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Psychology graduates are employed in a wide variety of workplace roles. The broad nature of these future workplace requirements can make it difficult for students to learn and apply classroom knowledge and challenging for educators to develop authentic and engaging materials. In research methods and statistics courses in particular it can be difficult to develop specific context exemplars. This article describes the design of a series of case studies and linked learning activities based on the experiences of psychology graduates in their real-world employment roles. These case studies were embedded in an undergraduate research methods and statistics course with the aim of improving engagement by more clearly articulating the link between classroom learning and future workplace roles. Student feedback suggests that the case studies were motivating and supportive of student learning; however, there was no evidence of an improvement in performance. This approach provides a rewarding, flexible template within which students and educators are able to explicitly discuss the relationship between current learning and future real-world roles.

This study investigated changes in the production of temporal terms over the preschool years. Ninety-three parents of 3-, 4- and 5-year-old children completed a questionnaire in which they indicated their child's production, and accurate use, of a list of temporal words. The results suggest that use and command emerge at different ages for different terms. Correlation and difference analyses were conducted to document the pattern of development. Words representing the present (e.g., now) and very general temporal terms (e.g., "later") were produced and used accurately by the majority of even the youngest children. Some terms describing specific timeframes (e.g., "yesterday") were also produced from a young age but demonstrated more gradual acquisition of appropriate use across the preschool years. Other terms appeared in children's vocabularies only later in the preschool years, and were inaccurately used even by the oldest children (e.g., "hours"). These findings provide an initial survey of reported child competence with temporal words that has implications for research, education, and judicial contexts. (Contains 4 tables.)

Objectives: Sexual minorities experience higher rates of psychological distress than heterosexual people, likely due to minority stress. While rates of help‐seeking by sexual minorities are high, sexual minorities report greater dissatisfaction with mental health service providers. This dissatisfaction may result from poor cultural competence practices. Our study sought to determine the importance of service provider cultural competence practices to a community sample of sexual minority people. Methods: Participants (n = 274) were sexual minority Australians recruited from affirming Facebook groups, organizations, and research‐based organizations. To measure the importance of cultural competence practices, participants completed a modified online version of the Gay Affirming Practices Scale (GAP) and responded to open‐ended questions. Results: Between 80% and 99% of participants endorsed each item on the GAP, indicating the importance of service providers demonstrating an array of culturally affirming practices. No significant associations were found between overall GAP score and age or sexual orientation, though further analyses revealed individual items on the GAP showed associations with age. A structured tabular thematic analysis, of open‐ended participant responses, found positive attitudes, knowledge, and affirming practices were the three most important characteristics for service providers seeking to demonstrate culturally competent practices, mirroring the tripartite model (attitudes, knowledge, and skills) of cultural competence. Conclusion: Recommendations for service providers to demonstrate cultural competence include: utilizing affirming practices such as inclusive language, increasing knowledge about sexual minorities, and utilizing education resources such as cultural competence workshops, lived experience stories, and seeking mentorship from service providers with expertise in working with sexual minorities. [ABSTRACT FROM AUTHOR]

End-of-life care involves treatment and support offered to terminally ill individuals and their caregivers. Effective communication and decision-making, illness and symptom management, relationship with doctors, characteristics of the health care team, and the involvement and needs of caregivers have all been proposed to contribute to the quality of the end-of-life experience. This study sought to establish bereaved caregivers' experiences of the quality of the elements of end-of-life care delivered to their loved ones. Bereaved caregivers who had lost a loved one who was cared for in an acute care University-affiliated hospital, with 670 beds, located in the Australian Capital Territory during the previous 6−12 months (N=91), were surveyed using a modified version of the Canadian Health Care Evaluation Project questionnaire. The findings indicated that the bereaved caregivers were generally very satisfied with their loved one's end-of-life care. The age of the caregiver, the preferred location of death for both patient and caregiver, if death was expected, and religious affiliation were associated with satisfaction of the end-of-life care delivered. Key areas for improvement of end-of-life care included factors related to the relationships between doctors and those receiving care, characteristics of the health care team, illness management, communication and decision-making, and the involvement of caregivers. These findings have significant implications for this hospital and those seeking to improve outcomes in end-of-life care settings more widely, by providing baseline data on caregiver-evaluated care quality and identifying high-priority areas for targeted intervention. [ABSTRACT FROM AUTHOR]

Residential schools are commonly used in India to provide education for Indigenous youth, which requires young people to stay for long periods at distance from their families and communities. Internationally, there is clear evidence for the deleterious effects of residential schools on the mental health and social and community outcomes of Indigenous children, however little is known about the Indian Indigenous experience. This study examined the impact of residential schooling on Indigenous children's wellbeing and that of their communities, using data from an ethnographic research project in Attapadi, Kerala, including interviews, focus group discussions and participant observation with Indigenous communities. Key outcomes from residential schooling reported by the participants include the fear of losing Indigenous identity, shame of being Indigenous, change in the attitude of young people when they returned from schools, and feelings of confusion and stress that young Indigenous participants felt trying to fit into their communities on their return. Findings suggest that these Indigenous youth felt disconnected from several factors that are known to promote resilience for Indigenous communities including a strong cultural identity, connection to the land and ancestors, thereby making them more vulnerable to poor mental health and negative impacts on their overall wellbeing. Addressing these concerns requires a detailed understanding of the specific factors influencing outcomes for Indigenous youth within the Indian residential schooling system, and designing and implementing data-informed conceptual, structural and policy change including the provision of culturally safe mental health services., Competing Interests: Declaration of conflicting interestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Background: Screening instruments for mental disorders need to be short, engaging, and valid. Current screening instruments are usually questionnaire-based and may be opaque to the user. A prototype approach where individuals identify with a description of an individual with typical symptoms of depression, anxiety, social phobia or panic may be a shorter, faster and more acceptable method for screening. The aim of the study was to evaluate the accuracy of four new prototype screeners for predicting depression and anxiety disorders and to compare their performance with existing scales., Methods: Short and ultra-short prototypes were developed for Major Depressive Disorder (MDD), Generalised Anxiety Disorder (GAD), Panic Disorder (PD) and Social Phobia (SP). Prototypes were compared to typical short and ultra-short self-report screening scales, such as the Centre for Epidemiology Scale, CES-D and the GAD-7, and their short forms. The Mini International Neuropsychiatric Interview (MINI) version 6 1 was used as the gold standard for obtaining clinical criteria through a telephone interview. From a population sample, 225 individuals who endorsed a prototype and 101 who did not were administered the MINI. Receiver operating characteristic (ROC) curves were plotted for the short and ultra short prototypes and for the short and ultra short screening scales., Results: The study found that the rates of endorsement of the prototypes were commensurate with prevalence estimates. The short-form and ultra short scales outperformed the short and ultra short prototypes for every disorder except GAD, where the GAD prototype outperformed the GAD 7., Conclusions: The findings suggest that people may be able to self-identify generalised anxiety more accurately than depression based on a description of a prototypical case. However, levels of identification were lower than expected. Considerable benefits from this method of screening may ensue if our prototypes can be improved for Major Depressive Disorder, Social Phobia and Panic Disorder.

Two studies (N = 108) investigated preschool children's ability to use descriptions of past and future events to infer current physical and mental states. In Study 1, stories described characters that either acquired an object or knowledge 'yesterday', or will acquire that object or knowledge 'tomorrow'. Children were asked to identify which character currently possessed the object or knew the information. In Study 2, the terms 'will' and 'did' were used in the stories to identify past and future time. Ability to correctly respond in this type of task requires recognition of the different causal links past and future events have with the present. Five-year-olds consistently performed better than chance on these tasks. In contrast, 4-year-olds' performance was inconsistent across the studies. An appreciation of the fundamental distinction between descriptions of past and future events is essential to understanding the complexities of both the physical and social world. This research suggests that this understanding is acquired by 4-5 years of age.