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Early career psychologists (ECPs) are considered a distinct professional group that faces unique career challenges. Despite recent organizational efforts to increase engagement of these individuals, little is known about the professional development needs and training interests of ECPs, particularly within psychology's subfields. As such, this study assessed ECPs' professional development needs and training interests in school psychology, as well as their perceptions of how well their professional organization was in meeting their needs. One hundred ECP and graduate students responded to an online survey. Results indicated that participants had a strong interest in a variety of professional development topics, including developing short- and long-term career plans, the publication process, obtaining licensure, and work-life balance. Further, participants endorsed interest in various training formats, including brief workshops, ECP mentoring programs, and conference symposia. Participants stated that their professional organization currently met their needs moderately well, but reported seeking professional development support via a number of other sources. Researchers, faculty, and graduate students reported significantly higher perceptions of their professional organization than clinicians. Findings suggest areas for desired professional development and training format. Implications for professional organizations serving ECPs and school psychology graduate programs are addressed.

The implementation of evidence-based psychological programming to meet the needs of a global population has been impeded by the translation of theories and research findings across populations and settings without due consideration of cultural factors. The purpose of this article is to discuss the rationale for use of partnership-based methods in the development of culturally constructed school mental health programming. We describe the application of such approaches to two diverse populations. We conclude with a discussion of future research examining the application of partnership-based approaches to the development of culturally informed psychological programming across global settings.

Purpose: The aim of the study was to determine the restoration of hip biomechanics through lateral offset, leg length, and acetabular component position when comparing non-arthroplasty surgeons (NAS) to elective arthroplasty surgeons (EAS). Methods: 131 patients, with a femoral neck fracture treated with a THA by 7 EAS and 20 NAS, were retrospectively reviewed. 2 blinded observers measured leg-length discrepancy, femoral offset, and acetabular component position. Multivariate logistic regression models examined the association between the surgeon groups and restoration of lateral femoral, acetabular offset, leg length discrepancy, acetabular anteversion, acetabular position, and component size, while adjusting for surgical approach and spinal pathology. Results: NAS under-restored 4.8 mm of lateral femoral offset (43.9 ± 8.7 mm) after THA when compared to the uninjured side (48.7 ± 7.1 mm, p = 0.044). NAS were at risk for under-restoring lateral femoral offset when compared to EAS (p = 0.040). There was no association between lateral acetabular offset, leg length, acetabular position, or component size and surgeon type. Conclusions: Lateral femoral offset is at risk for under-restoration after THA for femoral neck fractures, when performed by surgeons that do not regularly perform elective THA. This indicates that lateral femoral offset is an under-appreciated contributor to hip instability when performing THA for a femoral neck fracture. Lateral femoral offset deserves as much attention and awareness as acetabular component position since a secondary analysis of our data reveal that preoperative templating and intraoperative imaging did not prevent under-restoration. [ABSTRACT FROM AUTHOR]

This study examined (a) the roles of perceived and personal stigma on attitudes toward professional psychological help seeking and (b) the effects of these constructs across gender in South Asians. Personal stigma and being male was negatively associated with attitudes toward professional psychological help seeking; no difference in the association between personal and perceived stigma and attitudes across genders was found. These findings have implications for the engagement of South Asians in mental health services in the United States.

This study sought to assess current and future school psychologists' attitudes toward and preparedness to address the needs of lesbian, gay, bisexual, and transgender (LGBT) students in schools. Two-hundred seventy-nine school psychologists (n = 162, 58%) and school psychology graduate students (n = 117, 42%) were included in the study. Participants completed measures of attitudes toward LGBT students, preparedness to address the needs of LGBT youth, and social desirability. For both school psychologists and graduate students, increased education was associated with improved attitudes and increased preparedness to treat LGBT youth. For school psychologists, presence of a gay-straight alliance was associated with increased knowledge about LGBT youth, as well as higher ratings of preparedness to treat LGBT youth; the same associations did not hold true for the graduate students. These findings have implications for the training and practice of school psychologists in addressing the needs of LGBT youth in schools.

Due to its high prevalence and associated risk of poor academic and health outcomes, adverse childhood experiences and trauma are considered a public health epidemic. In response, there has been a surge of initiatives aimed at helping institutions and individuals serving people with histories of trauma to adopt a trauma-informed care (TIC) approach. However, significant roadblocks to TIC research and practice include an unclear operational definition of TIC and the shortage of psychometrically robust instruments to evaluate TIC. To close these gaps, we used a partnership-based approach to develop a direct, efficient, and cost-effective measure of TIC focused on evaluating the TIC-relevant attitudes of staff working in schools, human service systems, and other settings serving individuals with histories of trauma. We then conducted a psychometric evaluation of the resultant measure, the Attitudes Related to Trauma-Informed Care (ARTIC) Scale, with a sample of 760 staff employed in education, human services, and health care. Study findings established support for the psychometric properties of the measure. Specifically, confirmatory factor analysis indicated that the seven-factor structure fit the data well. Scores on the ARTIC demonstrated strong internal consistency and test-retest reliability over 6 months for the 45-item and 35-item composites, the seven subscales, and the 10-item short form. Construct and criterion-related validity were supported by correlations with indicators of familiarity with TIC and staff- and system-level indicators of TIC implementation. The current study has implications for accelerating research on TIC and facilitating data-based decision making related to the adoption and implementation of TIC.

Despite the well-documented need for interprofessional collaboration (IPC) between school mental health (SMH) professionals and pediatric primary care providers (PCPs), research on current collaborative practices of these professionals is limited. Accordingly, using survey methodology, this study investigated SMH professionals' previous training and training interests, degree of comfort with, attitudes toward, and current practices in IPC with pediatric PCPs. The majority of SMH professionals reported having received some training in IPC and endorsed high levels of interest in additional training. Further, comfort in IPC skills varied considerably based on the skill queried. While SMH professionals indicated IPC was of high importance, results revealed the relative infrequency of IPC with pediatric PCPs. Finally, increased frequency of IPC with pediatric PCPs was associated with positive attitudes toward IPC. Study results underscore the importance of addressing attitudes toward IPC and have implications for advancing research and training in SMH professionals IPC with pediatric PCPs.

Schools present a unique environment in which to conduct universal screenings for youth depression. The present study examines the efficiency of a multiple-stage assessment procedure assessing youth depression in the schools by calculating hit rates and establishing diagnostic accuracy for the measures used. Girls (N = 3318) aged 8 to 13, participated in a three-stage screening conducted in schools. At Stage 1, participants completed self-report measures. At Stage 2, participants completed either a second self-report measure or a brief symptom interview. At Stage 3, diagnostic interviews were conducted. Hit rates were calculated at Stages 1 and 2 to compare the efficiency of the different assessments. The diagnostic accuracy of the screening measures was investigated through the calculation of sensitivity and specificity indices, logistic regression, and receiver operating characteristic curve analysis. Bias in identification rates across ethnicities was also examined. Comparison of hit rates indicated that the brief symptom interview had greater efficiency in the identification of depression at Stage 2; moreover, the measures demonstrated accuracy in their prediction of depression. Results also indicated a lack of bias in screening measures, as they did not over-identify depression in different ethnic or racial groups. Recommendations for implementation of multiple-stage screenings in schools are discussed.

Introduction: The integration of psychosocial interventions in primary care settings is 1 mechanism to increase access to mental health care to youth in need. Although the delivery of psychosocial interventions [...]

Cognitive behavioral therapy is an effective approach to the treatment of depressive disorders within schools, due to its demonstrated efficacy, as well as its availability in manualized treatment form. When implemented by therapists with inadequate training, the treatment is often stilted, less engaging for participants, and aimlessly guided through rigid adherence to the treatment manual. The transportability of such interventions to schools will be discussed, highlighting challenges that school psychologists may face, along with addressing important aspects for the successful implementation of treatments. The ACTION treatment program, a highly effective cognitive behavioral intervention for depressed youth, is provided as an example of one such program. Primary treatment components of ACTION are described along with subtleties to effectively train school psychologists who intend to treat depressed youth. The importance of improved training for school psychologists to become effective at implementing cognitive behavioral interventions is highlighted.