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Justice-involved youth experience significantly higher rates of adverse childhood experiences (ACEs) compared to the general population, which lead to negative outcomes such as greater criminal involvement and mental health disorders. Such effects emphasize the need to examine the role of protective factors on the development of these negative outcomes. This study uses data from 519 youth referred to a probation department in Southeast Texas to examine the effects of ACEs and the direct and mitigating effects of protective factors on a youth's criminal involvement and mental health symptoms. Results from hierarchical linear regression models emphasize the negative effects of ACEs on these outcomes, as well as the potential ceiling effect of protective factors based on ACE severity. [ABSTRACT FROM AUTHOR]

Objective: Attaining competence in assessment is a necessary step in graduate training and has been defined to include multiple domains of training relevant to this attainment. While important to ensure trainees meet these standards of training, it is critical to understand how and if competence shapes a trainees' professional identity, therein promoting lifelong competency. Methods: The current study assessed currently enrolled graduate trainees' knowledge and perception of their capabilities related to assessment to determine if self‐reported and performance‐based competence would incrementally predict their intention to use assessment in their future above basic training characteristics and intended career interests. Results: Self‐reported competence, but not performance‐based competence, played an incremental role in trainees' intention to use assessments in their careers. Multiple graduate training characteristics and practice experiences were insignificant predictors after accounting for other relative predictors (i.e., intended career settings, integrated reports). Conclusion: Findings are discussed about the critical importance of incorporating a hybrid competency‐capability assessment training framework to further emphasize the role of trainee self‐efficacy in hopes of promoting lifelong competence in their continued use of assessments. Significance Statement: This study examines health service psychology trainees' intention to engage in psychological assessment and the incremental role of self‐reported competence. Findings highlight the significance of self‐reported competence above performance‐based competence in assessment when predicting long‐term professional identity, which in turn promotes lifelong competence. [ABSTRACT FROM AUTHOR]

This study examines the convergent validity of the substantive scales of the Minnesota Multiphasic Personality Inventory-2-Restructured Form (MMPI-2-RF) in the Veteran Affairs (VA) population. The sample includes test protocols drawn from all administrations of the MMPI-2-RF or MMPI-2 entered into the electronic medical record system between January 1, 2008 and May 31, 2015 at any VA across the United States. After excluding invalid protocols, substantive scale scores were correlated with external measures of depression, anxiety, and posttraumatic stress disorder if they were administered within |14| days of the MMPI-2/-RF. Results supported the convergent validity of the MMPI-2-RF emotional dysfunction domain scores. Discriminant validity for the remaining MMPI-2-RF substantive scale scores was also adequate. Limitations and implications of these findings are discussed. [ABSTRACT FROM AUTHOR]