator
Charles R. Ridley, Co-Principal Investigator
$180,000 RUGS (1999-2005)
Multicultural Research
$12,000 Proffitt Endowment (1998-1999)
Evaluation of the Multicultural Assessment Procedure
$10,000 Proffitt Endowment (1992-1993)
Training Culturally Competent Counselors: A Program Survey and
Training Evaluation
$4,095 Proffitt Endowment (1978-1979)
Sex-role Stereotyping and Clinical Judgment as a Function of Sex
Pairing and Client Self-disclosure
REFEREED JOURNAL PUBLICATIONS
Articles Published
Mollen, D., Kelly, S., & Ridley, C.R. (2011). Therapeutic change: The raison d’ etre for counseling competence. The Counseling Psychologist, 39(6), 918-927.
Ridley, C.R., Kelly, S., & Mollen, D. (2011).Microskills training: Evolution, reexamination, and call for reform. The Counseling Psychologist, 39(6), 800-824.
Ridley, C.R. & Mollen, D. (2011). Training in counseling psychology: An introduction to the Major Contribution. The Counseling Psychologist, 39(6), 793-799.
Ridley, C.R., Mollen, D., & Kelly, S. (2011). Beyond microskills: Toward a model of counseling competence. The Counseling Psychologist, 39(6), 825-864.
Ridley, C.R., Mollen, D., & Kelly, S. (2011). Counseling competence: Application and implications of a model. The Counseling Psychologist, 39(6), 865-886.
Ridley, C.R., & Shaw-Ridley, M. (2011). Multicultural counseling competencies: An analysis of research on clients’ perceptions. Journal of Counseling Psychology, 58(1), 16-21.
Shaw-Ridley, M., & Ridley, C.R. (2010). The health disparities industry: Is it an ethical conundrum? Health Promotion and Practice, 11(4), 454-464.
Ridley, C.R., & Shaw-Ridley, M. (2009). Clinical judgment accuracy: From Meta-analysis to metatheory. The Counseling Psychologist, 37, 400-409.
Mollen, D., Ethington, L.L., & Ridley, C.R. (2005). Positive psychology: Considerations and implications for counseling psychology. TheCounselingPsychologist, 34(20), 304-312.
Sexton, T.L., & Ridley, C.R. (2004). Implications of a moderated common factors approach: Does it move the field forward? JournalofMaritalandFamilyTherapy, 30(2), 131-149.
Sexton, T.L., Ridley, C.R., & Kleiner, A.J. (2004). Beyond common factors: Multilevel-process models of therapeutic change in marriage and family therapy. JournalofMaritalandFamilyTherapy, 30(2), 159-163.
Brown, S.W., Gorsuch, R.L., Rosik, C.H., & Ridley, C.R. (2001). The development of a scale to measure forgiveness. JournalofPsychologyandChristianity, 9(1), 46-49.
Ridley, C.R., Baker, D.M., & Hill, C.L. (2001). Critical issues concerning cultural competence. TheCounselingPsychologist, 29(1), 822-832.
Hill, C.L., & Ridley, C.R. (2001). Diagnostic decision making: Do counselors delay final judgments? JournalofCounselingandDevelopment, 79, 98-104.
Ridley, C.R. (2000). The ministry of mentoring: Reflections on being a mentor. JournalofPsychologyandChristianity, 19(4), 332-335.
Ridley, C.R., Chih, D.W., & Olivera, R.J. (2000). Training in cultural schema: Anantidote to racism in clinical practice. AmericanJournalofOrthopsychiatry, 70(1), 65-72.
Nielsen, S.L., Johnson, W.B., & Ridley, C.R. (2000). Religiously sensitive rationalemotive behavior therapy: Theory, techniques, and brief excerpts from a case. ProfessionalPsychology:ResearchandPractice, 31(1), 21-28.
Johnson, W.B., Ridley, C.R., & Nielsen, S.L. (2000). Religiously sensitive rationalemotive behavior therapy: Elegant solutions and ethical risks. ProfessionalPsychology:ResearchandPractice, 31(1), 14-20.
Ridley, C.R., & Hill, C.L. (1999). Categorization as primary-process cognition in racism: Implications for counseling. TheCounselingPsychologist, 27(2), 245-255.
Ridley, C.R., Li., L.C., & Hill, C.L. (1998). Multicultural assessment: Reexamination, reconceptualization, and practical application. TheCounselingPsychologist, 26(6), 939-947.
Ridley, C.R., Hill, C.L., & Li, L.C. (1998). Revisiting and refining the multicultural assessment procedure. TheCounselingPsychologist, 26(6), 939-947.
Johnson, W.B., Devries, R., Ridley, C.R., Pettorini, D., & Petersen, D.R. (1994). The comparative efficacy of Christian and secular rational-emotive therapy with Christian clients. JournalofPsychologyandTheology, 22(2), 130-140.
Eastburg, M.C, Williamson, M., Gorsuch, R., & Ridley, C.R. (1994). Social support, personality, and burnout in nurses. JournalofAppliedSocialPsychology, 24(14), 1233-1250.
Ridley, C.R., Mendoza, D.W., Kanitz, B.E. (1994). Multicultural training: Reexamination, operationalization, and integration. TheCounselingPsychologist, 22(2), 227-289.
Ridley, C.R., Mendoza, D.W., Kanitz, B.E., Angermeier, L., & Zenk, R. (1994).Cultural sensitivity in multicultural counseling: A perceptual schema model. JournalofCounselingPsychology, 41(2), 125-136.
Ridley, C.R., & Mendoza, D.W. (1993). Putting organizational effectiveness into practice: The preeminent consultation task. JournalofCounselingandDevelopment, 72(2), 168-177.
Ridley, C.R., Mendoza, D., & Kanitz, B. (1992). Program designs for multicultural training. JournalofPsychologyandChristianity, 11(4), 326-336.
Kanitz, B., Mendoza, D. & Ridley, C.R. (1992). Multicultural training in religiously-oriented counselor education programs: A survey. JournalofPsychologyandChristianity, 11(4), 337-344.
Johnson, W.B,. & Ridley, C.R. (1992). Brief Christian and Non-Christian rational-emotive therapy with depressed Christian clients: An exploratory study. CounselingandValues, 36(3), 200-229.
Johnson, W.B., & Ridley, C.R. (1992). Sources of gain in Christian counseling and psychotherapy. The Counseling Psychologist, 20(1), 159-175.
Ridley, C.R. (1991). Managing resistance in organizational consultation. ConsultingPsychologyBulletin, 42(1), 159-175.
Tan, S-Y., & Ridley, C.R. (1989). Conceptions and misconceptions about the ethics of paradoxical therapy: A response to Hunsely. ProfessionalPsychology:ResearchandPractice, 20(4), 139-140.
Ridley, C.R. (1989). The interaction sequence in counseling: A systems perspective. TheCounselingPsychologist, 17(3), 463-465.
Mebane, D., & Ridley, C. (1988). The role-sending of perfectionism: Overcoming counterfeit spirituality. JournalofPsychologyandTheology, 16(4), 332-339.
Meara, N., Schmidt, L., Carrington, C., Davis, K., Dixon, D., Fretz, B., Meyers, R., Ridley, C.R., & Suinn, R. (1988). Training and accreditation in counseling psychology. TheCounselingPsychologist, 16(3), 366-384.
Ridley, C.R., & Tan, S-Y. (1986). Unintentional paradoxes and potential pitfalls in paradoxical psychotherapy. TheCounselingPsychologist, 14(2), 303-308.
Ridley, C.R. (1986). Diagnosis as a function of race pairing and client self-disclosure. JournalofCross-CulturalPsychology, 17(3), 337-352.
Ridley, C.R. (1986). Optimum service delivery to the black client. AmericanPsychologist, 41(1), 29-36.
Ridley, C.R. (1985). Pseudo-transference in interracial psychotherapy: An operant paradigm. JournalofContemporaryPsychotherapy, 15(1), 29-36.
Ridley, C.R. (1985). Imperatives for ethnic and cultural relevance in psychology training programs. ProfessionalPsychology:ResearchandPractice, 16(5), 611-622.
Ridley, C.R. (1984). Clinical treatment of the nondisclosing black client: A therapeutic paradox. AmericanPsychologist, 39(11), 1234-1244.
Reprinted as a chapter under the title of clinical treatment of nondisclosing black clients. In W. Toomer (Ed.) (1985), Appreciatingdifferences: Readingsinthepsychologyofculturaldiversity (pp. 69-78). Lexington, MA: Ginn Press.
Ridley, C.R. (1982). Counseling psychology in the corporate environment. TheCounselingPsychologist, 10(3), 53-54.
Ridley, C.R. (1978). Cross-cultural counseling: A multivariate analysis. ViewpointsinTeachingandLearning, 54(1), 43-50.
BOOKS
Published
Ridley, C.R. (2005). Overcomingunintentionalracismincounselingandtherapy:A practitioner’sguidetointentionalintervention (2nded.). Thousand Oaks, CA: Sage.
Ridley, C.R. (1995). Overcomingunintentionalracismincounselingandtherapy:Apractitioner’sguidetointentionalintervention. Thousand Oaks, CA: Sage.
Recipient of the GusMeyersCenter Award for Human Rights
Johnson, W.B., & Ridley, C.R. (2004). Theelementsofmentoring. New York: Palgrave Macmillan.
Johnson, W.B., & Ridley, C.R. (2008). Theelementsofethics for professionals. New York: Palgrave Macmillan.
Johnson, W.B., & Ridley, C.R. (2008). The elements of mentoring (revised). New York: Palgrave Macmillan.
BOOK CHAPTERS AND INVITED ARTICLES
Ridley, C.R., & Shaw-Ridley, M. (2010). Termination: A three-phase model. In M. Leach, & J. Aten (Eds.). Culture and therapeutic processes: A guide for mental health professionals. New York: Routledge.
Cummings, J., & Ridley, C.R. (2010). Educational partnership. In C. S. Clauss-Ehlers (Ed.). Encyclopedia of Cross-Cultural School Psychology,Vol. 1 (pp. 415-416). New York: Springer.
Mollen, D., & Ridley, C.R. (2010). Culturally competent practice. In C. S. Clauss-Ehlers (Ed.). Encyclopedia of Cross-Cultural School Psychology, Vol. 1(pp. 341-347). New York: Springer.
Martinez, R.S., Palacios, E.D., & Ridley, C.R. (2010). Bilingual school psychologists. In C. S. Clauss-Ehlers (Ed.). Encyclopedia of Cross-Cultural School Psychology, Vol. 1(pp. 149-151). New York: Springer.
Ridley, C.R., & Ethington, L. L. (2010). Cross-cultural consultation. In C. S. Clauss-Ethers (Ed.). Encyclopedia of Cross-Cultural School Psychology, Vol. 1(pp. 277-279). New York: Springer.
Ridley, C.R., & Kwon, S. (2010). Racism: Individual, institutional, and cultural.In C. S. Clauss-Ethers (Ed.). Encyclopedia of Cross-Cultural School Psychology, Vol. 2(pp. 781-787). New York: Springer.
Ridley, C.R., & Mollen, D. (2010). Multicultural counseling competencies. In F. T. Leong & M. Constantine (Eds.). Encyclopedia of counseling, Volume Four: Cross-cultural counseling. Thousand Oaks: Sage.
Ridley, C.R., Rausch, M.K., & Skiba, R.J. (2010). Racial disparities in school services. In C.S. Clauss-Ethers (Ed.). Encyclopedia of Cross Cultural School Psychology, Vol 1 (pp. 45-54). New York: Springer
Ridley, C.R., Ethington, L., & Heppner, P. (2008). Cultural confrontation: An advanced skill of cultural empathy. In P. Pedersen, J. Draguns, W. Lonner, & J. Trimble (Eds.). Counselingacrosscultures (6th ed., pp. 33-64). Thousand Oaks, CA: Sage.
Ridley, C.R., Tracy, M.L., Pruitt-Stephens, L., Wimsatt, M.K., & Beard, J.U. (2008). Multicultural assessment validity: The preeminent issue in psychological assessment. In L.A.Suzuki & J.G. Ponterotto (Eds.).Handbookofmulticulturalassessment: Clinical, psychological, andeducationalapplications (3rd ed., pp. 22-33). San Francisco: Jossey-Bass.
Ridley, C.R., & Kelly, S.M. (2007). Counseling strategies to embrace diversity and eliminate racism in schools. In G.B. Esquivel, E.C. Lopez, & S. Nahari (Ed.). Handbookofmulticulturalschoolpsychology: Aninterdisciplinaryperspective (pp. 664-670). Mahwah, NJ: Lawrence Erlbaum.
Ridley, C.R., & Case, A.B. (2006). Ethnic identity development. In Y. Jackson (Ed.). Encyclopedia of multicultural psychology. Thousand Oaks, CA; Sage.
Ridley, C.R., & Kelly, S.M. (2006). Institutional racism. In Y. Jackson (Ed.). Encyclopedia of multicultural psychology. Thousand Oaks, CA: Sage.
Ridley, C.R., & Kelly, S.M. (2006). Multicultural considerations in case formulation. In T.D.Eells (Ed.). Handbookofcaseformulation (2nd ed., pp. 33-64). New York: Guilford.
Ridley, C.R., & Mollen, D. (2005). Postdoctoral training in racial-cultural counseling competence. In R.T. Carter (Ed.). Handbookofracial-culturalcounselingandpsychology: Trainingandpractice (Vol. 2; pp. 204-218). New York: Wiley.
Delgado-Romero, Mollen, D., & Ridley, C.R. (2004). Counseling of racial and ethnic minorities. EncyclopediaofAppliedPsychology, 3, 211-215.
Mollen, D., Ridley, C.R., & Hill, C.L. (2003). Models of multicultural counseling competence: A critical evaluation. In D. Pope-Davis, H.L. Coleman, W.M. Lui, & R.L. Toprek (Eds.). Handbookofmulticulturalcounselingcompetencies (pp. 21-37). Thousand Oaks, CA: Sage.
Ridley, C.R., & Kleiner, A. (2003). Multicultural counseling competence: History, themes, and issues. In D. Pope-Davis, H.L. Coleman, W.M. Lui, & R.L. Toprek (Eds.). Handbookofmulticulturalcounselingcompetencies. (pp. 3-20). Thousand Oaks, CA: Sage.
Ridley, C.R., & Udipi, S. (2002). Putting cultural empathy into practice. In P. Pedersen, J. Draguns, W. Lonner, & J. Trimble (Eds.). Counselingacrosscultures (5thed., pp. 317-333). Thousand Oaks, CA: Sage.
Ridley, C.R. (2001). Building self-esteem in racially diverse populations. Christian Counseling today, 9(1), 46-49.
Ridley, C.R., Hill, C.L., Thompson, C.E., & Ormerod, A. (2001). Clinical practice guidelines in assessment: Toward an idiographic perspective. In D. Pope-Davis & H.L. Coleman (Eds.). Theintersectionofrace, class, andgender: Implications for multiculturalcounseling. (pp. 191-211). Thousand Oaks, CA: Sage.
Ridley, C.R., Hill, C.L., & Weise, D. (2001). Ethics in multicultural assessment. In L.A. Suzuki, J.G. Ponterotto, & P.J. Meller (Eds.). Handbookofmulticulturalassessment: Clinical, psychological, andeducationalapplications (2nd ed., pp. 29-45). San Francisco: Jossey-Bass.
Ridley, C.R., Liddle, M.C., Hill, C.L., & Li, LL.C. (2001). Ethical decision making in multicultural counseling. In J. Ponterotto, J.M. Casas, L.A Suzuki, & C.M. Alexander (Eds.). Handbookofmulticulturalcounseling (2nd ed., pp. 165-188). Thousand Oaks, CA: Sage.
Ridley, C.R. (2000). Hatred: The inner side of anger. Christian Counseling Today, 8(2), 34-37.
Ridley, C.R., & Thompson, C.E. (1999). Managing resistance to diversity training: A social systems perspective. In M. Kiselica (Ed.). Confrontingprejudiceandracismduringmulticulturaltraining. (pp. 3-24). Alexandria, VA: American Counseling Association.
Ridley, C.R., Espelage, D., & Rubinstein, K. (1996). Course development in multicultural counseling. In D. Pope-Davis & H. Coleman (Eds.). Multiculturalcounselingcompetencies: Assessment, educationandtraining, andsupervision (pp. 131-158). NewburyPark: Sage.
Ridley, C. R., & Lingle, D.W. (1996). Cultural empathy in multicultural counseling: A multidimensional process model. In P. Pedersen, J. Draguns, W. Lonner, & J. Trimble (Eds.). Counselingacrosscultures (4th ed., pp. 21-46). Newbury Park, CA: Sage.
Ridley, C.R. (1990). Client-centered therapy. In R. Hunter, H. Malony, L. Mills, & J. Patton (Eds.). Dictionary of Pastoral Care and Counseling(pp. 176-177). Nashville: Abingdon Press.