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Less than 300 practicing Native American (NA) psychologists are available to support over 5.2 million American Indian and Alaska Natives (AI/AN) who reside in the U.S., according to the 2010 census (2010; Society of Indian Psychologists [SIP], 2016). The Three Sisters Model represents a training approach for NA behavioral health students to help address the need for culturally competent behavioral health services for individuals living in Indian country. The model utilizes a socially relevant approach including culture, spirituality, and education as key components to successful recruitment, retention, and training of NA behavioral health professionals. By incorporating culturally informed approaches and a culturally inclusive environment, this model provides a supportive, nurturing and affirming approach to help AI/AN students overcome challenges and complete their degrees. Upon completion, students are culturally proficient in skills which can be applied to Native communities in utilizing the Indigenous lens which can be used with tribes in the Midwestern U.S., but with local cultural adaptation it could be used in other regions. The 15 programs of the Three Sisters Model provide the steps for students to manage the completion of the steps (e.g., from high school to college) toward licensure while managing and balancing Western and Indigenous approaches to proficiency of care. The model includes supports to address barriers which have inhibited past AI/AN from reaching education and professional goals. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

In this first-person account, we describe the changes we made to align our graduate student-level community psychology class with a healing justice model. We undertook this intervention because the class started in March, at the beginning of the COVID-19 pandemic stay-at-home directive in our region. We describe the facets of a healing justice model, which promotes radical healing and collective action in a trauma-informed environment. We then discuss the changes we made to the class to better align with healing justice, including how enrolled students (i.e., co-authors) experienced the process of the course (e.g., reworking the syllabus, starting class with check-ins and an exercise to engage our parasympathetic nervous systems), as well as the content of the course (e.g., service projects to support people who are undocumented, unhoused, or minoritized in other ways; photovoice). We end with implications for teaching community psychology, including the importance of universal design, and for scholar-activist PhD programs., (© 2021 Society for Community Research and Action.)

A first step when fitting multilevel models to continuous responses is to explore the degree of clustering in the data. Researchers fit variance-component models and then report the proportion of variation in the response that is due to systematic differences between clusters. Equally they report the response correlation between units within a cluster. These statistics are popularly referred to as variance partition coefficients (VPCs) and intraclass correlation coefficients (ICCs). When fitting multilevel models to categorical (binary, ordinal, or nominal) and count responses, these statistics prove more challenging to calculate. For categorical response models, researchers appeal to their latent response formulations and report VPCs/ICCs in terms of latent continuous responses envisaged to underly the observed categorical responses. For standard count response models, however, there are no corresponding latent response formulations. More generally, there is a paucity of guidance on how to partition the variation. As a result, applied researchers are likely to avoid or inadequately report and discuss the substantive importance of clustering and cluster effects in their studies. A recent article drew attention to a little-known exact algebraic expression for the VPC/ICC for the special case of the two-level random-intercept Poisson model. In this article, we make a substantial new contribution. First, we derive exact VPC/ICC expressions for more flexible negative binomial models that allows for overdispersion, a phenomenon which often occurs in practice. Then we derive exact VPC/ICC expressions for three-level and random-coefficient extensions to these models. We illustrate our work with an application to student absenteeism. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Social science researchers are predominantly liberal, and critics have argued this representation may reduce the robustness of research by embedding liberal values into the research process. In an adversarial collaboration, we examined whether the political slant of research findings in psychology is associated with lower rates of scientific replicability. We analyzed 194 original psychology articles reporting studies that had been subject to a later replication attempt ( N = 1,331,413 participants across replications) by having psychology doctoral students (Study 1) and an online sample of U.S. residents (Study 2) from across the political spectrum code the political slant (liberal vs. conservative) of the original research abstracts. The methods and analyses were preregistered. In both studies, the liberal or conservative slant of the original research was not associated with whether the results were successfully replicated. The results remained consistent regardless of the ideology of the coder. Political slant was unrelated to both subsequent citation patterns and the original study's effect size and not consistently related to the original study's sample size. However, we found modest evidence that research with greater political slant-whether liberal or conservative-was less replicable, whereas statistical robustness consistently predicted replication success. We discuss the implications for social science, politics, and replicability.

Health profession programs routinely utilize traditional interviews in admissions as a means of assessing important non-academic characteristics (e.g., critical thinking, interpersonal skills, judgment) of candidates. However, the reliability and validity of traditional interviews is highly questionable. Given this, multiple health profession programs (e.g., medicine, nursing, pharmacy, physical therapy) have implemented multiple mini-interviews as an alternative for assessing non-academic characteristics. This paper describes the development and implementation of multiple mini-interviews in the admissions process for a doctoral clinical psychology program, one of the health professions yet to use multiple mini-interviews. This paper also examines the feasibility and acceptability of the multiple mini-interviews in this program. Results of a mixed-method survey of all 120 candidates who participated in admissions days are presented along with discussion of factors associated with satisfaction and dissatisfaction. Recommendations for program refinement and application to other graduate psychology programs for improved admissions processes are discussed.

There is a growing need for school psychologists to build multicultural knowledge, skills, values, and dispositions to serve increasingly diverse student, teacher, and caregiver populations in schools. The purpose of this study was to investigate the process and outcomes of a cross-university dialogue (CUD) activity for 88 school psychologist trainees enrolled in consultation courses, across three school psychology training programs, over three years. The CUD involved partnering with a peer or peers from another training program, individually and then collaboratively completing a case study activity, and writing a guided reflection exercise. It was intended to support trainees' development of multicultural school consultation (MSC) competency and their application of a MSC framework. Constructivist grounded theory methodology and methods, including several features to enhance trustworthiness, guided the investigation. Four themes emerged from the data: (a) trainees established increased self-awareness and professional identity, (b) trainees made sense of multiple perspectives during CUD interactions, (c) trainees learned from their partners and considered future relevance of MSC, and (d) trainees' learning reflected cross-cutting ecological perspectives, influencing the CUD interaction and learning process at multiple levels. A grounded theory based on the data is described, and implications are drawn for the training and development of MSC competence., (Copyright © 2020 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.)

In order to become a full-fledged psychologist, one must undertake a long, demanding, and quite difficult journey in academia. The academic journey holds a promise of delivering knowledge, interesting theories, and strategies on helping those who need psychological assessment and/or treatment. However, the constant expectation of keeping up with the material, of succeeding in tests and exams, and of preparing to proceed to the next educational level can be daunting and exhausting. In line with the topic of this special issue, this paper addresses factors contributing to academic success at the undergraduate, graduate, and post-graduate levels of psychology. Utilizing the available literature on the Big Five personality classification scheme, high conscientiousness was found to be the most consistent predictor of success, although curiously, this relationship was only found to be reliable at the undergraduate level. Less robust findings included high agreeableness and low neuroticism as predictors of general academic success in all tertiary levels of education. The importance of mentorship figures in psychology, and a highlight of its lack of widespread implementation at the undergraduate level, are also addressed. Additionally, we discuss the negative implications of the impostor phenomenon and of loneliness, which students at all levels may experience as common barriers to scholastic success in psychology. Following a discussion of each factor as outlined above, there is a brief literature review regarding ways that its constraining effects may be limited or its positive effects possibly enhanced.

The growth of clinical science as a field depends on the work of engaged mentors nurturing future generations of scientists. Effective research mentoring has been shown to predict positive outcomes, including greater scholarly productivity, reduced attrition, and increased satisfaction with training and/or employment, which ultimately may enhance the quality of the clinical-science research enterprise. Barriers to effective research mentoring, however, pose significant challenges for both mentees and mentors, as well as for labs, training programs, and/or departments. We discuss some key issues as they apply to clinical-science mentoring and note how they are affected across different developmental levels (undergraduate, postbaccalaureate, doctoral, internship, postdoctoral associates, and early career faculty). Although we do not proclaim expertise on these issues-and have struggled with them in our own careers-we believe an open discussion around best mentoring practices will enhance our collective effectiveness and help mentees and our field to flourish. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

This paper provides some personal and academic reflections from a mid-career academic psychologist. In doing so, several select tips and suggestions are offered to prospective graduate psychology students, in particular. This paper strikes to encourage such students to seriously and thoughtfully consider why they wish to attend graduate school and some of the realistic possible negative consequences of doing so. Several select additional suggestions are noted for those students who ultimately decide to attend graduate school with a particular emphasis on the value and importance of forging a productive and collegial relationship with one's graduate mentor. Keywords: graduate school; mid-career; academia; psychology; mentorship.

The APA/APAGS Award for Distinguished Graduate Student in Professional Psychology is awarded annually by the APA Board of Professional Affairs (BPA) and the American Psychological Association of Graduate Students (APAGS) to a graduate student who has demonstrated outstanding practice and application of psychology. The 2019 award winner is K. Chinwe Idigo. Idigo "created a space for clinicians to discuss issues related to power, privilege, and discrimination that play out between staff and clients. She exemplifies the role of counseling psychologists as social justice advocates who create safe spaces where clients express psychological experiences, thereby creating healing and liberation. This ability to identify clients' perceptions of their barriers and risk factors and to work collaboratively to create and utilize resources, strengths, and opportunities for resilience and recovery in a multiculturally sensitive and responsive manner is where Ms. Idigo excels. She finds that balance between the science of therapy and the art of healing." (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The aim of this study was to compare the effectiveness of a new serious game focused on reducing stigma toward mental health illness with other traditional procedures utilized in different stigma awareness programs, namely face-to-face contact with mental health patients and talks given by professionals. The Stigma-Stop serious game introduces four characters with various psychological disorders (schizophrenia, depression, bipolar disorder, and agoraphobia) providing users with information about these disorders and pertinent questions. Furthermore, it offers players different ways of reacting when in contact with such individuals. A sample of university psychology students was selected and divided into four groups: (a) students who used Stigma-Stop, (b) direct contact with people suffering from mental health problems, (c) a talk by a professional, and (d) the control group. The results show that the serious game had an effect similar to those of direct contact with mental health patients and the talk by a professional with regard to dangerousness, avoidance, segregation, and anger. The game's results were better in terms of help when compared with the talk, and also diminished the stigma related to coercion when compared with direct contact and the talk.

Research can be used to develop empirically informed policy solutions to our most pressing public problems. However, research is all too often left out of the public policymaking conversation. Researchers can change this, by learning how to engage and collaborate with policymakers. In this article, we present and adapt a conceptual framework from the field of community psychology-Kelly's (1971) "Qualities for a Community Psychologist"-to provide insight into training graduate students for policy engagement. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The purpose of this study was to examine student researchers' perceptions of risks associated with trauma-related research. The participants were 92 students enrolled in an introductory Research Methods course. Students evaluated (a) trauma-exposed participants' ability to provide informed consent and (b) the potential consequences of participating in trauma-focused research. Risk perceptions were assessed at the beginning of the course, after completion of the Collaborative Institutional Training Initiative (CITI) ethics education, and at the end of the course. Results show that student researchers' perceptions of risk changed significantly across time. After completing the CITI ethics education, students perceived trauma-exposed individuals as less able to provide informed consent and also perceived greater potential for negative consequences from participation in trauma-focused research, perceptions that were relatively maintained throughout the remainder of the course.

The APA/APAGS Award for Distinguished Graduate Student in Professional Psychology is awarded on an annual basis by the APA Board of Professional Affairs (BPA) and the American Psychological Association of Graduate Students (APAGS) to a graduate student who has demonstrated outstanding practice and application of psychology. The 2018 award winner is Raymond P. Tucker, who has demonstrated tremendous dedication to suicide prevention clinical services and research efforts among our nation's veterans and marginalized populations. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The APA/APAGS Award for Distinguished Graduate Student in Professional Psychology is awarded annually by the APA Board of Professional Affairs (BPA) and the American Psychological Association of Graduate Students (APAGS) to a graduate student who has demonstrated outstanding practice and application of psychology. The 2018 award winner is Victoria M. O'Keefe, "for her meaningful contributions as a Graduate Student. As a citizen of the Cherokee Nation and descendant of the Seminole Nation, Victoria O'Keefe truly understands the importance of Indigenous representation in research, clinical practice, teaching, and advocacy." Her award citation, biography, and a selected bibliography are presented here. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Purpose: This cross-sectional study aimed to compare desire for social distance from people with mental illness in the disciplines of social work and psychology, and among students and professionals having different professional experience., Methods: 948 respondents (715 students and 233 professionals) from Lithuanian educational and mental health-care institutions participated in an anonymous survey. Social distance was measured using Lithuanian Social Distance Scale which was created for this study. Participants also answered questions about familiarity with mental illness. Bias of social desirability was measured using the balanced inventory of desirable responding., Results: Series of ANCOVA analysis revealed that psychology and social work master's and PhD students reported less social distance from people with mental illness when compared with bachelor's students. Familiarity with mental illness was significantly related to less social distance in the student sample, but not in professionals' sample. The strongest desire for social distance in the professionals' sample was observed in social workers having less than 5 years of professional practice and most experienced psychologists with more than 10 years of professional practice., Conclusions: Social distance from people with mental illness decreases through the study years; however, results of professional psychologists and social workers illustrate different trajectories in social distance through the professional career. The results of this study support the need for anti-stigma programmes and initiatives orientated towards mental health professionals.

This article explores the role and responsibility of the community psychologist in creating change that could potentially harm the group they are meant to be in solidarity with. Drawing upon a 2-year project with a Latinx Student Union at a public middle school in the Pacific Northwest, I examine the ethical dilemmas that arose when powerful stakeholders (school administration) changed the goals and intention of the research project without the consent of the low-power stakeholders (the students). This narrative seeks to shed light on the dilemmas that come with being an ethical community psychologist (Balcazar, Garate-Serafini, & Keys, 2004; Nelson, Prilleltensky, & MacGillivary, 2001; O'Neill, 1989), how these ethics can be compromised by one's identity, and what it means to work for/with/against one's community when deciding whether to stay with or leave a project., (© Society for Community Research and Action 2017.)

Objective: The objective of this article was to explore the extent of the scientific literature and evidence base about the psychosocial needs of students conducting research in the fields of advanced cancer and palliative care., Method: A scoping review was conducted in major scientific databases. English-language articles on the topic of interest were retained if they were published in peer-reviewed journals between 1995 and 2013., Results: A total of 3,161 references were screened, and 7 were retained for analysis. Only two articles were empirical studies involving the collection of primary empirical data. The remaining ones were commentaries and personal reflections. While there is a near absence of empirical research about the psychosocial needs of students, several commentaries suggest that students in this field have a high need for support. Three themes were identified in the limited literature retrieved: (1) the importance of proper training and supervision; (2) the availability of emotional support structures; and (3) the use of effective and deliberate self-care strategies., Significance of Results: This scoping review demonstrates that little is known about the psychosocial needs of students conducting research in advanced cancer and palliative care. However, what is clear is that there is a large emotional impact on student researchers engaged in this type of work. Adequate training and support is needed to promote students' health and well-being, encourage retention of students, and foster high-quality studies. More empirical data are needed to better understand the experiences of students conducting this type of research and to ensure the sustainability of training and research in this field.

Personality assessment is a crucial component of clinical practice, and the training and proficiency criteria to develop competence are complex and multifaceted. Like many advanced topics, the field of personality assessment would benefit from early exposure in undergraduate classroom settings. This research evaluates how an undergraduate personality course can be enhanced through 2 enrichment activities (self-assessments and a personality project). Students completed several self-assessments of their personality and wrote a comprehensive and integrative personality assessment about themselves. Results demonstrated that these activities increased interest in personality assessment, deepened understanding of course material, and promoted student growth and self-exploration. We discuss the benefits of these enrichment activities for the student, instructor, and field of personality science.

Psychological assessment is a complex professional skill. Competence in assessment requires an extensive knowledge of personality, neuropsychology, social behavior, and psychopathology, a background in psychometrics, familiarity with a range of multimethod tools, cognitive flexibility, skepticism, and interpersonal sensitivity. This complexity makes assessment a challenge to teach and learn, particularly as the investment of resources and time in assessment has waned in psychological training programs over the last few decades. In this article, we describe 3 conceptual models that can assist teaching and learning psychological assessments. The transtheoretical model of personality provides a personality systems-based framework for understanding how multimethod assessment data relate to major personality systems and can be combined to describe and explain complex human behavior. The quantitative psychopathology-personality trait model is an empirical model based on the hierarchical organization of individual differences. Application of this model can help students understand diagnostic comorbidity and symptom heterogeneity, focus on more meaningful high-order domains, and identify the most effective assessment tools for addressing a given question. The interpersonal situation model is rooted in interpersonal theory and can help students connect test data to here-and-now interactions with patients. We conclude by demonstrating the utility of these models using a case example.

In this article, Bloom's ( 1956 ) Taxonomy of Educational Objectives, a pedagogical tool that can help instructors of personality assessment to develop effective and student-centered instructional design, is discussed. Bloom's taxonomy provides a progressive sequence of educational objectives used for lesson planning, needs assessment, and measurement of learning outcomes. The taxonomy comprises 6 categories of objectives that are ordered hierarchically, from the simplest to the most advanced. The levels are knowledge, comprehension, application, analysis, synthesis, and evaluation. I explain how the taxonomy can be applied to the teaching of personality assessment and discuss the implications for assessment pedagogy. I provide examples of effective instructional activities, overview the signs of learners at each level, and highlight typical errors that students make in their oral and written work. Strategies to help learners progress to higher order thinking are also addressed.

In courts in the United Kingdom, understanding of memory phenomena is often assumed to be a matter of common sense. To test this assumption 337 UK respondents, consisting of 125 Chartered Clinical Psychologists, 88 individuals who advertised their services as Hypnotherapists (HTs) in a classified directory, the Yellow Pages TM , and 124 first year undergraduate psychology students, completed a questionnaire that assessed their knowledge of 10 memory phenomena about which there is a broad scientific consensus. HTs' responses were the most inconsistent with the scientific consensus, scoring lowest on six of these ten items. Principal Components Analysis indicated two latent variables - reflecting beliefs about memory quality and malleability - underlying respondents' responses. In addition, respondents were asked to rate their own knowledge of the academic memory literature in general. There was no significant relationship between participants' self reported knowledge and their actual knowledge (as measured by their responses to the 10-item questionnaire). There was evidence of beliefs among the HTs that could give rise to some concern (e.g., that early memories from the first year of life are accurately stored and are retrievable).

Stigma and mental health literacy affect access to and quality of treatment of major depression. Though mental health professionals seem better able to recognize major depression than the general public, they often hold similarly stigmatizing attitudes towards people suffering from the disorder. These attitudes are shaped jointly by the public stigma attached to mental illnesses as well as by the content and delivery of mental health professionals' undergraduate training. In line with this, the present study aimed to explore psychology students' ability to recognize major depression, their attitudes towards the disorder, and their views surrounding helpfulness of various interventions. A random sample of 167 undergraduate students was recruited from the psychology department of one public university in Athens. During one university hour, students were administered a vignette describing a woman fulfilling the DSM-IV criteria for major depression. A self-report questionnaire exploring students' recognition abilities, attitudes to depression and views on the helpfulness of various treatment modes was also administered. In total, 80.2% of students correctly recognized major depression from the vignette. Concerning their attitudes, students were unsure about the illness and ambivalent towards the person who suffers from it. With regard to available treatments for depression, students considered discussion with a friend to be the most helpful intervention. Counseling, cognitive behavioural therapy and psychoanalysis were also viewed in a positive light. On the contrary, antidepressants were not deemed helpful by most students. Finally, recognition of as well as attitudes towards depression and its treatments seemed to improve during the second year of undergraduate study; however they remained unchanged thereafter. Consistent with these, psychology students seem to have only a rudimentary knowledge on depression, that cannot not be qualified as mental health literacy. The core misconception espoused pertains to the view that major depression is not a medical illness; a finding which can also be interpreted in light of the lingering controversy on the medicalization of normal sadness and human predicament. The clinical implications of these findings are substantial. Mental health professionals-educators should reflect on their own beliefs and attitudes towards depression, as they may convey stigmatizing messages to their students and thus perpetuate the stigmatization of the illness. Concomitantly, psychology students' attitudes to depression and its treatment might render them incapable of understanding their patients, responding to their needs and providing them with appropriate help, while they may hinder their effective collaboration with psychiatrists.

Objective: This is an invited paper for a special issue on international perspectives on training and practice in clinical neuropsychology. We provide a review of the status of clinical neuropsychology in Israel, including the history of neuropsychological, educational, and accreditation requirements to become a clinical neuropsychologist and to practice clinical neuropsychology., Method: The information is based primarily on the personal knowledge of the authors who have been practicing clinical neuropsychology for over three decades and hold various administrative and academic positions in this field. Second, we conducted three ad hoc surveys among clinical and rehabilitation psychologists; heads of academic programs for rehabilitation and neuropsychology; and heads of accredited service providers. Third, we present a literature review of publications by clinical neuropsychologists in Israel., Results: Most of the clinical neuropsychologists are graduates of either rehabilitation or clinical training programs. The vast majority of neuropsychologists are affiliated with rehabilitation psychology. The training programs (2-3 years of graduate school) provide solid therapeutic and diagnostic skills to the students. Seventy-five percent of the participants in this survey are employed at least part-time by public or state-funded institutions. Israeli neuropsychologists are heavily involved in case management, including vocational counseling, and rehabilitation psychotherapy. Conclusions and future goals: Although clinical neuropsychologists in Israel are well educated and valued by all health professionals, there are still several challenges that must be addressed in order to further advance the field and the profession. These included the need for Hebrew-language standardized and normalized neuropsychological tests and the application of evidence-based interventions in neuropsychological rehabilitation.

The importance of self-awareness in counselling education is widely recognized; however, strengthening this vital aspect is often left to educators' discretion. The author addresses this deficiency by first exploring four theoretical constructs: mindfulness, emotional regulation, death anxiety, and relationship dynamics. Then, she outlines a practical learning activity on the topic of death. The main exercise involves a guided meditation in which students imagine both a worst-case and best-case scenario of their own death, while practicing mindfulness, followed by a debriefing period and a written self-reflection. This activity can be used by educators to promote greater self-awareness in master's level counselling students.

Students often struggle with developing understanding from expository science texts. This study explored whether training students to engage in a POE (Predict-Observe-Explain) study strategy might be beneficial when learning from texts that introduce theories by describing experiments and empirical results, a common style in social science textbooks. The main questions tested in this experiment were if training students how to use a POE study strategy while reading textbook excerpts would support better comprehension and comprehension monitoring outcomes when students engaged in future learning attempts for an introductory psychology class. In one condition students were trained to use the POE study strategy, while in a comparison condition students were simply trained to use an explanation study strategy. Analyses suggested that students in the POE strategy training condition may have become preoccupied with whether or not their experimental predictions were correct, prohibiting them from engaging with the POE strategy as intended. Although both POE and explanation strategy training helped students to improve their comprehension monitoring on a new set of texts, students in the explanation condition displayed better comprehension on those new texts than students in the POE condition.

Background: Depressive symptoms are one of the main reasons for seeking psychological help. Shorter interventions using briefly trained therapists could offer a solution to the ever-rising need for early and easily applicable psychological treatments., Aims: The current study examines the effectiveness of a four-session Acceptance and Commitment Therapy (ACT) based treatment for self-reported depressive symptoms administered by Masters level psychology students., Method: This paper reports the effectiveness of a brief intervention compared to a waiting list control (WLC) group. Participants were randomized into two groups: ACT (n = 28) and waiting list (n = 29). Long-term effects were examined using a 6-month follow-up., Results: The treatment group's level of depressive symptoms (Beck Depression Inventory) decreased by an average of 47%, compared to an average decrease of 4% in the WLC group. Changes in psychological well-being in the ACT group were better throughout, and treatment outcomes were maintained after 6 months. The posttreatment "between-group" and follow-up "with-in group" effect sizes (Cohen's d) were large to medium for depressive symptoms and psychological flexibility., Conclusions: The results support the brief ACT-based intervention for sub-clinical depressive symptoms when treatment was conducted by briefly trained psychology students. It also contributes to the growing body of evidence on brief ACT-based treatments and inexperienced therapists.

Forensic psychological assessment for targeted violence is a growing area of practice and community need. These threat assessments are particularly challenging on community college campuses given the broad range of students and the limited internal resources. A collaborative model of partnership between a community college and the training clinic of a doctoral program in clinical psychology has been developed and implemented. The model provides needed service to the community college and rich training experiences for doctoral students in psychology. Implementation of similar partnerships in other settings may be limited by the training and experience of doctoral faculty and the openness of behavioral intervention teams to external participants.

The present study evaluates the knowledge of jury-eligible college students (n = 192), investigative interviewers (n = 44), forensic psychologists (n = 39), and public defenders (n = 137) in regard to the research on interviewing children. These groups' knowledge was compared with the scientific research on the impact of interview techniques and practices on the accuracy of child witnesses. Jury-eligible students were the least knowledgeable, but their accuracy varied widely across items. Both interviewers and public defenders performed better than jury-eligible students, but they lacked substantial knowledge about the research on interviewing children on certain topics (e.g., using anatomically detailed dolls); forensic psychologists were the most knowledgeable. These findings suggest that professionals in the legal system need substantial professional development regarding the research on interviewing strategies with child witnesses. They also highlight the need for experts to provide case-relevant information to juries who lack basic information about the validity and reliability of children's reports., (Copyright © 2014 John Wiley & Sons, Ltd.)

Diversity awareness has enormous benefits, and universities in the United States increasingly require students to complete diversity-related courses. Prior research has demonstrated that students' initial attitudes toward these courses affect their subsequent engagement, as well as the quality of their learning experience; however, very little research has examined how these initial attitudes are formed. We conducted an experiment to examine this issue in the context of a women's and gender studies course in psychology. Participants read one of two identical course descriptions that varied only the course title (i.e., Psychology of Gender versus Psychology of Women) and instructor gender. Participants perceived a women-titled course to be narrowly focused compared to an identical gender-titled course and were more interested in taking the gender-titled course. Instructor gender had no effects on any of the variables. Additionally, female participants had more positive attitudes toward the course than male participants, regardless of title. Exploratory mediation analyses indicated that the main effects of course title and participant gender were mediated by perceptions of course content. Implications for improving student experiences and interest in diversity-related courses are discussed.

This study employed a cohort-sequential design with four cohorts over 3 years to investigate school psychology graduate trainees' (n=37) understanding of social justice. Using consensual qualitative research methods, participants' perspectives on social justice writ large, social justice as it applies to school psychology, and effective aspects of social justice training in their graduate training program were collected through semi-structured focus group interviews. Field-based training though service-learning in diverse communities provided trainees with exposure to experiences that were viewed as instrumental in their understanding of social justice in general and as it applies to school psychology. Trainees described aspects of the training program that were viewed as conducive to educating school psychologists as agents of social justice. Based on findings from the study, a descriptive model of school psychology training for social justice is proposed., (Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.)

The current study evaluates a depression prevention program for adolescents led by psychologists vs. teachers in comparison to a control. The universal school-based prevention program has shown its efficacy in several studies when implemented by psychologists. The current study compares the effects of the program as implemented by teachers versus that implemented by psychologists under real-life conditions. A total of 646 vocational track 8th grade students from Germany participated either in a universal prevention program, led by teachers (n = 207) or psychologists (n = 213), or a teaching-as-usual control condition (n = 226). The design includes baseline, post-intervention, and follow-up (at 6 and 12 months post-intervention). The cognitive-behavioral program includes 10 sessions held in a regular school setting in same-gender groups and is based on the social information-processing model of social competence. Positive intervention effects were found on the change in girls' depressive symptoms up to 12 months after program delivery when the program was implemented by psychologists. No such effects were found on boys or when program was delivered by teachers. The prevention program can successfully be implemented for girls by psychologists. Further research is needed for explanations of these effects.

The National Standards for High School Psychology Curricula attempts to represent current knowledge in the field of psychology in developmentally appropriate ways. Psychology is a popular high school course, one that can introduce students to scientific ideas and engage students in the learning process. However, it is difficult for even the best of teachers to present all of psychology in a single course for students who begin with virtually no formal knowledge of psychology. The standards presented here constitute the first of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These standards provide curricular benchmarks for student learning in the high school course.

This article explores the scaffolding of learning experiences in a postgraduate program in New Zealand that offers training in narrative counseling. The authors draw on positioning theory to identify student shifts in learning, and in agency, that help build an increasingly skilled and peer-generated context for learning. We describe a selection of exercises and one key assignment, introduced in the course in a particular order, that we believe enable students to step into positions of agency which ultimately allow a competent community of learner-practitioners to emerge. We also describe a dance of positioning for ourselves as teachers in this program. We suggest that, at any given time, our own positioning is tied up with possibilities for student positioning. Acknowledging relationships of power in classrooms, we explore ways to align poststructuralist counseling practices and the teaching of these practices., (© FPI, Inc.)

Experienced mental health clinicians often do not outperform novices in diagnostic decision making. In this paper we look for an explanation of this phenomenon by testing differences in memory processes. In two studies we aimed to look at differences in accuracy of diagnoses in relation to free recall of client information between mental health clinicians with different levels of experience. Clinicians were presented with two cases, and were asked afterwards, either directly (Study 1) or after 1 week (Study 2), to give the appropriate diagnoses and to write down what they remembered of the cases. We found in Study 1 that the accuracy of the diagnoses was the same for all levels of experience, as was the amount of details recalled. Very experienced clinicians did remember more higher-order concepts, that is, abstractions from the presented information. In Study 2 we found that the very experienced clinicians were less accurate in their diagnoses and remembered fewer details than the novices. In response to these findings we further discuss their implications for psychodiagnostic practice.

The principles for undergraduate education in psychology presented here are designed for creating a world-class educational system that provides students with the workplace skills needed in this information age; a solid academic background that prepares them for advanced study in a wide range of fields; and the knowledge, skills, and abilities that will enhance their personal lives. A quality undergraduate education is designed to produce psychologically literate citizens who apply the principles of psychological science at work and at home. The American Psychological Association (APA) urges all stakeholders in undergraduate education in psychology to incorporate these principles in establishing goals and objectives that fit their specific institutional needs and missions., ((PsycINFO Database Record (c) 2011 APA, all rights reserved).)

In the face of the rising number of doctoral recipients in professional psychology, many have voiced concerns about the quality of nontraditional training programs. Past research suggests that, on a variety of outcomes, graduates from clinical PhD programs outperform graduates from clinical PsyD and, to a lesser extent, counseling PhD programs. We examine an aggregate archival dataset to determine whether student or university characteristics account for the differences in outcomes among programs. The data show meaningful differences in the outcomes of clinical PhD, PsyD, and counseling PhD programs. Furthermore, graduates from research-intensive universities perform better on the psychology licensure exam and are more likely to become American Board of Professional Psychology diplomates. The available data support the notion that the ability to conduct research is an essential component of graduate education. In this light, PsyD programs represent a unique opportunity to train students in the types of evaluation and outcomes assessments used by practicing psychologists. We discuss implications for graduate-level training in professional psychology., (© 2011 Wiley Periodicals, Inc.)

The aim of this study was to determine the meaning of selected social-demographic factors, such as: gender, place of resident, education, level of knowledge about health and life orientation in modifying the behaviours related to health among university students.The study was conducted among 521 students of two major universities of the South-Eastern Region of Poland. The survey was conducted by means of a diagnostic survey with the use of the Inventory of Health-Related Behaviuor (Zygfryd Juczynski?s IZ ), A. Antonovsky?s Sense of Coherence Questionnaire SOC-29 and the original questionnaire, including socio-demographic variable, as well as a test of statements considering the assessment of the level of knowledge about health. Methods of descriptive statistics, such as: mean, standard deviation, median, upper and lower quartile, and highest and lowest value, methods of analysis of variance, the chi-square test, correlation and linear regression and Spearman?s rank correlation coefficient, one-way analysis of variance, Pearson product-moment correlation coefficient, and backward stepwise regression were used for statistical analysis. The study showed that almost a half of respondents (48.9 percent) were characterized by a low intensity of pro-health behaviour, and among 38.4 percent it was on an average level. Gender was a factor that differentiated the intensity of health-related behaviour - women indicated a higher level of these behaviours. Almost half of the studied group (48.6 percent) was characterized by a low level of knowledge about health. The major meaning among studied factors influencing health-related behaviour in the regression model had the level of sense of coherence, gender and material status.

This article describes three activities for students created for a history of psychology course: various board games, trading cards, and calendars. Data are provided on their effectiveness. Suggestions for incorporating the activities are described.

The coverage of religion and mythology in undergraduate courses in the Psychology of Women was explored by (a) surveying a sample of undergraduate instructors (N=72); and (b) examining coverage in textbooks on the Psychology of Women (N=95). 48.6% of teachers said they include some coverage, while 43.1% said they never do. The total percentage of coverage in textbooks is small, ranging from a mean of 2.0% in the 1970s to 1.1% in the current decade.

The continuity hypothesis in its general form states that dreams reflect waking life: concerns, thoughts, and experiences (G. W. Domhoff, 1996; M. Schredl, 1999; I. Strauch & B. Meier, 1996). For example, athletes and sport students dream about sports more often than do psychology students, presumably reflecting their engagement in sport activities and sport theory (D. Erlacher & M. Schredl, 2004). In the present study, the authors tested the previously unexamined hypothesis that differences in dream content would directly reflect individuals' differing amounts of waking sport activities. As expected, the amount of time that individuals spent engaged in an activity (sports or reading) was directly related to their percentage of corresponding dreams. Also, individuals reported reading dreams less frequently than they did sport dreams, although reading was more prominent in their waking lives than were sport activities. The findings also indicated that other factors such as emotional involvement and associated worries might be of importance in explaining the relation between waking activities and dream events. Future studies using longitudinal designs would shed more light on this relation and would help derive a more precise formulation of the continuity hypothesis.

The responses of 70 trainees in suicide intervention to 10 Suicide Opinion Questionnaire items were evaluated for accuracy of their knowledge about suicide myths. Participants were Canadian adults (62 women, 8 men, M (age) = 35 yr.) representing a wide variety of occupations and educational backgrounds. Analysis indicated knowledge for most items was high but less accurate for items concerning the most common method of suicide and suicide risk across the lifespan. Those trained in suicide intervention were more knowledgeable on four items than those awaiting training; they more frequently knew that most suicides are not triggered by an argument with a spouse, people who are depressed are more likely to commit suicide, a person whose parent has committed suicide is at greater risk for suicide, and that shooting is the most common method of suicide in Canada.

The present study compares the impact of individualized treatment provided by trainee therapists based on a traditional cognitive behavior therapy (CBT) and acceptance and commitment therapy (ACT) model. Fourteen therapists were given initial training in CBT and ACT. Outpatients (N = 28) were randomized to either approach, with each therapist treating one client within each model, linked to a functional analysis. Clients treated within an ACT model showed better symptom improvement than the CBT clients, despite the fact that students felt initially less knowledgeable about ACT and were more fearful throughout when it was used. CBT improved client self-confidence more rapidly than ACT, and ACT improved acceptance more than CBT. Both processes predicted better outcomes; acceptance remained predictive when controlling for self-confidence but not vice versa. Overall, therapists with limited training in both models got better results with ACT and the processes of change fit with the ACT model.

Presents the citation of Mona M. Amer, who received the APA/APAGS Award for Distinguished Graduate Student in Professional Psychology "for her outstanding and innovative leadership in addressing the mental health needs of Muslim and Arab Americans." A brief profile and a selected bibliography accompany the citation. ((c) 2006 APA, all rights reserved).

Background: Comparison of teachers' and pupils' definitions of bullying is important for considering the implications for reports of its incidence in schools, for the study of developmental trends in children's and adolescents' perceptions of the phenomenon and for evaluating the effectiveness of interventions designed to combat bullying., Aims: To investigate the effects of gender, teacher/pupil status and, for pupils, bullied/non-bullied (target/non-target) status and age on the definition of bullying., Samples: Teachers (N=225: 158 women, 67 men) and pupils (N=1,820: 466 boys, 460 girls were 11-12 years old, year 7, and 415 boys, 479 girls were 13-14 years, year 9) in 51 UK secondary schools participated in a questionnaire survey. A total of 557 of the pupils (117 girls and 117 boys aged 11-12 years, and 197 girls and 126 boys aged 13-14 years) reported that they had been bullied at some time in their present school., Methods: Written questionnaire responses to the question, 'Say what you think bullying is' have been content analysed to derive two sets of categories, one of bullying behaviour and the other of effects of bullying on the target., Results: Regarding both bullying behaviour and the effects of bullying on the target, teachers - by comparison with pupils - have been found to express more comprehensive ideas in their definitions. Specifically, pupils compared with teachers are more likely to restrict their definitions to direct bullying (verbal and/or physical abuse) and are less likely to refer to social exclusion, a power imbalance in the bully's favour and the bully's intention to cause the target hurt or harm and to feel threatened. Analysis of definitions on the bases of sex, pupil age and target/non-target status show that: targets are more likely than non-targets are to refer to the bully's physically and verbally abusive behaviour, and for Year 7 compared with Year 9 pupils, to suggest that bullies socially exclude targets; girls are more likely than boys are to mention verbal abuse and the effects on the target of 'Feels hurt/harm', but boys are more likely than girls are to construe bullying as involving repetition; older pupils are more likely than younger ones are to refer to a power imbalance in the bully's favour but, for bully targets, younger ones compared with older ones are more likely to invoke the idea of social exclusion in their definitions., Conclusions: The most important implication of the findings of this study that there are important differences between teachers' and pupils' definitions of bullying is that teachers need to listen carefully to what pupils have to say about bullying and work with and help them to develop their conceptions of the phenomenon. Some teachers, too, need to develop their conceptions of bullying.

Field-independent individuals, compared with field-dependent individuals, have higher sports potential and advantages in sport-related settings. Little research, however, has been conducted on the association of field dependence-independence and participation in physical activity. The study examined this association for college students who participated in physical activities in and beyond physical education classes. The Group Embedded Figures Test distinguished 40 field-dependent from 40 field-independent participants. Activity logs during one semester showed that field-independent participants were significantly more physically active and their physical activity behaviors were more sport-related than those of field-dependent participants.

73 university students (M age=20.5 yr., SD=4.8; range 17-44 yr.) from the southern state of Paraná took the Psychology as Science scale to assess whether they view psychology as a rigorous science. Analysis showed the students considered psychology to be a science, agreed study of psychology should be part of a university curriculum, not many believed that psychological research may contribute to the solution of psychological problems, and few believed obtaining a Bachelors of Science degree in Psychology was useful in obtaining employment. Data were compared with a previous study conducted on a northeastern sample.