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Health service psychology has been slow to create a leadership mentoring model. A survey of former chairs of the American Psychological Association of Graduate Students and American Psychological Association's Committee on Early Career Psychologists revealed that: (a) early career leaders had at least one mentor who explicitly supported their leadership development; (b) these mentoring relationships were both formal and informal; (c) peer mentoring was invaluable for fostering success; and (d) mentorship relationships were critical in preparing respondents for their roles. A preliminary framework and associated guidance for leadership mentoring in psychology is proposed.

The New School Psychology Bulletin (NSPB) is a peer-reviewed journal operated by clinical psychology graduate students. Forty-four members of the editorial board and 27 authors were surveyed before and after working with NSPB. Results of the survey demonstrated that experience with the publication process resulted in quantitative decreases in confidence, proficiency, and interest in publishing in the future. Despite these drops, respondents reported that NSPB was relevant and effective training, and they rated NSPB and their experience favorably. They also reported that it provided them with unique gains not available in their training programs. A follow-up study 2 months after termination explored the decreases in confidence, proficiency, and interest. Qualitative data suggest that after working with NSPB, about half of respondents felt more optimistic about the publication process, with the remaining half feeling less optimistic, experiencing no change, or reporting a mixed perception (e.g., feeling less confident but believing that they had a more realistic perspective). Taken together, the data suggest that early experience with publication and peer review disparately affects students' attitudes toward publishing.

A total of 35 psychology department members from 21 universities assessed the relevance and efficacy of the "New School Psychology Bulletin" ("NSPB"), a graduate student journal, to training in psychology. Overall, a small sample of psychology department members viewed "NSPB" as an effective vehicle for student training. Perceptions among faculty were less favorable than previous research demonstrated with a student sample. The majority of respondents reported that students in their programs learn about manuscript preparation but noted that 50% or fewer students actually publish in peer-reviewed journals during graduate school. This suggests that although faculty members perceive that their students are adequately trained in this domain, a large number of students are not putting these skills into practice by submitting manuscripts to peer-reviewed journals. (Contains 3 tables.)

Objective: This study examines the psychometric properties of the Alliance Negotiation Scale‐Supervision Version (ANS‐S) for clinical trainees. Analyses were designed to evaluate the relationship between the ANS‐S and other measures of supervision process and outcome. Method: Online surveys included items from established measures in addition to questions about supervisor and supervisee training experiences. The survey was administered to a sample of mental health clinicians practicing under a licensed supervisor (N = 113). Results: The ANS‐S (a 12‐item unidimensional scale) demonstrated sound psychometric properties, including evidence of reliability as well as content and construct validity. Conclusions: The ANS‐S was associated with several related supervision measures and outcome variables in the expected directions. These results extend previous findings on the ANS' psychometric integrity and offer a validated measure that can be used in further research on supervision. [ABSTRACT FROM AUTHOR]

Alliance negotiation is defined as the patient and therapist's ability to solve relational problems and disagreements (in therapeutic goals and tasks) during therapy. Although this construct is essentially a dyadic notion, with important clinical implication for treatments of different theoretical frameworks, currently there is only one instrument that can measure alliance negotiation and it is only based on the patients' perspective about therapy. The aim of this paper is to develop and examine the preliminary psychometric properties of the Alliance Negotiation Scale, therapist form. In the context of the importance attributed to analyzing relational constructs with a dyadic perspective, this instrument will not only allow to measure the perception of alliance negotiation from therapist's point of view, but also it will provide the necessary information to have a dyadic measurement of alliance negotiation by using both the original Alliance Negotiation Scale and the Alliance Negotiation Scale, therapist form in the same cases. With this purpose, a sample of 188 therapists from different theoretical frameworks completed an initial pool of twenty four preliminary items of the Alliance Negotiation Scale, therapist form. All the items of Alliance Negotiation Scale, therapist form, were developed based on the original Alliance Negotiation Scale, adapted to be completed by the therapist, and scored in a seven point Likert scale ranging from 1 (Never) to 7 (Always). The sample of therapist also completed the Working Alliance Inventory, therapist from, a widely spread standard measure of therapeutic alliance. For both instruments we asked the therapist to answer the measures thinking about a patient they have recently treated. To avoid a bias in patients' selection and ceiling effects in alliance scores, half of the sample of therapists was randomized to use as a reference a patient they considered easy, while the other half was asked to select a difficult patient. For data analyzes we first ran a principal component analysis in order to find the best factorial solution for the items and to establish the construct validity of the scale. Based on that factorial solution we analyzed the internal consistency of the final version of the Alliance Negotiation Scale, therapist form, using Cronbach's alphas coefficients and item's homogeneity using adjusted itemtotal correlations. Finally, to test for criterion validity we explored the associations between the Alliance Negotiation Scale, therapist form, and the Working Alliance Inventory, therapist from, using Pearson's correlations. The principal component analysis suggested a one-dimensional solution integrated by nine items, explaining a 42.16% of the total variance. All the items in this solution had factorial weights above .40. Furthermore, the analysis of reliability on this version of the scale showed an adequate internal consistency (Cronbach's α = .82). The adjusted item-total correlations presented also evidences of homogeneity (r's range: between .34 and .66), suggesting that all the items explores different aspects from a common construct, without being redundant. Finally, the correlations between the Alliance Negotiation Scale, therapist form, and the Working Alliance Inventory, therapist from, presented evidences of criterion validity (r with WAI: .51, p < .001). This result showed an association between the measures but also indicate that they do not measure the exact some construct. The specific characteristics and properties of the Working Alliance Inventory, therapist from, presented in this paper, suggested that this measure represents an important contribution both for clinical practice and research. Future studies will need to further explore and confirm the psychometric properties of the Working Alliance Inventory, therapist from, and analyze its application for dyadic measures of the therapeutic alliance negotiation in psychotherapy. [ABSTRACT FROM AUTHOR]

Objective This study examines the validity of the Alliance Negotiation Scale (ANS) in a psychotherapy research program. Analyses were designed to evaluate the relationship between the ANS and psychotherapy process and outcome variables. Method Data were collected in a metropolitan psychotherapy research program. Participants completed 30 sessions of therapy, postsession assessments, and a battery of measures at intake and termination. Results Relationships were found between the ANS and session outcome, working alliance, and the presence of ruptures and their resolution. Relationships emerged between the ANS and treatment outcome on measures of psychiatric distress and interpersonal problems. Conclusions The ANS demonstrated relationships with several psychotherapy process and outcome variables. The ANS was the most differentiated from the working alliance on measures of interpersonal functioning and in discriminating personality disorder pathology. These results extend previous findings on the ANS' psychometric integrity, and offer new data on the relationship between negotiation and treatment outcome. [ABSTRACT FROM AUTHOR]

Objective: This paper reviews the construct of the working alliance, beginning with its historical development and moving into its modern pantheoretical conceptualization. Method: Major research efforts on the topic are reviewed. The review includes both theoretical and empirical literature on the working alliance and related constructs, such as alliance ruptures and repair, and therapeutic negotiation. Existing measures of the working alliance are also reviewed. Results: The working alliance is critiqued on both theoretical and empirical grounds, including the strengths and limitations of current approaches and assessments. Recent theoretical developments are reviewed, among them work on alliance rupture and repair and the reconceptualization of the alliance as a process of therapeutic negotiation. Emerging applications of advanced statistical techniques to measure the working alliance are also considered. Conclusion: The review concludes by supporting recent efforts that have attempted to increase the sophistication of measurement tools and statistical approaches, and encouraging future research in these areas. [ABSTRACT FROM AUTHOR]

A total of 35 psychology department members from 21 universities assessed the relevance and efficacy of the New School Psychology Bulletin (NSPB), a graduate student journal, to training in psychology. Overall, a small sample of psychology department members viewed NSPB as an effective vehicle for student training. Perceptions among faculty were less favorable than previous research demonstrated with a student sample. The majority of respondents reported that students in their programs learn about manuscript preparation but noted that 50% or fewer students actually publish in peer-reviewed journals during graduate school. This suggests that although faculty members perceive that their students are adequately trained in this domain, a large number of students are not putting these skills into practice by submitting manuscripts to peer-reviewed journals. [ABSTRACT FROM PUBLISHER]