Psychologists and Integrated Behavioral Health Simulation Training: A Survey of Medical Educators and Perspectives of Directors of Clinical Training

It is well established that the integration of behavioral healthcare into the medical home model improves patient outcomes, reduces costs, and increases resident learning. As academic health centers increasingly integrate behavioral healthcare, targeted training for interprofessional collaboration around behavioral healthcare is needed. Simulation educational approaches potentially can provide this training. Health service psychologists are well-poised to support this because of their specialized training in integrated healthcare. The present exploratory study aimed to evaluate existing simulation programs and develop recommendations for integrated behavioral health training and evaluation. Directors of ACGME accredited residency programs that are high utilizers of the medical home model (Pediatrics, Internal Medicine, Medicine/Pediatrics, Family Medicine) as well as Psychiatry residencies and medical schools with membership in the Society for Simulation in Healthcare were recruited to complete a 26-item survey to assess program usage of psychologists as part of simulation training for integrated behavioral healthcare services. Of 79 participants who completed initial items describing their training program, only 32 programs completed the entire survey. While many academic health centers offered integrated team and behavioral health simulations, few utilized psychology faculty in design, implementation, and evaluation. Other behavioral health providers (psychiatrists, social workers) were often involved in medical school and pediatric residency simulations. Few institutions use standardized evaluation. Qualitative feedback and faculty-written questionnaires were often used to evaluate efficacy. Survey responses suggest that psychologists play limited roles in integrated behavioral healthcare simulation despite their expertise in interdisciplinary training, integrated behavioral healthcare, and program evaluation.

Training Psychology and Psychiatry Diversity Dialogue Facilitators

This article describes a Diversity Dialogue Facilitator Training Program for Trainees, an innovative project that prepares psychology and psychiatry learners to facilitate diversity dialogues with healthcare professionals (i.e., clinical and research faculty, staff, and learners) in academic healthcare settings. Through participating in this program, trainees learn to facilitate discussions in which participants reflect upon oppression, discrimination, and disparities; explore their biases; connect and exchange views with colleagues regarding challenging societal events; and delineate action steps for advancing equity, inclusion, social responsivity, and justice in their professional and personal lives. After outlining contextual factors that informed project development, implementation, and dissemination, the iterative process of creating and implementing the training curriculum is detailed, with the aim of offering a model for other academic health center-based training programs interested in establishing a similar initiative. Lessons learned also are shared with the hope of contributing to future efforts to advance training in diversity dialogue facilitation and expand the role of psychologists in medical settings.

Exploring the Views, Perspectives, and Current Practices of Educational Speech-Language Pathologists and Psychologists in Canada: How Childhood Developmental Language Disorders Are Identified and Diagnosed

PURPOSE

Across Canada, speech-language pathologists (SLPs) and educational psychologists (EPs) work in schools to identify and diagnose childhood learning difficulties, including language disorders; however, both professional groups use different terms to identify and diagnose them. Using the term developmental language disorder (DLD), developed by the CATALISE consortium, would provide consistency across fields. To effectively implement the use of DLD, it is crucial to understand how EPs and SLPs currently identify childhood language disorders and to investigate the potential impact of a practice change in this area.

METHOD

The study conducted 13 moderated focus groups and one one-on-one semistructured interview across six Canadian provinces in English and French.

RESULTS

We found some social and structural barriers that impact SLPs' and EPs' current practice of identifying and diagnosing language disorders generally (e.g., the belief that children should not be labeled "too early," institutions that prioritize certain professional diagnoses over others, board policies that do not allocate funds for language disorders, professionals' reticence to convey difficult information such as a diagnosis to collaborators) and DLD specifically (e.g., different professional taxonomies, lack of familiarity with or uncertainty about the label, not recognized as a condition in schools that may or may not even identify language disorder as a category of exceptionality). Nevertheless, the focus groups also revealed the extent to which DLD could be useful in their current practice.

CONCLUSION

Both EPs and SLPs acknowledged the importance of working together; therefore, DLD could inspire more collaborative practice between SLPs and EPs around language disorders.

Starting a university gerontology research laboratory: Experiences from researchers in public health and psychology

Although founding and directing an independent research laboratory is often expected of faculty at American universities, there are several barriers to successful completion of this important task. There is little guidance in the literature regarding exactly how to go about starting a research laboratory. The guidance that exists for faculty often focuses on running research labs in the "hard sciences," such as biomedical science and engineering, leaving social and behavioral scientists out of such considerations. Additionally, smaller or teaching-focused universities often have little infrastructure or support for starting a research lab, so faculty at these institutions may not know where to begin. These barriers are significant concerns for junior faculty, who are often unprepared for the realities and challenges of starting a successful research lab while obtaining other milestones required for promotion and tenure. We present two examples of recently-formed gerontology research laboratories begun by junior faculty, one in the psychology department of a research university and one in public health at a teaching-focused university. Our case studies present the reader with specific examples, lessons learned, and guidance for starting their own gerontology research laboratory in higher education, whether as a physical or virtual space, as well as recommendations on maintaining its functioning during a global pandemic.

APA/APAGS Award for Distinguished Graduate Student in Professional Psychology

The APA/APAGS Award for Distinguished Graduate Student in Professional Psychology is awarded on an annual basis by the APA Board of Professional Affairs and the American Psychological Association of Graduate Students (APAGS) to a graduate student who has demonstrated outstanding practice and application of psychology. A qualified candidate must demonstrate exemplary performance in working with an underserved population in an applied setting or have developed an innovative method for delivering health services to an underserved population. When two graduate students are equally qualified, the award may be shared. The 2023 recipient of the APA/APAGS Award for Distinguished Graduate Student in Professional Psychology was selected by the 2022 Board of Professional Affairs. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Psi Chi/APA Edwin B. Newman Graduate Research Award: Megan E. Golson

The award is presented annually to the psychology graduate student who submits the best research paper that was published or presented at a national, regional, or state psychological association convention during the past calendar year. "This award is given to Megan E. Golson for an exceptional research article titled, 'Influences of Student Race/Ethnicity and Gender on Autism Special Education Classification Considerations.' The research for the article was conducted at Utah State University with faculty advisor, Maryellen Brunson McLain, PhD." (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Evaluating training needs in clinical psychology doctoral programs

OBJECTIVE

Advances in clinical psychology must be accompanied by advances in training. This study assessed training content, quality, and needs during clinical psychology doctoral programs among current or past doctoral students.

METHODS

Current or past clinical psychology doctoral students (N = 343) completed an anonymous survey assessing training experiences and needs. A descriptive-focused exploratory factor analysis (EFA) also examined whether common subgroups of academic interests emerged.

RESULTS

Most participants reported that they sought training beyond required coursework, primarily in clinical training, cultural competency, and professional development, and reported having taken one or more unhelpful course, including discipline-specific knowledge requirements. Descriptive results from the EFA demonstrated common training areas of interest: diversity topics, biological sciences, clinical practice, and research methods.

DISCUSSION

This study demonstrates that trainees and early career psychologists are aware of their nuanced and in some cases, unmet training needs.

CONCLUSION

This work foregrounds the need to adapt extant training opportunities to support the next generation of clinical psychologists.

Clinical Psychologists as T-Shaped Professionals

The modern world is becoming increasingly integrated, and disciplines are frequently collaborating with each other. Following this trend, clinical psychologists are also often working within multidisciplinary teams and in settings outside of traditional mental health. To be competent and effective in these contexts, clinical psychologists could benefit from skills outside of psychology. The current psychology training model provides depth of training in psychology but could be improved by providing the breadth of training required of modern clinical psychologists working in these contexts. Other disciplines, such as engineering, business, and social work, have improved their breadth of training through the adoption of the T-shaped model. This model of training allows individuals to simultaneously acquire the depth of knowledge required for their discipline and the breadth required to work effectively in multidisciplinary contexts. This article discusses areas in which clinical psychologists could benefit from broad training and recommendations to implement the T-shaped model.

APF Charles L. Brewer Award for Distinguished Teaching of Psychology: Beth Morling

The APF Gold Medal for Impact in Psychology recognizes Beth Morling for for her dedication to advancing the teaching of psychology and the scholarship of education. Dr. Morling's contributions make a difference to the field of psychology and positively influence faculty and students not only within her institution but throughout the nation. Her research methods textbook is robust and took the novel approach of training students to be critical scientific consumers, rather than just producers of scientific knowledge. Dr. Morling is highly respected by her colleagues and students and is dedicated to training the next generation of teachers through her work with the National Institute on the Teaching of Psychology and beyond. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

James S. Jackson and the program for research on Black Americans: Contributions to psychology and the social sciences

James S. Jackson (1944-2020) is remembered as a groundbreaking social psychologist whose career contributions in scholarship, research, and service were fundamental to the field of psychology. This article briefly outlines his career-long work and contributions. A strong believer in interdisciplinary work, his research spanned other related social science disciplines (e.g., sociology, political science), as well as health and social welfare professions (public health, social work, medicine). As the founding director of the Program for Research on Black Americans at the Institute for Social Research, James Jackson initiated and led a long-standing program with a dual focus on research and training and mentoring doctoral students, postdoctoral scholars, and early career scientists. Jackson's efforts in the development of several nationally representative surveys of the Black population in the United States (e.g., National Survey of Black Americans, National Survey of American Life) revolutionized research focusing on the lives of Black Americans. James Jackson's international influence and reputation included numerous prestigious positions within national science organizations and honors and awards for his scientific contributions. Among James S. Jackson's most enduring legacies is the vast network of current scientists, researchers, and academics who were trained under his direction and leadership. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

From chat rooms to classrooms and TikToks too: Dr. Brendesha Tynes' contributions to the study of race and development in digital contexts

For more than a decade, Dr. Brendesha Tynes has been at the forefront of empirical research examining the role of race in youth experiences with technology. Tynes' expansive corpus of research highlights the psychological, academic, and socioemotional implications and impact of online racial discrimination on child and adolescent development, with a particular focus on Black youth. Using explicitly strengths-based frameworks in both her research and mentoring, Tynes' contributions to the fields of psychology and education are vast. Given the American Psychological Association's recent shift to intentionally and urgently address racism, Tynes' scholarship is more timely than ever. Using a narrative review approach, we trace the intellectual contributions that Tynes has made to psychology, specifically, and the study of race and racism more broadly throughout her career. Particularly, we highlight key conceptual, methodological, and empirical work that have influenced the study of race in psychology. We conclude by sharing implications and possibilities for Tynes' research to influence race-conscious practices in psychological research, clinical, and pedagogical spheres. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Contributions of African-centered (Africentric) psychology: A call for inclusion in APA-accredited graduate psychology program curriculum

Over the past few years, there has been increased visibility of, and attention paid to, enduring issues such as racial discrimination toward Black Americans. Black psychologists have been called upon to explain various race-related mental health issues to the public, as well as their colleagues and students. Discussions about how to heal from persistent, intergenerational, oppressive attacks on the African psyche are important, but the theories and treatments in which most practitioners are trained and considered "best practices" are Eurocentric in nature. African-centered (or Africentric) psychology is a well-established school of thought, predating the philosophies often discussed in Western/American psychology's History and Systems curriculum, that provides an authentic understanding of the psychology of people of African descent from an African perspective. In this article, we present the historical contention about the lack of inclusion of an African perspective in conceptualizing and addressing the psychological needs of people of African descent, provide an overview of African-centered psychology including its underlying worldview and philosophy, development, and key contributors, and advocate for the inclusion of Africentric psychology in APA-accredited psychology graduate programs. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

From triple quandary to talent quest: The past, present, and future of A. Wade Boykin's contributions to psychology

A. Wade Boykin's scholarship has provided key insights into the psychological realities of racially minoritized people and catalyzed revolutionary changes in psychology and education. Combining insights from personal and research experiences, Boykin authored the foundational triple quandary (TQ), a framework describing how Black Americans must navigate the often conflicting values and priorities of dominant mainstream society, the heritage culture of Black communities, and dynamics associated with being racially minoritized. TQ describes the unique developmental challenges faced by Black children, for whom misalignment between home cultural socialization and U.S. schooling often leads to pathologizing mischaracterizations of their attitudes and behaviors, resulting in chronic academic opportunity gaps. Boykin used his training as an experimental psychologist to empirically test the validity and explanatory utility of the TQ framework and to determine whether Black cultural values could be leveraged to improve student learning. Focusing on cultural values such as expressive movement, verve, and communalism, studies with his collaborators consistently supported Boykin's framework and predictions for improving Black student achievement-related outcomes. Beginning in the early 2000s, Boykin and his colleagues began to scale the lessons of decades of empirical work into the talent quest model for school reform. The TQ and talent quest continue to evolve in their application, as scholars and practitioners have found them relevant to a diverse range of minoritized populations in American society and beyond. Boykin's work continues to bear on the scholarship, career outcomes, and day-to-day lives of many scholars, administrators, practitioners and students across disciplines and institutions. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

MOTIVATION DEVELOPMENT OF MENTAL HEALTH PRESERVATION OF SPECIALISTS IN THE FIELD OF SPECIAL AND INCLUSIVE EDUCATION: EUROPEAN PRACTICES

OBJECTIVE

Aim: The aim is to study and to improve the motivation of mental health preservation of specialists in the field of special and inclusive education according to European experiences.

PATIENTS AND METHODS

Materials and methods: The experimental part of the research involved the use of the valid psychodiagnostic methods and tech¬niques: direct and indirect observation, standardized questionnaire survey, semi-standardized individual interviews, psychodiag¬nostic methods. The research was attended by 131 Master's degree students (aged 25-27), specialty 053 Psychology, Educational program - special, clinical psychology.

RESULTS

Results: The program "European practices of motivation development of mental health preservation" expands perception of ca¬pabilities, which encourages the disclosure of the creative potential of the individual; anxiety symptoms disappear (or decrease); a system of value orientations is formed; the desire to strengthen spiritual and physical strength.

CONCLUSION

Conclusions: Program contributes to the formation of an image of mentally healthy person, stimulation to adhere to a mentally healthy lifestyle and the motivation development of mental health preservation.

Sexuality training in counseling psychology: A mixed-methods study of student perspectives

Counseling psychologists are a cogent fit to lead the movement toward a sex-positive professional psychology (Burnes et al., 2017a). Though centralizing training in human sexuality (HS; Mollen & Abbott, 2021) and sexual and reproductive health (Grzanka & Frantell, 2017) is congruent with counseling psychologists' values, training programs rarely require or integrate comprehensive sexuality training for their students (Mollen et al., 2020). We employed a critical mixed-methods design in the interest of centering the missing voices of doctoral-level graduate students in counseling psychology in the discussion of the importance of human sexuality competence for counseling psychologists. Using focus groups to ascertain students' perspectives on their human sexuality training (HST) in counseling psychology, responses yielded five themes: (a) HST is integral to counseling psychology training, (b) few opportunities to gain human sexuality competence, (c) inconsistent training and self-directed learning, (d) varying levels of human sexuality comfort and competence, and (e) desire for integration of HST. Survey responses suggested students were trained on the vast majority of human sexuality topics at low levels, consistent with prior studies surveying training directors in counseling psychology and at internship training sites (Abbott et al., 2021; Mollen et al., 2020). Taken together, results suggested students see HST as aligned with the social justice emphasis in counseling psychology but found their current training was inconsistent, incidental rather than intentional, and lacked depth. Recommendations, contextualized within counseling psychology values, are offered to increase opportunities for and strengthen HST in counseling psychology training programs. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Inquiry in psychology

When they discuss the Danish academic situation, Szulevicz, Lund and Lund (2021) address three questions about the academic training of psychology researchers: (a) why do Danish master's students in psychology more frequently choose the qualitative method for their research?; (b) what are psychology students working on?; and (c) what are they interested in? These three questions have led us to reflect on researcher training and the political and educational model universities adopt for psychology master's courses, not only in the Danish context, but also in other general contexts. In this commentary, we will discuss one strictly normative issue: what should the scientific ideal be for training researchers in psychology? Or more accurately: how can psychology contribute to discussions about the scientific ideal of researcher training in this knowledge area?

APF Charles l. Brewer Award for Distinguished Teaching of Psychology: Jeffrey S. Nevid

The APF Gold Medal for Impact in Psychology recognizes for his significant contributions to psychology and proven track record as an exceptional teacher and mentor in the field. Dr. Nevid is a supportive teacher and mentor and provides vital feedback and guidance to new faculty, students, and mentees. He has introduced empirically tested pedagogies in the classroom, including evidence from his own research program. Dr. Nevid is a highly respected speaker and researcher and was the longest serving doctoral program director in clinical psychology in the U.S. Despite his high levels of success, Dr. Nevid continues to engage everyone with respect and dignity and encourage students of all levels. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The three sisters garden: A cultural approach to cultivating American Indian/Alaska Native (AI/AN) psychological service providers

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).

APA/APAGS Award for Distinguished Graduate Student in Professional Psychology: Sarah Alsaidi

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. A 2021 award winner is Sarah Alsaidi. Alsaidi "was instrumental in developing and facilitating the Audacious Young Women of Action (AYWA) program for the Arab, Middle Eastern, Muslim and South Asian (AMEMSA) girls and young women at the Arab-American Family Support Center (AAFSC) in New York City. The majority of AYWA participants are first-generation or second-generation female immigrants or refugees, with many identifying as Yemeni-American. In their daily lives, AYWA participants navigate bicultural identities, family and community expectations, and religious and cultural norms. Dr. Alsaidi developed a unique curriculum and program to meet the needs of AYWA participants, support their development as young people, and create a safe space for participants to connect with one another. Dr. Alsaidi was adept at navigating challenging conversations and empowering AAFSC's young women through the programming that she developed and facilitated. Dr. Alsaidi's work has been instrumental in uplifting and supporting Arab, Middle Eastern, Muslim, and South Asian (AMEMSA) young women through her practice and application of psychology." (PsycInfo Database Record (c) 2022 APA, all rights reserved).

APA/APAGS Award for Distinguished Graduate Student in Professional Psychology: Gabriel Cartagena

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. A 2021 award winner is Gabriel Cartagena, MS. Cartagena is a graduate student in the Department of Clinical and Health Psychology at the University of Florida and intern at the Yale University Doctoral Internship in Clinical and Community Psychology's Behavioral Medicine program. At the University of Florida, he serves as the director and co-creator of the student-run Equal Access Behavioral Health Clinic and Integrated Primary Care Clinic, providing free psychological services to underserved/underinsured community members. He is dedicated to teaching others about disparities by participating in panels, creating educational content for his department and university, and most importantly, volunteering his time to directly provide care and service to minimize disparities. His leadership has resulted in lasting change at UF on many levels and he plans to continue to address health disparities in the future with the many tools of a citizen psychologist. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Award for Distinguished Career Contributions to Education and Training in Psychology: Kathleen Bieschke

The Award for Distinguished Career Contributions to Education and Training in Psychology is given in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. The 2021 recipient of this award is Kathleen Bieschke, PhD. Bieschke is recognized for her national impact on education and training in the field of psychology through her research and scholarship, service to the field, and national leadership roles in the Council of Counseling Psychology Training Programs, and the American Psychological Association's (APA's) Society of Counseling Psychology and Commission on Accreditation (CoA). Dr. Bieschke, in partnership with her extraordinary colleagues, helped to lead national conversation on how to train and educate trainees to deliver competent services to a diverse clientele. Her efforts contributed to a comprehensive, developmental approach to training and education that is inclusive and welcoming of the diverse backgrounds and worldviews of both clients and trainees. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Registered report: How open do you want your science? An international investigation into knowledge and attitudes of psychology students

The use of Open Science practices is often proposed as a way to improve research practice, especially in psychology. Open Science can increase transparency and therefore reduce questionable research practices, making research more accessible to students, scholars, policy makers, and the public. However, little is known about how widespread Open Science practices are taught and how students are educated about these practices. In addition, it remains unknown how informing students about Open Science actually impacts their understanding and adoption of such practices. This registered report proposes the validation of a questionnaire. The aim is to survey how much psychology students know about Open Science and to assess whether knowledge of and exposure to Open Science in general-be it through university curricula or social media-influences attitudes towards the concept and intentions to implement relevant practices.

Teaching and Learning During A Pandemic: How one Graduate Community Psychology Class Quickly Incorporated Healing Justice Into Our Practices

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.

Training healthcare providers to respond to intimate partner violence against women

BACKGROUND

Intimate partner violence (IPV) includes any violence (physical, sexual or psychological/emotional) by a current or former partner. This review reflects the current understanding of IPV as a profoundly gendered issue, perpetrated most often by men against women. IPV may result in substantial physical and mental health impacts for survivors. Women affected by IPV are more likely to have contact with healthcare providers (HCPs) (e.g. nurses, doctors, midwives), even though women often do not disclose the violence. Training HCPs on IPV, including how to respond to survivors of IPV, is an important intervention to improve HCPs' knowledge, attitudes and practice, and subsequently the care and health outcomes for IPV survivors.

OBJECTIVES

To assess the effectiveness of training programmes that seek to improve HCPs' identification of and response to IPV against women, compared to no intervention, wait-list, placebo or training as usual.

SEARCH METHODS

We searched CENTRAL, MEDLINE, Embase and seven other databases up to June 2020. We also searched two clinical trials registries and relevant websites. In addition, we contacted primary authors of included studies to ask if they knew of any relevant studies not identified in the search. We evaluated the reference lists of all included studies and systematic reviews for inclusion. We applied no restrictions by search dates or language.

SELECTION CRITERIA

All randomised and quasi-randomised controlled trials comparing IPV training or educational programmes for HCPs compared with no training, wait-list, training as usual, placebo, or a sub-component of the intervention.

DATA COLLECTION AND ANALYSIS

We used standard methodological procedures outlined by Cochrane. Two review authors independently assessed studies for eligibility, undertook data extraction and assessed risks of bias. Where possible, we synthesised the effects of IPV training in a meta-analysis. Other analyses were synthesised in a narrative manner. We assessed evidence certainty using the GRADE approach.

MAIN RESULTS

We included 19 trials involving 1662 participants. Three-quarters of all studies were conducted in the USA, with single studies from Australia, Iran, Mexico, Turkey and the Netherlands. Twelve trials compared IPV training versus no training, and seven trials compared the effects of IPV training to training as usual or a sub-component of the intervention in the comparison group, or both. Study participants included 618 medical staff/students, 460 nurses/students, 348 dentists/students, 161 counsellors or psychologists/students, 70 midwives and 5 social workers. Studies were heterogeneous and varied across training content delivered, pedagogy and time to follow-up (immediately post training to 24 months). The risk of bias assessment highlighted unclear reporting across many areas of bias. The GRADE assessment of the studies found that the certainty of the evidence for the primary outcomes was low to very low, with studies often reporting on perceived or self-reported outcomes rather than actual HCPs' practices or outcomes for women. Eleven of the 19 included studies received some form of research grant funding to complete the research. Within 12 months post-intervention, the evidence suggests that compared to no intervention, wait-list or placebo, IPV training: · may improve HCPs' attitudes towards IPV survivors (standardised mean difference (SMD) 0.71, 95% CI 0.39 to 1.03; 8 studies, 641 participants; low-certainty evidence); · may have a large effect on HCPs' self-perceived readiness to respond to IPV survivors, although the evidence was uncertain (SMD 2.44, 95% CI 1.51 to 3.37; 6 studies, 487 participants; very low-certainty evidence); · may have a large effect on HCPs' knowledge of IPV, although the evidence was uncertain (SMD 6.56, 95% CI 2.49 to 10.63; 3 studies, 239 participants; very low-certainty evidence); · may make little to no difference to HCPs' referral practices of women to support agencies, although this is based on only one study (with 49 clinics) assessed to be very low certainty; · has an uncertain effect on HCPs' response behaviours (based on two studies of very low certainty), with one trial (with 27 participants) reporting that trained HCPs were more likely to successfully provide advice on safety planning during their interactions with standardised patients, and the other study (with 49 clinics) reporting no clear impact on safety planning practices; · may improve identification of IPV at six months post-training (RR 4.54, 95% CI 2.5 to 8.09) as in one study (with 54 participants), although three studies (with 48 participants) reported little to no effects of training on identification or documentation of IPV, or both. No studies assessed the impact of training HCPs on the mental health of women survivors of IPV compared to no intervention, wait-list or placebo. When IPV training was compared to training as usual or a sub-component of the intervention, or both, no clear effects were seen on HCPs' attitudes/beliefs, safety planning, and referral to services or mental health outcomes for women. Inconsistent results were seen for HCPs' readiness to respond (improvements in two out of three studies) and HCPs' IPV knowledge (improved in two out of four studies). One study found that IPV training improved HCPs' validation responses. No adverse IPV-related events were reported in any of the studies identified in this review.

AUTHORS' CONCLUSIONS

Overall, IPV training for HCPs may be effective for outcomes that are precursors to behaviour change. There is some, albeit weak evidence that IPV training may improve HCPs' attitudes towards IPV. Training may also improve IPV knowledge and HCPs' self-perceived readiness to respond to those affected by IPV, although we are not certain about this evidence. Although supportive evidence is weak and inconsistent, training may improve HCPs' actual responses, including the use of safety planning, identification and documentation of IPV in women's case histories. The sustained effect of training on these outcomes beyond 12 months is undetermined. Our confidence in these findings is reduced by the substantial level of heterogeneity across studies and the unclear risk of bias around randomisation and blinding of participants, as well as high risk of bias from attrition in many studies. Further research is needed that overcomes these limitations, as well as assesses the impacts of IPV training on HCPs' behavioral outcomes and the well-being of women survivors of IPV.

Support for Gay and Lesbian Rights Among Students of Helping Professions in Crete, Greece: A Comparison between Social Work and Psychology Students

This study explores the level of support for gay and lesbian rights among social work and psychology undergraduate students (N = 870). While students were generally supportive of gay and lesbian rights, 43% believed that social workers and psychologists should support gay and lesbian rights only 'when lesbians and gay men do not offend or upset others', while 31.3% agreed that these rights should be supported 'as long as they don't contradict the prevalent religion and values of the society they live in'. Social work students were more supportive of all items compared to psychology students; they were also more supportive regarding professionals' obligation to challenge negative discrimination on the grounds of sexual orientation. Religiosity, gender and having gay and lesbian friends or acquaintances were important correlates of students' level of support for gay and lesbian rights. Findings are discussed in relation to social work and psychology education.

Teaching well-being at scale: An intervention study

Courses that teach evidence-based interventions to enhance well-being are a public health tool that could be used to improve mental health in the population. We compared the well-being of six cohorts of adult students before and after they completed one of two massive open online courses: The Science of Well-Being (N = 581; 441; 1,228) and a control course, Introduction to Psychology (N = 677; 480; 1,480). Baseline well-being levels were equivalent across all six samples. Students in both courses increased in their well-being from baseline to follow-up in all three samples (p < .001); however, at follow-up, students in The Science of Well-Being course had higher subjective well-being than the control course (sample 1: r = .18, d = .37, p < .001; sample 2: r = .21, d = .43, p < .001; sample 3: r = .19, d = .38, p < .001). Overall, across three samples, we found that students who completed either of these online psychology courses increased in their well-being--but that students in The Science of Well-Being course showed greater improvement. These findings suggest that large free online courses that teach evidence-based approaches to well-being could positively impact mental health at large scales.

How Psychologists Experience and Perceive EMDR?

This qualitative, phenomenological study describes the perceptions and experiences of psychologists from Bosnia and Herzegovina and Turkey regarding an Eye Movement Desensitization and Reprocessing (EMDR) psychotherapy. In order to understand how psychologists perceive this treatment method, 20 psychologists from Bosnia and Herzegovina and Turkey were recruited through an online survey. The participants were asked to describe their perception and experience of EMDR. Qualitative analysis of the responses revealed five common themes, which described the phenomenon. These themes included: positive personal or anecdotal experiences with EMDR, perception that EMDR is primarily used for trauma, EMDR is used as an adjunct therapy, obstacles to EMDR training/certification, and limited knowledge and information about EMDR among psychologists and the general population. Findings from this study may provide a foundation for future research that may help in better understanding of psychologist perception and experience with the EMDR approach and especially about differences and similarities between psychologists in different countries such as Bosnia and Herzegovina and Turkey. Besides this, it can also help to gain an understanding of the variables involved in psychologists choosing to pursue training in different treatment modalities.

Selection procedure human medicine and psychology at the University of Witten/Herdecke: adaptation to the virtual zoom room

Introduction: For the selection of students for the winter semester 2020/21, the established selection procedure of the University of Witten/Herdecke (UW/H) was adapted to the virtual space in view of the current contact ban and recommended keeping of distance. The three stations in the second step of the procedure, the biographical one-on-one interview, presentation and discussion on a subject-specific topic as well as multiple mini interviews (MMI) on the social skills of the applicants were audiovisual and in real time in zoom meetings. Project description: The medical, psychological and student reviewers were prepared for the virtual selection procedure in training sessions. Three weeks before the selection days, the applicants received information on the technical requirements for the interviews and on data protection for the persons affected by the collection of personal data. The evaluation of the virtual selection procedure was carried out by the reviewers using an online questionnaire with 8 socio-demographic, 5 organizational, 8 content and 3 open questions. Results: The 108 reviewers conducted selection interviews in tandems (medical/psychological and student reviewers) with 178 applicants for human medicine and 105 applicants for psychology. The online evaluation by 58 reviewers (response rate 53.7%) showed a positive agreement with the virtual selection procedure, with a more favorable assessment of organization and content by the medical and psychological reviewers compared to the student reviewers. Discussion: The adequate adaptation of the selection procedure of the UW/H to the virtual zoom room as well as its acceptance are confirmed by the successful execution of the selection days for the students for the winter semester 2020/21 and the evaluation of the reviewers. Conclusion: The results and analysis of this exceptional situation will be used to also conduct the upcoming selection procedure for the summer semester 2021 in the virtual space. A valid assessment for the future use of a virtual selection procedure as a possible supplement to the personal selection interviews at the University of Witten/Herdecke remains to be made.

Analysis of risk communication teaching in psychosocial and other medical departments

Aims: Teaching students about risk communication is an important aspect at medical schools given the growing importance of informed consent in healthcare. This observational study analyzes the quality of teaching content on risk communication and biostatistics at a medical school.Methods: Based on the concept of curriculum mapping, purpose-designed questionnaires were used via participant observers to record the frequency, characteristics and context of risk communication employed by lecturers during teaching sessions for one semester. The data was analyzed quantitatively and descriptively.Results: Teaching about risk communication was observed in 24.4% (n = 95 of 390) sessions. Prevalence varied significantly among different departments with dermatology having the highest rate (67.9%) but lesser in-depth teaching than medical psychology where risk communication concepts were discussed on a higher scale in 61.4% sessions. Relevant statistical values were not mentioned at all in 69% of these 95 sessions and clinical contexts were used rarely (55.8%). Supplementary teaching material was provided in 50.5% sessions while students asked questions in 18.9% sessions.Conclusions: Students are infrequently taught about communicating risks. When they are, the teaching does not include the mention of core biostatistics values nor does the teaching involve methods for demonstrating risk communication.

Trauma nation: Exposure to traumatic events among South African university students

The current study investigated exposure to past trauma among South African students at a historically disadvantaged institution (HDI). The student population at HDI's are typically from low-income communities that were marginalized by apartheid-era policies and few studies have focused on trauma exposure among this population group. Respondents (N=914) completed the Life Events Checklist and a demographic questionnaire. Logistic regression analysis was conducted to identify gender differences in exposure. 97.6% of the sample reported trauma exposure. The most frequently experienced traumatic events were physical assault (69.3%) and transportation accidents (64.7%). While men were almost twice as likely to report exposure to physical assault (77.2% vs. 67%; β=.53; odds ratio [OR]=1.70; p<.01) and assault with a weapon (59.7% vs. 44.3%; β=.62; OR=1.86; p<.01), women were twice as likely to report unwanted or uncomfortable sexual experiences (32.3% vs. 19.4%; β=-.69; OR=0.50; p<.01) and sexual assault (19.3% vs. 13.1%; β=-.69; OR=0.50; p<.01). It is recommended that psycho-education on trauma be included in orientation programmes and mental health screening and early referrals for psychological services be implemented.

A South African perspective on community psychology practice competencies

The appropriateness of the paradigm underlying competency frameworks and their specific application in the list of definitions developed by a Task Group of Society for Community Research and Action (SCRA) for US community psychologists need further consideration. This paper considers the technicist and behavioural roots of some of these concepts, illustrating tensions when applying them to community psychology. It then proposes a competency perspective from the global South. Drawing from focus group discussions with, and written reflections from, postgraduate Master's students in training as clinical and counselling psychologists, this paper builds inductively from the recorded data. Following a template analysis of the material, four integrating themes were evident. The distinctive nature of community psychology is highlighted through the themes: relational foundations, activity evolution, self-management and the awareness and influences of processes. Proposals for an alternative framework ("RASP") are based on its emergence from the applications of learning to practice, emphasising community-based principles. The importance of reflection as the basis for the learning is highlighted. The imperatives to foreground social justice and to enable reflexive thinking on action are discussed, along with concepts based on Humanist and Social Constructivist paradigms, to lead to more interactive and inclusive processes in work on competencies.

A Remarkable Legacy: The Wayne F. Placek Fund Grant Program

Gregory M. Herek, PhD, made an important professional contribution through his service as chair of the Scientific Review Committee of the Wayne F. Placek Fund of the American Psychological Foundation (APF). The scholars funded by this grant benefited from the prestige of the grant, which provided an important credential for early career professional development. Many of them went on to become significant researchers in the field of sexual and gender minorities. The studies funded by the Placek Grant also had important political and social effects, such as on legalizing adoption by lesbian and gay parents, passage of same-sex marriage, and demonstrating that lesbians and gay men were at elevated risk for physical health problems. The purpose of the present article is to document the history and impact of the Placek Grant and to describe Greg Herek's central role in this grant program.

Effects of brief family psychoeducation for caregivers of people with schizophrenia in Japan provided by visiting nurses: protocol for a cluster randomised controlled trial

INTRODUCTION

Development of a support system for families caring for people with schizophrenia in routine psychiatric care settings is an important issue worldwide. Regional mental health systems are inadequate for delivering effective services to such family members. Despite evidence that family psychoeducation (FPE) alleviates the burden of schizophrenia on families, its dissemination in routine clinical practice remains insufficient, suggesting the need for developing an effective and implementable intervention for family caregivers in the existing mental health system setting. In Japan, the visiting nurse service system would be a practical way of providing family services. Visiting nurses in local communities are involved in the everyday lives of people with schizophrenia and their families. Accordingly, visiting nurses understand their needs and are able to provide family support as a service covered by national health insurance. The purpose of this study is to discover whether a brief FPE programme provided by visiting nurses caring for people with schizophrenia will alleviate family burden through a cluster randomised controlled trial (cRCT).

METHODS AND ANALYSIS

The study will be a two-arm, parallel-group (visiting nurse agency) cRCT. Forty-seven visiting nurse agencies will be randomly allocated to the brief FPE group (intervention group) or treatment as usual group (control group). Caregivers of people with schizophrenia will be recruited by visiting nurses using a randomly ordered list. The primary outcome will be caregiver burden, measured using the Japanese version of Zarit Burden Interview. Outcome assessments will be conducted at baseline, 1-month follow-up and 6-month follow-up. Multiple levels of three-way interactions in mixed models will be used to examine whether the brief FPE programme will alleviate the burden on caregivers relative to treatment as usual.

ETHICS AND DISSEMINATION

The Research Ethics Committee of the Graduate School of Medicine and Faculty of Medicine, The University of Tokyo, Japan (No 2019065NI) approved this study. The results will be published in a scientific peer-reviewed journal.

TRIAL REGISTRATION NUMBER

UMIN000038044.

Prevalence of and Preparedness to Address Inappropriate Sexual Behavior from Patients During Psychiatry Training: a Pilot Study

OBJECTIVE

Mental health providers experience inappropriate sexual behavior from patients. It is unclear if training programs adequately prepare trainees to respond to such behaviors. Additionally, trainees may not seek support and guidance from supervisors after an incident. This is an exploratory study to document the prevalence of and assess the preparedness of trainees to deal with inappropriate sexual behavior.

METHODS

A survey was administered to 58 psychiatry residents and 14 psychology interns at the NYU School of Medicine. A total of 22 questions were asked regarding participants' experiences with inappropriate sexual behavior, including prevalence of, and preparedness during, and support received after the behavior.

RESULTS

Of those who completed the survey, 89% of respondents had experienced inappropriate sexual behavior. Seventy percent said they had no training in responding to inappropriate sexual behavior, and 95% wanted more training. A minority of respondents consistently sought support after these events, and of those who did, only 60% of trainees did so with a supervisor.

CONCLUSION

Experiences involving inappropriate sexual behavior are prevalent among the mental health trainees surveyed, but most trainees did not feel that they received adequate training in preparation for or supervision after their experiences. Creating training or establishing protocols to respond to inappropriate sexual behavior may help trainees feel more capable and safer. Further studies are needed to understand inappropriate sexual behavior's impact on trainees and patient care, as well as to assess the efficacy of training and protocols developed to manage inappropriate sexual behavior.

Associations among the advisory working alliance and research self-efficacy within a relational-efficacy framework

Using a relational-efficacy framework, we examined the advisory working alliance and its associations with research self-efficacy among clinical and counseling psychology doctoral-level students. Moreover, we examined whether the association between the advisory working alliance was indirectly associated with research self-efficacy by way of relation-inferred self-efficacy (RISE; i.e., how advisees perceive their advisors view their research abilities). Next, we examined whether other-efficacy (i.e., how advisees view their advisors' research abilities) moderated the relationship between RISE and research self-efficacy. Last, to add confidence in our findings, we tested a theoretically plausible alternative model against our specified model to determine which might better fit the data. Doctoral-level students (N = 144) from American Psychological Association-accredited clinical and counseling psychology programs completed questionnaires measuring the advisory working alliance, RISE, other efficacy, and research self-efficacy. Results from mediation analysis found that the link between the advisory working alliance and research self-efficacy operated indirectly through RISE. Furthermore, other-efficacy moderated the relationship between RISE and research self-efficacy such that this relationship was stronger at higher levels of other efficacy. Finally, results indicated that the original specified model fit the data better than the alternative model. Taken together, findings suggest that advisory working alliance may transmit 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. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Indigenizing and Decolonizing the Teaching of Psychology: Reflections on the Role of the Non-Indigenous Ally

Canada's 2015 Truth and Reconciliation Commission published 94 Calls to Action including direction to post-secondary institutions "to integrate Indigenous knowledge and teaching methods into classrooms" as well as to "build student capacity for intercultural understanding, empathy, and mutual respect." In response, Canadian universities have rushed to "Indigenize" and are now competing to hire Indigenous faculty, from a limited pool of applicants. However, it is missing the true spirit of reconciliation for non-Indigenous faculty to continue with the status quo while assigning the sole responsibility of Indigenizing curriculum to these new hires. How can non-Indigenous psychology professors change their teaching to ensure that all students acquire an appreciation of traditional Indigenous knowledge about holistic health and healing practices, as well as an understanding of Canada's history of racist colonization practices and its intergenerational effects? Community psychologists, particularly those who have established relationships with Indigenous communities, have an important role to play. In this article, I survey the existing literature on Indigenizing and decolonizing psychological curriculum and share ways in which I have integrated Indigenous content into my psychology courses. I also reflect upon the successes, questions, and ongoing challenges that have emerged as I worked in collaboration with first Anisinaabek First Nations and then Mi'kmaw/L'nu First Nations.

Never too early to start: Training graduate students for policy work

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).

Interprofessional Education: Opportunities and Challenges for Psychology

This manuscript is an outgrowth of an invited panel presentation at the national Association for Psychologists in Academic Health Centers Conference in 2017 on Interprofessional Education (IPE). IPE is a structured and transformative educational strategy designed to provide active learning experiences where trainees from diverse healthcare professions gain shared content knowledge plus collaboration skills as they learn about, from, and with each other. Collaboration skills include understanding professional role distinctions and overlap, effective team-based communication, shared values/ethics and respect for each other's expertise, and teamwork dynamics. It is increasingly important to expand training beyond the intraprofessional activities in which psychology trainees engage to prepare them to participate in interprofessional collaborative care. As healthcare systems move to team-based collaborative practice and value-based reimbursement models, the profession of psychology needs leaders at every academic health center to facilitate the design and/or implementation of IPE activities. The panel of psychologists presented roles that psychologists play in IPE institutional program design and implementation, graduate training programs, and the perspectives of an early career psychologist and psychology trainee. Opportunities and challenges are highlighted, culminating in a call to action. Psychologists must embrace their identity as health professionals and engage their learners in IPE so that the emerging cognitive schemata of healthcare that is developed includes the profession of psychology. Otherwise, healthcare teams and health professionals will not understand the value, roles, or potential contributions of psychologists in enhancing patient care outcomes, ultimately jeopardizing psychologists' referrals, involvement in healthcare delivery, and career opportunities.

The Flatland Fallacy: Moving Beyond Low-Dimensional Thinking

Psychology is a complicated science. It has no general axioms or mathematical proofs, is rarely directly observable, and is the only discipline in which the subject matter (i.e., human psychological phenomena) is also the tool of investigation. Like the Flatlanders in Edwin Abbot's famous short story (), we may be led to believe that the parsimony offered by our low-dimensional theories reflects the reality of a much higher-dimensional problem. Here we contend that this "Flatland fallacy" leads us to seek out simplified explanations of complex phenomena, limiting our capacity as scientists to build and communicate useful models of human psychology. We suggest that this fallacy can be overcome through (a) the use of quantitative models, which force researchers to formalize their theories to overcome this fallacy, and (b) improved quantitative training, which can build new norms for conducting psychological research.

APA/APAGS Award for Distinguished Graduate Student in Professional Psychology: Victoria M. O'Keefe

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).

Distinguished Contributions of Applications of Psychology to Education and Training Award: Linda Forrest

The Award for Distinguished Contributions of Applications of Psychology to Education and Training acknowledges psychologists who contribute to new teaching methods or solutions to learning problems through research findings or evidence-based practices. The 2018 recipient is Linda Forrest, "in recognition of a professional lifetime of scholarship and leadership addressing complexities of education and training systems in psychology." Her award citation, biography, and a selected bibliography are presented here. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Psi Chi/APA Edwin B. Newman Graduate Research Award: Cope Feurer

The Edwin B. Newman Graduate Research Award is given jointly by Psi Chi and APA. The award was established to recognize young researchers at the beginning of their professional lives and to commemorate both the 50th anniversary of Psi Chi and the 100th anniversary of psychology as a science (dating from the founding of Wundt's laboratory). It was named for Dr. Edwin B. Newman, the first national president of Psi Chi (1929) and one of its founders. The 2018 recipient is Cope Feurer, "for an outstanding research paper that examines a hypothalamic-pituitary-adrenal (HPA) axis multilocus genetic profile score (MGPS) as a moderator of the relation between stress and depressive symptoms for offspring of depressed mothers." Her award citation, biography, and a selected bibliography are presented here. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

APA/APAGS Award for Distinguished Graduate Student in Professional Psychology: Raymond P. Tucker

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 use of notable protagonists in dermatology clinical cases: A quasi-randomized controlled trial

BACKGROUND

Educators have attempted several methods to create more entertaining problem-based learning (PBL) experiences and more engaging PBL patients. To this end, our study compared the use of unique, memorable PBL characters with generic, unmemorable characters.

METHODS

This prospective quasi-randomized controlled study utilized 476 university students. All subjects read ten medical cases that focused on dermatological illnesses. Cases were identical for everyone except subjects were allocated to have notable protagonists (NP) (i.e. cartoon characters or celebrities) or generic protagonists (GP) as patients in their cases. Surveys and tests were completed immediately, 7-10 days later, and 28-31 days later.

RESULTS

There were no significant differences in post-test scores at any point between the groups. The only significant difference with regard to the subjective learning experience was for the entertainment level of the cases. The NP mean was 64.1±24.2, whereas the GP mean was 56.0±24.6 (t[444]=3.52, P=0.0005). The NP group also had a significantly higher proportion of subjects who researched dermatology/medicine topics after reading the cases (10.6% versus 2.7%, χ²(1,N=215)=5.47, P=0.02).

CONCLUSIONS

The current study found that cases utilizing NPs, while still preserving the same educational value as cases using GPs, can provide a more entertaining learning experience and stimulate outside learning.

Questionable research practices in student final theses - Prevalence, attitudes, and the role of the supervisor's perceived attitudes

Although questionable research practices (QRPs) and p-hacking have received attention in recent years, little research has focused on their prevalence and acceptance in students. Students are the researchers of the future and will represent the field in the future. Therefore, they should not be learning to use and accept QRPs, which would reduce their ability to produce and evaluate meaningful research. 207 psychology students and fresh graduates provided self-report data on the prevalence and predictors of QRPs. Attitudes towards QRPs, belief that significant results constitute better science or lead to better grades, motivation, and stress levels were predictors. Furthermore, we assessed perceived supervisor attitudes towards QRPs as an important predictive factor. The results were in line with estimates of QRP prevalence from academia. The best predictor of QRP use was students' QRP attitudes. Perceived supervisor attitudes exerted both a direct and indirect effect via student attitudes. Motivation to write a good thesis was a protective factor, whereas stress had no effect. Students in this sample did not subscribe to beliefs that significant results were better for science or their grades. Such beliefs further did not impact QRP attitudes or use in this sample. Finally, students engaged in more QRPs pertaining to reporting and analysis than those pertaining to study design. We conclude that supervisors have an important function in shaping students' attitudes towards QRPs and can improve their research practices by motivating them well. Furthermore, this research provides some impetus towards identifying predictors of QRP use in academia.

[It is not an issue that basic science courses are vanishing from the medical curriculum]

There is some controversy regarding the role of and time devoted to so-called basic sciences in the medical curriculum. In this article, the author argues that nowadays basic sciences are a far less important element of the medical curriculum than in the past, and that in time they will likely be phased out completely. Arguments put forward are the changing role of the medical doctor, evidence that general clinical reasoning skills do not exist, and that the contrary assumption has led to havoc. He concludes that the removal of basic sciences from the medical curriculum will be substituted by teaching of consultation skills, psychology and guideline application.

Web-Based Training Methods for Behavioral Health Providers: A Systematic Review

There has been an increase in the use of web-based training methods to train behavioral health providers in evidence-based practices. This systematic review focuses solely on the efficacy of web-based training methods for training behavioral health providers. A literature search yielded 45 articles meeting inclusion criteria. Results indicated that the serial instruction training method was the most commonly studied web-based training method. While the current review has several notable limitations, findings indicate that participating in a web-based training may result in greater post-training knowledge and skill, in comparison to baseline scores. Implications and recommendations for future research on web-based training methods are discussed.

Twenty-five years of education in psychology and psychology in education

This article is part of a special issue of the American Psychologist celebrating the American Psychological Association's (APA's) 125th anniversary. The article reviews the last quarter century (1991-2016) of accomplishments by psychology's education and training community and APA's Education Directorate. The purpose is to highlight key trends and developments over the past quarter century that illustrate ways the Directorate sought to advance education in psychology and psychology in education, as the Directorate's mission statement says. The focus of the Directorate has been on building a cooperative culture across psychology's broad education and training community. Specifically APA has (a) promoted quality education-from prekindergarten through lifelong learning, (b) encouraged accountability through guidelines and standards for education and training, and (c) supported the discovery and dissemination of new knowledge to enhance health, education, and well-being. After identifying challenges and progress, the article discusses the future of the field of psychology and the preparation of its workforce of tomorrow. (PsycINFO Database Record

The implications and applications of learning via instructions

Whereas psychology knows a long tradition of studies that focused on the role of practice and training in acquiring new skills or knowledge, systematic studies into learning via instructions remain relatively scarce. This is surprising given the tremendous influence instructions have on human behavior and cognition. In recent years, however, a (re)new(ed) interest into learning via instructions resulted in new paradigms and findings that can inspire future research in this understudied domain. We offer a brief overview of the articles in this special issue, which present some of the latest empirical developments dedicated to unraveling the implications and applications of learning via instructions. The special issue offers insights into the dynamics underlying the assimilation of new instructions and highlights the strengths and limitations of what can be achieved on the basis of instructions. Furthermore, the different studies showcase various examples of recent methodological advances in testing the effects of instructions. Finally, this special issue shows how different fields in psychology share similar questions on the role of instructions in human behavior, suggesting that this topic should no longer be considered as a subsidiary of these different fields, but as a research field on its own.