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The underrepresentation of women in leadership positions in higher education is well documented. There are a number of potential reasons for this gender disparity, but gender discrimination appears to be an important maintenance factor. The paper proposes a taxonomy of gender microaggressions, which are forms of gender discrimination, to help identify and validate common discriminatory experiences of women in the academy. Potential change strategies are suggested to address gender microaggressions that are informed by methods familiar to clinical psychology. Examples are presented of the gender microaggression taxonomy and change strategies. A number of opportunities for further research are identified.

The purpose of the present study was to examine application materials for assistant professor positions in 3 academic disciplines. Applicants were asked to write a diversity statement describing how they would advance diversity through their research, teaching, and service. The sample included application materials submitted by 191 candidates for tenure-track faculty positions at a public research university in computer science, political science, and psychology. Application letters and diversity statements were coded for 9 diversity dimensions. For example, "My research in the Latino community . . .," and "I volunteer at a middle school to encourage more girls to pursue computer science . . .," would be coded as reflecting the diversity dimensions of ethnicity/race and gender, respectively. Applicant self-disclosures of diversity were uncommon, occurring in fewer than 1 quarter of the letters. Nonspecific forms of diversity were most frequently mentioned in application materials, followed by references to ethnicity/race, disability, age, and gender. Comparisons between the searches revealed that psychologist applicants had significantly higher density of references to diversity in their letters than the 2 other disciplines, and also were most likely to cite specific, rather than nonspecific, dimensions of diversity. These results add to our understanding of how faculty applicants approach the diversity statement component of applications and reveal potential differences between disciplines in the diversity construct. The results are discussed in terms of suggestions to faculty applicants and directions for further research.

Antidepressant medication is considered the current standard for severe depression, and cognitive therapy is the most widely investigated psychosocial treatment for depression. However, not all patients want to take medication, and cognitive therapy has not demonstrated consistent efficacy across trials. Moreover, dismantling designs have suggested that behavioral components may account for the efficacy of cognitive therapy. The present study tested the efficacy of behavioral activation by comparing it with cognitive therapy and antidepressant medication in a randomized placebo-controlled design in adults with major depressive disorder (N = 241). In addition, it examined the importance of initial severity as a moderator of treatment outcome. Among more severely depressed patients, behavioral activation was comparable to antidepressant medication, and both significantly outperformed cognitive therapy. The implications of these findings for the evaluation of current treatment guidelines and dissemination are discussed. (Contains 2 tables, 4 figures, and 1 footnote.)

This study followed treatment responders from a randomized controlled trial of adults with major depression. Patients treated with medication but withdrawn onto pill-placebo had more relapse through 1 year of follow-up compared to patients who received prior behavioral activation, prior cognitive therapy, or continued medication. Prior psychotherapy was also superior to medication withdrawal in the prevention of recurrence across the 2nd year of follow-up. Specific comparisons indicated that patients previously exposed to cognitive therapy were significantly less likely to relapse following treatment termination than patients withdrawn from medication, and patients previously exposed to behavioral activation did almost as well relative to patients withdrawn from medication, although the difference was not significantly different. Differences between behavioral activation and cognitive therapy were small in magnitude and not significantly different across the full 2-year follow-up, and each therapy was at least as efficacious as the continuation of medication. These findings suggest that behavioral activation may be nearly as enduring as cognitive therapy and that both psychotherapies are less expensive and longer lasting alternatives to medication in the treatment of depression. Keywords: behavioral activation, cognitive therapy, antidepressant medication, major depression, relapse

To purchase or authenticate to the full-text of this article, please visit this link: http://dx.doi.org/10.1111/j.1559-1816.2007.00232.x Byline: Colby J. Stoever (a2), Karen B. Schmaling (b), Casey A. Gutierrez (a), Carol Fonseca (a), Arthur W. Blume (c) Abstract: This study examined predictors of pay grade for ethnic minorities and women in the U.S. military using hierarchical regression analyses. In the analysis including all personnel, being a woman and ethnic minority status were negative predictors of pay grade after controlling for education and years of service. In the analysis using enlisted personnel, the interaction between years of service and minority status showed that more years of service was associated with higher pay grade among ethnic majority enlisted personnel after controlling for education and years of service. In the model using officers, being a woman was a negative predictor of pay grade after controlling for education and years of service. Future studies, implications, limitations, and strengths are discussed. Author Affiliation: (a)University of Texas at El Paso (b)College of Health and Human ServicesUniversity of North Carolina at Charlotte (c)University of North Carolina at Charlotte Article note: (2) Correspondence concerning this article should be addressed to Colby J. Stoever, Department of Psychology, University of Texas at El Paso, El Paso, TX 79968. E-mail: cjstoever@utep.edu

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.addbeh.2005.05.014 Byline: Arthur W. Blume (a), Karen B. Schmaling (a), G. Alan Marlatt (b) Keywords: Drinking consequences; Transtheoretical; Motivation; Alcohol; DrInC Abstract: Little is known about what type of drinking related consequences may enhance motivation to change or may hinder behavior change over time. In order to examine this research question, 120 adult participants abusing alcohol were administered the Drinker Inventory of Consequences-Recent (DrInC-R), the Brief Readiness to Change Questionnaire (BRTC), and the Steady Pattern Chart (SP). Subscale scores from the DrInC-R and the BRTC; and alcohol consumption as assessed by the SP at baseline and three month follow-up were retained for data analyses. Greater intrapersonal DrInC-R consequences scores significantly predicted greater contemplation stage scores (R.sup.2 =.37, p Author Affiliation: (a) University of North Carolina at Charlotte, United States (b) University of Washington, United States

The effectiveness of a home based program of detecting and managing minor depression or dysthymia among older adults is determined. The Program to Encourage Active, Rewarding Lives for Seniors (PEARLS ), a community integrated, home based treatment for depression, significantly reduced depressive symptoms and improved health status of older adults with minor depression and dysthymia.

Increasing numbers of psychologists work in medical settings because of the growing acceptance of a biopsychosocial approach to illness. Do training programs prepare sufficient numbers of graduates to function effectively in medical settings? The authors describe the process of adding an inpatient medical-surgical consultation-liaison (C-L) service to a psychology internship's training rotations, the learning objectives used, and issues in the preparation of trainees for work in medical settings. Psychology trainees added significant capacity to the C-L service. These data may help facilitate the development of C-L training experiences for other programs.

Asthma can be affected by stress, anxiety, sadness, and suggestion, as well as by environmental irritants or allergens, exercise, and infection, It also is associated with an elevated prevalence of anxiety and depressive disorders. Asthma and these psychological states and traits may mutually potentiate each other through direct psychophysiological mediation, nonadherence to medical regimen, exposure to asthma triggers, and inaccuracy of asthma symptom perception. Defensiveness is associated with inaccurate perception of airway resistance and stress-related bronchoconstriction. Asthma education programs that teach about the nature of the disease, medications, and trigger avoidance tend to reduce asthma morbidity. Other promising psychological interventions as adjuncts to medical treatment include training in symptom perception, stress management, hypnosis, yoga, and several biofeedback procedures.