Teaching Intelligence Testing in APA-Accredited Programs: A National Survey

We surveyed instructors at APA-accredited clinical and school psychology programs across the United States and Canada to determine typical teaching practices in individual intelligence testing courses. The most recent versions of the Wechsler scales (Wechsler, 1989, 1991, 1997) and the Stanford-Binet (Thorndike, Hagan & Sattler, 1986) remain the primary tests taught in this course. Course instructors emphasized having students administer intelligence tests; however, relatively few instructors reported assessing students' final level of competence with regard to their test administration skills. The intelligence testing course appears quite time-intensive for instructors, and many teach the course with the aid of a teaching assistant. When compared with previous findings, current results suggest a good measure of stability over time regarding the core issues addressed and skills taught in the intelligence testing course.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Perfil clínico funcional de pacientes con artritis reumatoide derivados a Fisiatría en control en Centro Reumatólogico Avanzado (CREA) del Hospital Clínico Universidad de Chile

Background: Rheumatoid arthritis (RA) is a systemic inflammatory disease that primarily affects the joints causing varying degrees of disability. Non-pharmacological management is increasing evidence of its usefulness impacting functionality. Objectives: To characterize the clinical / functional profile of patients with rheumatoid arthritis derived physiatrist assessment in the Clinical Hospital University of Chile. Methods: We reviewed the clinical records of patients with RA derivatives Physical Medicine, extraction demographics, medical history, physical examination and functionality. Statisticians analysis of central tendency, dispersion, absolute and relative frequencies. Results: 85 medical records were analyzed. 88.2% were women with an average age of 54.05 ± 11.42 years. 38.8% have at least one comorbidity. 34.1% of patients takes between 6 and 15 years of disease. The average drug related AR is 5.6 per patient, being more Disease Modifying Antirheumatic Drugs (DMARDs) found. 35.2% presented falls in the past year. Pain is a symptom found in the history and physical examination with a VAE (venous air embolism) 4.4 ± 2.43 at the time of consultation and 6.7 ± 3.3 in crisis. 20% received kinesic therapy and only 7% occupational therapy. 45.3% of patients having a value of HAQ (health assesment questionnaire) who scored as moderate disability, even if their self-perception of independence reaches 65.9%. Conclusion: The analysis allows us to perform a demographic, clinical and functional profile that allows us to guide rehabilitation actions

Dealing With Diversity Issues in the Classroom: A Survey of the STP Membership

We examined how psychology educators regarded and addressed diversity issues in their classrooms. The approximately 650 psychology educators who took part in this survey indicated a high level of personal acceptance of diverse persons and acknowledged the importance of infusing diversity issues into courses across the psychology curriculum. Our findings indicated that the level of importance instructors attached to incorporating diversity issues into their course work accounted for the largest amount of variance in the time they reported discussing diversity issues in their classes. We discuss implications for teachers of psychology

Diversity Research in Teaching of Psychology : Summary and Recommendations

Reviewed the body of published research in the journal Teaching of Psychology (ToP) concerning diversity issues (e.g., age, race/ethnicity, gender, national origin, sexual orientation, socioeconomic status). Between 1974 and 2002, approximately 7% of articles published in ToP substantively dealt with diversity issues, with gender issues being the most frequent topic. ToP publications concerning diversity issues have increased across time, especially recently, with the 1999 and 2001 volumes having the highest number of articles. Most of these diversity articles were conceptual in nature rather than empirical studies. The 33 empirical studies published in ToP concerning diversity were largely descriptive, exploratory, and atheoretical. The authors offer an agenda and recommendations for future research and submissions to ToP focusing on diversity issues