American Psychological Association Task Force Research Articles

Josephine D. Johnson (1951-2023).

This article memorializes Josephine D. Johnson (1951-2023), clinical psychologist. Johnson contributed significantly to the evolution of multicultural psychology. She served as Chair of the American Psychological Association (APA) Task Force on the Implementation of the Multicultural Guidelines. Highlights of Johnson's career and her professional contributions are noted. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Changes in countertransference and changes in patient working alliance and outcome: An empirical study.

The American Psychological Association task force on empirically supported therapy relationships defined countertransference (CT) management (i.e., awareness of CT) as a "promising" element in psychotherapy research. The present study aimed to examine how changes in therapist CT and awareness of CT relate to therapy process and outcome. The data analysis was based on 41 treatments and used the core conflictual relationship theme to measure CT. We found that changes in therapists' Wishes from the relationship with the patient at the beginning of therapy were related to patients' working alliance and symptom changes at the end of treatment. Changes in therapist awareness of CT moderated the relationship between therapists' wishes from the therapy and patients' symptom changes during therapy. Last, we present a case study and discuss how awareness of CT can help the therapist handle the challenges that arise from it. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Violence and aggression against educators and school personnel, retention, stress, and training needs: National survey results.

Aggression and violence against educators and school personnel have raised public health concerns that require attention from researchers, policymakers, and training providers in U.S. schools. School aggression and violence have negative effects on school personnel health and retention and on student achievement and development. In partnership with several national organizations, the American Psychological Association (APA) Task Force on Violence Against Educators and School Personnel administered two national, multi-informant, cross-sectional surveys. Time 1 data were collected in 2020-2021 from 14,966 respondents; participants reflected on their experiences of violence and aggression before COVID-19 and during COVID-19 restrictions in this survey. One year later, in 2022, 11,814 respondents completed the Time 2 survey after COVID-19 restrictions ended. Participants included teachers, school psychologists, social workers, counselors, staff members, and administrators from all 50 states and Puerto Rico. Rates of violence and aggression directed against educators by students, parents, colleagues, and administrators were substantial before COVID-19, were lower during COVID-19 restrictions, and returned to prepandemic levels or higher after COVID-19 restrictions. After COVID-19 restrictions, 22%-80% of respondents reported verbal or threatening aggression, and 2%-56% of respondents reported physical violence at least once during the year, varying by stakeholder role and aggressor. Rates of intentions to quit the profession ranged from 21% to 43% during COVID-19 restrictions (2020-2021) and from 23% to 57% after COVID-19 restrictions (2021-2022), varying by stakeholder role. Participants across roles reported substantial rates of anxiety and stress, especially during and after COVID-19 restrictions, and identified specific training needs. Implications for theory, research, training, and policy are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Violence directed against teachers during the COVID-19 pandemic: A social-ecological analysis of safety and well-being.

Violence against teachers is a public health crisis that has devastating effects on school personnel well-being, health, and retention, as well as students' educational outcomes. In collaboration with national organizations, the American Psychological Association Task Force on Violence against Educators conducted the first national survey on educator victimization that included 4,136 pre-K through 12th-grade teachers from all 50 U.S. states and Puerto Rico during the pandemic. In the current study, 43.7% of teachers reported experiencing at least one verbal threat, physical assault, and/or property damage, with verbal threats being the most prevalent form of victimization during the pandemic. Using a social-ecological framework and logistic regression analyses, characteristics of teachers, school climate, and school organizational and community factors were examined as predictors of teacher victimization (i.e., verbal threats, physical, property violence) during the pandemic. Findings revealed that teacher role (i.e., special educators), negative and positive dimensions of school climate, as well as school organizational and community factors (i.e., percent of students receiving free and reduced lunch, instructional modality, school level, and urbanicity) significantly predicted greater teacher victimization. While findings revealed that in-person instruction significantly predicted teacher violence across aggressors, teacher victimization was reported across instructional modality (in-person, hybrid, remote). Results offer insights into possible contextual antecedents to teacher victimization, sense of safety, and well-being in schools. Implications for research and school practice are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The APA Guidelines for Psychological Practice With Sexual Minority Persons: An executive summary of the 2021 revision.

This article provides an executive summary of the American Psychological Association (APA)-approved Guidelines for Psychological Practice With Sexual Minority Persons (American Psychological Association, APA Task Force on Psychological Practice with Sexual Minority Persons, 2021). These Guidelines were produced at the request of the APA Society for the Psychology of Sexual Orientation and Gender Diversity (Division 44) and the APA Committee on Sexual Orientation and Gender Diversity (CSOGD) who, in 2018, jointly established a new task force to revise the 2010 Guidelines for Psychological Practice With Lesbian, Gay, and Bisexual Clients. This article provides a summary of the conceptual foundations that influenced these Guidelines, as well as an overview of the complete Guidelines. We highlight major changes in structure and new content areas. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Moving human rights to the forefront of psychology: Summary of the final report of the APA task force on human rights.

The report of the American Psychological Association (APA) Task Force on Human Rights proposes a definition of human rights in relation to psychology; reviews the relationship between human rights and the concepts that have historically guided APA (e.g., human welfare, public interest, and social justice); proposes an analytical Five Connections framework that defines the connections between psychology and human rights and uses that framework to review APA's recent and ongoing human rights activities; and makes recommendations for organizational mechanisms that can ensure APA's ongoing and visible commitment to human rights. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

School personnel experience violence, harassment during pandemic

While much of the focus on education during the pandemic has involved the effects on children in schools, it is also having a negative impact on teachers, administrators, social workers, psychologists and school staff, a news release from the American Psychological Association (APA) stated. Approximately one‐third of teachers report that they experienced at least one incident of verbal harassment or threat of violence from students during the pandemic, and almost 50% expressed a plan or desire to quit or transfer jobs, according to a survey conducted by an APA task force. Participants were asked about their experience with threats of violence (including verbal harassment, threats or cyberbullying) from students, parents/guardians, colleagues and administrators, as well as physical violence from students. They were also asked about their desire or intention to quit, retire early or transfer to another position in the school or school district. One out of every three teachers (33%) reported at least one incident of verbal harassment or threatening behavior from a student, and 29% reported at least one incident from a parent of a student. The numbers were even higher for school administrators: Approximately 37% reported at least one incident of harassment or threat of violence from a student and 42% reported the same from a parent. Approximately 14% of teachers reported incidents of physical violence from a student. And it wasn't just teachers. At least 18% of school psychologists and social workers, 15% of school administrators and 22% of other school staff reported at least one violent incident by a student during the pandemic. In response to the survey findings, the task force offered recommendations to address violence against school personnel, including supporting the mental health of school personnel as well as students and promoting trauma‐ informed practices.

Psychologists to address climate change with new action plan

Psychologists have conducted valuable work on the climate crisis and can make even greater contributions to understanding the crisis, mitigating and adapting to climate change, and achieving climate justice, according to a new action‐based report, released last month by the American Psychological Association (APA) Task Force on Climate Change.

Guidelines for psychological practice for people with low-income and economic marginalization: Executive summary.

This is a summary of the guidelines for working with low-income and economically marginalized (LIEM) people developed by the American Psychological Association (APA) task force and approved by the APA Council of Representatives. The task force, consisting of psychologists from a range of psychological specialties and both practice and educational settings, created guidelines in four main categories: Education and Training, Health Disparities, Treatment Considerations, and Career Concerns and Unemployment. Each category includes specific guidelines and recommended interventions. Further, the task force identified two major assumptions that cut across all of the recommendations: (1) The intersection of economic status and other identities is critical to psychological and other aspects of health, and (2) biases and stigma exacerbate the negative experiences of living with LIEM, and must be acknowledged and confronted by psychologists and trainees. Many of the guidelines and corollary interventions reinforce the need for psychologists and trainees to engage in activities that increase their own self-awareness and knowledge of issues and concerns that are exacerbated by economic marginalization, as well as challenge their own implicit and explicit biases related to social class and poverty. The impact of economic marginalization on education, health, and career attainment are addressed, and adaptations to psychological interventions are recommended. The task force concludes with a call to engage psychologists in action that seeks and promotes economic justice. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Indigenous community psychologies, decolonization, and radical imagination within ecologies of knowledges.

As the American Psychological Association Taskforce on Indigenous Psychology acknowledges, fidelity to the inalienable right to self-determination is the ethical foundation of Indigenous psychology. The task of decolonizing psychology is not only about divesting from Eurocentric paradigms that have controlled and limited Indigenous wellbeing, but producing new paradigms founded on Indigenous knowledges. The Indigenous paradigm of social and emotional wellbeing is both a new therapeutic practice and theory of wellbeing. As the exploration of the domains of SEWB has shown, findings from the National Empowerment Project indicate that strengthening a connection to culture is identified as of highest importance to the flourishing of Indigenous individuals, families, and communities. Wellbeing in Abya Yala (the Americas) is conceived as Sumak Kawsay or Buen Vivir and Māori constructs of wellbeing as Hauora. These transnational wellbeing conceptualizations can be situated within a larger global health movement, which is centered on strengthening Indigenous cultures of wellbeing,and sustainable planet-people relationships. Indigenous community psychologies are not anthropocentric and are centered on the sacredness of nature, the cultivation of spirituality, and accountability to maintain harmonious ecosystem relationships. Indigenous community psychologies from Australia, Aotearoa New Zealand, and Mexico are brought in plurilogue envisioning international solidarity networks that engage communities, activists, and committedstudent generations.

Psychotherapy relationships that work III.

This article introduces the journal issue devoted to the most recent iteration of evidence-based psychotherapy relationships and frames it within the work of the Third Interdivisional American Psychological Association Task Force on Evidence-Based Relationships and Responsiveness. The authors summarize the overarching purposes and processes of the Task Force and trace the devaluation of the therapy relationship in contemporary treatment guidelines and evidence-based practices. The article outlines the meta-analytic results of the subsequent 16 articles in the issue, each devoted to the link between a particular relationship element and treatment outcome. The expert consensus deemed 9 of the relationship elements as demonstrably effective, 7 as probably effective, and 1 as promising but with insufficient research to judge. What works-and what does not-in the therapy relationship is emphasized throughout. The limitations of the task force work are also addressed. The article closes with the Task Force's formal conclusions and 28 recommendations. The authors conclude that decades of research evidence and clinical experience converge: The psychotherapy relationship makes substantial and consistent contributions to outcome independent of the type of treatment. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The American Psychological Association Task Force assessment of violent video games: Science in the service of public interest.

A task force of experts was convened by the American Psychological Association (APA) to update the knowledge and policy about the impact of violent video game use on potential adverse outcomes. This APA Task Force on Media Violence examined the existing literature, including the meta-analyses in the field, since the last APA report on media violence in 2005. Because the most recent meta-analyses were published in 2010 and reflected work through 2009, the task force conducted a search of the published studies from 2009-2013. These recently published articles were scored and assessed by a systematic evidentiary review, followed by a meta-analysis of the high utility studies, as documented in the evidentiary review. Consistent with the literature that we reviewed, we found that violent video game exposure was associated with: an increased composite aggression score; increased aggressive behavior; increased aggressive cognitions; increased aggressive affect, increased desensitization, and decreased empathy; and increased physiological arousal. The size of the effects was similar to that in prior meta-analyses, suggesting a stable result. Our task force concluded that violent video game use is a risk factor for adverse outcomes, but found insufficient studies to examine any potential link between violent video game use and delinquency or criminal behavior. Our technical report is the basis of this article. (PsycINFO Database Record

Assessing the Assessments of Teacher Preparation

Teacher preparation programs have both a desire and a responsibility to demonstrate, with affirmative evidence, that teacher education makes a difference in PreK–12 student learning. Program faculty need good data to make decisions about the progress of students, whom to recommend for state licensure, and how to improve teacher education. This article describes an American Psychological Association task force report that discusses 3 measures of program effectiveness that have potential for both informing the public and providing useful data for programs to continuously improve: (a) outcome data from PreK–12 student academic growth as assessed by standardized tests; (b) teacher performance as evaluated by valid and reliable observational instruments; and (c) judgments of graduates, their PreK–12 students, and those who hire teachers as gauged by surveys. Although no technique of data collection and analysis is perfect, this report provides directions for teacher educators who seek to continuously improve their programs.

From seduction to sexism: Feminists challenge the ethics of therapist-client sexual relations in 1970s america.

Before the 1970s, psychologists and other mental health professionals who had sex with their patients committed no ethical violations. Indeed, the line between seduction and sexual exploitation in the therapy hour was extremely blurry to patients and therapists alike. This article is about how that changed. We focus on feminist psychologists' efforts, through the American Psychological Association Task Force on Sex Bias and Sex Role Stereotyping in Psychotherapeutic Practice, to document and reduce sexism in psychotherapy, including that involving therapist-client sexual relations. We contextualize these efforts within the larger feminist critique of the psy-disciplines that began in the late 1960s, highlighting how psychologists used several feminist strategies to recast seduction as sexism and revise the profession's ethical standards to specifically state that sexual intimacies with clients are unethical. As an example of a feminist intervention into psychology's-and society's-extant gender ideologies, this process highlights the mutually reinforcing entanglements of psychology and feminism, both methodologically and politically.

Experiences of Ex-Ex-Gay Individuals in Sexual Reorientation Therapy: Reasons for Seeking Treatment, Perceived Helpfulness and Harmfulness of Treatment, and Post-Treatment Identification

Therapy meant to change someone’s sexual orientation, or reorientation therapy, is still in practice despite statements from the major mental health organizations of its potential for harm. This qualitative study used an inductive content analysis strategy (Patton, 2002) to examine the experiences of thirty-eight individuals (31 males and seven females) who have been through a total of 113 episodes of reorientation therapy and currently identify as gay or lesbian. Religious beliefs were frequently cited as the reason for seeking reorientation therapy. Frequently endorsed themes of helpful components of reorientation therapy included connecting with others and feeling accepted. Harmful aspects of reorientation therapy included experiences of shame and negative impacts on mental health. Common reasons for identifying as LGB after the therapy included self-acceptance and coming to believe that sexual orientation change was not possible. The findings of this study were consistent with recommendations by the American Psychological Association Task Force on Appropriate Therapeutic Responses to Sexual Orientation (2009), which concluded that helpful aspects of reorientation therapy could be achieved through affirmative treatment methods while avoiding potential harms that may be associated with reorientation therapy. Limitations of the findings, including a small, self-selected sample, are discussed.

New guidelines are needed to improve the reporting of trials in addiction sciences

We are pleased to announce the development of a newreporting guideline for randomized controlled trials(RCTs)of socialandpsychologicalinterventions.Weinviteyour readership to participate in this project by visitingour website (http://tinyurl.com/CONSORT-study).Researchers within the addiction sciences have soughtto improve the rigour of RCTs for more than 40 years [1].There has been growing support for high-quality evalua-tion in addiction research, as evidenced by the standardsof the American Psychological Association Task Force onEmpirically Supported Treatments; the Substance Abuseand Mental Health Services Administration’s NationalRegistry of Evidence-Based Programs and Practices; andthe Cochrane Collaboration’s Tobacco Addiction Group,and Drugs and Alcohol Group. Although the quality ofRCTs has improved in recent decades, the reportingquality of RCTs within many disciplines—includingaddiction sciences—remains suboptimal [1,2].RCTs of addiction interventions are particularly chal-lenging to report clearly and comprehensively. Theseinterventions are often complex; they include multiple,interacting components at several levels and have variousrelevant outcomes [3]. RCTs of these interventions areoften reported insufficiently to understand internal valid-ity (bias) and external validity (the applicability of astudy’s results in other settings or populations).To use theevidence provided by RCTs for developing and disseminat-ing these interventions, the quality of reporting must beaddressed.Reporting guidelines aim to improve the reporting ofresearch by listing the minimum information required tounderstand how studies were conducted. The Consoli-dated Standards of Reporting Trials (CONSORT) State-mentisanevidence-basedguidelineforRCTsthatincludesa checklist of 25 items, a flow diagram and examples ofgood reporting [4]. CONSORT has improved the reportingof thousands of medical experiments and has beenendorsed by more than 600 journals. Researchers andjournal editors in the social and behavioural sciences aregenerally aware of CONSORT, yet many question its suit-ability for social and psychological interventions. We con-ducted a systematic review to assess reporting guidelinesforandthecurrentreportingqualityof socialandpsycho-logical intervention RCTs; we found that existing guide-lines have important limitations in content, developmentand/or dissemination, with important details routinelymissing from RCT publications [5]. Overall, the literaturesuggeststhatanewreportingguidelinefortheseinterven-tions is needed—CONSORT-SPI (an extension for socialand psychological interventions).CONSORT-SPI will be developed by an internationalcollaboration of researchers, funders, service providersand journal editors. We will use consensus techniques toreduce bias and to promote widespread guideline uptake.Following rigorous reviews of existing guidelines andcurrent reporting quality, we will conduct a Delphiprocess to identify a prioritized list of reporting items toconsider for the extension. We will then host a consensusmeeting to decide upon the list of minimal reportingstandards for the guideline, mirroring the development ofprevious CONSORT guidelines [6].The success of this project depends upon widespreadinvolvement and agreement among key internationalstakeholders in research, policy and practice. Many havealready agreed to participate, and we hope others willvolunteer their time and expertise.

Tailoring Common Treatment Principles to Fit Individual Personalities

The American Psychological Association Task Force headed by Castonguay and Beutler (2006) distilled general treatment principles common to all therapies from the empirical literature. As part of this work, Critchifield and Benjamin (2006a, 2006b) summarized principles for treatment of personality disorder. The principles are pragmatic in the sense that they are based on evidence of what works, and clinicians are encouraged to apply them in ways that fit the unique presentation and needs of a given patient. An important element of the recommended approach is that it be coherent, well-coordinated, and agreed upon by the patient. Additional principles emphasize the importance of an individual's attachment and trauma history. A complex case example is presented to illustrate one way in which emphasis on an individual's relational learning history can be used to further refine and extend wisdom inherent in the cross-cutting principles and move in the direction of an integrative treatment that is closely tailored to specific case features. A research approach is also outlined for how to test the validity of principles that prescribe differential use of technique to address diverse patient presentations.

Science meets practice in determining effectiveness of sexual orientation change efforts.

Comments on the original article, "Guidelines for psychological practice with lesbian, gay, and bisexual clients," by the American Psychological Association (see record 2011-19419-001). Guideline 3 of the acknowledges the diversity of human sexual orientation and that "efforts to change sexual orientation have not been shown to be effective or safe" (p. 14). As noted in the Report of the American Psychological Association Task Force on Appropriate Therapeutic Responses to Sexual Orientation (APA, 2009), "Current criteria for effective treatments and interventions are specific in stating that to be considered effective, an intervention has consistent positive effects without serious harmful side effects [emphasis added]" (p. 26). The present authors note that half a century of scientific research on a variety of sexual orientation change efforts (SOCE) has not demonstrated their effectiveness according to the criteria of consistent positive effects and absence of serious harmful effects. Guideline 3 (APA, 2012) therefore urges psychologists to closely assess the motivations of clients who seek SOCE in the context of stigma and internalized prejudice about their non-heterosexual orientation. In addition, the guideline also recommends that psychologists obtain truthful, thorough, and thoughtful informed consent and that they focus on personal integration instead of sexual orientation change. The burden of proof has been on advocates of SOCE, and the present authors assert that it has not been met.

The American Psychological Association Task Force on the Sexualization of Girls: A Review, Update and Commentary

In 2006 the American Psychological Association formed the Task Force on the Sexualization of Girls. They were charged with examining and summarizing the best psychological theory, research and clinical experience addressing the sexualization of girls. This article provides an outline of the Task Force report, reviews the recent work in this field, and discusses the implications for study in the field of sexual addiction.

“Putting on” Sexiness: A Content Analysis of the Presence of Sexualizing Characteristics in Girls’ Clothing

Objectification theory (Fredrickson and Roberts 1997) proposes that women from Western cultures are widely portrayed and treated as objects of the male gaze, leading to the development of self-objectification, in which girls and women internalize these societal messages and view their own bodies as objects to be evaluated according to narrow standards of (often sexualized) attractiveness. Prompted by findings from the American Psychological Association Task Force on the Sexualization of Girls (APA 2007), the present study considers girls’ clothing as a possible socializing influence that may contribute to the development of self-objectification in preteen girls. Accordingly, in this content analysis, we examined the frequency and nature of “sexualizing” clothing available for girl children (generally sizes 6–14) on the websites of 15 popular stores in the US. Sexualizing clothing was defined as clothing that revealed or emphasized a sexualized body part, had characteristics associated with sexiness, and/or had sexually suggestive writing. Clothing was also coded for childlike characteristics, such as child-like fabric (e.g., polka dot pattern) or a modest, non-revealing cut. Across all stores and all articles of clothing, 69% of the clothing items were coded as having only childlike characteristics, 4% as having only sexualizing characteristics, 25.4% as having both sexualizing and childlike characteristics, and 1% as having neither sexualizing nor childlike characteristics. “Tween” stores like Abercrombie Kids had the highest proportion of sexualizing clothing. The findings are discussed within the framework of the development of self-objectification.