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Objective: In 2002, the American Psychological Association (APA) Council of Representatives approved the "Guidelines for Multicultural Education, Training, Research, Practice and Organizational Change for Psychologists." The Guidelines have been downloaded 64,153 times from the APA website from 2007 to 2013, and have been cited nearly 900 times. This suggests that the Guidelines have influenced education, training, research, and practice in psychology. However, it is unclear how the Guidelines have influenced these domains. We conducted a comprehensive literature review to examine how the Guidelines have influenced the field. Articles were coded for several criteria, including whether the Guidelines were cited, the type of research that was conducted, study findings, limitations, and future directions of research.Method: The data for this study consisted of 895 empirical articles published since the 2003 publication of the Guidelines. A literature review using the keywords APA and multicultural guidelines were searched in PsycINFO and ERIC databases. Articles were then coded by the research team.Results: Findings from the literature review suggested that although there were a total of 895 articles and books that cited the Guidelines, only 34 met our coding criteria.Conclusions: Our findings suggest that most of the articles that cited the Guidelines used the citation as a way to document that culture is important to consider. In some cases, other professions cited the Guidelines to argue that their discipline should also attend to culture. However, very few articles focused on framing an investigation around a specific guideline. (PsycINFO Database Record [ABSTRACT FROM AUTHOR]

Self-care is a critical component and considered a core foundational competency for doctoral students in the field of psychology. It is an ethical imperative to maintain adequate self-care to prevent burnout and negative outcomes to those receiving health-care services. Self-care is also related to the professional values of psychology, specifically, beneficence and nonmaleficence. However, little research has explored the topic. One reason that may contribute to the scant research is the lack of a valid tool to measure self-care behaviors. In the first study, we developed and validated a self-care instrument with 232 doctoral students in programs accredited by the American Psychological Association across different stages of the developmental trajectory. A pilot study (n = 28) provided feedback on item content and suggestions for improvement. In the second study, the refined self-care instrument, the Self-Care Behavior Inventory, was used, along with the Maslach Burnout Inventory-Human Services Survey (Schaufeli, Leiter, & Maslach, 2009), the Perception of Competence Scale (Williams & Deci, 1996), the Flourishing measure (Diener et al., 2010), and the Contributors to Distress measure (Carter & Barnett, 2014). Exploratory factor analyses revealed a 3-factor model with Cognitive-Emotional-Relational, Physical, and Spiritual components underlying the construct of self-care. Limitations of the present study and implications for training programs and trainees are discussed, as are suggestions for future research. [ABSTRACT FROM AUTHOR]

Competency-based education (CBE) is a model that guides the educational process toward acquisition of the knowledge, skills, and attitudes needed for effective professional practice in service of the public. Increasingly adopted by medicine and other professions, the CBE model involves establishing competency goals, developing curricula and other experiences designed to help students reach these goals, integrating instruction in the full range of competencies throughout the educational sequence, guiding and evaluating student learning through ongoing assessment of competence, and revising courses and activities in light of student competence outcomes. Included in a full CBE model are attention to unintended learning outcomes (the "hidden curriculum") and to areas not covered (the "null curriculum"), and efforts to promote education based on individual student learning trajectories as opposed to set courses or number of hours. Within professional psychology, we suggest that APA accreditation is aligned with a version of the CBE model; and significant progress has been made in identifying and measuring professional competencies. However, these are merely tools that can help training programs implement a broader CBE educational model that we contend has not been widely realized in professional psychology. This article reviews CBE and its application in medicine, discusses the benefits and criticisms of CBE, and considers what a fuller realization of CBE would look like in professional psychology training programs, including graduate programs, practicum, internships, and postdoctoral settings. [ABSTRACT FROM AUTHOR]

This report addresses the strong need for practical applications of the comprehensive Competency Benchmarks document (Fouad et al., 2009) for training in professional psychology. A workgroup extended the efforts of the original Benchmarks Workgroup, creating a condensed, flexible, and practical competencies rating form for use by educators, supervisors, and trainees. The form reorganizes the original Benchmarks to promote clarity, consistency, and functionality in everyday use. Plans for a Web-based version are discussed. These efforts are intended to advance the culture of competence in professional psychology (Belar, 2009). [ABSTRACT FROM AUTHOR]

The Competency Benchmarks document outlines core foundational and functional competencies in professional psychology across three levels of professional development: readiness for practicum, readiness for internship, and readiness for entry to practice. Within each level, the document lists the essential components that comprise the core competencies and behavioral indicators that provide operational descriptions of the essential elements. This document builds on previous initiatives within professional psychology related to defining and assessing competence. It is intended as a resource for those charged with training and assessing for competence. [ABSTRACT FROM AUTHOR]

Individuals make choices in, and adjust to, a world of work that is often a moving target. Because work is so central to human functioning, and transitions in and out of work can have major mental health repercussions, the authors argue that applied psychologists in health services need to understand those transitions. This article focuses on the different types of transition throughout a person's working life and the resources needed at different stages to ensure the success of these transitions. The authors start by examining the roles of capability and adaptability in supporting and facilitating adjustment to work transitions and their relation to identity development. They then examine the role of social and institutional contexts in shaping work transitions and their outcomes. The authors focus on voluntary versus involuntary transitions and then broaden the lens in discussing the policy implications of research on work transitions. [ABSTRACT FROM AUTHOR]

How do faculty create culture-centered programs? The recent American Psychological Association (APA) Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists suggest that "As educators, psychologists are encouraged to employ the constructs of multiculturalism and diversity in psychological education" (APA, 2003, p. 386). This article presents a rationale for a culture-centered approach to psychological education and training and the present challenges to that approach. Seven areas of best practices are presented (including statement of philosophy, recruiting a diverse group of faculty and students, fair admissions process, culture-centered curriculum, and evaluation). The article concludes with an evaluation of an urban counseling psychology program coping with the challenges and trying to incorporate best practices in creating a culture-centered program. [ABSTRACT FROM AUTHOR]

Discusses a study which examines the vocational interests among members of the same racial/ethnic group in the U.S. who differ in age, educational level and professional attainment. Student samples of African Americans, Asian Americans, European Americans, Hispanic Americans, and American Indians; Between-groups differences in the Strong Interest Inventory.

Investigates the academic domains of the social—cognitive career choice model. Examination on self-efficacy, outcome expectation and interests; Use of validated scales on each of the subject domains; Results to indicate support to the social—cognitive career model.

Investigates the academic-subject-matter domain specificity of self-efficacy, interests, outcome expectations and goals that are included in the social-cognitive career model. Testing of a series of factor models using confirmatory factor analytic procedures; Existence of the constructs of academic self-efficacy, interests, outcome expectancies and goals.

Discusses the study of the structure of interests in employed male and female members of racial-ethnic minority and nonminority groups in the United States. Information on the participants taking part in the study; Examination of the structure of interests across race-ethnicity; Issue of whether the structure of interests is the same for all populations.

Tests propositions of the social cognitive model proposed by R.W. Lent, S.D. Brown and G. Hackett in 1994. Vocational interests as reflective of self-efficacy beliefs and outcome expectations; Outcome expectations as affecting choice goals; Demographic and individual differences as mediating learning experiences which form self-efficacy beliefs and outcome expectations.

This article is part of a special issue of the American Psychologist celebrating the American Psychological Association's (APA's) 125th anniversary. The article reviews the last quarter century (1991-2016) of accomplishments by psychology's education and training community and APA's Education Directorate. The purpose is to highlight key trends and developments over the past quarter century that illustrate ways the Directorate sought to advance education in psychology and psychology in education, as the Directorate's mission statement says. The focus of the Directorate has been on building a cooperative culture across psychology's broad education and training community. Specifically APA has (a) promoted quality education--from prekindergarten through lifelong learning, (b) encouraged accountability through guidelines and standards for education and training, and (c) supported the discovery and dissemination of new knowledge to enhance health, education, and well-being. After identifying challenges and progress, the article discusses the future of the field of psychology and the preparation of its workforce of tomorrow. [ABSTRACT FROM AUTHOR]

With the transformation of health service psychology training to a culture of competence (Roberts, Borden, Christiansen, & Lopez, 2005), comes the necessity for an associated culture of assessment to ensure competence. Although the Competency Benchmarks (Fouad et al., 2009) and the toolkit for assessment of competency (Kaslow et al., 2009) have been major advances, the question remains whether training programs are using a competency-based approach to education and training, including how they are assessing those competencies. The purpose of this study was to assess the state of the art in use of competencies and their assessment. Training programs were surveyed with respect to what competencies are viewed as important, and the relationship between what supervisors and faculty desire and value in training competencies versus what they assess and what trainees achieve was assessed. Also assessed was which competencies are most frequently not achieved and what form of remediation plan is used. [ABSTRACT FROM AUTHOR]

Although psychologists involved in the training of graduate students understand the importance of responding effectively to exhibited insufficient clinical competence, the extant literature offers little guidance on how best to make decisions during this process. The authors propose an adaptation of the information processing approach to problem solving applied to guide faculty in addressing student behaviors. Each of the steps will be discussed, along with their implications and our recommendations. A case example is presented to illustrate how that approach can be used by faculty. Finally, the authors discuss broader research and professional implications. [ABSTRACT FROM AUTHOR]

Guided by both the social–cognitive model of career management and social comparison theory, this study compared men's own well-being and their perceptions of other men's well-being in the context of male gender norms and work–family management. Working men (N = 693) who adhere to traditional male gender norms reported lower levels of well-being. The same group of working men assessed other men who adhere to traditional male gender norms as having lower levels of well-being. Notably, men who adhered to traditional masculine norms were more likely to perceive that other men are "happier." Further, "less happy" men (men in the low own well-being class) tended to rate other men "happier," whereas "happier" men (men in the medium own well-being class) did not share that tendency. Lastly, men who reported higher levels of multiple role self-efficacy and positive work–family spillover reported that their own well-being was higher and reported that other men would have higher levels of well-being when they also have higher levels of multiple role self-efficacy and positive work–family spillover. These findings are discussed within the context of the social comparison and work–family interface literature. Implications for future research and practice also are addressed. Public Significance Statement: This study found that there are distinct subgroups of working men based on how they respond to their own well-being as well as other men's well-being in the context of work–family management and conformity to masculine norms. These findings indicate working men may benefit from tailored intervention that addresses the impact of social comparison on their well-being. [ABSTRACT FROM AUTHOR]

Responds to the commentaries regarding the summary report on the findings and recommendations of the Task Force on the Status of Women in Academe. Focus on issues covering equity in compensation, special treatment, academy transformation, and vigilance for the continued advance of gender equity; Failure of outcome differences between data sets to represent time trends; Limitation of base salaries to address total compensation.

During the past 10 years, professional psychology has embarked on a major effort to reconceptualize its training model, shifting from a focus on the number of hours spent acquiring knowledge or skills to a "culture of competence" that emphasizes demonstrated competence in specific domains of knowledge and skills. The two commentaries in this special section describe recent attempts to define a set of core competencies that are comprehensive enough to be useful, but simple enough to be used. This article provides two commentaries on these two articles, one from the point of view of regulators and the other from educators. The concluding section provides an integrated set of recommendations for moving toward a shared set of core competencies for all levels of professional psychology [ABSTRACT FROM AUTHOR]

A "toolkit" for professional psychology to assess student and practitioner competence is presented. This toolkit builds on a growing and long history of competency initiatives in professional psychology, as well as those in other health care disciplines. Each tool is a specific method to assess competence, appropriate to professional psychology. The methods are defined and described; information is presented about their best use, psychometrics, strengths and challenges; and future directions are outlined. Finally, the implications of professional psychology's current shift to a "culture of competency," including the challenges to implementing ongoing competency assessment, are discussed. [ABSTRACT FROM AUTHOR]

Examines the characteristics of academic women in psychology. Information on the participation of women in various academic roles; Discussion of the obstacles to women's success in psychology as a discipline and in academe; Contributions of women to teaching psychology.