Are Multicultural Courses Addressing Disparities? Exploring Multicultural and Affirmative Lesbian,Gay, and Bisexual Competencies of Counseling and Psychology Students

Clinical training and counselor competency are essential for ethical practice when working with multiethnic, lesbian, gay, bisexual (LGB), and transgender clients. In this study, the author examined how multicultural courses related to students' (N = 286) LGB and multicultural competencies. Self‐reported multicultural and LGB competencies varied significantly depending on the number and types of diversity education reported. Multicultural courses significantly predicted students' multicultural, but not LGB counselor competency. Political conservatism was the strongest predictor for both multicultural and sexual orientation competencies. La formación y competencias multiculturales afirmativas hacia individuos gays, lesbianas y bisexuales (LGB, por sus siglas en inglés) de consejeros son esenciales para una práctica clínica ética. En este estudio, el autor examinó cómo los cursos multiculturales se relacionaron con las competencias multiculturales de un grupo de estudiantes (N = 286). Las competencias multiculturales y sobre LGB autorreportadas variaron significativamente dependiendo del número y tipos de educación sobre diversidad reportados. Los cursos multiculturales predijeron de forma significativa la competencia multicultural de los estudiantes, pero no la competencia sobre LGB en consejería. La ideología política conservadora fue el predictor más fuerte de las competencias multiculturales y sobre orientación sexual.     

Surviving a Lawsuit Against a Counseling Program: Lessons Learned From Ward v. Wilbanks

This article features information about a lawsuit brought by a former student against Eastern Michigan University and its counseling program. In addition to describing the major elements of the lawsuit, the authors reflect on lessons learned and offer recommendations for other counseling programs.     

Differentiation of Self and Social Justice Commitment Mediated by Hope

This study tested a theoretical model of hope mediating the relationship between differentiation of self and social justice commitment among graduate students (N = 202) in the helping professions. The theory was based primarily on the social justice philosophies of Martin Luther King Jr., Cornel West, and Paulo Freire using a cultural psychology approach. Results generally supported the theoretical model. Implications are considered for both training and future research on social justice.     

A National Survey of Trauma Training in Psychology Internships

Directors from psychology internship programs across the United States were asked to participate in a survey regarding their sites’ provision of services to traumatized populations and didactic and supervisory training offered to interns. All totaled, 259 training directors completed the survey. Using a point system, an impact score of training saturation was determined based on the content and frequency of training offered in didactic, supervision, or combined formats. Of these, all reported at least one trauma training opportunity in either didactic or supervision format. More than half indicated that they offered at least 1 to 3 hours of didactics on trauma per week (62.2%) and slightly less offered supervision-specific training opportunities (54.5%). However, only 30.8% identified training opportunities in trauma/posttraumatic stress disorder that reached a high level of saturation in training, meaning they offered training activities above the median impact score. The most commonly reported barrier to offering trauma training was related to being busy meeting other specialty or program requirements. Findings provide a preliminary overview of current training practices that can be useful to students seeking trauma internship placements and administrators and faculty who are looking to revise their curriculum.     

Well-being through learning: a systematic review of learning interventions in the workplace and their impact on well-being

The view that learning is central to well-being is widely held and the workplace is an important setting in which learning takes place. Evaluations of the effectiveness of well-being interventions in work settings are commonplace, but to date, there has been no systematic review of the effectiveness of learning interventions with regard to their impact on well-being. The review synthesizes evidence from 41 intervention studies, and although no studies report a negative impact on well-being, 14 show no effect on well-being, with 27 studies having a positive impact. We classify the studies according to the primary purpose of the learning intervention: to develop personal resources for well-being through learning; to develop professional capabilities through learning; to develop leadership skills through learning; and to improve organizational effectiveness through organizational-level learning. Although there is an abundance of workplace learning interventions, few are evaluated from a well-being perspective despite the commonly held assumption that learning yields positive emotional and psychological outcomes. The evidence indicates an important gap in our evaluation of and design of workplace learning interventions and their impact on well-being, beyond those focusing on personal resources. This raises important theoretical and practical challenges concerning the relationship between learning and well-being in the context of professional capability enhancement, leadership capability and organizational learning.     

Brief Behavioral Activation Treatment for Depressed Adolescents Delivered by Nonspecialist Clinicians: A Case Illustration

Behavioral activation (BA) can be as effective as cognitive-behavioral therapy for the treatment of depression in adults, but to date there is little research with adolescents. This is problematic given the recognized need to increase access to evidence-based interventions for depression in young people. We have developed a new adaptation of brief Behavioral Activation (Lejuez, Hopko, Acierno, Daughters, & Pagoto, 2011) specifically for young people: Brief BA for depressed adolescents. In this paper, we use a case example with session-by-session measurement to show how a nonspecialist clinician can deliver this intervention successfully. We discuss the key themes arising from this training case, challenges the clinician faced, and how these were managed through training and supervision.     

The effect of driver improvement interventions on crash involvement; has it been under-estimated?

The available evidence suggests that driver improvement interventions (with the aim to increase driver safety, most often by education or training) do not work. The average effect calculated in several meta-analyses is close to, and not always possible to distinguish from, zero, despite total samples sizes of several hundred thousand drivers. However, it is possible that all studies included in these meta-analyses have under-estimated the effect, due to a methodological error; all crashes have been used as dependent variable, instead of only those that the targeted drivers have caused. This error is expected to have considerably deflated the effect sizes, but it is not known how large this effect could be.Using crash data for bus drivers in which culpability had been reliably established, a simple simulation was performed to determine the difference between using culpable and all crashes as an estimator of a safety effect. Using data for six years, calculations were made on single years. About ten percent of culpable crashes in each year were deleted to simulate a safety effect, where after the difference between the original and the simulated variable were calculated, using culpable only and all crashes in parallel. The effects using these two different kinds of datasets could then be compared and the under-estimation effect estimated.Culpable crashes, as compared to all crashes, yielded larger differences in means between time periods, and smaller standard deviations. In between-subjects comparisons resulted in 15–30 percent larger effects for culpable crashes. Within-subjects calculations yielded larger but not as systematic effects.The effect of driver improvement on crash involvement has been systematically under-estimated, as extremely few evaluation studies seem to have taken culpability for crashes into account. Therefore, new evaluations need to be undertaken, and/or old data re-analysed, to calculate a better estimate of the true effect of training and education in driving safety.     

The supervisory alliance: Comparison of measures and implications for a supervision toolkit

Background Clinical supervision lies at the core of the professional development of clinicians providing services within a range of service settings. The supervisory alliance is regarded as the most important construct in effective supervision which underlies the importance of metrics to assess this construct. Aims materials and Method A cross‐sectional self‐report questionnaire design was used to examine clinical supervision constructs. The study used two scales measuring the supervisory alliance (SRQ and SWAI‐T), a scale measuring supervision satisfaction (SSQ) and a scale measuring disclosure (TDS). The questionnaires were administered to 127 clinical psychology trainees who were undertaking a practicum placement. Results Both scales measuring the alliance were positively correlated with satisfaction with supervision and disclosure, with similar sizes of correlation for each alliance scale. There was also a large, positive correlation between the two scales of measuring the alliance. Discussion Both scales were designed for use in supervision and are related to supervision outcome measures in the expected directions. Conclusion The SRQ has some distinct advantages over the SWAI‐T that lend the SRQ to be potentially more useful in clinical and research settings.