Search

Commentary on the papers of the special issue identifies and discusses four themes: 1) strategies to bridge the gap between science and practice, 2) sources of community science questions of interest, 3) choice and quality of methods, and 4) epistemology and useful language for community science. The commentary identifies some limitations in the models proposed by the special issue authors, and proposes renewed attention to ecology, context and process in community change initiatives, calling for a common set of community level measures as one strategy to advance a community centered science agenda.

ObjectiveTo highlight the opportunities and challenges of developing and implementing performance outcome measures in rheumatology for accountability purposes.MethodsWe constructed a hypothetical performance outcome measure to demonstrate the benefits and challenges of designing quality measures that assess patient outcomes. We defined the data source, measure cohort, reporting period, period at risk, measure outcome, outcome attribution, risk adjustment, reliability and validity, and reporting approach. We discussed outcome measure challenges specific to rheumatology and to fields where patients have predominantly chronic, complex, ambulatory care-sensitive conditions.ResultsOur hypothetical outcome measure was a measure of rheumatoid arthritis disease activity intended for evaluating Accountable Care Organization performance. We summarized the components, benefits, challenges, and tradeoffs between feasibility and usability. We highlighted how different measure applications, such as for rapid cycle quality improvement efforts versus pay for performance programs, require different approaches to measure development and testing. We provided a summary table of key take-home points for clinicians and policymakers.ConclusionPerformance outcome measures are coming to rheumatology, and the most effective and meaningful measures can only be created through the close collaboration of patients, providers, measure developers, and policymakers. This study provides an overview of key issues and is intended to stimulate a productive dialogue between patients, practitioners, insurers, and government agencies regarding optimal performance outcome measure development.

A new Windows-based word processor for preparing journal articles and student papers is described. In addition to standard features found in word processors, the present word processor provides specific help in preparing manuscripts. Clicking on "Reference Help (APA Form)" in the "File" menu provides a detailed help system for entering the references in a journal article. Clicking on "Examples and Explanations of APA Form" provides a help system with examples of the various sections of a review article, journal article that has one experiment, or journal article that has two or more experiments. The word processor can automatically place the manuscript page header and page number at the top of each page using the form required by APA and Psychonomic Society journals. The "APA Form" submenu of the "Help" menu provides detailed information about how the word processor is optimized for preparing articles and papers.

Psychotherapy as it is implemented today, can be seen as the composition of unconnected groups of practitioners and scientists pursuing different theories. The idea of finding a common “umbrella” for all evidence-based treatments in the field of psychotherapy is gaining more interest. Based on this background, experts in clinical psychology from various backgrounds led a fundamental discussion about modern psychotherapy and its basic mechanisms. Process-Based Therapy (PBT) was presented by Stefan Hofmann as a possible novel approach to clinical research and practice. In this article we present the different perspectives of the four panelists on PBT and in how far the model builds a common ground for different treatment approaches. Learning mechanisms and the therapeutic alliance were almost unanimously considered as indispensable factors in a global model of psychotherapy. In conclusion, the panelists emphasized a much-needed focus on characteristics and competencies of therapists themselves e.g., in communication, listening and empathy. These core competencies should be trained and promoted independently of the therapeutic approach.

Abstract Background As yet, little is known about the effects of mental health stigma on sustainable employment. This is surprising, as mental health stigma is common, and because people with severe and common mental disorders are 7 and 3 times more likely to be unemployed, respectively, than people with no disorders. As the global lifetime prevalence of mental disorders is 29%, the high unemployment rates of people with these health problems constitute an important and urgent public health inequality problem that needs to be addressed. Main text The aim of this position paper is to illustrate the assumption that stigma contributes to the unemployment of people with mental illness and mental health issues with evidence from recent scientific studies on four problem areas, and to provide directions for future research. These four problem areas indicate that: (1) employers and line managers hold negative attitudes towards people with mental illness or mental health issues, which decreases the chances of people with these health problems being hired or supported; (2) both the disclosure and non-disclosure of mental illness or mental health issues can lead to job loss; (3) anticipated discrimination, self-stigma and the ‘Why Try’ effect can lead to insufficient motivation and effort to keep or find employment and can result in unemployment; and (4) stigma is a barrier to seeking healthcare, which can lead to untreated and worsened health conditions and subsequently to adverse occupational outcomes (e.g. sick leave, job loss). Conclusions The paper concludes that stigma in the work context is a considerable and complex problem, and that there is an important knowledge gap especially regarding the long-term effects of stigma on unemployment. To prevent and decrease adverse occupational outcomes in people with mental illness or mental health issues there is an urgent need for high quality and longitudinal research on stigma related consequences for employment. In addition, more validated measures specifically for the employment setting, as well as destigmatizing intervention studies are needed.

The long-term consequences of exposure to excess stress, particularly during sensitive developmental windows, on the initiation and progression of many complex, common physical and mental disorders that confer a major global burden of disease are well established. The period of intrauterine life represents among the most sensitive of these windows, at which time the effects of stress may be transmitted inter-generationally from a mother to her as-yet-unborn child. As explicated by the concept of fetal or developmental programming of health and disease susceptibility, a growing body of evidence supports the notion that health and disease susceptibility is determined by the dynamic interplay between genetic makeup and environment, particularly during intrauterine and early postnatal life. Except in extreme cases, an adverse intrauterine exposure may not, per se, 'cause' disease, but, instead, may determine propensity for disease(s) in later life (by shaping phenotypic responsivity to endogenous and exogenous disease-related risk conditions). Accumulating evidence suggests that maternal psychological and social stress during pregnancy represents one such condition that may adversely affect the developing child, with important implications for a diverse range of physical and mental health outcomes. In this paper we review primarily our own contributions to the field of maternal stress during pregnancy and child mental and physical health-related outcomes. We present findings on stress-related maternal-placental-fetal endocrine and immune/inflammatory processes that may mediate the effects of various adverse conditions during pregnancy on the developing human embryo and fetus. We enunciate conceptual and methodological issues related to the assessment of stress during pregnancy and discuss potential mechanisms of intergenerational transmission of the effects of stress. Lastly, we describe on-going research and some future directions of our program.

The purpose of this series of studies is to test a paper-and-pencil procedure adapted from a computerized Implicit Association Test: the SC-IAT-P (Personalized Single Category Implicit Association Test, Bardin, et al. 2014). This adaptation combines the advantages of SC-IAT (Karpinski & Steinman, 2006), IAT-P (Olson & Fazio, 2004) and paper-and-pencil IAT (Lemm, Lane, Sattler, Khan & Nosek, 2008). It is capable of measuring implicit attitude toward a single object, limits the influence of extrapersonal associations, and is unquestionably easy to administer. The tool was used in three studies with two different goals. Study 1 highlights a link between paper-and-pencil SC-IAT-P and a computerized corollary in the field of tobacco-smoking. Study 2 reveals the ability of the tool to distinguish smokers from non-smokers according to their score and smokers who have already considered quitting from those who have never considered it. Finally, Study 3, carried out between the two rounds of the French presidential elections in 2012, highlights the difference of attitude between supporters on the Left and Right but also an effect of indecision. The discussion deals with the prospects offered by this tool and its limitations. Résumé: Cette série d’études teste une adaptation en procédure papier crayon d’un test d’association implicite informatisé : le SC-IAT-P (Single Category Implicit Association Test Personalized, Bardin, Perrissol, Py, Launay, & Escoubès, 2014). Cette adaptation allie les avantages du SC-IAT (Karpinski & Steinman, 2006) de l’IAT-P (Olson & Fazio, 2004) et de l’IAT format papier crayon (Lemm, Lane, Sattler, Khan, & Nosek, 2008). Il mesure l’attitude implicite envers un unique objet, limite la contamination de la mesure par des associations extra-personnelles et son administration est d’une facilité indéniable. L’outil a été mis en oeuvre dans trois études portant sur deux objets. L’étude 1 permet de mettre en évidence un lien entre le SC-IAT-P papier crayon et son corollaire informatisé dans le domaine du tabac. L’étude 2 révèle la capacité de l’outil à discriminer les fumeurs des non-fumeurs en fonction de leur score au SC-IAT-P papier crayon mais également les fumeurs qui ont déjà envisagé d’arrêter de fumer de ceux qui n’ont jamais envisagé. Enfin, l’étude 3, réalisée pendant l’entre deux tours des élections présidentielles françaises de 2012, met en évidence une différence d’attitude entre les sympathisants de gauche et de droite mais également un effet de l’indécision. La discussion porte notamment sur les perspectives offertes par cet outil et ses limites.

The IPD-Work (individual-participant data meta-analysis of working populations) Consortium has published several papers on job strain (the combination of low job control and high job demands) based on Karasek's demand-control model (1) and health-related outcomes including cardiovascular disease (CVD), cancer, obesity, diabetes as well as health-related behaviors, utilizing meta-analyses of a pooled database of study participants from 17 European cohorts. An IPD approach has some advantages over typical meta-analyses, eg, having access to all the data for each individual allows for additional analyses, compared to typical meta-analyses. However, such an approach, like other meta-analyses, is not free from errors and biases (2-6) when it is not conducted appropriately. In our review of the IPD-Work Consortium's (hereafter called the Consortium) publications of the last two years, we have identified and pointed out several conceptual and methodological errors, as well as unsubstantiated conclusions and inappropriate recommendations for worksite public health policies (6-15). However, the Consortium has not yet appropriately addressed many of the issues we have raised. Also several major errors and biases underlying the Consortium IPD meta-analysis publications have not been presented in a comprehensive way, nor have they been discussed widely among work stress researchers. We are concerned that the same errors and biases could be repeated in future IPD Consortium meta-analysis publications as well as by other researchers who are interested in meta-analyses on work stressors and health outcomes. It is possible that the inappropriate interpretations in the Consortium publications, which remained uncorrected to date, may have a negative impact on the international efforts of the work stress research community to improve the health of working populations. Recently, Dr. Töres Theorell, a principal investigator of the Consortium, responded in this journal (16) to some of our criticisms on the Consortium papers (17, 18). The purpose of this article is to discuss the methodological and substantive issues that remain to be resolved and how they could be addressed in future analyses. We provide recommendations for future IPD or typical meta-analyses on work stressors and health outcomes. Finally, we discuss the inappropriate conclusions and recommendations in the Consortium publications and provide alternative recommendations, including a comprehensive perspective on worksite intervention studies.

The present study was conducted to examine the usefulness of peer feedback on APA-style research papers in a writing-intensive class. Subsequent to APA training, students were asked to review and provide feedback on a classmate's APA-style research report for both content and formatting. Performance on this research report was then compared to performance on a previous semester's written assignment, where the instructor provided feedback rather than peers. No statistical differences were found in the grades of the two sets of assignments, suggesting that feedback from trained peers could be as valuable as instructor feedback. Students were pleased with the peer feedback process as it not only gave them a chance to demonstrate competency in their newly acquired writing skills, but also provided an opportunity to receive insightful feedback from their peers.

Argument diagramming is the process of spatially representing an argument by its component parts and their relationships. A growing body of evidence supports the use of argument diagramming to aid student learning and writing within disciplines including science education. However, most of these studies have focused on basic contrasts between diagramming and no diagramming. The purpose of this study was to learn how different diagramming frameworks affect the benefits afforded by argument diagramming. Three groups of undergraduate students in psychology research methods lab courses were given either no diagramming support, support with a domain-general framework, or support with a domain-specific framework to help them write a research paper introduction. Students given any diagramming support included more relevant citations and considered opposing citations in their papers. Students using the domain-specific framework wrote more about the scientific validity of cited studies than the other two groups, whereas students using the domain-general framework trended towards included more supporting citations.

Arguing for the need for a scientific research study (i.e. writing an introduction to a research paper) poses significant challenges for students. When faced with these challenges, students often generate overly safe replications (i.e. fail to find and include opposition to their hypothesis) or in contrast include no strong support for their hypothesis (i.e. relevant, valid evidence). How can we support novice scientists in generating and defending high quality hypotheses? A long history of research supports the affordances provided by structured representations of complex information. More recently, argument diagramming has gained traction in instruction for philosophy, social studies, and law. However, its effectiveness for supporting students in science is relatively untested. The purpose of the current study was to test the effectiveness of a simple argument diagram optimized for supporting students' research writing in psychology. Two groups of undergraduate students in research methods lab courses were randomly assigned to diagramming support or no support. In the research papers, those given diagramming support were more likely to argue for an appropriately "risky' hypothesis and wrote more about the relevance and validity of cited studies. Some of these gains show signs of transfer to a second paper written later in the course that did not require use of the diagramming tool.

Abstract Early intervention is important to minimize persistent difficulties in language and its related domains in preschool children with or at-risk of language impairment. The purpose of this study was to investigate the effectiveness of shared story reading program on the development of language skills of preschool children of low socioeconomic status. This study adopted a quasi- experimental research design with pretest-posttest-follow-up and a control group. From two preschool centers in Ahmadabad Mostofi town during a multi-level screening process, 30 children whose language test scores were below the standard deviation (70-85) were selected, being diagnosed for language problems. They were randomly assigned to the experimental and control groups. Subjects in the experimental group (n=15) were further divided into four smaller groups, received 30 shared story reading program intervention sessions, each session lasting 45 minutes three days a week. Data were collected through Test of Language Development and Narrative. Data analysis was performed by using the Repeated Measures MANOVA. The results indicated a significant effect (P=0/001) of the program on increase of semantic knowledge, syntactic knowledge, and language development in general, and improvement of narrative writing in the experimental group. Post-test and follow-up differential scores also approved the effectiveness of the shared story reading program. Accordingly, the shared story reading program is recommended as a preventive program, potentially bridging the word gap for at-risk children.

The Alzheimer's Disease Neuroimaging Initiative (ADNI) is an ongoing, longitudinal, multicenter study designed to develop clinical, imaging, genetic, and biochemical biomarkers for the early detection and tracking of Alzheimer's disease (AD). The initial study, ADNI-1, enrolled 400 subjects with early mild cognitive impairment (MCI), 200 with early AD, and 200 cognitively normal elderly controls. ADNI-1 was extended by a 2-year Grand Opportunities grant in 2009 and by a competitive renewal, ADNI-2, which enrolled an additional 550 participants and will run until 2015. This article reviews all papers published since the inception of the initiative and summarizes the results to the end of 2013. The major accomplishments of ADNI have been as follows: (1) the development of standardized methods for clinical tests, magnetic resonance imaging (MRI), positron emission tomography (PET), and cerebrospinal fluid (CSF) biomarkers in a multicenter setting; (2) elucidation of the patterns and rates of change of imaging and CSF biomarker measurements in control subjects, MCI patients, and AD patients. CSF biomarkers are largely consistent with disease trajectories predicted by β-amyloid cascade (Hardy, J Alzheimer's Dis 2006;9(Suppl 3):151-3) and tau-mediated neurodegeneration hypotheses for AD, whereas brain atrophy and hypometabolism levels show predicted patterns but exhibit differing rates of change depending on region and disease severity; (3) the assessment of alternative methods of diagnostic categorization. Currently, the best classifiers select and combine optimum features from multiple modalities, including MRI, [(18)F]-fluorodeoxyglucose-PET, amyloid PET, CSF biomarkers, and clinical tests; (4) the development of blood biomarkers for AD as potentially noninvasive and low-cost alternatives to CSF biomarkers for AD diagnosis and the assessment of α-syn as an additional biomarker; (5) the development of methods for the early detection of AD. CSF biomarkers, β-amyloid 42 and tau, as well as amyloid PET may reflect the earliest steps in AD pathology in mildly symptomatic or even nonsymptomatic subjects and are leading candidates for the detection of AD in its preclinical stages; (6) the improvement of clinical trial efficiency through the identification of subjects most likely to undergo imminent future clinical decline and the use of more sensitive outcome measures to reduce sample sizes. Multimodal methods incorporating APOE status and longitudinal MRI proved most highly predictive of future decline. Refinements of clinical tests used as outcome measures such as clinical dementia rating-sum of boxes further reduced sample sizes; (7) the pioneering of genome-wide association studies that leverage quantitative imaging and biomarker phenotypes, including longitudinal data, to confirm recently identified loci, CR1, CLU, and PICALM and to identify novel AD risk loci; (8) worldwide impact through the establishment of ADNI-like programs in Japan, Australia, Argentina, Taiwan, China, Korea, Europe, and Italy; (9) understanding the biology and pathobiology of normal aging, MCI, and AD through integration of ADNI biomarker and clinical data to stimulate research that will resolve controversies about competing hypotheses on the etiopathogenesis of AD, thereby advancing efforts to find disease-modifying drugs for AD; and (10) the establishment of infrastructure to allow sharing of all raw and processed data without embargo to interested scientific investigators throughout the world.

When academics’ opinions, which are published in academic journals as letters to the editor or commentaries, are retracted based on sensitivities and objections that are raised for example on social media, there needs to be a reflection on what this might represent. On one hand, an opinion is precisely that, i.e., a subjective and biased view about an issue. Those views might even be radical, unpopular, or insensitive, but ultimately approved by editors for publication nonetheless. To maintain a truly sustainable scholarly discourse, the best academic way to counter such opinions is by allowing disagreeing voices to express themselves, also as letters to the editor or commentaries. Pressure-induced retractions of opinions not only stifle academic debate, they send the message that opinions need to be moderated and standardized to meet a publishing market that is being increasingly driven by legal parameters, political correctness, as well as business and commercial values rather than academic ones. In an environment of restrictive academic freedom, what emerges is an academia in which the way things are said, tone, and the sensitivity of those that might be affected are given greater weight than the message itself. By cherry-picking parts of the message that detractors or critics might disagree with, the original message may be drowned out by the noise of the objectors. The struggle of academics to liberally voice their opinions in the scholarly publishing realm, and to preserve those opinions, has never been more acute in this age of misinformation and radicalism fueled by polarized social and mass media. Is the politicization and/or commercialization of academia, alongside the retraction of opinions, stifling open and healthy academic debate, or expressing itself as the retraction of opinions, and does this represent a distinct form of “cancel culture” in academia and academic publishing?

This paper aims to describe the core components of a cross-disciplinary team science training offered in a Communication Science and Disorders (CSD) program delivered to 17 doctoral scholars in CSD, education, special education, psychology, and social work. The team science training model is offered as one approach to consider in preparing pre-service leaders and faculty in CSD to engage in scientific collaboration with other researchers from different disciplinary backgrounds. In addition to an overview of training, the paper includes preliminary data on participants' perceptions of team science training and recommendations for future offerings. [For corresponding grantee submission, see ED628524.]

This paper delves into the intricate realm of Shakespearean characters in love, employing a psychoanalytical lens to unravel the depths of their emotions, desires, and conflicts. Drawing on psychoanalytic theories, particularly those of Sigmund Freud and Carl Jung, this paper aims to dissect the subconscious motivations and psychological intricacies of characters such as Romeo and Juliet, Orsino and Viola, and other iconic figures. Through this analysis, the paper seeks to offer a nuanced understanding of how Shakespeare masterfully crafted characters whose emotional journeys resonate with universal human experiences. In addition to exploring the psychoanalytical aspects of Shakespearean characters' love, this paper also investigates the socio-cultural influences shaping their romantic dynamics. By examining the historical context in which these plays were written and performed, it aims to illuminate the ways in which societal norms and expectations intersect with individual psychology to influence characters' behaviors and choices. Furthermore, it analyzes how Shakespeare's portrayal of love reflects broader themes of power, gender, and identity, shedding light on the complex interplay between personal desire and societal constraints in Renaissance England. Through this multidimensional approach, it endeavors to provide a comprehensive examination of Shakespearean love that resonates with contemporary audiences while honoring the timeless brilliance of the Bard's storytelling.

Purpose: The purpose of this paper, intended primarily for practitioners, is to demonstrate how features of psychological capital (PsyCap) may be combined with manager efforts to collaborate with an employee on an action learning project. In reciprocal action learning, manager and employee create a partnership to learn, achieve work-focused goals and advance their relationship. Initiatives aimed at positively stimulating employee assets and psychological or behavioral attributes can overlay the action learning process. Design/methodology/approach: A narrative synthesis was used to examine three sources of empirical research from organizational psychology and human resource management--reciprocity, action learning and PsyCap. Information was integrated to create a guide, a model for managers for use in considering options about how to structure employee and self-learning, as well as options for use in stimulating employee assets and PsyCap. Findings: The approach presented may serve as a practical guide for manager consideration. Research identifies several types of behaviors and activities intended to positively stimulate and reinforce the learning of both participants. The literature on PsyCap offers many initiatives for a manager to consider in assisting an employee to develop talent and positive attitudes. Such efforts have to be carefully tailored to the individual employee, the tasks at hand and the manager's own learning needs. Originality/value: The value of action learning is supported by a relatively large research base. The significance of PsyCap also has substantial support. Innovatively, this paper offers guidance to a manager in consideration of combining the attributes of both concepts to maximize positive effects on learning, personal growth, skill development and work achievement.

In this paper we respond to this special issue's critical focus on mental health in education by considering the medicalised and homogenising approaches to the mental health of young people and the severely negative consequences for young people. Our argument is underpinned by the need to destabilise the hegemony of the current dominant discourses and practices of mental health used in education. The problem with these discourses and practices, informed by particular forms of psychiatry and psychology, is precisely their dominance and their popularised proxy take-up of these. We firstly outline this problem, explore the emergence and saturation of a 'damaged self' in education and consider the impact on young people. We offer counter-narratives that involve a reframing of the self in relation to ethics, politics, capability and the arts and can assist in countering the psy-dominance in education. The paper concludes with some reflections on how teachers might work against the damaging effects of the psy-disciplines and instead support young people in finding their counter-narrative selves.

Unique music therapy interventions are discussed from a clinical educational and research perspective, demonstrating a current position on music therapy for people living with dementia and their carers. The position paper, adapted from the keynote lecture given at the workshop “Music Selves and Societies” at Cambridge University in 2018, outlines current research and practice across music and music therapy fields, focussing upon embedding music in daily life and care for people living with dementia. Worldwide, around 50m people have dementia; this is estimated to increase to 75.6m in 2030 and 135.5m in 2050. This results in increased demand for long-term care and a need for heightened awareness and capacity for home care in local settings. Distinctions between interventions delivered by music therapists (direct music therapy) and interventions delivered by musicians or carers arising from training from music therapists (indirect music therapy) are discussed. Political and strategic developments for music and dementia are summarized, highlighting the need for increased training in the field and access to music at all stages of dementia. Case study examples are presented to highlight emerging practices and research; for example, couples attending music therapy groups in a rural community setting (Together in Sound) improved relationships and attitudes for people living with dementia. An international trial investigating reading and music interventions for people living with dementia and their homebased family carers (Homeside) is introduced, alongside practice and research in care homes where music therapy had been found to reduce agitation and improve carers’ well-being. Research shows music therapy interventions address personalized needs linked to daily lived experiences. However, indirect music therapy is needed to reach all who can benefit from music and are living with dementia. It is concluded that high quality, accessible music interventions should be embedded in care, and further research is needed to ascertain best practice.

Conjecture about the weak replicability in social sciences has made scholars eager to quantify the scale and scope of replication failure for a discipline. Yet small-scale manual replication methods alone are ill-suited to deal with this big data problem. Here, we conduct a discipline-wide replication census in science. Our sample (N= 14,126 papers) covers nearly all papers published in the six top-tier Psychology journals over the past 20 y. Using a validated machine learning model that estimates a paper's likelihood of replication, we found evidence that both supports and refutes speculations drawn from a relatively small sample of manual replications. First, we find that a single overall replication rate of Psychology poorly captures the varying degree of replicability among subfields. Second, we find that replication rates are strongly correlated with research methods in all subfields. Experiments replicate at a significantly lower rate than do non-experimental studies. Third, we find that authors' cumulative publication number and citation impact are positively related to the likelihood of replication, while other proxies of research quality and rigor, such as an author's university prestige and a paper's citations, are unrelated to replicability. Finally, contrary to the ideal that media attention should cover replicable research, we find that media attention is positively related to the likelihood of replication failure. Our assessments of the scale and scope of replicability are important next steps toward broadly resolving issues of replicability. [ABSTRACT FROM AUTHOR]

Abstract concepts are relevant to a wide range of disciplines, including cognitive science, linguistics, psychology, cognitive, social, and affective neuroscience, and philosophy. This consensus paper synthesizes the work and views of researchers in the field, discussing current perspectives on theoretical and methodological issues, and recommendations for future research. In this paper, we urge researchers to go beyond the traditional abstract-concrete dichotomy and consider the multiple dimensions that characterize concepts (e.g., sensorimotor experience, social interaction, conceptual metaphor), as well as the mediating influence of linguistic and cultural context on conceptual representations. We also promote the use of interactive methods to investigate both the comprehension and production of abstract concepts, while also focusing on individual differences in conceptual representations. Overall, we argue that abstract concepts should be studied in a more nuanced way that takes into account their complexity and diversity, which should permit us a fuller, more holistic understanding of abstract cognition. [ABSTRACT FROM AUTHOR]

This paper analyses the relation between generic competencies of students of Psychology and their academic performance and employability. A sample of 43 students of Psychology in a Spanish university was used to measure their generic competencies, academic performance and employability. Correlational and regression tests were conducted to evaluate the relation between the variables. The generic competence 'adhering to principles and values' is positively related to employability, while the competencies 'achieve results/client satisfaction' and 'socialise and create networks' are positively related to academic performance. No significant relationship was found between academic performance and employability. Generic competencies favour both academic performance and employability. The competencies which influence only one of these aspects are different. Our research offers insights to teacher learning communities to engage in a profound reflection on the inclusion of methodologies that facilitate the development of competencies related to academic performance and those most in demand in the labour market within the field of Psychology. Generic competencies are essential part of the education of students of Psychology. These competencies are institutionally developed with the aim of orienting the education of psychologists towards their future professional practice. It is essential to understand how the development of generic competencies may facilitate academic performance and employability of graduates in Psychology.