Binegativity and Social Distance Toward Bisexual Individuals Among Psychology Professionals and Students in Puerto Rico

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 2025 recipients of the APA/APAGS Award for Distinguished Graduate Student in Professional Psychology were selected by the 2024 Board of Professional Affairs. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

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).

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 2022 recipient of the APA/APAGS Award for Distinguished Graduate Student in Professional Psychology was selected by the 2021 Board of Professional Affairs. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

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. 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 2021 recipients of the APA/APAGS Award for Distinguished Graduate Student in Professional Psychology were selected by the Awards Subcommittee of the 2020 Board of Professional Affairs. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

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. 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. The 2016 recipient of the APA/APAGS Award for Distinguished Graduate Student in Professional Psychology was selected by the 2015 Board of Professional Affairs (BPA) and the 2015 APAGS Scholarship and Awards Selection Committee. Members of the 2015 BPA were Patricia Arredondo, EdD; Helen L. Coons, PhD, ABPP; Vickie Mays, PhD, MSPH; Linda A. Reddy, PhD; Lois O. Condi, PhD; Antonette M. Zeiss, PhD; Timothy A. Cavell, PhD; Robert T. Kinscherff, PhD, JD; and Jared L. Skillings, PhD, ABPP. Members of the 2015 APAGS Scholarship and Awards Selection Committee were Emily Voelkel, PhD; Blaire Schembari; and Yolanda Perkins-Volk. (PsycINFO Database Record

Although it has been claimed that the increase in the number of females enrolled in graduate programs in professional psychology has implications for the future of research, teaching, and clinical service, more research is needed to evaluate such claims. Canadian graduate students in professional psychology programs were surveyed to examine gender differences in their academic achievements, professional interests, career plans, as well as the reasons for their career choices, expected salaries, and personal opinions regarding affirmative action. Overall, the similarities between genders outweighed the differences. However, women were more likely than men to expect child-rearing to disrupt their careers, to make their career choices based on job flexibility, and to expect lower maximum salaries. Women were also less likely to want to pursue jobs in academia, yet were more likely to advocate for the recruitment of women into academia. The potential implications of the changing gender composition and overall trends in professional psychology are discussed. The face of professional psychology has changed in recent years. The American Psychological Association (1995) task force on the changing gender composition of professional psychology reported that in 1994, 64% of clinical doctorate students were women (i.e., an increase of 38% since 1973). There has been a dramatic increase in the number of women pursuing and obtaining doctoral degrees in clinical and counseling psychology, with current statistics estimating that there are two females for every one male in doctoral programs (Snyder, McDermott, Leibowitz, & Cheavens, 2000). Despite this relative increase in female graduates, there has been little research on how the changing gender composition of graduates will affect the profession. Based on research regarding gender differences in the general population as well as assumptions regarding male and female attributes, Snyder et al. (2000) have argued that the increase in females in professional psychology could have important implications for the future of academia, research, and clinical practice. They suggested that, relative to men, women have greater access to emotions, are less confrontational, are more communal, place greater value on relationships, are more nurturing and aware of other's needs, and are more egalitarian and willing to share power in relationships. Accordingly, they hypothesized that, when compared to males, female graduates will be less likely to enter academia due to the fierce competition, demanding work environment (e.g., tenure pressures), and difficulty juggling family commitments (i.e., child rearing) and work responsibilities. Thus, they predicted that women will be drawn towards careers that they perceive as flexible and will enable them to attend to child-rearing and other household responsibilities. Furthermore, they predicted that women will have fewer scholarly publications compared to their male counterparts. In the realm of psychotherapy, they predicted that women will be more likely to emphasize relational and systemic factors in treatments compared to men, a prediction based on the finding that women are more communal and aware of others' needs. Women may also be more likely to undervalue their work and lower their fees to recruit clients, which in part, may be due to altruism and increased sympathy for their clients. They also proposed that in comparison to men, women will also be more likely to endorse affirmative action for entrance of diverse populations into graduate programs and the profession. Although Snyder et al. (2000) made intriguing predictions regarding the future of professional psychology, their hypotheses were largely based on speculation, as there is currently no research conducted on the differences between men and women in professional psychology programs. A study examining the factors that affect the career paths of graduate students in psychology, as well as students' opinions with respect to the future of the profession, is needed to test Snyder et al. …

Robert Cohen, professor of psychology at Memphis State University (Tennessee), is editor of The Development of Spatial Cognition. n Alexander W. Siegel, professor of psychology and director of the training program in developmental psychology at the University of Houston (Texas), is coeditor, with P. R. Costanzo, of a special issue of the Journal of Experimental Child Psychology titled “Social Context, Social Behavior and Socialization. ” w Eugene Matusov, graduate student in psychology at the University of California, Santa Crux;, is recipient of a Jonathan Jacobs Foundation dissertation fellowship. Matusov is coauthor, with]. Baker-Sennett and B. Rogoff, of the chapters “Sociocultural Processes of Creative Planning in Children’s Playcrafting” in P. Light and G. Butterworth (Eds.) Context and Cognition: Ways of Learning and Knowing and ‘Planning as Developmental Process” in H. Reese (Ed.) Advances in Child Development, Vol. 24. n Barbara Rogoff, professor of psychology at the University of California, Santa Cruz, served as 19851991 editor of the Newsletter of the Society for Research in Child Development. Rogoff is author of Apprenticeship in Thinking: Cognitive Development in Social Context; coeditor, with J. Lave, of Everyday Cognition: Its Development in Social Context; and coeditor, with J. V. Wertsch, of Children’s Learning in the “Zone of Proximal Development.”

Personnel PsychologyVolume 3, Issue 3 p. 327-344 Flesch Readability Reading List Sanford N. Hotchkiss, Sanford N. Hotchkiss Sanford N. Hotchkiss is a teaching assistant and a graduate student in personnel and industrial psychology at the University of Minnesota. He is primarily responsible for the preparation of the reading list and the annotations in this article. He is a student affiliate of the American Psychological Association and a member of Psi Chi.Search for more papers by this authorDonald G. Paterson, Donald G. Paterson Donald G. Paterson is Professor of Psychology and member of the staff of the Industrial Relations Center at the University of Minnesota. He is a fellow of the American Psychological Association, member of Sigma Xi and of the Industrial Relations Research Association. He is editor of the Journal of Applied Psychology and has made many contributions to the literature in the field of applied psychology.Search for more papers by this author Sanford N. Hotchkiss, Sanford N. Hotchkiss Sanford N. Hotchkiss is a teaching assistant and a graduate student in personnel and industrial psychology at the University of Minnesota. He is primarily responsible for the preparation of the reading list and the annotations in this article. He is a student affiliate of the American Psychological Association and a member of Psi Chi.Search for more papers by this authorDonald G. Paterson, Donald G. Paterson Donald G. Paterson is Professor of Psychology and member of the staff of the Industrial Relations Center at the University of Minnesota. He is a fellow of the American Psychological Association, member of Sigma Xi and of the Industrial Relations Research Association. He is editor of the Journal of Applied Psychology and has made many contributions to the literature in the field of applied psychology.Search for more papers by this author First published: September 1950 https://doi.org/10.1111/j.1744-6570.1950.tb01707.xCitations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Citing Literature Volume3, Issue3September 1950Pages 327-344 RelatedInformation

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. 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. The 2020 recipient of the APA/APAGS Award for Distinguished Graduate Student in Professional Psychology was selected by the 2019 Board of Professional Affairs (BPA) and the 2019 American Psychological Association of Graduate Students (APAGS) Scholarship and Awards Selection Committee. Ana F. El-Behadli Gonzalez has demonstrated exemplary performance in both her clinical work with underserved children and families, and her research endeavors evaluating innovative methods for delivering health services to underserved populations. As a bilingual (English/Spanish) pediatric psychology trainee, Ana has capitalized on her unique position to disseminate evidence-based treatments in healthcare settings. As a researcher, Ana brings great motivation and maximizes research opportunities through her careful work, diligent analyses, and dissemination of what she finds. Ana is passionate about serving culturally diverse children and families, particularly Hispanic, Spanish-speaking immigrant families. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

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).

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).

As Korea becomes a multicultural society, mutual understanding between different cultures and social integration emerged as an important issue. Korean youths have been living in a multicultural society since the beginning of their lives, and have the task of improving understanding and acceptance of various racial or cultural groups. Based on this perspective, this study aims to investigate the reality of social distance towards the North Korean refugees among South Korean youth and to verify the factors which influence social distance towards North Korean refugees. A self reported questionnaire survey was conducted for middle and high school students and 325 data were used for the final analysis. As a result of the measurement using the Bogardus scale, it was found that social distance of Korean youth towards North Korean refugees was closer than that of Korean adults. In addition, the proportion of acceptance from ‘South Korean citizens’ to ‘spouse’ did not show a gradual decline, but was marked by three groups. Group 1: South Korean citizens, fellow workers, neighbors and friends showed a similar rate of around 75%, group 2: the business partner was in the middle of about 50%, and group 3: boyfriend(girlfriend) and spouse was within 40%. In order to verify the factors which influence social distance towards North Korean refugees among Korean youth, two models were created. The variables put in [Model 1] were socio-demographic and family-related variables as control variables. The variables put in [Model 2] were socio-demographic variables, family-related variables, and the major variables of this study(national identity, perceived threat, and relationship with father, mother, teacher, and friends). As a results of analysis of [model 1], it was found that the family variable(β=-1.840, p <.1) and the religious variable(β=1.994, p <.05) are statistically significant in predicting the level of social distance. In other words, the more family members, the more distant the social distance, and the youth who had regular religious activities felt closer to the North Korean refugees than those who did not. Model 2 as the full model showed that the religious variables(β=1.840, p <.1), perceived threat(β=-11.234, p<.001), the relationship with mother(β=2.516, p<.01), and the relationship with friends,(β=-2.040, p <.05) were associated with levels of social distance of youths. In other words, it was found that the more regular religious activities, the closer they feel towards North Korean refugees, the higher perceived threat, the more distance they feel, the better relationship with mother, the closer they feel, and the better relationship with friends, the further they feel. Based on this, implications of research results and necessary intervention were discussed.

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. 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. This year there are joint recipients of the award, Allie Abrahamson and Rebeccah A. Bernard. Their vision, creativity, courage, and dedication led them to create the Human Rights Forum at Chestnut Hill College to promote human rights education, awareness, and community service opportunities for doctoral students. Rebeccah A. Bernard's award citation, biography, and a selected bibliography are presented here.

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 2016 award winners is Luz Maria Garcini, whose commitment to the health and mental health of those recently immigrated has led to research and service that "have greatly benefited the lives of undocumented individuals in the border area of southern California." Garcini's award citation, biography, and a selected bibliography are presented here. (PsycINFO Database Record

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. Andy Torres, a doctoral student in the Clinical Psychology program at the University of Texas Rio Grande Valley, was selected for the APA Distinguished Graduate Student in Professional Psychology award because he has a passion for serving the underserved and vulnerable populations through psychological science, practice, and advocacy. As a fourth-year student, he has an impressive publication record including 27 research articles highlighting culturally adapted treatments like DBT, trauma, migration, and community-based interventions. His commitment to cross-cultural mental health has led to innovative partnerships that bridge research and practice, especially within Latinx communities. His work reflects a passion for science and social justice, and this award is well deserved. (PsycInfo Database Record (c) 2025 APA, all rights reserved).