Practical Strategies for Managing Emotions and Stress in the Elusive Search for Work-Life Balance

In this talk, Dr. Veilleux discussed the rationale for thinking about work-life integration rather than work-life balance, while validating the importance of recognizing the emotional repercussions of feeling a conflict between the work and non-work portions of life. She provided a three-step strategy for recognizing the “message” of an emotion, with the goal of helping people recognize that emotions do not occur about things that do not matter, and thus identifying and processing emotions about stressful experiences (including conflicts between work and life) can be crucial steps toward psychological well-being

A Historical Review and Resource Guide to the Scholarship of Teaching and Training in Psychology and Law and Forensic Psychology

The field of psychology and law, including forensic psychology, is an exciting concentration of research activity and student training and has grown rapidly, but to what extent have teaching and training efforts in the field been systematically catalogued and evaluated? We conducted a historical review and content analysis of the American and Canadian literature on the scholarship of teaching and training in the field. This review catalogs (a) information related to the development of training and teaching, (b) descriptions of programs and courses at various levels, and (c) articles on teaching resources or techniques in this field. We hope it serves as a useful guide to the literature resources for those in the field and a catalyst for future interest in this area of scholarship, especially for future evaluations of teaching and training. (PsycINFO Database Record (c) 2017 APA, all rights reserved

Clinical PhD Graduate Student Views of Their Scientist-Practitioner Training

Objectives: The goal of the scientist-practitioner (S-P) training model is to produce clinical psycholo-gists equipped to integrate and utilize both science and practice in the clinical and research domains. However, much has been written regarding the possible shortcomings of S-P training and whether clinical psychology graduate students are actually gaining the knowledge and skills to integrate sci-ence and practice during graduate training and beyond (Chang, Lee, & Hargreaves, 2008; Gelso, 2006; Merlo, Collins, & Bernstein, 2008; Phillips, 1993). Methods: As such, the present study assessed ratings of satisfaction, perception of ability, and use of the S-P training model within 653 clinical psychology graduate students enrolled in programs that are members of the Council of University Directors of Clinical Psychology. Results: Findings suggest that students are consistently trained in the integration of science and practice and have confidence in their abilities to apply the S-P integra-tion to research and clinical work. However, despite understanding the ways in which science can influence practice, over one third of students reported that they rarely use science-based decisions when informing clients of the clinical services they will be providing. Conclusions: The implications of these results support the need for a more detailed evaluation of clinical psychology graduate stu-dents as well as the use of research-informed practice and the process of providing clients with in-formation they need to make informed choices about treatment

Assessing the within-person variability of internal and external sexual consent

Sexual consent is often conceptualized as an internal willingness to engage in sexual activity, which can be communicated externally to a sexual partner. Internal sexual consent comprises feelings of physical response, safety/comfort, arousal, agreement/want, and readiness; external sexual consent includes communication cues that may be explicit or implicit and verbal or nonverbal. Most previous research on sexual consent has focused on between-person differences; little attention has been devoted to examining the within-person variation of sexual consent across time. We conducted a 28-day experience sampling methodology (ESM) study with a sample of adults (N = 113) to assess fluctuations in internal and external sexual consent across a given person’s sexual events. We found that more than 50% and up to 80% of the variance in sexual consent scores could be accounted for by within-person variability. The type of sexual behavior participants engaged in during a sexual event predicted their internal and external consent. Further, internal consent feelings predicted external consent communication. Overall, our findings provided initial evidence regarding the extent that situational contexts are relevant for sexual consent. ESM study designs may be used to further investigate the potential contextual, intrapersonal, and interpersonal factors associated with internal and external sexual consent

Developing valid and feasible measures of sexual consent for experience sampling methodology

Preliminary evidence indicates that people’s sexual consent (i.e., their willingness to engage in sexual activity and communication of that willingness) varies across time and context. Study designs that assess sexual consent at multiple time points (e.g., experience sampling methodology [ESM]) are needed to better understand the within-person variability of sexual consent. However, extant validated measures of sexual consent are not appropriate for ESM studies, which require shorter assessments due to the increased burden this methodology has on participants. As such, the goal of the present study was to develop ESM measures of sexual consent based on items that have previously been validated for use in cross-sectional surveys. We selected items that balanced face validity as evidenced by cognitive interviews (n = 10) and content validity as evidenced by experts’ ratings (n = 6). To assess the construct validity and feasibility of these items, we administered the selected ESM measures of sexual consent in a seven-day pilot study (n = 12). The results suggested that the ESM measures developed in the present study were a valid and feasible assessment of people’s experience-specific internal consent feelings and external consent communication. We conclude with recommendations for sex researchers interested in ESM

ALMA Reveals the Molecular Medium Fueling the Nearest Nuclear Starburst

We use ALMA to derive the mass, length, and time scales associated with the nuclear starburst in NGC 253. This region forms ~2 M_sun/yr of stars and resembles other starbursts in scaling relations, with star formation consuming the gas reservoir 10 times faster than in galaxy disks. We present observations of CO, the high effective density transitions HCN(1-0), HCO+(1-0), CS(2-1), and their isotopologues. We identify ten clouds that appear as peaks in line emission and enhancements in the HCN-to-CO ratio. These clouds are massive (~10^7 M_sun) structures with sizes (~30 pc) similar to GMCs in other systems. Compared to disk galaxy GMCs, they show high line widths (~20-40 km/s) given their size, with implied Mach numbers ~90. The clouds also show high surface (~6,000 M_sun/pc^2) and volume densities (n_H2~2,000 cm^-3). Given these, self-gravity can explain the line widths. This short free fall time (~0.7 Myr) helps explain the more efficient star formation in NGC 253. We also consider the starburst region as a whole. The geometry is confused by the high inclination, but simple models support a non-axisymmetric, bar-like geometry with a compact, clumpy region of high gas density embedded in an extended CO distribution. Even for the whole region, the surface density still exceeds that of a disk galaxy GMC. The orbital time (~10 Myr), disk free fall time (<~ 3 Myr), and disk crossing time (<~ 3 Myr) are each much shorter than in a normal spiral galaxy disk. Some but not all aspects of the structure correspond to predictions from assuming vertical dynamical equilibrium or a marginally stable rotating disk. Finally, the CO-to-H2 conversion factor implied by our cloud calculations is approximately Galactic, contrasting with results showing a low value for the whole starburst region. The contrast provides resolved support for the idea of mixed molecular ISM phases in starburst galaxies.Comment: Accepted for publication in the Astrophysical Journal. 31 pages, 16 Figure

Reproducibility data: Episodic imagination and episodic memory.

Reproducibility data for paper on episodic imagination and episodic memory

Association of Knowledge and Health Habits with Physiological Hydration Status

The association of hydration knowledge and health habits with hydration status and fluid intake is rarely examined. We sought to determine whether knowledge or physical health behaviors predict physiological hydration status and fluid intake. Ninety-six participants (59 female; 27 ± 10 year) completed the previously validated hydration survey. Participants then recorded total fluids consumed (TFC), collected urine, and tracked void frequency for 24 h. Hydration status was assessed via 24 h urine specific gravity (USG) and osmolality (Uosm). Health behaviors included self-reported physical activity, BMI, smoking, alcoholic drinking, and sleep status. TFC was significantly correlated with 24 h USG (r = −0.390; p osm (r = −0.486; p p p p = 0.420), Uosm (r = 0.087; p = 0.419), urine total volume (r = 0.019; p = 0.857), void frequency (r = 0.030; p = 0.771), or TFC (r = 0.027; p = 0.813). Hydration knowledge did not predict 24 h USG (LR+ = 1.10; LR− = 0.90), Uosm (LR+ = 0.81; LR− = 1.35), or TFC (LR+ = 1.00; LR− = 1.00). Health habits did not predict 24 h USG, Uosm, or TFC. In conclusion, self-reported 24 h diet and fluid log recording is comparable to hydration status verification via 24 h urine collection. Hydration knowledge and health habits are not related to, or predictive of, hydration status

Remediation plans for trainees with problems of professional competence

For trainees in health service psychology, an effective approach to the assessment of competencies can identify trainees with problems of professional competence. Once such problems are identified, a systematic and proactive remediation effort can be put into place. Such efforts are likely to be most effective in training cultures that are competency-based, ecosystemic, collaborative, and communitarian and that are mindful of the legal context. This article is the first to offer comprehensive practical guidance about three key components of the remediation process: creation of individualized remediation plans, implementation of remedial interventions or strategies, and evaluation of progress and outcomes and associated decision making. A detailed example is provided that helps to flesh out the three components of the remediation process. The article concludes with recommendations for steps to be taken to advance remediation efforts within health service psychology and in other health professions