Professional Psychology Research Articles

Research finds that tweaks to forms can increase employee disclosure rates

A study led by Northern Illinois University Psychology Professor Alecia Santuzzi reveals that replacing the term “disability” with “qualifying condition” on disclosure forms can significantly increase the disability disclosure rate for employees (https://newsroom.niu.edu/study-finds-a-subtle-way-to-increase-employee-disability-disclosures/).

Psychometric properties of the Recovery Experience Questionnaire in a coaching population

Recognized as the process of psychophysiological unwinding from the demands of work and other stressors, occupational recovery has been a popular topic of study over the past decade. Building on the recovery research in occupational workers and more recently athletes, sport and performance psychology scholars have begun to consider the occupational recovery of the team around the team (i.e., athletic trainers and sport psychology professionals). Like the aforementioned professionals, coaches may be able to use recovery to buffer work-related stressors which can impact their health, work performance, and career longevity. That said, there is a dearth of research on coach recovery, perhaps due to a lack of appropriate measures to study occupational recovery in this specific population. The purpose of the current study, therefore, was to validate the Recovery Experience Questionnaire (REQ) in a coaching population. A sample of 237 collegiate and professional coaches (148 males, 89 females) were recruited from various sports, competitive levels, and roles. In addition to assessing two forms of reliability, a confirmatory factor analysis (CFA) was conducted to evaluate the four latent variable measurement model of the REQ. Furthermore, correlational analyses were used to demonstrate discriminant validity between the REQ and a measure of perceived stress. Collectively, the results suggest that the REQ possesses strong psychometric properties and is a measure worthy of further exploration and use in an elite coaching population.

The Fear Primacy Hypothesis in the Structure of Emotional States: A Systematic Literature Review.

Fear, an emotion ingrained through evolutionary adaptation, triggers protective responses to ward off threats. Yet, in some instances, the neural networks tied to fear can lead to psychosomatic ailments and behavioural issues, including the maladaptive type. This study aims to hypothesize about fear, probing its neurophysiological traits and its impact on cognitive-emotional facets of the psyche. A systematic review of theoretical literature was conducted, utilizing PubMed and Scopus databases. Comparative analysis, abstraction, and synthesis methods were employed, and 34 sources that met the inclusion criteria analysed. Our findings highlight the pivotal role fear plays in the human psyche, potentially serving as the foundation for all emotions, feelings, and states experienced by individuals. Treating fear and related anxiety disorders poses challenges due to the recurrence of fear-based memories, which perpetuate negative symptoms in patients. Various techniques, like hypnotherapy, cognitive behavioural therapy, and exposure therapy, are actively employed with these patients. However, none offer a universal solution, necessitating personalized approaches to address individual fears. MindChat may be promising in therapeutic settings to address fear responses without altering cognition or fostering avoidance behaviour, but empirical evidence supporting its efficacy is limited, and further research is needed to validate its effectiveness. The utilization of fear as a potent tool in engaging with the psyche underscores the potential value of this study for psychotherapists in clinical practice and professionals in affective neurobiology and behavioural psychology. It redirects attention toward fear's significance, urging a deeper exploration in future research endeavours.

Psychology and Market. Commentary on: "Psychology profession, clinical psychology, psychotherapy. Specificities and boundaries"

This study builds upon the methodological framework established by Castelnuovo et al. (2023) to analyze the influence of the intervention context (market) on professional psychological practice. Despite ongoing efforts to define psychologist, clinical psychologist, and psychotherapist roles, we argue that these definitions are insufficient to safeguard both professional practice and client well-being. Regulatory frameworks contained by intervention contexts can create conditions that limit the scope of psychological practice. This limitation stems from the introduction of "other players" and the roles assigned to them by regulations. This can lead to a concerning marginalization of core psychological functions, such as diagnosis. We demonstrate that intervention context significantly impacts the profession's scope, influencing crucial aspects like the diagnostic function. The legal context is presented as a specific example for further discussion.

New research finds overlap between ADHD and reading disabilities in children

New research has found that attention‐deficit/hyperactivity disorder and reading disability frequently occur together in children (bit.ly/4i5LEKO). The study was conducted by Erik Wilcutt, a professor of psychology and neuroscience at the University of Colorado Boulder, and Stephen Petrill, a professor in the Department of Psychology at Ohio State University. Their research highlights how these co‐occurring conditions complicate diagnosis, treatment, and long‐term outcomes, urging a reevaluation of how clinicians approach childhood developmental challenges.

Deliberate practice in spiritual and religious competencies for professional psychologists: An example of evidenced-based continuing education.

Deliberate practice in spiritual and religious competencies for professional psychologists: An example of evidenced-based continuing education.

Stanley Sue (1944-2024).

Memorializes Stanley Sue (1944-2024). Stan Sue was a second-generation Chinese American who became interested in ethnicity as an undergraduate at the University of Oregon where he received his B.S. degree in 1966. He completed his PhD in psychology at University of California, Los Angeles in 1971. He was an assistant and associate professor of psychology at the University of Washington (1971-1981) and professor of psychology at the University of California, Los Angeles (1981-1996). He was a professor of psychology, psychiatry, and Asian American studies (1996-2004) and distinguished professor of psychology and Asian American studies (2004-2010) at the University of California, Davis, and distinguished professor of psychology at Palo Alto University (2010-2015). Stan Sue is one of the most noted and influential experts in the field of ethnic minority mental health and ethnocultural psychology. What distinguished him from other elite scholars centered on his ability to exert this influence through numerous roles as a social scientist, professional leader, teacher, mentor, and social justice activist. Over the last 50 years, he conducted some of the most pioneering and significant work in ethnic minority mental health. Stan's legacy centers on his sustained prominence as an internationally and nationally recognized scholar with respect to ethnic minority and cultural diversity issues. Importantly, he made these contributions and achievements with deep humility, compassion, that charismatic smile, and sparkling humor that endeared him to his students and colleagues. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Psicologia institucional na assistência social

The field of social assistance is a promising area for psychologists to work in. The tools and theoretical foundations of this field are under constant self-assessment in order to improve ethical practice in the community. The aim of this study is to reflect on the experience of a one-year extracurricular internship in Basic Social Protection, assessing the practice of psychologists and the challenges of going beyond the role of social technician. The research uses José Bleger’s institutional psychology, normative documents from the Ministry of Social Development and CREPOP’s technical references to carry out a conceptual analysis. This analysis aims to introduce, reflect on and support the training of psychology students to work in the area of social assistance, explaining the possibility of including institutional psychology in this field. The study works with Bleger’s concept of “psycho-hygiene”, applied to the work of social workers and institutional psychologists. It concludes that the work of these professionals can contribute to preventing situations of illness within institutions. Bleger’s work remains relevant and coherent in the ethical training of psychology professionals.

APA/APAGS Award for Distinguished Graduate Student in Professional Psychology: Shawntell Nicole Pace.

APA/APAGS Award for Distinguished Graduate Student in Professional Psychology: Shawntell Nicole Pace.

APA/APAGS Award for Distinguished Graduate Student in Professional Psychology: Sarah C. Leighton.

APA/APAGS Award for Distinguished Graduate Student in Professional Psychology: Sarah C. Leighton.

Launching Professional Psychology and the psychology profession into the future.

Launching Professional Psychology and the psychology profession into the future.

Should sport psychology professionals care about hidden disabilities and conditions?

In this article, the authors assert that sport psychology professionals (SPPs) and other key support personnel (e.g. coaches, sport medicine professionals, etc.) should maintain a sensitivity (e.g. indicators, impact upon participation and performance, special considerations, techniques, etc.) to hidden disabilities and conditions (HDCs) in their professional practice and work with youth athletes (i.e. children, adolescents). This assertion is based upon years of performance consulting and coaching, but also a growing and corroborating literature (Braun & Braun, 2015; Ludyga et al., 2023; Munn et al., 2022). Fundamentally, HDCs are common, and practitioners and coaches are likely to encounter cases (whether disclosed or not) in their work. HDCs can impact performance given the inherent sensory, cognitive, muscular, and functional processes (Braun & Braun, 2015; Lieberman & Childs, 2020; Osborn, n.d.; Stanley & Baghurst, 2022). SPPs may be equipped to consult and refer according to the needs and exceptionalities of their youth clients with HDCs (e.g. clinical psychologists, educational specialists, physical therapists, etc.). SPPs may also advocate on behalf of clients (with families, educators, coaches, professionals) to enable unique needs being met and help generate appropriate strategies. The purpose of this study is to provide an overview of HDCs, their prevalence and implications for athletic participation and performance. Thereafter, suggestions for SPPs in their work with these youth athletes will be discussed, including considerations for approaches and intakes, action plans, and HDC specific modification ideas. First, a brief introduction to disability in sport is warranted.

Facial expression analysis in children with autism spectrum disorder using a refined Human-Robot-Game platform for active learning

ABSTRACT The use of serious video games and robotics in children's education and therapy is rapidly increasing. Innovative Human-Robot-Game (HRG) platforms are particularly promising for assessing learning and behaviour in children with autism spectrum disorder (ASD), who often face challenges with attention, communication, and socialisation. Research shows that when children with ASD engage with social robots connected to interactive educational games, their learning, attention, and communication skills improve. This study aims to monitor the psychosocial and cognitive progress of children with ASD using an HRG platform, refining it as a tool for active learning. The article focuses on enhancing the facial recognition metrics of the HRG platform, which is identified as LOLY-MIDI and designed to measure attention and emotions in children while playing serious video games with the assistance of a social robot. Using a mixed-methods experimental approach strategy, reviewing previous studies, and employing tools like OpenFace and the Facial Action Coding System (FACS) for facial recognition, the research achieved greater precision in designing these metrics, providing accurate measurements of attention and emotional responses. The findings offer valuable insights for psychology and education professionals in assessing the socio-educational progress of children with ASD.

Implementation of the Child-Friendly City Policy through the Family Learning Center (Puspaga) Program in the City of Surabaya

Children are often vulnerable to violence due to their limited knowledge and physical strength. The family, the environment, and the state must be responsible for the fulfillment of children's rights and child protection. The purpose of this study is to determine the suitability between the Family Learning Center (PUSPAGA) program and beneficiaries, the suitability between the PUSPAGA program and the implementing organization, and the suitability between beneficiaries and implementing organizations in an effort to implement the Child-Friendly City policy in the city of Surabaya through the PUSPAGA program. Through a descriptive qualitative method, this study provides an overview of the implementation of a program. This analysis is based on the indicators of the program implementation suitability model introduced by David C. Korten. The results of this study show that the PUSPAGA program has supported the implementation of the Child-Friendly City policy relatively well, but there are obstacles experienced due to the limitations of professional psychologists at PUSPAGA Balai RW (Rukun Warga) and the participation of the beneficiary community.

Experiences of Children Studying at the School Where the Teacher Mother or Father Work

ABSTRACTTeacher parents enroll their children in the schools where they work nowadays. This qualitative study aimed to explore what children experience when they attend a school where their teachers and parents work. The students, aged between 10 and 13 years (M = 11.2; SD = 1.22), were all students at the school where their parents worked during their middle school years. Of the students who were in the same school as their parents, the parents of six of them were also course teachers. The thematic analysis of the qualitative interviews identified the following four main themes: Advantages, expectations, artificial friendship, and recommendations. Within the framework of the findings, practical recommendations were offered to psychological help professionals and families working on the subject.

Factor analysis of the Leary Impostorism Scale in professional psychology trainees

Trainee psychologists, like those completing a postgraduate master’s programmes are vulnerable to experiencing impostorism. To help assess this risk and develop intervention strategies, there is a need for a brief validated measure of impostorism. The Leary Impostorism Scale (LIS) is a brief self-report measure that demonstrates satisfactory psychometric properties but has not been validated with trainees undertaking professional psychology training. The current study involves an exploratory factor analysis (EFA) of the LIS and describes levels of impostorism in a sample of Australian trainee psychologists. Participants were 161 postgraduate students enrolled in their first year of a psychology master’s programme. A maximum likelihood (ML) EFA revealed a single factor accounted for 73.67% of total variance. Parallel analysis verified the unidimensional model. A Cronbach’s α of .94, was obtained indicating high internal consistency. Overall, the sample scored at ‘moderate’ levels with 23% having high levels of impostorism. Further research is required to investigate further item reduction of the LIS due to high internal consistency. In addition, to clarifying factors that may account for differences between levels of impostorism between participants in different training programmes, there is a need to develop and assess interventions to reduce the negative effects of impostorism.

Psychological testing in the profession of psychology: an Australian study

ABSTRACT Objectives In Australia, psychological measurement and testing is a core competency for all registered psychologists. This study aimed to provide a current perspective on the views of Australian psychologists in the use of psychological testing given the lack of recent Australian research. Method Psychologists (N = 821) completed online a demographic form and the European Federation of Psychologists’ Associations (EFPA) questionnaire on Test Attitudes of Psychologists – Modified (EQTAP-M), refined for the Australian setting. Constructs addressed in the survey included test appreciation, training, technology-based testing, attitudes to test use, and self-rated competence. The sample mean age was 50 years, with 84% over 34 years and 20% being males. Results Attitudinal differences, based on demographics and practice endorsement area, were examined. Partial support was obtained for the factorial model of previous EFPA studies. There was no difference in attitudes based upon the gender of the psychologists, but older psychologists reported less favourable attitudes and lower competence for psychological testing. Psychologists holding endorsements in organisational psychology, neuropsychology, and educational and developmental psychology indicated more positive testing attitudes and appreciation than other areas of practice. The application of technology in assessment was identified as an area that warrants further investigation and training. Conclusions The outcome has theoretical and practical implications for professional bodies and educational institutions that develop policies and training programs relevant to psychological measurement and testing.

Deliberate Practice with Motivational Interviewing: Basic Listening Skills for Undergraduates

Background Training in professional psychology is moving beyond knowledge-based education and toward competency-based education. Similarly, experiential learning, focused more on skills than facts, is emphasized in undergraduate education. Few studies, however, have investigated the use of skill-based learning for clinically relevant skills in undergraduate psychology courses. Objective This study investigated deliberate practice as a skill-based method for training undergraduates to use basic Motivational Interviewing and reflective listening skills. Method In an upper-level undergraduate clinical psychology course, students were randomly assigned to an MI workshop that included deliberate practice to learn basic reflective listening skills or a waitlist control group. Results In both between (workshop versus waitlist) and within (pre versus post) group comparisons, students’ ability to use reflective listening improved as evaluated by raters, blind to condition, and in self-report measures of MI knowledge and skill. Conclusion Deliberate practice may be effectively incorporated into undergraduate courses to prepare novice helpers with basic listening skills. Teaching Implications Competency-based training in listening skills may help undergraduate students prepare for graduate school in the helping professions or any of multiple post-graduation professions not requiring professional training and licensure.

VIOLÊNCIA SEXUAL CONTRA CRIANÇAS E ADOLESCENTES: O OLHAR DA PSICOLOGIA SOB O VIÉS SOCIAL

Taking into account that sexual violence against children and adolescents in addition to the emotional and psychological damage constitutes a violation of this public duty, this study aims to point the psychologist in the psychosocial care of child and adolescent victims of sexual violence. Among the specific objectives, present concepts related to the phenomenon of violence, highlighting its main characteristics, type, statistics in order to highlight one of its forms, sexual violence against children and adolescents; Identify significant psychological harm of sexual violence process in childhood and adolescence; Characteristic of the social psychology emphasizing how was the insertion of psychologists in social protection services. The methodology is bibliographical, from the Virtual Library database in Health Psychology (BVS-Psi), in addition to statistical sources, books and technical guidance documents to professional psychology. It is concluded that the look of psychology under the psychosocial bias shows that the psychologist in cases of sexual violence against children and adolescents is not based solely on psychic phenomena, but through joint work with the Social Protection Service, the psychologist seeks to understand the breaks these subjects and meet their needs through psychosocial approach as well, through the implementation of strategies aimed at minimizing the damage suffered, restore ties and prevent occurrences.

Career Interventions at a Distance: A Systematic Literature Review

Background: Due to global technological advances, psychology professionals have experienced constant changes in their daily routines. The field of career development and vocational psychology is no different. Amplified by the adjustments brought about by the circumstances of the pandemic, there has been an increased demand for and development of various distance intervention methodologies. Methods: This study presents a systematic review of distance career interventions, focusing on (1) rationale, (2) groups of the population, (3) structure, (4) evaluation, and (5) outcomes and recommendations. Eleven keywords, three databases, and five eligibility criteria were defined. Results: Sixteen articles were collected for analysis. The results showed a predominance of (1) career construction theory and social cognitive theory rationales, (2) a sample of university students, (3) group career intervention, (4) pre- and post-test evaluation systems, and (5) effects in different dimensions and recommendations about intervention research design. Conclusions: Although there has been an increase in the number of publications in recent years, few studies evaluate distance career interventions. There are also few studies with different target populations. In this sense, indications for future interventions and studies are given, as well as the implications of these studies for practice.