Acquired Immune Deficiency Syndrome Education on the College Campus: The Mandate and the Challenge

The incidence of human immunodeficiency virus (HIV), which is associated with developing acquired immune deficiency syndrome (AIDS), is increasing within the college population. College professionals share in the mandate to implement AIDS education programs designed to raise awareness and offer more effective decision-making and coping skills. One such program follows.     

SUBSET REALIZATION,PARTHOOD, AND CAUSAL OVERDETERMINATION

Defenders of the subset view of realization have claimed that we can resolve well‐known worries about mental‐physical causal overdetermination by holding that mental properties are subset realized by physical properties, that instances of subset realized properties are parts of physical realizers, and that part‐whole overdetermination is unproblematic. I challenge the claim that the overdetermination generated by the subset view can be legitimated by appealing to more mundane part‐whole overdetermination. I conclude that the subset view does not provide a unique solution to overdetermination worries.     

Toward science‐informed supervision of clinical case formulation: A training model and supervision method

Case formulation is a core competency in the practice of clinical psychology and although many component skills can be taught in lectures, supervised clinical practice is a key step in moving from knowledge about case formulation to knowledge of formulation. The present paper outlines a model of science‐informed clinical practice and the ways in which clinical supervision may play a role. In addition, a methodology for assessing and benchmarking skills in case formulation is described to assist clinical psychology training programs to provide supervisees with normative feedback about their skills in case formulation. In so doing, the supervision of case formulation can become more informed by science and responsive to evaluation.     

INTERNATIONAL VALIDITY GENERALIZATION OF GMA AND COGNITIVE ABILITIES: A EUROPEAN COMMUNITY META-ANALYSIS

This article reports on a series of meta-analyses into the criterion validity of general menatl ability (GMA) and specific cognitive ability tests for predicting job performance ratings and training success in the European Community (EC). Meta-analyses were computed on a large EC database examining the operational validity of GMA and other specific cognitive abilities, including verbal, numerical, spatial-mechanical, perceptual and memory ( N ranged from 946 to 16,065) across 10 EC member countries. The results showed that tests of GMA and specific cognitive ability are very good predictors of job performance and training success across the EC. Evidence for the international validity generalization of GMA and specific cognitive abilities was presented. The results for the EC meta-analyses showed a larger operational validity than previous meta-analyses in the U.S. for predicting job performance. For training success, the European and American results are very similar. Implications for the international generalizability of GMA test validities, practical use of cognitive ability tests for personnel selection, and directions for future research are discussed.     

IMPLICATIONS OF TRAIT-ACTIVATION THEORY FOR EVALUATING THE CONSTRUCT VALIDITY OF ASSESSMENT CENTER RATINGS

Assessment centers have often been criticized for lacking evidence supporting the construct validity of dimension ratings. This study examines whether the poor convergence of assessment center ratings is a result of correlating ratings from exercises that differ in the extent that behavior relevant to personality traits can be observed. Using data from a promotional assessment center for law enforcement officers ( n = 79), the convergence of assessment center ratings was evaluated within the context of the five factor model by comparing the average within-dimension correlation of ratings from exercises that allowed for more opportunity to observe trait-relevant behavior to the average of those involving exercises where there was less opportunity. For each personality trait, ratings from exercises judged by experts to be high in trait-activation potential displayed stronger convergence (mean r = .30) than did ratings from exercises that were low in activation potential for that trait (mean r = .15). Implications for evaluating the construct validity of assessment centers are discussed along with future directions for classifying exercises based on situational similarity.