Psychology Training Research Articles

Analysis of the problems of psychological training of employees first hired to serve in internal affairs bodies as district police officers (using the example of the Barnaul Law Institute of the Ministry of Internal Affairs of Russia)

Analysis of the problems of psychological training of employees first hired to serve in internal affairs bodies as district police officers (using the example of the Barnaul Law Institute of the Ministry of Internal Affairs of Russia)

Systematic Review of Executive Function Stimulation Methods in the ADHD Population.

Background/Objectives: Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by elevated motor activity, impulsivity, and attention deficit. Approximately 5% of the population suffers from this disorder. Among the key explanations of ADHD, executive functions play an important role in understanding the symptomatology present in this disorder and in determining the main treatment strategies for affected patients. We present a systematic review that seeks to identify the treatment methods developed to support executive functions in individuals with ADHD. Methods: Articles were analyzed in the SCOPUS, PUBMED, and Science Direct databases. Initially, 739 articles were found. After applying inclusion and exclusion criteria, 30 articles remained and were included in the data extraction process. Results: Among the primary treatments identified, 14 studies propose psychological training for executive functions, 9 studies recommend medication, 5 studies suggest digital interventions, and 1 study advocates for sports as beneficial for executive functions. Conclusions: The data are discussed around the need to develop new proposals to enhance the executive functions of individuals with ADHD, thereby improving their performance in educational, personal, social, and family activities impacted by this disorder.

Single-case design emphasis in American Psychological Association-accredited school psychology programs.

Single-case design (SCD) is an underutilized research methodology in school psychology literature. Despite its relevance to practitioners and applied intervention researchers alike, the majority of intervention research disseminated in school psychology journals tends to involve group designs, such as the randomized controlled trial. Group designs are useful for answering a wide variety of research questions but may not always be relevant to practitioners seeking procedures that work for their students or researchers seeking for the optimal design to answer their research questions. In comparison, the relative dearth of SCD studies in school psychology literature, in conjunction with common values among the field regarding data-based decision making and the scientist-practitioner model to training, raises questions about the cause of this gap. The present study sought to review doctoral training programs in school psychology and evaluate their relative emphasis on SCD in training. Seventy-six American Psychological Association-accredited school psychology programs were reviewed, and results indicated that roughly two thirds of programs do not emphasize SCD during training. Implications regarding school psychology training and research are discussed and recommendations are provided on future directions for school psychology trainers and researchers. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Research and Application of University English Writing Teaching Reform Based on Data Mining

Based on big data mining and learning analysis technology, this paper systematically summarizes the theoretical basis of network-based college students' English writing skills training mode and discusses the reform and application of college English writing teaching. By mining network data, establishing corresponding writing training database and writing corpus, and at the same time strengthening writing teaching methods with the help of existing network corpus. Students learn through reading, imitation and innovation in the course, and receive psychological and motivation training. The research shows how data mining ability can test the data production ability of front-line authors, and test the ability of front-line teachers to cultivate students' autonomous learning and self-adaptation. It is emphasized that this teaching mode updates the knowledge structure of front-line teachers and cultivates new teachers who combine knowledge with technology. By providing innovative methods to optimize the teaching process, it is expected to effectively improve students' writing ability.

Management of post-extubation anxiety in the intensive care unit

Post-extubation anxiety causes significant distress in intensive care unit patients. This review provides treatment recommendations for managing anxiety during weaning and extubation from mechanical ventilation. Factors predisposing to anxiety include cerebral vascular disease, endocrine disorders, cardiopulmonary decompensation, disrupted sleep-wake cycles, and the stressful ICU environment. This review analyzed 21 articles sourced from Google Scholar and PubMed, focusing on case reports, case series, systematic reviews, and meta-analyses. These studies reported that dexmedetomidine effectively reduces extubation time and ICU length of stay through its anxiolytic properties. Antipsychotics, like quetiapine, showed potential in managing anxiety during ventilator weaning, but high-dose haloperidol posed risks. Benzodiazepines were linked to paradoxical agitation and respiratory suppression. Non-pharmacological treatments, such as aromatherapy, music therapy, and massage therapy, appeared to reduce anxiety and improve sleep quality. Caregiver approaches, including parental presence and psychological training, also reduced anxiety. In conclusion, non-pharmacological approaches should be prioritized, and pharmacological treatments considered when necessary. More research is essential to identify optimal treatments for post-extubation anxiety with minimal patient risk and effective symptom control. Keywords: Anxiety, ICU patients, critically ill patients, post-extubation

“Choose Your Own Adventure”: Examining School Psychology Trainee and Practitioner Clinical Reasoning in Unfolding Cases

“Choose Your Own Adventure”: Examining School Psychology Trainee and Practitioner Clinical Reasoning in Unfolding Cases

BPS DSEP position statement: Psychological skills training in youth sport

Young athletes have become an increasingly important client group for sport psychology practitioners and a population whose physical, cognitive, emotional, and social development should be carefully considered by a practitioner when delivering their services (Visek et al., 2009). The aim of this British Psychological Society (BPS) Division of Sport and Exercise Psychology (DSEP) position statement is to summarise existing knowledge about psychological skills training (PST) interventions and discuss optimal service provision of PST in youth sport. In the first section of this position statement, we provide a brief overview of the literature exploring PST during childhood (5–11 years), early adolescence (12–15 years), and mid-to-late adolescence (16–18 years). Within each sub-section, key developmental considerations (i.e. physical, cognitive, emotional, and social) are provided followed by short summaries of research on basic single strategy (i.e. goal setting, imagery, relaxation, and self-talk) and alternative strategy interventions (e.g. mindfulness, music, perceptual training, and self-modelling) with young athletes. In the second section, optimal service provision of PST is discussed by drawing upon practitioners’ experiences of working with young athletes, concluding with 10 recommendations for youth sport organisations, training and accrediting bodies, researchers, and practitioners.

Effects of online mindful self-compassion intervention on negative body image in breast cancer patients: A randomized controlled trail

PurposeThe incidence of breast cancer patients with negative body image has increased. However, research on interventions that explicitly reduce negative body image among breast cancer patients remains inadequate. The development of more pragmatic interventions is imperative. Therefore, we conducted this study to assess the effectiveness of a 6-week online Mindful Self-Compassion (MSC) intervention to reduce the negative body image in breast cancer patients. MethodsWe randomly assigned 64 female breast cancer patients to either the MSC group or the control group. The MSC group received a 6-week online Mindful Self-Compassion intervention, while the control group received no psychological training. Participants were surveyed by the Self-Compassion Scale-Short Form (SCS-SF), the Self-Acceptance Questionnaire (SAQ), the Chinese Perceived Stress Scale (CPSS), and the Body Image Scale (BIS) at baseline (T1), post-intervention (T2), and 1-month follow-up (T3). ResultsAll outcome variables demonstrated significant time main effects and nonsignificant group main effects. The MSC and control groups had significant time × group interaction effects on self-compassion, self-acceptance, perceived stress, and negative body image. Simple main effects analysis revealed significant improvements in outcome variables at three-time points for the MSC group. ConclusionA 6-week online Mindful Self-Compassion intervention can improve self-compassion and self-acceptance and reduce perceived stress and negative body image among the breast cancer patients in MSC group. Mindful Self-Compassion intervention shows promise as a viable way to maintain the mental well-being of breast cancer patients.

Mental Imagery and Attentional Style in Senior Mini-Football Players

The purpose of this study was to determine the level of mental imagery ability and attentional style in senior mini-football players and to identify mental behavioral patterns. The study included a number of 38 senior mini-football players, with an average age of 27.36 years, with a playing experience in the super league of 9.38 years. In the study, two standardized questionnaires were applied, one aimed at identifying the level of mental imagery called the Questionnaire for the Assessment of Mental Imaginative Abilities in Athletes (QMIA) with 16 items and one for identifying the attentional style with the aim of determining internal or external dimensions, called the Questionnaire for Assessment of the Attentional Style in Athletes (QASA) with 6 items, structured in two subscales A and B. The calculated reliability of the questionnaire: QMIA had the Cronbach's α value of 0.811 and QASA registered a good reliability evidenced by Cronbach's α of 0.765 for the entire questionnaire; the internal attentional subscale of 0.728, and for the external attentional subscale of 0.726. After analyzing the results, a good level of mental imagery was found that can be perfected, identifying four behavioral patterns. The attentional style highlighted an internal dimension, which highlighted 3 behavioral patterns. At the level of senior mini-football players, in addition to physical, technical and tactical training, psychological training plays an essential role. Cognitive abilities regarding mental imagery and attention are psychological foundations whose development contributes to obtaining significant sports performances in the mini-football game.

Educator experiences with postgraduate psychology students exhibiting professional competence issues

ABSTRACT Psychology training programs emphasize competencies like professional behavior, interpersonal skills, and emotional intelligence. Some students, known as students with problems of professional competence (SPPC), struggle in these areas. This study explored SPPC characteristics and educator experiences in managing them through semi-structured interviews with twelve Australian psychology educators. Thematic analysis revealed that SPPC often struggle with professional attitudes, feedback integration, reflective skills, and mental health, placing demands on resources and contributing to educator stress. The role of educators as gatekeepers, assessors, and evaluators also raises concerns about maintaining ethical standards. Findings highlight the need for better understanding, support, and strategies for managing SPPC to uphold ethical standards.

The effect of mindfulness meditation therapy on performance, pre-competition stress, and salivary cortisol in female pistol shooters

Aim: This study aimed to investigate the effect of a 6-week mindfulness meditation therapy (MMT) program on shooting performance, and pre-competition stress and salivary cortisol levels of female shooters. Material and methods: Nineteen shooters (mean standard deviation for age: 15.51.5 years, and body mass index: 22.92.7 kg/m2) completed the study protocol among two groups: MMT (n=10) and control (n=9). The MMT group performed five 20-minute sessions per week of training, while the control group did not receive any intervention. 10 m pistol shooting performance, and pre-competition stress (using a standard scale) and salivary cortisol concentration (using an ELISA kit) were measured twenty-four hours before and after the intervention. The independent samples t-test and the paired samples t-test were used to compare the intergroup and intragroup differences, respectively, with a significance level set at p<0.05. Results: No significant differences were found between the groups in the pre-test measurements (p<0.05). Compared with the waitlist control shooters, shooting performance scores were higher (a 2.1% increase vs. a 0.2% reduction, p=0.030), while pre-competition stress (a 10.5% vs. a 1.7% reduction, p=0.002) and cortisol levels (a 23.8% vs. a 0.6% reduction, p=0.002) were lower in MMT group following the intervention.Conclusions: It seems that the six-week MMT program has a positive effect on the pistol shooting performance of female shooters by decreasing pre-competition stress and salivary cortisol level. Hence, the implementation of this psychological training protocol for female shooters is recommended.

SOLIDARITY LETTERS: University project focused on recognizing and promoting mental health at work

This work explores the influence of affectivity as a way of recognizing teachers’ efforts in an increasingly competitive and stressful academic context. The "Solidarity Letters" Project developed by the State University of Minas Gerais (UEMG) aimed to use means of expressing recognition at work as an element capable of promoting mental health to teachers of law and physical education courses who work at this university. The theoretical precepts come from the clinical-theoretical discipline psychodynamics of work, which dates back to the 1980s and originates in France. To this end, letters written by students from both courses were collected, after immersion in theoretical training in the areas of work psychodynamics and project management. The results of the intervention reinforce that recognition is an important component of promoting quality of life at work. It concludes on the importance of incorporating rituals of recognition and stimulation of affectivity in academic practices, especially for student training in work psychology. This approach not only humanizes the university environment, but has the potential to significantly enrich the teaching and learning process.

Expectations versus reality: psychology trainees’ experiences working with men

ABSTRACT Despite increasing engagement with mental health services in Australia, therapy dropout rates for men remain high, most commonly due to a lack of connection with their therapist. Previous studies have examined the challenges men face when attending therapy, the obstacles therapists encounter when working with male clients, and the subsequent recommendations for therapist training that have emerged from these findings. However, to date there has been no investigation into the experiences and needs of trainee therapists working with men. It is unclear how their status as trainees influences their perception and adaptability when providing care for male clients. The current study therefore explored psychology trainees’ expectations, experiences, and preparedness regarding their psychotherapeutic work with men. Qualitative interviews were conducted with 12 students undertaking clinical psychology training from a single Australian University, focusing on their experiences working with male clients throughout their clinical training. Reflexive thematic analysis was undertaken to develop three themes: (1) Mismatched expectations of manspeak, which explored the ways in which students expected and experienced male engagement, (2) Gratifying work, which highlighted elements of therapeutic work with men that shaped participants’ sense of competence, and (3) Working with the “macho man”, which described the challenges of working with men, such as managing boundaries, misogyny, and personal safety. Findings suggest psychology trainees may benefit from additional training in university curriculums which specifically addresses some of the complexities of therapy with men. This training could illuminate how masculine socialisation affects men’s engagement in psychotherapy in practice and provide strategies for trainee therapists to support male engagement.

Implementing injury prevention training in youth handball (I-PROTECT) in Sweden: study protocol for a cluster randomised trial

IntroductionEfficacy trials show that evidence-based injury prevention training reduces injuries in youth athletes but effectiveness, that is, outside the controlled setting, is lower and, consequently this training has had limited...

The Efficacy of a Mental Skills Training Course for Collegiate Athletes.

Psychological skills training improves performance in athletes. However, authors of few studies have looked at the efficacy and satisfaction of mental skills training programs for collegiate athletes. To evaluate the satisfaction of collegiate athletes with a 6-session mental skills course and to assess changes in mental toughness and coping skills before and after the course. Cohort study. Division I collegiate athletic teams. Fifty-four Division I female athletes (mean age = 19.8 years) participated in the program, and 42 (77.7%) completed precourse assessments, which subsequent evaluations were matched to. The Athletic Coping Skills Inventory (ACSI; range, 0-84) and Mental Toughness Index (MTI; range, 8-56) assessed coping skills and mental toughness precourse, immediately postcourse, and 4 months postcourse. Satisfaction was assessed on a 10-point scale. For participants with paired precourse and immediately postcourse data (n = 37, 68.5%), MTI scores improved by a mean 2.6 points (95% CI = 1.1, 4.1; P = .001), and ACSI scores improved by a mean 4.0 points (95% CI = 0.6, 7.4; P = .02). At the 4-month follow-up (n = 25, 46.2%), no change was detected from precourse in mean MTI score (P = .72), but a significant increase of 3.4 points in mean ACSI (95% CI = 0.4, 6.4; P = .03) occurred. Overall satisfaction had a median score of 9/10 (interquartile range, 8-10) at postcourse, and 18 participants (48.6%) shared positive free-text comments regarding course delivery, content, and impact. No negative feedback was reported. Mental toughness and coping skills scores significantly improved at postcourse assessment, with coping skills scores maintaining their effect at 4 months. The improvements identified spark the question of the potential impact of mental skills training programs when studied in larger athlete populations or over more sustained periods of time. Athletes reported being highly satisfied with course content and reported overall positive experiences.

The hidden curriculum of gatekeeping: Dismissal experiences of health service psychology trainees.

Health service psychology (HSP) programs, encompassing clinical, counseling, and school psychology, play a pivotal role in shaping the U.S. health care workforce. Practicum and internship sites are critical gatekeepers within this training. However, there is limited empirical evidence available regarding the prevalence of clinical dismissal and its consequences for affected trainees. To bridge these gaps in our understanding of clinical dismissal during HSP training, Study 1 conducted an analysis of a quantitative survey involving training directors (N = 123) from HSP academic programs. The results revealed that 28% of programs reported at least one trainee having been dismissed from a practicum or internship site within the past seven years, with an overrepresentation of racial minority and international trainees. In addition, PsyD programs (56%) exhibited a significantly higher likelihood of having dismissed trainees compared to PhD programs (23%) over the same period. In Study 2, qualitative interview data were collected from ten trainees who had experienced dismissal during their HSP training. Using the Consensual Qualitative Research method, we identified six distinct domains, each comprising unique categories and subcategories: Antecedents to dismissal, reasons for dismissal, process of dismissal, chain reactions, trainee impact, and recommendations. Taken together, this mixed-method study highlights that clinical dismissal is not an uncommon occurrence in HSP training and raises significant concerns about the current implementation process. We illuminate structural issues and offer recommendations to improve the process of clinical dismissal within the HSP field. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Counselling Psychology training: Implications for ‘Self’

Counselling Psychology training: Implications for ‘Self’

Self-Efficacy, Group Effectiveness, and Individual Work Performance in Saudi Employees with Disabilities: The Mediation Roles of Intrinsic and Extrinsic Motivation

There are well-established relationships among self-efficacy, group effectiveness, extrinsic and intrinsic motivation, and work performance in employees. However, little is known about these relationships among employees with disabilities. The purpose of this study was to examine the mediation roles of extrinsic and intrinsic motivation in the association between self-efficacy and individual work performance and between group effectiveness and individual work performance in Saudi employees with disabilities. A sample of 176 employees (59.1% female) with disabilities (visual, auditory, mobility, and learning disabilities) participated in the study. A set of structural equation models was built to establish the relationships. There were positive relationships between self-efficacy and both task and contextual performance. Furthermore, intrinsic and integrated regulation mediated the relationship between self-efficacy and task performance, and identified integrated regulation mediated the relationship between self-efficacy and contextual performance. Group effectiveness was related to work performance only through motivational regulations. Therefore, it is crucial for organizations to design psychological training to increase self-efficacy beliefs in employees with disabilities and to teach them how to internalize external forces in the workplace to promote individual work performance and organizational progress.

Tick-boxes and technologisation: Concerns for counselling psychology training

Tick-boxes and technologisation: Concerns for counselling psychology training

ПУТИ ОПТИМИЗАЦИИ УЧЕБНОГО ПРОЦЕССА В МЕДИЦИНСКОМ ВУЗЕ

The article is devoted to the organizational and hygienic features of the design of the educational process at a medical university based on the subjective assessments of students of various faculties. The difficulty of mastering academic disciplines, the duration of self-study, teacher requirements, satisfaction with the schedule of lectures and practical classes, etc., were studied. The analysis made it possible to develop a set of practical recommendations. To optimize classroom learning activities, it is necessary to take into account the difficulty of the studied disciplines and correlate it with the physiological patterns of the dynamics of daily and weekly performance of students, to make greater use of modern pedagogical technologies that contribute to the development of communication and predictive skills. To increase the effectiveness of students' independent training, it is necessary to actively use the solution of case problems and project activities using online technologies, to promote individual psychological consultations and trainings for intra-group self-regulation, stress management and success technologies to ensure the psychological well-being of students during the session.