Psychology internship program : pre-doctoral and respecialization internships in clinical and counseling psychology accredited by the American Psychological Association.

Cover title: Psychology training program.

Providing Bereavement Counseling to Chinese Americans: A Cultural Adaptation of a Western Grief Counseling Model.

The aim of this paper is to extend the existing literature and propose an alternative perspective on bereavement counseling with Chinese Americans. This aim is achieved by integrating William Worden's (2009) grief counseling model with several cultural components that are relevant to counseling with Chinese Americans, including: (a) the barriers to seeking counseling, (b) the clinical presentations of Asian Americans, (c) the common coping styles among Asian Americans, (d) the major Chinese religions and philosophies, and (e) the bereavement-related cultural practices. The corresponding treatment recommendations will be explored following the discussion of each cultural element. Finally, a culturally responsive grief counseling model for Chinese Americans will be proposed in the last section, along with a discussion of important caveats.

The work lives of child molesters: A phenomenological perspective

To understand the work experiences of men who sexually offend against children, the authors conducted a qualitative study on a sample of 8 outpatients in mandated treatment. The results, based on both interview and quantitative data, highlighted the reciprocal influence of work and sexual offending and ways in which the offense affected participants' psychosocial and career stability. Participants who were rated as making the most favorable progress by their therapists ranked work as less salient than home and family, leisure, and community service, although they were relatively satisfied with their current jobs. Work was more salient than other life roles, but less satisfying for participants who were making less progress in treatment. Participants reported a loss of job security and career status, as well as restricted opportunities for vocational change and advancement.

O enfoque comunitário: uma visão renovadora das abordagens tradicionais em psicologia e aconselhamento

Nos últimos anos, vem sendo desenvolvido um número significativo de abordagens dos problemas comportamentais e sociais. Todas elas fazem parte de um movimento mais amplo de mudança de funções, papéis, metodologias e programas tradicionais das profissões de ajuda. As novas direções vislumbradas em psicologia, ultrapassam os limites de uma postura profissional passiva e destacam que os modelos intrapessoais da psicologia nem sempre condizem com as realidades sociais. o objetivo deste estudo foi fornecer uma visão geral destas abordagens inovadoras, que refletem um posiconamento novo, não tradicional, nas profissões de ajuda, integrando-as em um conjunto coeso: a abordagem comunitária em psicologia e, mais especificamente, no aconselhamento psicológico. A abordagem comunitária enfatiza a necessidade de se desenvolver modelos preventivos e desenvolvimentistas de amplo alcance, em psicologia, bem como a necessidade de se reconhecer o contexto social no qual ela é praticada. Requer novas definições de muitas e papéis para as atividades de ajuda. Tratou-se, neste estudo, de apresentar definições e de estabelecer um fundamento histórico, ideológico e teórico para esta posição, bem como de ilustra-la através de programas de nível comunitário, que extrapolam a orientação tradicional de ajuda. Tratou-se também, dos muitos problemas enfrentados nestes programas e das perspectivas para o novo campo da psicologia e do aconselhamento comunitário. Concluiu-se que a descrição de tal posição poderá fornecer importantes subsídios para aqueles psicólogos interessados em desempenhar um papel profissional mais completo e em atualizar-se acerca das modalidades preventivas e desenvolvimentistas de prestação de serviços.

The Caring Teacher: A Multiple Case Study That Looks at What Teachers Do and Believe about Their Work With At-Risk Students

Caring teachers have been identified as a critical component of successful interventions with at-risk students, however just what constitutes a caring teacher is less well understood. Specifically, what are the behaviors, characteristics, and beliefs of caring teachers, and how are they impacted by the contexts within which they work? The purpose of this multiple case study was to understand more about caring teachers who work with at-risk students in secondary schools located in a Midwestern city and thereby to add complexity to the literature. Two middle school teachers and two high school teachers were recruited to participate. They were observed on multiple occasions and interviewed twice. The data from these observations and interviews were initially analyzed case by case; the cross case analysis based on the results from the individual case resulted in 6 themes that were present across the four cases. The following themes were identified: the role of relationships, perspective on at-risk students, providing opportunities for students to develop a positive sense of themselves, the value of a positive classroom experience for both students and teacher, negotiating power, and flexibility. Implications of this research for psychologists, educators, and policy makers, as well as future research are also discussed.

Is the allegiance effect an epiphenomenon of true efficacy differences between treatments? a meta-analysis

Many meta-analyses of comparative outcome studies found a substantial association of researcher allegiance (RA) and relative treatment effects. Therefore, RA is regarded as a biasing factor in comparative outcome research (RA bias hypothesis). However, the RA bias hypothesis has been criticized as causality might be reversed. That is, RA might be a reflection of true efficacy differences between treatments (true efficacy hypothesis). Consequently, the RA-outcome association would not be indicative of bias but an epiphenomenon of true efficacy differences. This meta-analysis tested the validity of the true efficacy hypothesis. This was done by controlling the RA-outcome association for true efficacy differences by restricting analysis to direct comparisons of treatments with equivalent efficacy. We included direct comparisons of different versions of trauma-focused therapy (TFT) in the treatment of posttraumatic stress disorder (PTSD). RA was measured from the research reports. Relative effect sizes for symptoms of PTSD were calculated. Random effects meta-regression was conducted. Twenty-nine comparisons of TFTs from 20 studies were identified. Initial heterogeneity among relative effect sizes was low. RA was a significant predictor of outcome and explained 12% of the variance in outcomes. The true efficacy hypothesis predicted the RA-outcome association to be zero; however, a substantial association was found. Thus, this study does not support the true efficacy hypothesis. Given findings from psychotherapy research and other fields that support a biasing influence of researcher preferences, RA should be regarded as a causal factor and conceptualized as a threat to the validity of conclusions from comparative outcome studies.

Prospective effects of emotion regulation on emotional adjustment

Deficits in emotion-regulation skills have widely been shown to be associated with poor emotional adjustment. However, it is still unclear whether these deficits are a cause or a consequence of poor adjustment. The purpose of the present research was to clarify the reciprocal effects between these 2 concepts. In 2 studies (Ns = 446 and 635), self-reports of emotion regulation and emotional adjustment were assessed twice with a 2-week interval. Cross-lagged regression analyses demonstrated that self-reports of emotion regulation predicted subsequent adjustment, over and above the effects of previous adjustment, whereas emotional adjustment did not predict subsequent emotion regulation. Thus, a focus on emotion-regulation skills may be important in the prevention and treatment of affect-related mental health problems.

Dose–effect relationship in routine outpatient psychotherapy: Does treatment duration matter?

Objective: There is an ongoing debate concerning how outcome variables change during the course of psychotherapy. We compared the dose–effect model, which posits diminishing effects of additional sessions in later treatment phases, against a model that assumes a linear and steady treatment progress through termination. Method: Session-by-session outcome data of 6,375 outpatients were analyzed, and participants were categorized according to treatment length. Linear and log-linear (i.e., negatively accelerating) latent growth curve models (LGCMs) were estimated and compared for different treatment length categories. Results: When comparing the fit of the various models, the log-linear LGCMs assuming negatively accelerating treatment progress consistently outperformed the linear models irre- spective of treatment duration. The rate of change was found to be inversely related to the length of treatment. Conclusion: As proposed by the dose–effect model, the expected course of improvement in psychotherapy appears to follow a negatively accelerated pattern of change, irrespective of the duration of the treatment. However, our results also suggest that the rate of change is not constant across various treatment lengths. As proposed by the “good enough level” model, longer treatments are associated with less rapid rates of change.

Callings and work engagement: Moderated mediation model of work meaningfulness, occupational identity, and occupational self-efficacy

Scholarly interest in callings is growing, but our understanding of how and when callings relate to career outcomes is incomplete. The present study investigated the possibility that the relationship of calling to work engagement is mediated by work meaningfulness, occupational identity, and occupational self-efficacy – and that this mediation depends on the degree of perceived person-job fit. I examined a highly educated sample of German employees (N=529) in diverse occupations and found support for two of the three hypothesized mediators – work meaningfulness and occupational identity – after controlling for the relation of core self-evaluations to work engagement. Contrary to expectations, the mediated relations of callings to work engagement were not conditional upon the degree of person-job fit. The findings are considered in terms of the pathways through which callings may relate to work engagement and other career development outcomes.