Psychology Training Research Articles

Promoting Geropsychology: A Memorandum for Research, Policies, Education Programs, and Practices for Healthy Aging.

This viewpoint paper reports the state of the art at a global level on research, practice and assessment, policies, and training in the clinical psychology of aging and, more specifically, in geropsychology. The main sources of information were as follows: (1) the most recent reviews of the literature available in the scientific literature; (2) the resources on the internet referable to professional and academic associations dealing with the topic; and (3) the laws, policy initiatives, and funded programs that are aimed at the diffusion and applications of mental health in aging. The present study aims to provide an updated and comprehensive memorandum highlighting the importance of prioritizing mental health in older adults. It seeks to promote health in general and disease prevention strategies, ensuring equitable access to mental health services integrated into primary care and designed for aging. This paper also aims to shed light on the slow development process and lack of consolidation in the adaptation of academic training at master's and doctoral levels in most developed countries, despite the long-declared importance of enhancing resources for the promotion of geropsychology. The results of the present study are patchy. Although the importance of enhancing resources for the promotion of geropsychology has long been declared, the development process seems very slow, and the adaptation of academic training at master's and doctoral levels in most developed countries-those that, for demographic reasons and attitudes, should be more sensitive to the issue, does not yet seem to have consolidated. Collaboration among diverse professionals is crucial for providing integrated and comprehensive care to older adults that addresses their physical, psychological, and social needs.

Counseling Psychologists Assist Post-Disaster Psychological Rescue Experience in Major Disasters

<p>近年國內多起重大災難事件造成個體與社會群體的影響與不安，諮商心理師身為專業醫事人員提供受災者災後心理救援，也衍生災難事件危機介入的實踐與困境。本研究以現象學的研究方法、半結構式訪談蒐集資料，受訪者為六位諮商心理師，其中三位具督導資格，研究結果包含二類與八個主題：（1）諮商心理師災後心理救援經驗，包含：（a）災後心理救援前的自我評估與專業知能；（b）災後心理救援時的角色與功能；（c）災後心理救援時的預備、初期、中期、中長期作為與督導者作為；（d）災後心理救援後的多重困境、身心壓力與文化民俗挑戰。（2）因應災後心理救援困境的實務規劃，包含（a）落實演練與心理教育；（b）持續增能與案例討論；（c）建立名單與督導關係；（d）熟悉雲端與資訊操作；（e）調整期待與服務心態。作者依研究結果提出災後心理救援「停、看、問」三個步驟與九項建議：（1）「停」—介入之前：（a）自評身心狀態與投身意圖；（b）具足所需專業知能與增能；（c）培育多元文化介入的能力。（2）「看」—介入當下：（a）理解角色功能適才適性；（b）調整不同階段介入作為；（c）理解困境挑戰正面因應。（3）「問」—介入之後：（a）身心自我調適與回歸原有平衡；（b）尋求督導協助重整介入經驗；（c）系所課程培育與繼續教育增能，最後提及未來研究建議。</p> <p> </p><p>Since the ""Taiwan Disaster Year"" began with the 921 earthquake, Taiwan has witnessed numerous significant disaster events in recent years, resulting in extensive financial losses and loss of life. These events have profoundly affected individuals’ trust and sense of security, leading to a widespread impact on social groups and cultures. As professional healthcare providers, counseling psychologists frequently engage in post-disaster psychological rescue and reconstruction efforts during major disasters or crises. This practice has raised challenges for crisis intervention during such events. Researchers thus aim to understand the landscape and challenges of psychological rescue efforts during domestic disasters. This study uses phenomenological research methods and semi-structured interviews to gather data. It includes interviews with six counseling psychologists, three of whom are certified supervisors who acted as supervisors during disaster events, while the other three provided crisis intervention services as psychologists. The study categorizes its findings into two main themes and eight sub-themes: Experiences of counseling psychologists in post-disaster psychological support: (1) Self-assessment and professional knowledge before providing post-disaster psychological support: This theme explores how psychologists evaluate their readiness and expertise before engaging in disaster relief efforts. (2) Roles and functions of post-disaster psychological support: This examines the specific responsibilities and activities undertaken by psychologists during the support process. (3) Preparatory, initial, mid-term, and long-term actions, including the role of supervisors: This delves into the different stages of psychological support and the crucial role of supervisors in guiding and supporting these efforts. (4) Multiple challenges, physical and mental stress, and cultural and folk challenges after providing post-disaster psychological support: This theme addresses the complex challenges psychologists face following their intervention, including stress and cultural issues. Practical planning to address the challenges of post-disaster psychological support: (1) Implementing drills and psychological education: Emphasizes the importance of preparedness through regular drills and education. (2) Continuous capacity building and case discussions: Highlights the need for ongoing training and discussion of cases to enhance skills and knowledge. (3) Establishing lists and supervisory relationships: Focuses on creating structured relationships and lists to streamline support efforts. (4) Familiarity with cloud and information operations: Stresses the need for proficiency in modern technology to facilitate efficient support. (5) Adjusting expectations and service mentality: Discusses the necessity of adapting expectations and maintaining a service-oriented mindset. Based on the research results, the researcher proposes a systematic approach comprising three steps (""Stop, Look, Ask"") and nine specific suggestions for post-disaster psychological support, serving as a practical reference for crisis intervention practice: ""Stop""—before intervention: (1) Self-assess physical and mental state and willingness to engage: Psychologists need to evaluate their readiness and motivation. (2) Equip with necessary professional knowledge and capacity building: Psychologists need to ensure that they have the required expertise and training. (3) Cultivate the ability for multicultural intervention: Develop skills to effectively engage with diverse cultural backgrounds. ""Look""—during intervention: (1) Understand the roles and functions and fit them appropriately: Matching roles and tasks to individuals’ strengths. (2) Adjust intervention actions at different stages: Modify approaches according to the phase of intervention. (3) Understand challenges and respond positively: Recognize and constructively address difficulties encountered. ""Ask""—after intervention: (1) Physical and mental selfadjustment and return to original balance: Focusing on recovery and well-being. (2) Seek supervisory assistance to reorganize intervention experiences: Utilizing supervision to reflect and improve.(3) Curriculum development and continued education for capacity building: Advocating for ongoing education and training in disaster psychology. Finally, the study concludes with recommendations for future research and suggests areas for further exploration to enhance the effectiveness of psychological support in disaster scenarios.</p> <p> </p>

Tutoring as a form of support for the adaptation of foreign students at the university

Introduction. Strengthening globalization processes leads to the expansion of international cooperation in the field of education. This is especially reflected in the growth of international mobility of students in higher education institutions, in particular, Russian universities. And if the first students of the beginning of the large waves of mass educational migration were proficient in the Russian language and were familiar with Russian culture, then the students who followed them were much less proficient in the language and cultural code. And, since the internationalization of education remains a prerequisite for the existence of universities, and long-term adaptation of foreign students to learning conditions worsens the quality of their training, there is a need to organize their psychological and pedagogical support in the first years of study. The purpose of the article: to specify the main problems of adaptation of foreign students to the conditions of study in Russian universities and to justify the need to organize their tutor support. Materials and methods. The study involved 556 international students of the first and second years of study of three Tatarstan universities (Kazan National Research Technological University (KNRTU-KICT), (Kazan); Kazan National Research Technical University named after A. N. Tupolev (KNRTU-KAI), (Kazan); Elabuga Institute of the Kazan (Volga Region) Federal University (EI KFU) (Elabuga). Research results. The results of the study confirmed the presence of adaptation problems among foreign students. The main ones are difficulties with the Russian language (41%) and acclimatization (21%). It takes 46% of students about a year to get used to the learning conditions, and 23% – more than a year. The main learning difficulties they identify are awkwardness when speaking in public in front of an audience (23%) and teachers’ underestimation of their educational results (20%). More than half of the students see older compatriots as a source of help in overcoming cultural and educational barriers; The help of a supervisor turned out to be effective only for 15% of respondents. Taking into account the results obtained, it is proposed to organize the training of future tutors from among foreign senior students who have undergone appropriate psychological and pedagogical training. Conclusion. While maintaining the institute of curatorship, it is necessary to create a tutoring institute in universities that train foreign students. The main functions of tutors, which are absent from the curators of academic groups, should be to help foreign students overcome barriers to socio-cultural adaptation and insufficient proficiency in Russian, promote the acceptance of foreigners by their new environment, help in building effective interaction with the university administration and teachers, study students' personalities, monitor the results of their educational activities, help in professional identification, monitoring of newly emerging difficulties of students, strengthening cooperation between Russian and foreign students.

Psychological Skill of University Basketball Athletes in Each Playing Position in Indonesia

The role of psychological skills in sport is one of the cores of research and practice in sports psychology. Even if there is, especially in basketball sport, it is limited to an overview of the physical aspects. For this reason, this research was aimed of examining whether there is a difference in psychological skills of basketball athletes in each playing position based on five playing positions, namely point guard, shooting guard, small forward, power forward, and center. The study was conducted using a quantitative descriptive method with a retrospective causal-comparative design, or ex-post facto design, on 100 basketball athletes from seven provinces spread across 31 universities in Indonesia, consisting of 38 male athletes and 62 female athletes. All collected data were analyzed using one way-ANOVA technique. The results of the analysis found that there were differences in the psychological skills of university basketball athletes in each playing position of in Indonesia. According to the results of the analysis for psychological skills by playing position in Indonesian university basketball athletes in Table 3, (F(4,99) = 3.483, significant at p = 0.011 <0.05. The point guard position shows the highest psychological characteristics, while the lowest score is occupied by the small forward position. Coaches can use the results of this study to better understand the psychological characteristics of athletes in different playing positions as well as developing more appropriate types of psychological skills training interventions to each playing position.

Study on the Psychological Factor Within the Middle School Footbal Team

The psychological factor is one of the least exploited aspects of football. In sports, developing performance capacity is the primary objective of training. Maintaining motivation and achieving performance are the foundations of the educational-instructional process and have great value as outcomes both individually and for the team. Research hypotheses. (H1). It is assumed that the members of the national football team have average/above-average emotional intelligence (test score => 100), significantly different from the rest of the students in grades VII-VIII, because teamwork and the psychological training included in the preparation develop the mental qualities and properties of the students who play football. (H2). It is assumed that there is a significant correlation between emotional intelligence and the performance of students in the experimental group. Research methods. In the present research, the initial testing was carried out among students in grades VII-VIII and the national football team (February 2024 – May 2024). This research was conducted at “Sf. Ilie” General School in Toplița. The research subjects were 68 students, 35 females and 33 males. Quantitative and qualitative methods were used, and the following methods were chosen: observation, emotional intelligence test (Roco, 2001), performance test (ball sense, heading the ball, complex test, shooting at two goals, bilateral game), and statistical analysis (t-test). Results. The level of emotional intelligence of the students is 86 and 81 in the national football team, below average, which raises a red flag. At the level of the national football team, a strong self-awareness among the students is noted. This indicator has the highest score, 500, far ahead of empathy (-180) and very far ahead of social skills (-360). After applying to the middle school team's training program, we see a significant increase in the level of emotional intelligence. The correlation statistical test and the t-test show a correlation of r=0.86 and a significance of p=0.00 between the initial and final test results. The Pearson correlation shows a strong link between emotional intelligence and the bilateral game (r=0.76), but does not show a significant relationship between emotional intelligence and the other performance indicators. To confirm if the value of r is statistically significant, i.e., if the two variables are correlated, the t-value was calculated. Conclusions. This research confirms that the psychological factor cannot be absent from the preparation of school representative teams. It was confirmed that a high level of emotional intelligence improves the performance of football players, especially in team play, increasing group cohesion. Keywords: football, psychological factor, performance, athletes, school team

Effects of Psychological Training on Competitive Fencing Outcomes

This study assesses how psychological training affects Fencing competition results, with a particular emphasis on improving cognitive skills and overall performance. Psychological techniques like stress reduction, mindfulness, and visualization have been shown to help with decision-making, focus, and emotional regulation in a variety of sports, including Fencing. Twenty fencers, ages 17 to 20, participated in the study and completed a six-month psychological training course. The findings show that psychological training greatly improves competitive performance as measured by improved response times, win/loss ratios, and psychological evaluations. These results support earlier studies and imply that regular athletic preparation can greatly benefit from the inclusion of psychological training. The brief training period and small sample size are limitations that call for additional research on long-term effects and a variety of participant groups.

Effect of older adult health and age on psychology doctoral trainees’ expectations of clinical work with older adult clients

ABSTRACT This experimental, repeated-measures study investigated the effects of client health and client age on doctoral psychology students’ clinical expectations for their work with older adult clients. Doctoral clinical and counseling psychology trainees (N = 223) completed measures assessing clinical expectations for three older adult clients of varying health status (healthy, recent Alzheimer’s Disease (AD) diagnosis, heart disease) who all presented with depressive symptoms. Trainees were randomly assigned to the 71-year-old or 81-year-old condition. Trainees perceived a depressed client with a recent AD diagnosis as a less appropriate candidate for therapy, less motivated and less responsible for therapy, and less able to develop a therapeutic relationship. Additional health-based differences in prognosis, comfort, and competence were moderated by client age. Although age did have a small effect, the health of the older adult client had a stronger influence on trainees’ clinical expectations for work with older adults. Cognitive health concerns were perceived as a greater barrier to clinical work with older adults than were physical health concerns. Health biases for clinical work with older adults could impact the quality of mental healthcare provided.

The Effect of a Self-Efficacy-Based Dietary Intervention on Weight Gain Control in Obese and Overweight Pregnant Women: A Quasi-Experimental Pretest-Posttest Design Study

Background: The increasing incidence of obesity among women of childbearing age has raised concerns regarding the associated maternal and neonatal complications. Excessive gestational weight gain in overweight and obese pregnant women is related to various perinatal complications, including hypertensive disorders, gestational diabetes mellitus, and cesarean deliveries. Objectives: The aim of this study was to investigate the impact of self-efficacy-based psychological training on controlling excessive weight gain in overweight and obese pregnant women. Methods: A quasi-experimental pretest-posttest design was employed, involving 141 pregnant women with a gestational age range of 16 - 24 weeks, who were attending healthcare centers in Dezful city, Iran. Participants were randomly assigned to either the intervention (n = 69) or control group (n = 71), with the intervention group receiving one month of psychological training in self-efficacy as an educational intervention. The intervention incorporated self-efficacy strategies, including step-by-step progression, learning from vicarious experience, using verbal persuasion, physiological arousal, and mindfulness training to improve self-efficacy regarding eating behaviors. Results: The intervention group demonstrated a significant improvement in weight gain control within the recommended range compared to the control group. Self-efficacy scores increased from 54.43 ± 11.28 to 62.54 ± 7.49 in the intervention group. Additionally, the study found that the intervention group exhibited improved self-efficacy in eating behaviors, particularly in the sub-scales of availability, social pressure, negative emotion, positive emotion, and physical discomfort. Conclusions: This study highlights the effectiveness of using self-efficacy strategies in managing weight gain during pregnancy among overweight and obese women. The findings suggest the potential benefits of mindfulness-based eating awareness training for pregnant women. The study emphasizes the need for tailored interventions to empower pregnant women in managing gestational weight gain, particularly those with pre-pregnancy obesity.

Using Full Dive Virtual Reality to Operationalize Warfighter Resilience: From Proof of Concept and Usability of Hardware and Software to Upcoming Integrated Psychological Skills Training.

Modern warfare operations are volatile, highly complex environments, placing immense physiological, psychological, and cognitive demands on the warfighter. To maximize cognitive performance and warfighter resilience and readiness, training must address psychological stress to enhance performance. Resilience in the face of adversity is fundamentally rooted in an individual's psychophysiological stress response and optimized through decreased susceptibility to the negative impact of trauma exposure. The current project aims to optimize warfighter expertise, resilience, adaptability, and performance by utilizing a validated Full Dive Virtual Reality (FDVR) training platform to provide high-fidelity, safe, and scalable, controlled stress exposure in highly realistic simulated training scenarios with the most advanced, immersive technology available. Following Institutional Review Board approval and consent, 2 operators were fitted with high-fidelity virtual reality headsets with hand and eye tracking, full-body haptic feedback suits, a 360° omnidirectional treadmill, and Food and Drug Administration (FDA) cleared biometric monitors. Following acclimation, operators were placed in an industrial fire scenario and instructed to respond as a firefighter and paramedic, to search for and resuscitate any casualties, extinguish the fire, and exfiltrate safely. Following initial acclimation and after each demonstration (n = 2), 3 semistructured interviews asked operators their perceptions and experiences related to FDVR, focusing on usability, feasibility, and safety. Biometric data were continuously recorded using the Caretaker Medical VitalStream. Proof-of-concept (POC) testing proved that the FDVR training platform is usable, safe, and feasible. It creates an immersive environment with physiological responses to mimic realistic Mass Casualty Events (MCEs). Using a case study approach, transcript data were analyzed using thematic analysis. Three major themes emerged: Sensory deficits reduced realism, but sensory feedback improved fidelity, vestibular discord affected the virtual reality experience but only when the system did not respond naturally to operator movement after acclimation, and movement accommodations were made by operators to enhance usability, especially for fine motor movements. Biometric data analysis correlated timestamps from the VitalStream unit with operator responses to stress-inducing events (i.e., explosions, fires, and a deceased victim). Both operators exhibited significant physiological responses, including elevated heart rate, systolic blood pressure, and mean arterial pressure, particularly following explosions, encountering fire, and encountering the deceased victim within the training environment. The FDVR training platform overcomes the obstacles of in-person simulation training and provides the closest to real-life experience available. It will allow warfighters to train with their teams in immersive environments that replicate the conditions in which they are expected to perform their duties. The POC demonstrated that physiological responses can be mapped to scenario events to allow tracking of stress responses, cognitive load, as well as performance, and decision-making of the warfighter. The POC only involved 2 operators, but served to prove that the platform was safe and effective. Future testing plans to include 200 warfighters in operational teams of 10 to 12 to further validate the training effectiveness of the FDVR platform.

Improving Willingness to Care and Training Needs for PLWHA from the Perspective of Student Nurses in China: A Qualitative Study.

People living with HIV and AIDS (PLWHA) deserve equitable and high-quality care. Current HIV and AIDS nursing education may not adequately prepare student nurses for the complexities of caring for PLWHA, and the perspectives of student nurses have not been sufficiently revealed in nursing education research. This study aimed to explore the viewpoints of student nurses with AIDS care experience on methods to improve their care willingness for PLWHA and to identify their educational and training needs. A descriptive qualitative study design was employed, interviewing 18 undergraduate student nurses from 14 tertiary hospitals across 7 provinces in China. Content analysis of transcripts revealed insightful suggestions for improving nursing students' willingness, such as increased HIV and AIDS education and training, psychological preparation, positive role modeling, raising awareness about AIDS patients, and fostering nursing professionalism. Highlighted education and training needs include progress in HIV and AIDS treatment, preventive measures, psychological support for PLWHA, post-exposure protocols, and HIV-infected risk behaviors. These findings highlight the need for HIV and AIDS education, psychological support training, and stigma-reduction strategies. This study provides valuable insights that could inform policymakers, educators, and healthcare providers on preparing future nurses to meet the complex needs of PLWHA.

Existing policies and procedures for training needs among clinical psychology trainees: An institutional policy review.

Existing policies and procedures for training needs among clinical psychology trainees: An institutional policy review.

The integration of queer-related curriculum in psychology training in Aotearoa/New Zealand: a survey with programme directors

ABSTRACT As a key profession within the mental health workforce, psychologists can offer affirmative services that lead to positive therapeutic outcomes for queer clients. This study examined how training programmes to become a registered psychologist in Aotearoa New Zealand currently provide content on working with queer clients. In 2022, all (N = 17) programme directors of psychology training were invited to participate in a survey that assessed the cultural responsiveness of their training programmes and 15 responded. One-fifth (19%) classified their programme as containing at least ‘a moderate amount’ of queer content. Four-fifths (79%) reported that knowledge of caring for queer clients would be ‘very’ or ‘extremely’ important in psychology practice and/or thought more time should be dedicated to such content. Over half (57%) adopted an ‘add on’ approach to deliver queer content (e.g. guest lectures). During a time when queer communities experience drastically high rates of mental health issues and high exposure to minority stressors, there is a critical gap in the meaningful threading of queer content across the psychology curriculum. We have outlined ten points for reflection on developing this aspect.

Evaluation of the Effectiveness of Psychological Flexibility Trainingon Enhancing Career Adaptability in High School Students

Objective: To assess the effectiveness of a psychological flexibility training course based on the Acceptance Commitment Therapy (ACT) DNA-V model in enhancing psychological flexibility and career adaptability among high school students, and to offer a reference for psychological health services. Methods: Collaborating with a high school in Chengdu, 110 second-year students were randomly assigned into three groups: a DNA-V face-to-face group (33 students), a DNA-V online group (40 students), and a control group receiving standard psychological education (37 students). The intervention consisted of a six-session course, with assessments using the Avoidance and Fusion Questionnaire for Youth and the Career Adaptability Scale conducted before, one week after, and two months after the sessions. Results: Data analyzed via linear mixed models showed that the face-to-face group experienced significant improvements in psychological flexibility and career adaptability at one week and two months post-intervention (P<0.01), with no significant changes noted between these two times. The online group saw no significant changes, and the control group s gains reverted to baseline after two months. Conclusion: The face-to-face DNA-V course effectively enhanced psychological flexibility and career adaptability for at least two months, underscoring its potential for integration into student mental health programs.

COMMUNICATIVE CULTURE AS AN IMPORTANT CONDITION FOR PROFESSIONAL TRAINING OF THE FUTURE PSYCHOLOGIST

The scientific article reveals the content and essence of the culture of communication. The culture of communication is characterized as an important condition for the professional training of a future psychologist. The article notes that the culture of communication represents the unity of personally important worldviews that have become the value beliefs of a person, behavior in accordance with the requirements of both morality and etiquette. The formation of a culture of communication is understood as part of the process of moral education, where the main attention is paid to the formation of behavior and communication skills, but their ethical content is also important. The scientific article consistently examines the conditions for the formation of a communication culture.

Research on the Working Path of Adolescent Psychological Health Education Under the Background of China's New Education Reform

Adolescence is a critical period for rapid development in behavior, personality, and intelligence. Currently, the frequent occurrence of psychological crises among Chinese adolescents is detrimental to the comprehensive development of talents, the implementation of quality-oriented education, and the harmonious development of society. Based on multi-level questionnaire surveys and interview studies, this paper finds that China's education sector is increasingly emphasizing psychological health education for adolescents, continuously improving supporting mechanisms. The initial system of psychological health services in schools has taken shape, with psychological health training benefiting both schools and families, and autonomous attention from adolescents groups has increased. However, issues persist, including inadequate psychological health curricula, incomplete linkage mechanisms, imperfect family support, insufficient teacher staffing and re-education training, and inadequate identification and rescue of students' psychological crises. Therefore, this paper argues that systematically and deeply promoting the multi-faceted psychological health education model of "family-school-society," adopting multiple measures to collaboratively build and optimize coordination mechanisms, and establishing a more robust and effective approach to adolescent psychological health work, aligns with the direction of educational evaluation reform in the new era, fosters a favorable social atmosphere, and is the inevitable path to better promote the healthy growth and talent development of adolescents.

Forensic Doctorate Trainee Views on an Expert by Experience (EbE)-Led Workshop: A Qualitative Exploration of Trainee Reflections

ABSTRACT There is a growing recognition of the value of Expert by Experience (EbE) input into the training of forensic psychologists. This study aimed to gain insight into the experiences of doctoral trainees of an EbE led workshop. Sixteen trainees wrote reflective pieces of work following attending an EbE designed and led workshop. Four main themes were found: What I took from the workshop; Workshop delivery; What will I do differently?; and What needs to change? The findings point to the EbE led workshop having a positive impact on trainee current and future work practices.

Climate change and mental health: postgraduate psychology student and program coordinator perspectives from Australia and Aotearoa New Zealand

ABSTRACT Objective There is growing evidence that climate change can negatively impact people’s mental health. Therefore, it is important for psychologists to receive adequate training in this area. However, little is known about current levels of training, including the amount of climate change mental health education within postgraduate psychology programs in Australia and Aotearoa-New Zealand. Method Two cross-sectional surveys regarding climate change and mental health were emailed to postgraduate psychology programs in Australia and Aotearoa-New Zealand. The first invited participation from program coordinators (n = 17), the second students (n = 159). We conducted quantitative content analysis and thematic analysis of qualitative responses. Results Most participants believe this is an important topic of training for psychologists as climate change will impact the mental health of their clients. Further, results indicate minimal climate change mental health content in postgraduate psychology training programs in Australia and Aotearoa-New Zealand. Conclusions Integration of climate change mental health education into postgraduate psychology curriculum will work towards equipping the emerging mental health workforce to address this growing demand, which in turn can improve mental health outcomes in a changing climate.

Understanding the impact of natural disasters on children within fist hours and days after an event: A phenomenological study through the experience of nurses.

Children are a particularly vulnerable group in natural disasters such as earthquakes, and although they represent a difficult group to research in such situations, there appears to be a lack of literature investigating children's experiences in the immediate post-earthquake period. Experienced nurses can shed light on children's experiences. This study was conducted to examine the experiences of nurses caring for children affected by the earthquake in Kahramanmaraş, Turkey. This phenomenological study was conducted with nurses who provided care to children during the Kahramanmaraş earthquake between May and August 2023. The study sample consisted of 14 nurses selected using a purposive sampling technique. Data were collected through in-depth interviews by using the "Introductory Information Form" and "Semi-structured Interview Form" developed by the researchers. The interviews were subsequently analyzed using Colaizzi's method. The results revealed five themes under two main themes. Under the main theme of nurse, there are subthemes of chaos, helplessness-incompetence, while under the main theme of child, there are subthemes of unresponsiveness, intertwined needs, empathy, and care. The study also highlights the chaotic environment in the immediate aftermath of the earthquake, characterized by a high number of pediatric casualties and psychological trauma, and the nurses' feelings of helplessness as a result of being separated from their families. This study found that nurses caring for children in the earthquake had difficulties in managing children's hospital processes and they demonstrated an empathic approach by trying to communicate with the children in their care. The nurses stated that children should be supported psychologically as well as having their basic needs such as water, food, and shelter met. Health policymakers should be aware that in the early stages of major disasters such as earthquakes, children are not only physically injured but also have basic needs such as water, shelter, and food, and are emotionally affected. It is recommended that disaster management plans be developed to address all children's needs and nurses be provided with psychological support and training to improve their knowledge and skills.

The development and current directions of a diversity specialty clinic: Implications for multicultural training in psychology.

Addressing systemic injustices and racism in training and clinical service provision are key next steps in clinical science. While the APA Multicultural Guidelines and accreditation standards have long emphasized this need, most graduate programs offer a single course on diversity, equity, and inclusion topics, which is inadequate to train and sustain culturally humble providers and redress systemic injustices and racism within psychology. Few "real-world" examples exist to guide the development of training models. We provide background on the development and components of a specialty clinic, the University of New Mexico's Cultural Counseling Center, whose mission is providing culturally informed clinical services to diverse clientele, and to infuse multicultural training throughout the graduate program. Informed by the racial-spatial framework for psychology and critical race theory, we describe our approach intended to: 1) offer applications for the operationalization and delivery of multicultural and antiracist training; 2) enhance supervisory models; and 3) increase awareness of structural competence. Our clinic, developed collaboratively among students and faculty, serves as a safe forum for dialogue around structural injustices and seeks to improve treatment for diverse clients and those underserved in mental health care. We discuss issues of student and faculty engagement and offer the perspectives of faculty and students of color, case examples illustrating our services, and current efforts to expand and formalize community collaborations. We offer a model that integrates coursework, informal activities, and multicultural supervision for comprehensive student training and that promotes a departmental culture of dialogue and support around equity, diversity, and justice.

Reconsidering the integration of science and practice in training in clinical psychology.

Reconsidering the integration of science and practice in training in clinical psychology.