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This qualitative phenomenological investigation explores the impact of systemic racism on stress among African American doctoral students in clinical psychology aged 25 to 55 and identifies coping strategies employed by this demographic. The study analyzes participants' experiences, emotional responses, and coping mechanisms in the face of systemic racism, drawing on Resilience Theory developed by Norman Garmezy. Findings reveal pervasive encounters with systemic racism, leading to emotions such as depression, frustration, and self-doubt, along with coping strategies like avoidance and seeking social support. The Protective Vulnerability Model within Resilience Theory elucidates the interplay between vulnerability and protective factors in participants' responses. Recommendations include integrating strength-based interventions and empowerment strategies within academic and professional settings to support African American doctoral students affected by systemic racism. The study underscores the ongoing need for research, dialogue, and interventions to address systemic racism and promote resilience among African American doctoral students in clinical psychology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The United States is currently facing a shortage of mental-health providers that affects 160 million Americans. The need to empower the health system with appropriately knowledgeable, skilled, and diversely aware people mental-health practitioners is a critical necessity for current and future healthcare needs. This study aims to validate the importance of multiple methods of evaluation (self, peer, supervisor) in competency-based training of clinical psychologists. Multiple methods of evaluation offer unique contributions to competency-based education, including providing a scaffolding for building confidence and progressive alignment of evaluation of self with supervisor evaluation. Over time, students were able to better align with supervisor evaluation of strengths and weaknesses and core training competencies, while peers played an important role in scaffolding confidence. Multimodal evaluations facilitated improved self-assessment in growing clinicians' education--an important developmental competency. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Online clinical psychology doctoral students simultaneously experience stressful environments while managing school and life. These stressful experiences can lead to burnout. The concepts of self-compassion and well-being are intertwined with success and burnout. Previous research has indicated that burnout is likely to occur; however, a lack of research has identified specific factors that collectively predict burnout in online clinical psychology doctoral students. Thus, a gap in the current literature regarding burnout using these variables and within clinical psychology PhD students remains to be addressed. This quantitative study investigated the impact of self-compassion and well-being on burnout levels among online clinical psychology doctoral students. The constructivist self-developmental theory aligned with this study. Data were collected from 65 clinical doctoral psychology students using Maslach's Burnout Inventory Human Services Survey, Self-Compassion Scale Short Form, and Well-Being Scale. A simple linear regression and multiple regression analysis were used to identify if there was a significant relationship between self-compassion and well-being on the levels of burnout. A significant relationship was found between well-being but not self-compassion on the levels of burnout, implying the need to understand the importance of acknowledging burnout in online clinical psychology PhD students and the need for more well-being to lead to a positive social change within psychology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Self-regulation is the ability to intentionally adapt to changes in the environment (Khazan, 2013). While our body can typically regulate itself, stressors in the environment can overpower these regulatory systems, resulting in dysregulation (Mate & Mate, 2022). The ability to intentionally regulate oneself in the face of stress is important, especially for those with repeated high stress jobs, such as mental health professionals (Acker, 2011). Research has begun to explore the impact of stress on burnout and examine both treatment and prevention interventions (Bell et al., 2023). However, there is still minimal attention paid to how to incorporate burnout prevention within clinical training programs (Gennaro et al., 2019). Biofeedback is an intervention that allows individuals to explore their body's physiological reactions and use this feedback to learn how to regulate their body's response to stress (Khazan, 2013). The Biofeedback Certification International Alliance (BCIA) has taken steps to integrate self-regulation training into their certification program for general biofeedback by requiring 10 individual training sessions (Biofeedback Certification International Alliance, 2023). However, there is limited structure and guidance of how to use these required sessions to increase self-regulation within the individual. A 10-session training manual is proposed to provide structure and guidance for these sessions to increase self-regulation. This manual utilizes evidence-based modalities and strategies informed by relevant interventions to guide sessions. Future direction for research and the limitations of the proposed manual are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Reading comprehension is an extremely important skill that students need to be effective learners; however, a significant percentage of students are reading below grade level on a nationwide scale (National Assessment for Educational Progress, 2019; National Institute of Health as cited by Learning Disabilities Association of America, 2022). In order to address these deficits, it is important to understand the neurocognitive skills associated with developing reading comprehension to inform appropriate pedagogy and intervention. One such model is the Simple View of Reading (SVR; Gough & Tunmer, 1986; Hoover & Gough, 1990), which explains reading comprehension as the product of decoding skills and language comprehension. However, more recently, the neuropsychological underpinnings of reading comprehension have been explored, including the role of executive functioning in developing these skills. This present study aimed to examine the role of executive functioning skills within the SVR framework in a clinically complex and economically disadvantaged sample. Mediation analyses indicated executive functioning skills--as measured by working memory, cognitive flexibility, and inhibitory control--indirectly impacted reading comprehension through the development of decoding and language comprehension. Additionally, executive functioning was significantly lower in both groups of students with below average decoding skills and below average language comprehension skills, respectively. Thus, reading comprehension intervention for clinical populations should not only target decoding and language comprehension skills, but also include executive functioning remediation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

2020 was rife with social and political changes across the globe, ranging from the COVID-19 global pandemic, Black Lives Matter Movements, the effects of climate changes, and the insurrection on Capitol Hill (Salo, 2020). A qualitative methodology was used to explore the lived experiences of doctoral clinical psychology students of color during the crises of 2020-2022. Clinical psychology graduate students must navigate their own stressors in life (personal and academic) while also providing clinical therapeutic services to others, making them vulnerable to stress (DeAngelis, 2002). Many graduate students must balance academic coursework, clinical training, research, and financial demands, on top of the stress related to their performance in the program (Badali & Habra, 2003; Meyers et el., 2012). Graduate students of color experience additional stressors associated with their marginalized status including microaggressions, discrimination, lack of sense of belonging, and imposter syndrome (Brunsma et al., 2017). This study explored how graduate students' personal and professional identities were shaped through the major sociohistorical influences of 2020 and beyond and how they were supported through these events. Five major themes were found to describe the experiences of clinical psychology doctoral students of color and the factors they believe impacted how they made meaning of their experiences as it related to them as a student, clinician, researcher, and future clinical psychologist. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Psychological assessment has been a cornerstone of clinical psychology since the establishment of the field. The duties involved in the practice of psychological assessment are integral to the identity of the clinical psychologist and have been the subject of decades of empirical research and clinical consequence. While the historical importance of psychological assessment is notable, issues surrounding the current significance of assessment in the field continue to be debated and assessment seems less emphasized in clinical practice and graduate training than in the past. Furthermore, as the landscape of modern society grows increasingly multiculturally diverse, there is a growing consensus among psychologists that teaching and training practices in psychological assessment need to be reimagined to ensure that culturally responsive models such as C/TA become predominant as the standard of practice for the entire profession. In the current study, it was hypothesized that Collaborative Therapeutic Assessment (C/TA) should be integrated into graduate psychological assessment curricula in doctoral clinical psychology programs because it is the model of assessment that provides the highest standard of care in psychology. The objective of this dissertation was to develop a didactic presentation on C/TA that can be utilized as a training resource for graduate students in clinical programs. A panel of licensed psychologists with expertise in C/TA evaluated the clinical and potential educational utility of the training didactic by completing a feedback survey. Analysis of the data from the Thurstone scale, multiple choice, and open-ended qualitative responses indicated that the evaluators agree that the overall intent of the didactic was achieved, confirming it as a potentially effective tool for introducing psychology graduate students to the concept of C/TA. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The population of adults age 65 and older in the United States (U.S.) is expected to double by the year 2065. According to the American Psychological Association, 63% of older adults diagnosed with a mental disorder do not receive mental health services. The increase and longevity of the population, along with the underutilization of services by this population reflects a need for mental health clinicians to be trained and willing to work with older adults; however, it is not typically common for psychology doctoral students to express interest in treating older adults. The purpose of this dissertation research is to examine clinical psychology doctoral students' attitudes toward older adults and the desire to treat or not to treat the older adult population. A phenomenological qualitative design was utilized for this study. Clinical psychology doctoral students were interviewed individually by the researcher and answered questions related to their population of interest, their previous clinical experiences, and view of clinical work with the older adult community. An exploratory and semi-structured interview was used to gather information. Specific areas addressed in the interview were the students' self-defined population(s) of interest, previous professional and personal experiences with older adults, perceived competence in treating older adults, and attitudes toward treating older adults. Data was examined to find patterns and/or themes related to the research questions. The data indicated several common themes that represent shared experiences related to aging and older adulthood among clinical psychology doctoral students. The data indicated several common themes that represent shared experiences related to aging and older adulthood among clinical psychology doctoral students. Most research questions this study sought to explore were answered by participants. Specifically, participants shared that they believed doctoral programs should provide training to work with this population. Furthermore, participants identified that if training could be applicable to them, they would be interested in pursuing it. Participants shed light on the importance of exposure to different populations. Specifically, all participants shared prior positive experiences with the population they identified as their population of interest. Students were open to discussing their fears about aging and identified that these fears may be due to outside influences such as media, literature, or family. This study brought up important considerations when trying to increase interest in work with the older adult population. Identified themes are mostly consistent with current research and emphasize the need to continue research in this area. Ageism and lack of positive experiences with older adults appear to be contributing factors to the lack of interest in treating older adults. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A K-12 public school district in the northeastern United States implemented its own clinical in-school counseling program (CISCP) to help at-risk students in Grades 7-12 who were experiencing a crisis. The problem was that the district was unaware of whether the CISCP is helping its students through their crises. The study was important as it provided insightful data into the CISCP's perceived effectiveness to meet the students' needs. The purpose was to examine the perceived program effectiveness of the CISCP in helping its at-risk students in Grades 7-12 through their crises. Through a program evaluation using the developmental evaluation model, this study addressed the research question about the CISCP's successfulness in supporting at-risk students in Grades 7-12 through their crises. To gather data, Likert-scaled surveys from students (n=10) were gathered ex post facto and semi-structured interviews were completed with seven key program administrators. Directed by the developmental evaluation where the evaluator is part of a collaborative team that attempts to adapt effective principles to a local context, data analysis led to the main conclusion that the CISCP is effective in providing the at-risk students in the program the help that they need to get them through their crises. The results of the study support positive social change by identifying how to better meet the needs of the at-risk students and it also may help a doctoral student in the future who is performing a developmental evaluation at the local setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this descriptive quantitative study is to explore the relationship between the efficacy of multicultural awareness of Doctoral training of clinical psychology and competency in providing psychotherapy services to African American clients. This research is to assess the competency of doctoral students of clinical psychology as it relates to their exposure to African American culture (EAAC) and advanced multicultural therapeutic training (AMTT) received in their doctoral programs, specifically, the academic multicultural training, the training sites where academics are implemented, and the multicultural awareness efficacy of students. The demographic questionnaire assessed EAAC and AMTT. The Cross-cultural Competency Inventory Revised (CCCI-R) scale assessed the efficacy of counseling styles, responses, and interventions with diverse cultural populations. Results showed that neither training nor exposure were statistically significant for skills. Results also showed that exposure was statistically significant (p = 0.001) for awareness with those participants having exposure having higher awareness compared to those participants who did not have exposure. However, training was not significant for awareness. Additionally, results showed that exposure was significant for sensitivity with those participants having exposure having statistically (p = 0.023) greater awareness compared to those without exposure. Training was found not to be significant for sensitivity. Overall, the findings may be used in reflecting the necessity for students to receive multicultural awareness training both academically and practically. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Previous research has failed to utilize doctoral clinical psychology graduate students' when examining factors that potentially mediate against age-related bias. Death and aging anxiety are both intrinsically linked to thoughts or feelings when working with older adults. Studies have shown varying results in relation to whether education and clinical experience play a role in decreasing aging and death anxiety. This proposed study hopes to aid to the growing field of professional bias by assessing attitudes toward older adults held by clinical psychology graduate students who will one day become clinical psychologists. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The critical need for more sensitive suicide screening is highlighted by the fact that 75% of individuals who complete suicide has seen a health care provider within the previous 3 months (Graves et al., 2018). Additionally, health care providers play a crucial role in identifying patients who are at risk, but they often are not adequately trained. The current research project investigated the effectiveness of a risk assessment training to increase doctoral students' general and applied knowledge in suicide risk assessment. The training was completed by a cohort of 23 first year doctoral students in the Graduate Psychology of Clinical Psychology at George Fox University. The participants were divided into three equal groups; Group A, Group B and Group C. Group A received the primary intervention training as well as four enhanced training interventions or "booster" session trainings. Group B only received the primary intervention training, and Group C did not receive any additional training. The three levels of participants completed a pre-test prior to and post-test to assess participants' knowledge immediately following the training session to assess the relative effectiveness of the primary training, primary plus booster sessions, versus course content. None of the three groups showed an increase in their general knowledge over time, rather, the group means showed a decrease in general knowledge over the course of the intervention. However, change scores indicated that Group A, who received the most extensive training, increased in their skills in the application of knowledge over time in comparison to the two other groups. Results suggest that informational training and continuous applied training together may enhance clinical trainees' competency in suicide risk assessment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to examine the essential experiences that licensed psychologists (LPs) had when conducting Independent Educational Evaluations (IEEs). Three LPs participated in in-depth one on one semi-structured interviews with the researcher. All three LPs identified as clinical psychologists who have not been employed by a school district or received graduate training in school psychology. Saturation was achieved during these three interviews and five common themes emerged from the interview data. Among these five broad themes, fifteen subthemes also emerged from the interview data. The five broad themes that emerged were: collaboration, familiarity, experiential learning, the need for training, and the outside evaluator. Implications for graduate training, public schools, Licensed Specialists in School Psychology (LSSPs), and LPs wanting to conduct IEEs were provided based on the results of the study, as well as areas for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Autism Spectrum Disorder (ASD) is a common condition that is being diagnosed with increasing frequency and which can be markedly debilitating. Consequently, it is becoming increasingly important that health care workers are proficient in diagnosing infants and children with ASD (Manning-Courtney et al., 2013). However as the rates of ASD diagnoses have increased, so has the controversy around ASD and ASD diagnosis, specifically, whether ASD is actually increasing at a very high rate, or whether the diagnostic process has changed so that clinicians are now diagnosing more cases of ASD without an increase in the actual prevalence (Matson & Kozlowski, 2011). Individuals with ASD experience impairment in social areas, specifically social communication, social interactions, social reciprocity, and restricted and repetitive behaviors or interests (American Psychiatric Association, 2013). This phenotype appears early in life and leads to impairment in daily functioning; the level of impairment depends on the severity of symptoms (American Psychiatric Association, 2013). In addition, some individuals with ASD may have accompanying intellectual impairment and language impairment (American Psychiatric Association, 2013). Individuals with ASD often present with a very complex neurodevelopmental profile that necessitates skilled diagnosticians to accurately diagnose ASD, and to differentiate between ASD and other diagnoses that may appear similar to ASD. It is important for clinicians to be familiar with ASD assessment even if this is not an area of focus for the clinician; as it is such a common disorder, it is very likely any psychologist working in the field will encounter ASD. These psychologists would benefit from increased exposure to ASD assessments. This dissertation created a curriculum, to be offered through clinical psychology graduate programs, with the goal of increasing diagnostician comfort and accuracy diagnosing ASD using the ADOS-2. A curriculum manual was developed that laid out week by week training for graduate students in clinical psychology. The training curriculum should be used for training on the ADOS-2 as part of a 15-week, three-credit course over the course of a semester. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In the present study, using a relational efficacy framework, I examined the advisory working alliance and its associations with research self-efficacy among clinical and counseling psychology PhD students. Moreover, I examined whether the research training environment (RTE) and relation-inferred self-efficacy (RISE) mediated the relationship between the advisory working alliance and research self-efficacy. Finally, I examined whether other-efficacy moderated the relationship between RISE and research self-efficacy. Utilizing Qualtrics software, 144 PhD students from American Psychological Association-accredited clinical and counseling psychology programs completed questionnaires measuring the advisory working alliance, RTE, RISE, other efficacy, and research self-efficacy. Results from path analysis found that RISE mediated the relationship between the advisory working alliance and research self-efficacy. Although RTE did not mediate this relationship, the advisory alliance significantly and positively predicted student perceptions of the larger RTE. Moreover, other-efficacy moderated the relationship between RISE and research self-efficacy. It appears that the advisory working alliance transmits relationship-specific information to students that in turn fosters students' perceived research self-efficacy. However, the extent to which this relationship-specific information fosters research self-efficacy may depend in part on the extent to which students view their advisors as adept and competent researchers. Lastly, positive advisory alliances may play a key role in shaping students' perceptions of the larger RTE. Theoretical and training implications are discussed accordingly. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This paper examines the relationship between clinical psychology and the health care system. The first part reviews the empirical Axis I disorders with patients who also have a comorbid DSM-IV diagnosed personality disorder. While the understanding and treatment of AI disorders have improved, severe limitations exist when patients use the health care system to pay for any other psychological treatment. The second section uses findings from the first section to discuss the status of clinical psychology's relationship with the health care system. Three perspectives on this relationship are offered. An important focus of this section is the observation that clinical psychologists are not powerless against managed care. Because many psychologists cannot see their own value they allow themselves to be controlled by the health care system. This can lead to an inability to treat patients in a health conscious, ethical, and legal manner. This managed care psychotherapy mindset is also prevalent in graduate programs today. This mindset could be changed if practitioners and students will take a stand for themselves and the integrity of the profession, and not accept the substandard limitations placed on them by the health care system. (Contains 46 references.) (JDM)

Computerized Cognitive Behavioural Therapy (CCBT) is an empirically supported therapeutic modality used in the treatment of anxiety and depression. It is an important area of research considering there is much research lacking in this area, especially regarding trainee and qualified psychology clinicians' attitudes which are informative in terms of uptake and adherence. This study examined trainee and qualified psychology clinicians' attitudes towards CCBT for use in their future clinical practice, with regard treating those suffering from anxiety and depression. Overall, 31 participants took part in the research, which resulted in 31 completed informed consent forms and questionnaires being returned to the researcher. This data was gathered using an email-based survey and a convenience, voluntary sample, which was comprised of 31 participants with varying employment statuses, who had achieved a minimum of a Masters degree in the counseling/ psychology fields. The survey consisted of quantitative questions such as Credibility and Expectancy Scales (Borkovec & Mathews, 1988) to measure participant's perceptions of CCBT and how likely they were to recommend CCBT to a client, and qualitative questions were used to gather more details regarding their perceptions of the advantages and disadvantages of CCBT. All participation was voluntary. This mixed-methods survey found results that suggested that participant's attitudes towards CCBT were less than favorable; specifically, results showed low ratings of the logical nature of CCBT, its potential to facilitate successful client outcomes and low rates of probable referral of a client to CCBT. Participants also indicated a lack of knowledge surrounding such programs and their implementation. Qualitative results found that attitudes towards CCBT were less than favorable, and that clinicians' had a lack of information and knowledge about such programs. Further research should examine if these results would be maintained amongst a larger sample size. The electronic version of this dissertation is available free at Ohiolink ETD Center, www.ohiolink.edu/etd. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The proportion of Black psychologists is exceptionally small which may limit the accessibility of culturally competent mental health services for Black clients. The current project was an attempt to understand factors that help recruit, retain, and graduate Black doctoral students in psychology. This exploratory investigation probed of the lived experiences of Black doctoral psychology students in predominantly White Psy.D. programs. Thirteen current Black students in two Psy.D. doctoral participated in semi-structured interviews that explored the protective factors that had enabled them to pursue their studies. They were also asked to recount their experiences as a Black student in their classes or field sites and to recall any experiences of microaggressions they have faced during the course of their training. Interviews were analyzed for recurrent themes using Interpretative Phenomenological Analysis (IPA). Eleven of the 13 participants spoke to the support they had received from family and friends as essential to their perseverance in their doctoral program. Several participants also talked about the importance of mentors as well as other factors such as gender, racial identity and spirituality. Ten participants spontaneously commented on the pressure they felt as one of few Black students in their program. They were often called upon to be a spokesperson for the entire Black community and some felt a compelled to excel as a positive token for the Black community. All but two of the participants described microaggressions they had experienced over the course of the program. The findings indicated the importance of social support networks and the presence of mentors in insuring recruitment, retention, and program completion. Recommendations included insuring that Black doctoral students have multicultural competent mentors and that the school administration and community make an active commitment to authentic cultural awareness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The increase of Spanish-speaking populations in the U.S. has resulted in an increased demand for culturally competent, Spanish-speaking mental health providers. Yet, little is known about the methods in which academic programs and clinical training sites are preparing their bilingual students to deliver services in Spanish to the Latino populations. This qualitative study used phone interviews with five supervising, bilingual licensed psychologists to examine the methods they utilize to evaluate the linguistic and cultural competencies in their trainees. Additionally, this study gathered feedback on the Spanish Language Assessment measure to assist in modifications. The thematic analysis highlighted methods of evaluation, the intersection of culture and language, Spanish supervision, and modification for the assessment measure. This research study is significant because it informs the literature on bilingual therapy, supervision and evaluation. Furthermore, the findings will allow mental health professionals to have a better understanding of the training needs of students providing mental health services in Spanish. Additionally, it emphasizes the importance of having measures that can be used to evaluate the cultural competency and the ability to deliver mental health services in Spanish. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this paper is to consider what relevant clinical applications can be generated from a thorough review and critique of the theoretical and empirical literature pertaining to cross-cultural value orientations. The Kluckhohn and Strodtbeck (1961) theory of value orientations and their Value Schedule was presented. The 3 elements of value orientations are the cognitive, the affective, and the directive. Meanwhile, the study also criticized research presented by those people who, claimed that value orientations strongly influence both social and personality systems, followed Kluckhohn and Strodtbeck's theory and provided remarkably similar and clearly elucidated summaries of that theory. The critique of those studies indicated numerous methodological and some statistical weaknesses that undermine the reliability, validity, and in some cases the generalizability of the results and conclusions obtained. Until the reliability and validity of value orientations and instruments can be firmly established, the potential benefits, for example cross-cultural values data increases the general social science knowledge base, can offer our society, the science of psychology, and the professions of clinical and counseling psychology a great deal. (Author/ML)

This study presents a qualitative analysis of four clinical psychology PhD students' experiences of not knowing how to proceed in sessions with clients, and how they handled those experiences. A narrative analysis of each participant interview was employed, in which tone, rhetorical function, and identity work were closely examined. Participants took up the concept and the experience of not knowing in very different ways from each other and from the assumptions of the researcher, although sitting back and waiting in response to not knowing was a theme in common. Anxiety, uncertainty, and tension in various identity positions abounded within participant interviews, and not knowing exposed great vulnerability for each participant. Factors including training experience, theoretical perspective, personality, and identity characteristics such as race, gender, sexual orientation, and cultural background appeared to influence the way in which not knowing was experienced. The relationship between professional knowledge and ethical decision making is taken up in the context of relevant clinical and philosophical literature and with reference to recent problems of professional knowing within the field of psychology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this existential-phenomenological study was to address the first-person perspective of what it is like to experience clinical reasoning during a simulation. It was not known how a novice nurse would describe the experience of actualizing clinical reasoning during the academic simulation experience. In order to maintain the first-person perspective, all presuppositions were eliminated. There were no instruments used in the data collection process, and no theories or models that guided this research. The researcher integrated Amedeo Giorgi's method of analysis to discover the psychological acts of the first person (novice nurse) to address the unknown. The research questions for this study focused on the lived experience of the novice nurses actualizing clinical reasoning acquisition during the academic simulation experience, and the aspects of the experience of clinical reasoning acquisition during an academic simulation experience novice nurses described as being valuable. Raw descriptive data were collected from five novice nurses through the face-face interview process in Northeast Pennsylvania. The analysis revealed that clinical simulation was the better teaching environment for complex decision making than the real clinical environment. The simulation environment gave the freedom to engage in complex decision-making during a high stakes clinical situation. This freedom, coupled with inexperience in complex decision-making, created much ambiguities of the complexity of the nursing practice. Implications of the study included potential best practices into the simulation design to decrease ambiguities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to explore variables impacting dispositional empathy in doctoral psychology students. While there is a great deal of research regarding empathy in practicing psychologists and mental health professionals, little is known about empathy in psychology trainees. This is especially surprising given the importance of empathy to the therapeutic outcome; empathy is thought to be a central component of the therapeutic process and may have even more of an influence on outcome than the orientation or method of the therapist. This study used a quasi-experimental design to explore how demographic variables and aspects of training, specifically field placement satisfaction and burnout, may influence empathy in doctoral psychology students. One-hundred and forty-two students from Clinical Psy.D., Clinical Psychology Ph.D., and Counseling Psychology Ph.D. programs completed an online survey assessing demographic information, empathy levels, field placement satisfaction, and burnout. Field placement satisfaction was revealed to be positively associated with empathy, while burnout was negatively correlated with empathy. Differences in empathy were also revealed depending on gender, program type, program year, marital status, education, and previous experience in the mental health field. It is hoped that by learning more about variables that may encourage or hinder empathy, doctoral psychology programs will be better able to foster empathy in their students and support those who may be struggling to maintain empathy levels. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Suicide is an ongoing public health crisis in the United States, which represents the second leading cause of death for college students. The literature suggests that the nature of psychopathology on college campuses has become more severe over the last several decades, with increases in suicidal ideation and depression. This has led to an increased demand for services in college counseling centers across the United States. Graduate level trainees from the field of psychology often function as counselors in these centers, frequently interacting with potentially suicidal individuals. A trainee's ability to conduct a thorough suicide risk assessment represents a critical skill set for this group of first responders. However, the literature suggests limited training in suicide risk assessment both at training sites and in clinical psychology graduate course work. Research exploring the risk assessment practices of mental health clinicians is scant and information regarding the risk assessment practices of graduate level trainees is virtually nonexistent. The current research was conducted in order to study the process by which doctoral level psychology trainees working in college counseling centers conduct suicide risk assessments. The study used a phenomenological, qualitative design and included a semi-structured interview that was given to eight participants who were graduate level, pre-doctoral trainees in APA accredited, clinical psychology, Psy.D. programs. While results revealed a wide range of experiences with suicide assessment for trainees, the most consistent finding was that participants desired additional training in suicide risk assessment at their placements and in the classroom. Training in suicide risk assessment appeared to be inconsistent across field placements, with some students receiving no identifiable risk assessment trainings at their college counseling sites. This has serious clinical implications for training programs and graduate psychology trainees. Trainees that are not adequately prepared in suicide risk assessment skills, may be unable to identify suicidal clients. The major recommendation that emerges from this study is that policies should be implemented at college counseling sites and at clinical psychology programs to formalize and standardize suicide risk assessment training so trainees acquire the skills they want and need. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Objective: The study aimed to increase awareness of OCD symptomatology among doctoral students in clinical, counseling and school psychology through the implementation of a comprehensive OCD education-based training tool. Method: The program directors across all APA-accredited clinical, counseling, and school psychology doctoral graduate programs in the five boroughs of New York and Long Island were contacted via email and asked to participate in the study. Programs that provided consent were assigned to either the control or intervention condition. Three assessment sessions were conducted across both groups. Five distinct vignettes were randomized to each participant at each assessment point. A time-lagged design was used: The session in which the participants were shown the training tool varied depending on the condition (control vs. intervention). Participants provided a diagnostic impression(s) and treatment recommendation(s) for each vignette they received. Results: Eighty-two students, across seven doctoral programs participated in the study. All participants completed two assessment points; four participants were lost to follow-up resulting in 78 participants completing all three sessions. Prior to viewing the video, 18.5% of participants misidentified the OCD vignettes; following exposure to the intervention only 5.4% of participants misidentified the OCD vignettes. Misidentification rates for the pre-intervention OCD vignette assessments were greater for some manifestations of OCD over others: obsessions regarding homosexuality (33.3%), fear of saying things (25.5%), aggression (22.2%), pedophilia (22.2%), religion (20.0%), somatic concerns (17.6), contamination (6.3%) and need for symmetry (0.0%). The majority of participants (82.0%) reported being knowledgeable regarding OCD symptomatology (ranging from "somewhat" to "very knowledgeable"). However, in accordance with misidentification rates, participants reported less awareness ("not at all aware" or "not very aware") of some obsessions [aggression (36.0%), homosexuality (29.0%), somatic concerns (22.3%), fear of saying certain things (19.7%), religion (17.1%), and sexual content (17.1%)] over others [need for symmetry (3.9%), and contamination (1.3%)]. Conclusions: While most participants reported being knowledgeable regarding OCD symptomatology, their knowledge and ability to successfully identify the diagnosis extended to symptoms of contamination and need for symmetry. Results showed widespread self-reported lack of awareness and greater misidentification rates of other symptoms of OCD. Non-contamination and non-need for symmetry vignettes were misidentified at elevated rates compared to the contamination and need for symmetry vignettes. The training video was effective in reducing the misidentification rates among the OCD vignettes. These findings support the notion that graduate students in the mental health field could benefit from targeted training on OCD. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study compared first generation and non-first generation doctoral students' levels of perceived stress, sense of coherence, and mindfulness. These variables were assessed both separately for each trainee group and in hypothesized relationships with each other. In addition, moderator analyses were conducted to assess whether key relationships between these variables differed in strength across the two trainee groups. Results from this study indicated that there were no significant differences among the two groups with regards to levels of perceived stress or sense of coherence levels. All trainees, regardless of generational status, reported a significant negative relationship between perceived stress and sense of coherence levels and between perceived stress and mindfulness levels. The relationships between perceived stress and sense of coherence were moderated by generational status, while the relationship between perceived stress and mindfulness was not significantly moderated by generational status. Implications of these findings and directions for future research are further discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Much is known about the phenomenon of learning disabilities, especially dyslexia in children. Only recently, however, has psychological research focused on adult learning disabilities. The bulk of research on the phenomenon of adult learning disabilities has been quantitative research, which neglected the subjective experience of those it is researching. This study will pair critical autobiography with phenomenology to illustrate the experience of having dyslexia as well as critiquing the psychological, educational, and legal fields as well as society's treatment of individuals with learning disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study sought to determine whether clinical psychology doctoral students hold uniquely stigmatizing views of adults with substance use disorders (SUDs) compared to adults with other clinical disorders. Through the use of clinical vignettes and attitudinal measures, three hypotheses investigated clinical psychology doctoral students' attitudes towards adult clients with SUDs, perceived attributional causes of SUDs, and future interest in working with SUD clients. One hundred and fifty-six clinical psychology doctoral students participated in this study, with the majority of participants attending graduate programs in the San Francisco Bay Area. To date, this is the largest known study of clinical psychology doctoral students' attitudes towards SUD clients. The results of this study yielded several significant findings. Overall, participants endorsed more negative attitudes towards SUD clients when compared to a client with major depressive disorder (MDD). Additionally, respondents attributed SUDs to poor willpower with greater frequency than they attributed MDD to poor willpower. Finally, participants who expressed negative reactions towards an SUD client, also demonstrated an overall lack of interest in working with SUD clients in the future. This study also found several significant relationships with regard to participant demographic variables and attitudes. First, female-identified participants reported more negative reactions across all mental health conditions compared to male or transgender-identified participants. Second, first-year doctoral students endorsed the least negative attitudes towards both SUDs and MDD as compared to more advanced doctoral students. Third, LGBTQ-identified participants and participants with personal or known experience with substance abuse, expressed the greatest interest in working with SUD clients. Fourth, participants with a postmodern theoretical orientation, namely narrative, multicultural, and systems, expressed more interest in working with SUD clients than participants who identified as psychodynamic or behaviorally-oriented. The findings of this study have numerous implications for clinical psychology graduate programs with regard to clinical training and curricula development and highlight a need for future research in the areas of substance use disorders, mental health stigma, and graduate training in clinical psychology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

To date, no published research has utilized social network analysis (SNA) to analyze graduate cohorts in clinical psychology. The purpose of this research is to determine how issues of likability among students correlate with other measures, such as disclosure, health, spiritual maturity, help in projects, familiarity, and ease of providing feedback. The research also uses likeability to describe the relationships among members of the student cohort. A cohort of 23 first-year graduate students of clinical psychology at George Fox University's Graduate Department of Clinical Psychology (GFU GDCP) participated in this study by responding to a survey where they rated each of their peers on the above-mentioned measures. The survey was administered 3 times during the academic school year. Results of the study show that the cohort remains relatively dense throughout the year. Clique counts are significantly low when compared to a randomized network of the same size. Key players and their degree centralization are analyzed to show the development of subgroups throughout the school year. The findings are discussed with regard to training issues and the usefulness of SNA in describing group processes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

One-hundred and eleven graduate students enrolled in a clinical psychology training program (PsyD) participated in a research study that examined the ethical decision-making processes and factors that have been proposed to influence behavior (Smith, McGuire, Abbott, & Blau, 1991). Using a two-part questionnaire, data regarding the ethical behaviors and decision-making processes of graduate students was obtained. The first section of the questionnaire was designed to identify the behaviors modeled for participants by professional psychologists and colleagues, as well as their perceived ethicality of the behavior. The second section of the questionnaire consisted of four ethical dilemmas that varied according to the relationship of the participant to the person depicted as behaving in an unethical manner. Participants were asked to report what they knew they should do based on the APA ethics code (2002) and what they would actually do in response to the ethical dilemma. Additionally, participants were asked to provide rationales for their decisions in order to provide insight into the factors that influence their decision-making processes. Results indicated that participants were more likely to engage in unethical behaviors that they had observed being committed by others, as well as a bias regarding their interpretation, decisions, and behavioral responses to the ethical infractions depending upon the identity of the perpetrator. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The largest number of licensed psychologists are centralized in California. More PsyD than PhD degrees in clinical psychology are now awarded, and California houses 16 of the 59 APA-accredited programs. Post-millennia Early Career Psychologists (ECPs) typically accumulate over $120,000 in education debt, and may be concerned with the cost-benefit ratio of their training. ECPs have reported (a) feeling under-prepared for the mental health marketplace; and (b) the need for curricula in business and marketing, managed care involvement, medical culture, diversification of skills, and independent practice. Over the past two decades, calls for curricular adjustments in terms of business issues in professional psychology originated from the need to better prepare professional psychologists for contemporary challenges. Research findings highlight that psychology programs have been slow to adapt to this shift in curricular needs, and have suggested that Clinical Training Directors (CTDs) do not value practice management topics as part of graduate training. This qualitative study sought to appropriately represent CTDs' views on the topic. Semi-structured interviews with eight CTDs form California PsyD programs revealed five categories consisting of 13 themes and two additional findings. Prior to data collection, participants were provided with the 2008 Practice Management Model Syllabus (American Psychological Association, Corporate Relations and Business Strategy Staff, 2008), delineating target areas for curricula. CTDs with PsyD degrees were more likely than CTDs with PhD degrees to report that their programs offer some portion of the target curricula. Participants provided insights on marketplace concerns (e.g., supply and demand, education debt, career opportunities in the private and public sectors, gender composition in the field, an internship crisis), and endorsed the need for trainees to have the target knowledge for proactive career planning. In terms of impediments to incorporating such curricula, several CTDs relayed that psychology programs typically promote public sector service provision with a "social justice" mission, and that many faculty are uninterested in the curricular topic. These and other results support previous prescriptions for incorporating practice management coursework within clinical PsyD programs. Results may helpfully inform the decision-making and self-care of prospective and current students, as well as highly indebted licensed psychologists. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

To understand how tensions caused by the multidisciplinary nature of executive coaching are perceived and overcome, this modified ethnographic study was conducted at an executive coaching program and leadership center at a prestigious European business school. This study is built on prolonged discussions on the role of psychology in executive coaching (mostly in America). According to Ozkan (2008), tribal conflicts between psychologist-coaches and non-psychologist-coaches exist, and debates continue concerning qualification and formal training. In this context, many coach preparation programs have entered the academic community with collaboration from experts of various disciplines (Starr, 2008). This study examines how psychology and organizational study are incorporated in a coaching program for coaches, using an integrated model, within an academic setting. The integration of psychology and organizational studies is thought to be a great success among study participants, and, after a decade, the structured business school recently approved their executive master's degree in clinical organizational psychology, a new discipline incorporating clinical psychology and organizational studies, for the program. Tensions are found only in the past and outside of the program in: (1) a past failure with psychologists and a continuing success with business people, (2) personal careers of multidisciplinary faculty members, (3) practical and disciplinary conflicts with other parts of school. The tensions are mostly overcome, and the tribal conflict was not found since faculty members and most coaches have both identities. Successful management of tension is attributed to leadership and organizational culture of the program. Thematic analysis is used for data analysis. Conclusions include: (1) fits between training targets and program orientation should be considered in coach preparation, and (2) business-oriented mind would help integrate multiple disciplines in executive coaching. Follow-up studies are recommended after the degree program is offered and after the founder's retirement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In the coming decades, the elderly population in United States (U.S.) is expected to grow significantly (U.S. Bureau of the Census, 1996). Consequently, the number of older individuals seeking mental health services will be greater than at any other time in the history of the U.S. The field of clinical psychology, however, is unable to meet the mental health needs of the current elderly population, and this gap is expected to widen in coming years. There is an ongoing discussion within the field of professional psychology as to how to train more clinicians to work with the elderly population (Gatz & Smyer, 2001; Hinrichsen & Zweig, 2005; Norman, Ishler, Ashcraft, & Patterson, 2000; Qualls, Segal, Benight, & Kenny, 2005), and the present study set out to understand factors that may influence clinical psychology graduate students' interest in working with clients from this population. The direction of the research was informed by current aging theory, particularly life-span and successful aging theories, and was inspired by the ongoing multicultural competency movement. Currently enrolled PsyD students (N = 7) in clinical psychology programs were interviewed regarding their experiences of working with their first elderly therapy client in a supervised setting (practicum or predoctoral internship). Semi-structured interviews paid particular attention to aspects of participants' professional and personal experiences that they identified as influential on their interest to seek out (or not) future opportunities to work, or to learn more about working with, elderly individuals. Using the qualitative methodology of interpretive phenomenological analysis (IPA), interview transcriptions were analyzed to the point of saturation and distilled into common themes. These themes fell within six overarching domains: (a) Expectations vs. Reality, (b) Subjective Experience, (c) Resources Drawn upon During Treatment, (d) Interest in Geropsychology: Pre vs. Post, (e) Factors Associated with Future Interest in Geropsychology, and (f) What Would Have Made the Experience Better? These six domains comprised a total of 31 themes and subthemes (many themes stood on their own, while others contained two or more subthemes). While a majority of the themes confirmed what is already known in the literature, unique themes also emerged, as was expected from an IPA study, whose intent was to capture the subjective voices of individual clinician-trainees. One common theme already raised by previous researchers about clinical training in geropsychology was that having at least some experience with elderly individuals in a supervised training setting is a crucial avenue for nurturing trainees' interest in working with the population (Cummings & Galambos, 2002; Hegeman, Horowitz, Tepper, Pillemer, & Schultz, 2002; Hinrichsen, 2000; Kropf, 2002). One theme unique to the present study about training, which was not found in the available literature and has clear implications for how academic programs approach training, was that some participants described experiencing a shift in their understanding of the elderly, from a population with very specialized needs to be treated by specialists, to a population that is a part of the larger, general population, which can be adequately treated by generalists. Themes are illustrated and discussed with quotations drawn directly from participant interviews, adding richness and voice to the study's results and conclusions. On the basis of the study's results and on the literature reviewed herein, implications of the current status of geropsychology training and recommendations that others have made to improve it are discussed. Additional recommendations, based on this study's unique findings, are offered as well. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this dissertation is to better understand scientific training within clinical and counseling psychology doctoral programs. A primary goal is to extend previous research by expanding the scientific training outcome variables from research interest and productivity to include additional characteristics of scientific mindedness such as attitudes towards research and evidence based practice. A structural equation model, grounded in research training environment (RTE) theory and social cognitive career theory (SCCT), is used to predict the new construct variable of scientific mindedness. Two additional factors, the advisory working alliance and career goals, were included within the model as predictors of scientific training outcomes. Four structural equation models are designed in the current study: (1) a primary hypothesized model, (2) a specified hypothesized model, (3) a model based on Kahn's (2001) scholarly activity predictor model, and (4) a model based on the primary model where the scientific mindedness outcome does not include scholarly activity. In the primary model, it is hypothesized that scientific mindedness would be explained directly by year in program, research training environment, advisory working alliance, research self-efficacy, and career goals. It is hypothesized that research outcome expectations and interest in research would indirectly predict scientific mindedness. Data from 215 clinical and counseling psychology doctoral students is used to test the four models. Model 1 is a "poor fit" to the data. Model 2 is created from modifying Model 1. Model 2 is an adequate fit to the data and explains 44% of the variance in scientific mindedness. Model 3, which includes scholarly activity only as the outcome variable, is a good fit to the data and explains 43% of the variance of scholarly activity. Model 4 is a good fit for the data and explains 39% of the scientific mindedness outcome variable. Models 3 and 4 have comparable fits to the data. Differences in training model and degree type were found regarding research production such that scientist-practitioner model programs and Ph.D. programs tended to have greater perceptions of the research training environment, research self-efficacy, research outcome expectations, interest in research, and scholarly activity. Differences between clinical and counseling psychology were only found in attitudes towards research and evidence based practice. Implications are discussed within the context of future research and scientific training. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The IDEA (Individuals with Disabilities Education Improvement Act) 2004 was designed to ensure that every child with special needs is receiving adequate services. Unfortunately implementation is often problematic. Although the law recognizes the importance of family-professional collaboration in deciding intervention services, cultural differences between families and professionals often prevents parents from actively participating in the decision-making process. This project explored and described the experiences of Latino/a parents of children in the Autism Spectrum Disorder who have participated in their child's Individualized Educational Program (IEP) meeting. A semi-structured interview was used to explore their experiences and barriers. Results and recommendations are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The current study adds to the literature--and addresses several identified limitations--about the relationship between therapist trainees' personality traits and their preference for a particular theoretical orientation(s). Therapist trainees (N = 197) in a Clinical Psy.D program at The Chicago School of Professional Psychology completed a paper and pencil survey assessing their theoretical predilections, as operationalized by the Counselor Theoretical Position Scale (CTPS)--a measure assessing epistemological factors common across psychological theories--and their personality styles, as defined by the Holland Personality Mosaic (HPM), a commonly available assessment of career personality based on the pioneering work of John Holland. The data was analyzed using Pearson's r correlation and three out of five hypotheses were supported. Namely, students in the sample were predominantly Social types as predicted, and high Artistic scores were correlated with the Intuitive and Subjective dimensions of the CTPS, respectively. Discussion offers a possible rationale for this pattern of results, including the lack of support for two hypotheses. Strengths and weaknesses of the research design are offered, as well as implications for future research and professional practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Despite substantial evidence that women suffer from depression at twice the rate of men, the etiology for this difference remains unclear. Prior to puberty, the difference in depression is negligible; however, when adolescence begins, a precipitous rise in female depression occurs that persists across the lifespan. While no definitive biological change has been linked to this phenomenon, objectification theory (Frederickson & Roberts, 1997) can be used to gain insight into the social influences at play during that transitional period. This study of 269 undergraduate women from a northeastern university used structural equation modeling to propose a path leading from self-objectification to hopelessness depression. Building on the existing theoretical links between body shame and hopelessness, this study found evidence to support a strong empirical connection between these concepts. Hopelessness partially mediated the relationship between body shame and depression. The study also found that body shame fully mediated the relationship between self-objectification and depression. The role of appearance anxiety and thin-ideal internalization are also incorporated into the model and analyzed. The generalizability of the model and the implications for treatment are reviewed in the discussion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The multicultural competency instruments have been criticized for their ability to accurately assess this construct. Specifically, the lack of adherence to an operationalized definition is at the heart of the problem. In order to improve the theoretical foundation of multicultural competency, this study extended previous research by Ladany and his colleagues (1997) and Constantine and Ladany (2000) by utilizing an objective method to assess psychology trainees' ability to conceptualize a client of color. Furthermore, this study included additional variables hypothesized in the literature to address some of the deficits found in the existing literature including ethnocultural empathy and multicultural counseling self-efficacy. Participants included 156 masters and doctoral students who were currently enrolled in counseling, counseling psychology or clinical psychology programs throughout the United States. Those who volunteered to participate completed an online case conceptualization task (i.e., objective measure) for a hypothetical Black client that assesses two interrelated cognitive processes: differentiation and integration. "Differentiation" is defined as a trainees' capability of providing more than one way of viewing a client's presenting problems and ways of treating him/her. "Integration" refers to the level of associations between and among the distinguished interpretations. Two psychology students, 1 undergraduate level and 1 master's level, blind to the specifics of the study, were trained to code the data. The first conceptualization was rated on the degree of differentiation and integration of ethnic/racial issues/factors(s) contributing the etiology of the client's difficulties. The second conceptualization was rated on the degree of differentiation and integration of the trainees' beliefs about what would be an effective treatment plan in handling the client's problems. This study explored the relationship between psychology trainees' degree of multicultural case conceptualization with his/her level of self-reported multicultural self-efficacy as assessed by the online version of two recently developed measures, the Multicultural Counseling Self-Efficacy Scale-Racial Diversity Form (MCSE-RD; Sheu & Lent, 2007) and self-reported ethnocultural empathy as measured by the scale of Ethnocultural Empathy (SEE; Wang, Davidson, Yakushko, Savoy, Tan & Bleier, 2003). According to counseling psychology literature, the last two variables may help clarify the underpinnings of multicultural counseling competency. A hierarchical multiple regression equation examined to what extent the trainees' scores on the MCSE-RD and SEE predicted his/her ability to conceptualize a multicultural client. Previous multicultural training (i.e., multicultural courses and clinical practice with multicultural clients), and year in the program were controlled for since these variables have been found to directly influence trainees' self-endorsed level of multicultural counseling competency. There were four major findings in the study. First, self-reported multicultural counseling self-efficacy (MCSE-RD) scores were significantly and positively related to a hours of clinical experience, more specifically, hours spent working with racially/ethnically diverse clients and supervision discussing them. However, self-reported ethnocultural empathy (SEE) scores were not associated with any of the training demographic variables. Thirdly, amount and type of multicultural training had no relationship with multicultural case conceptualization in either the etiology or treatment response. Finally, self-reported multicultural counseling self-efficacy (MCSE-RD) scores did not add significant variance when predicting scores of trainees' demonstrated case conceptualization skills above and beyond his/her level of multicultural training. Therefore, further research is needed to investigate the utility of these assessment tools to clarify what constructs they are measuring of psychology trainees. Implications for research, training and practice are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The goal of this study was to determine the effectiveness of vicarious resiliency training. Data was collected from 25 professionals who are at high risk for developing vicarious trauma and who attended a 3-day resiliency training presented by Henry Tobey in Denver, Colorado. A pre, post, and follow-up design were employed where all participants served as the control and experimental groups. Data was collected through questionnaires that were used to address the current need for evidence-based vicarious trauma interventions. At the four-week follow-up, 71% of participants reported positive change in their symptoms. The findings of this study show that resiliency training is a potent way of mitigating the effects of vicarious trauma. Further, it supports that resiliency training promotes awareness of vicarious trauma as a means to reduce the consequences of vicarious trauma. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative study explored the experiences of therapists and clients who were involved with online therapeutic interventions. Specifically, this study looked at the experiences of clients who live in rural areas and who struggle with substance use issues as previous research has indicated a need for creative ways of reaching these populations. The experiences of therapists treating individuals over the internet were also looked at in order to better understand their perspectives on what has worked well in treatment and possible improvements that could be made. Internet Therapy has been defined for the purposes of this study as a therapeutic session which utilizes email or an instant chat service. Questions asked of participants were designed to elicit responses that described the process of Internet Therapy including factors that contributed to or hindered its efficacy. A qualitative investigative approach was used to analyze data and uncover themes that emerged from the information gathered. Nine major themes emerged from data collected in this study. Themes were also discussed in relation to existing literature. Significant information that was not part of a theme but seemed significant in some way was also discussed. Themes that developed from data gathered in the current investigation will hopefully contribute to a more comprehensive understanding of the process of Internet Therapy and should assist in guiding its continued development, specifically the development of internet-based treatment for individuals living in rural areas who struggle with substance abuse related issues. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Students classified as emotionally disturbed receiving special education services will drop out of school at a rate of 56% nationwide, and one out of three will be incarcerated within 3 years of leaving school. This study provides school personnel and clinicians with new information regarding underlying attachment difficulties and aggression in the adolescent special education population classified as emotionally disturbed (ED). Previous research has indicated that individuals with attachment difficulties struggle to regulate affective arousal, which may lead to aggression. However, there remains an important gap in the literature regarding whether a relationship exists between aggression and attachment difficulties in adolescents in school based settings. Educators often do not attribute aggression among students classified as ED to attachment difficulties, but instead consider the students to be responding with aggression because of behavioral choices that they can control. This correlational quantitative study examined the relationship between aggression and attachment difficulties. Participants in this study were 39 adolescent special education students classified as ED, their parents, and their special education teachers. A significant relationship was found between aggression and the subtests of insecure attachment, egocentricity, and alienation. Recognizing the underlying attachment difficulties driving the adolescent aggression and developing relevant interventions will drive positive social change. When schools develop relevant interventions, individuals with attachment difficulties may become more able to form and sustain meaningful relationships and decrease their aggression toward others. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Borderline personality disorder (BPD) puts great stress on the family system as family members cope with difficult symptoms, accompanying stigma, and caregiver burden. However, development and research on family interventions for BPD lags behind that of other serious mental illnesses. The current study describes a sample of family members, explores the effectiveness of Family Connections, a 12-week family education program for families of people with BPD, and identifies moderators of outcome. Sixty-seven participants (mostly mothers of a BPD daughter) completed self-report questionnaires before beginning the program Twenty-nine participants completed both the program and the questionnaires at completion. Questionnaires measured aspects of participants' psychological well-being, family empowerment and functioning, and knowledge about mental illness. Participants also reported on the number of BPD symptoms they perceived in their relative. Analyses showed that the number of BPD symptoms in the ill relative predicted participant's depression, grief, burden, and family empowerment. Further analyses showed that burden partially mediated the relation between BPD symptoms and depression. From pre- to post-participation in Family Connections, participants demonstrated a decrease in burden, depression, grief, and anger, and an increase in hopefulness, family empowerment, knowledge of mental illness, and self-care. A trend was found for BPD illness severity to moderate change in family empowerment. Those participants whose relative had an above-average number of hospitalizations in the last five years improved at the greatest rate. Furthermore, a trend was found for relative's residence to moderate change in burden. Participants who lived with their ill relative improved at a greater rate than those who lived apart. The study replicated and extended support for interventions for BPD families. Over the course of the program, participants reported significant improvements in several areas of psychological well-being, both related to their relative's illness, and to aspects of their general mental health. Participants seem to be benefiting from the program as intended. Predictors of improvement suggest that participants may benefit most when they are more "experienced" with the BPD illness. These participants may be at a point when they are ready and able to apply the skills and make use of the support provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to explore clinical psychologist trainees' perceptions of incarcerated individuals after a practicum experience at a local jail. A qualitative methodology, Interpretive Phenomenological Analysis, was utilized to explore subjective experiences and determine if participants' attitudes and beliefs were challenged with regard to rehabilitation of inmates and the value and efficacy of correctional psychology. Through semi-structured interviews, five psychology graduate students were asked to discuss the nature of their practicum experience at a jail in rural New Hampshire. Analyses of the interviews identified six common themes that reflected a shift or change in participants' attitudes, beliefs, and preconceptions about the possibility of inmate rehabilitation and the value of providing psychological services in a jail setting. Specifically, I anticipated that positive beliefs and attitudes about inmates' capacity for change and an increase in openness to working with this population would result from one-on-one and group interactions with incarcerated individuals. Because approximately half of incarcerated individuals suffer from mental illness and employment in prisons is often ignored or dismissed by psychologists, it is important to explore how attitudes and predispositions can be challenged, so that we as a profession are not ignoring a significant population in need of our skills and knowledge. Understanding such predispositions and attitudes will help psychologists plan more effective training programs and make informed decisions about working with incarcerated clients. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examined male and female psychologists in academic administrative positions with regard to their perceptions of their own power and their actual power within the administrative hierarchies in which they work. In the past, researchers have compared women and men in academic administrative positions with regard to parity of numbers, salaries, number of publications and citations, types of institutions where they work and, the job titles they hold. These indices had suggested that women administrators had less prestige, control fewer resources, and a more limited scope of job responsibilities than did men. However, there had been no comparison of the attitudes and self-perception of roles, responsibilities, and resources of female and male psychologists working in academic administration in clinical psychology, a feminized discipline. It was hypothesized that female and male psychologists in administrative positions would differ in their employment characteristics, use of time, control of resources, and self-perception of influence. A sample of 24 male and 32 female psychologists currently working in academic administration in clinical psychology schools and programs (i.e., member programs of The National Council of School and Programs of Professional Psychology, The Council of University Directors of Clinical Psychology, and The Council of Graduate Departments of Psychology) responded to the survey. The female and male respondents did not differ in any of the predicted ways, however it was clear that the characteristics of this sample did not match those of administrators in the constituent professional organizations. Specifically, there were more women than expected and the women and men in the sample did not differ in years of experience or job title, as would have been expected. Results are discussed in terms of the need for parity of number and the optimism that women who are currently in leadership experience their power in ways similar to men. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Expressive arts group supervision is the use of music, stories, movement, poetry or prose, role-play or psychodrama, art, guided imagery, or play to help trainees develop reflective skills (Wilkins, 1995), express thoughts and feelings (Knill, Levine & Levine, 2005; Lahad, 2000), develop new perspectives (Gladding, 2005), increase communication between trainees and supervisors (Fall & Sutton, 2003), create success and cohesion (Neswald-McCalip, Sather, Strati, & Dineen, 2003), develop self-understanding (Lett, 1993, 1995), and foster creative skills (Lahad, 2000). Its use in counselor trainee supervision is relatively recent, and the research that explores its use with master's level trainees is limited. This study explored, through a phenomenological study, the in-depth experiences of master's level trainees in expressive arts group supervision to gain a better understanding of their feelings, thoughts, attitudes, understandings, and process through their rich, thick descriptions. These descriptions were obtained through reflection papers, observations, and individual interviews. The data was analyzed through Moustakas's (1994) phenomenological method, and the themes of expressive arts group supervision were explicated. The findings indicate that expressive arts group supervision is a holistic reflective process that occurs in four phases (a) initial reaction, (b) arts engagement, (c) reflection, and (d) transformation. Trainees experienced expressive arts group supervision as contributing to their personal and professional growth. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study used a mixed-method approach to examine students' experiences in multicultural training and their opinions about various aspects of their course(s). A developmental model of learning was employed to analyze results. More specifically, this study explored the relationship between clinical psychology doctoral students' self-reported Multicultural Counseling Inventory (MCI) scores, and their perceptions of learning in the corresponding domains of knowledge, skills, awareness, and overall Cultural Responsivity. The multiple regression analyses for skills and awareness suggest there is a predictive, U-shaped relationship between ratings of multicultural skills and awareness, and perceived learning in their corresponding domain. As student MCI ratings of their skills and awareness increased, their ratings of skills and awareness learning in their courses increased systematically, to a point. After this point, learning ratings declined systematically. Therefore, students ranking themselves as significantly lower or significantly higher in skills and awareness learned less than their peers who ranked themselves more moderately. A developmental approach, whereby courses recognize and address the differences in these groups' learning needs, might result in increased course satisfaction as well as ensuring that all students are being trained, to the greatest extent possible, to work with diverse clients. Other results suggest that heterosexual students and students without disabilities need help in acknowledging the privilege associated being in these majorities to ensure that unacknowledged privilege isn't a barrier to clinical work with these populations. Student MCI rankings also indicated that male, non-disabled, and heterosexual students ranked themselves lower than female participants, participants with disabilities, and non-heterosexual participants on various aspects of multicultural abilities. Qualitative analyses revealed that skills training was perceived as nearly absent in participants' multicultural courses, while focus on awareness was most central. Additionally, students tended to feel that courses focused mainly on race and ethnicity, and insufficiently to other diverse groups, most notably disability and age. As a general rule, student commentary regarding course satisfaction tended to be more negative than positive. Reasons for dissatisfaction often related to instructors, and the model of using two instructors was questioned. Specific implications for future research are suggested, and alternative multicultural course structure is explored. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Research with parents on managing child problem behavior typically measures either child or parent behavior. This study was designed to evaluate the effectiveness of training parents to implement a function-based behavior intervention plan (BIP) in a non-trained natural environment utilizing a Multiple Probe Design across Participants. Participants included four parent-child dyads. Measurement variables included parents' use of effective and ineffective strategies and child problem behavior. Intervention involved training parents to understand and implement the BIP using effective strategies, modeling the effective procedures, and providing feedback following parent implementation of procedures. Results showed that the intervention was very effective in promoting skill generalization of parents and decreasing child problem behavior. The findings have implications for research and clinical practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The aims of this research were to 1) examine the qualities for which applicants are selected for entrance into clinical psychology Ph.D. programs, and 2) investigate the prevalence and impact of the mentor-model approach to admissions on multiple domains of programs and the field at large. Fifty Directors of Clinical Training (DCTs) provided data on the degree to which they and their programs value various aspects of applicant research skills and personal skills (e.g., clinical aptitude, personality characteristics, Openness to Experience), as well as data on program research vs. clinical emphasis/training model, primary theoretical orientation, emphasis on evidence-based treatments (EBTs) in the clinical training of students, and use of the mentor-model approach. With respect to the first general aim of the study, the results indicate that programs value research skills in their applicants significantly more than they value personal skills, valuing most of all applicants whose abilities and research interests suit the work of a particular faculty member. Analyses of differential values indicated that programs with a stronger research (vs. clinical) emphasis were more likely to be cognitive-behavioral in orientation, emphasize EBTs more heavily, and place greater value on research skills in applicants Greater clinical emphasis in programs, by contrast, was associated with greater emphasis on psychodynamic/psychoanalytic and humanistic/phenomenological/existential orientations. With respect to the second general aim of the study, the results indicate that DCTs tend to agree that program admissions have shifted toward a mentor-model approach in recent years, tend to use the mentor-model approach most of the time in their admissions processes, and tend to believe it has a positive impact on all domains of their programs about which they were asked, except those related to admission of applicants whose research interests are broad and varied and applicant honesty about his/her research interests. The implications of the results for training and the field of clinical psychology in general are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to explore the tobacco and smoking cessation training and curriculum in graduate clinical psychology and graduate clinical social work programs. The current status of the clinical graduate programs' tobacco education curricula was evaluated by using the Transtheoretical Model's Stages of Change. Perceived barriers to offering tobacco education curricula were evaluated by using selected components of the Health Belief Model. This study also evaluated the extent to which the Agency for Healthcare Research and Quality (AHRQ) Smoking Cessation Practice Guidelines (5A's: ask, advise, assess, assist, arrange) were used in the clinical graduate programs. A 21-item questionnaire was sent to the population of 203 clinical graduate psychology programs and 189 clinical graduate social work programs using a three-wave mailing process. Clinical psychology directors returned 110 completed surveys for a response rate of 55.5% (110/198). Clinical social work directors returned 112 completed surveys for a response rate of 60.8% (112/184). The majority of clinical psychology programs (91.1%) and clinical social work programs (80.0%) were in the Precontemplation stage in the Stages of Change model and offered no formal smoking cessation education in their curricula. A small percentage of clinical psychology directors (12.7%) and clinical social work directors (6.2%) indicated that their programs offered more than 3 hours of tobacco education. However, only 1 in 8 clinical social work programs and 1 in 3 clinical psychology programs included the 5A's of tobacco counseling in their curricula. Clinical social work programs were four times more likely than clinical psychology programs to cover sociopolitical topics, whereas clinical psychology programs were two times more likely than clinical social work programs to cover clinical science topics. Clinical psychology directors (45.5%) and clinical social work directors (40.0%) indicated that smoking cessation education in the curriculum was not important. Clinical social work directors with the most prevalent and highest degree (PhD=78.5%) and clinical psychology directors with no formal training in smoking cessation (70.9%) were more likely to indicate that smoking cessation was not at all important. Clinical psychology and clinical social work programs that had smoking cessation training in their curriculum, offered this training as an option or an elective rather than as a requirement. Directors from both programs that offered fewer than 3 hours of education identified the same major common barriers: (1) not enough time in the curriculum; (2) not a curricular priority for training clinical psychologists/clinical social workers; (3) the accrediting body does not require tobacco education; (4) students can get tobacco training on their own; and (5) students have no interest in tobacco training. These findings suggest that clinical psychology and clinical social work students are not receiving consistent, standardized smoking cessation education to effectively use with their clients. Health professionals and government health agencies need to work with the accrediting bodies of clinical psychology and clinical social work programs to standardize smoking cessation education and make it a requirement for their students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation is a narrative study of the professional developmental experiences of women who were becoming clinical psychologists in midlife. The role of gender in professional identity development as described in gender socialization, the social construction of gender and developmental theories formed the conceptual basis for the study. I interviewed 12 women who were between the ages of 38-53 and who were near completion of, or had completed their doctoral training in clinical psychology. The semi-structured interviews were analyzed using in-depth content and process analyses of core themes within cases and across cases. The findings revealed six principle elements of the process of professional identity development and personal change: (1) Desire and Motivation, (2) Coping and Adjustment, (3) Relationship and Connection, (4) Isolation and Difference, (5) Milestones and Transitions, and (6) Accounting and Integration. The textual content showed that these women encountered a complex and ongoing process that brought change to both their personal and professional lives and identities. The pursuit of the doctorate in midlife brought a unique set of challenges and all of the participants made sacrifices and adjustments within their personal life to accommodate the demands of doctoral training. Evidence of role conflict emerged from the narratives as the women told of their struggle to juggle family roles with the demands of doctoral training. As graduates and early career psychologists, the participants' professional identity was just beginning to emerge. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]