Toward an affirmative lesbian, gay, bisexual, and transgender leadership paradigm.

This article presents an affirmative paradigm for understanding the leadership of sexual minorities—that is, lesbian, gay, bisexual, and transgender (LGBT) people. Although research on LGBT issues in leadership to date is almost nonexistent, there are several bodies of literature that can contribute to an understanding of the unique leadership challenges faced by sexual minority people. These include the literatures on stigma and marginalization, leadership in particular status groups (e.g., college students, women), and LGBT vocational issues (especially workplace climate and identity disclosure). We propose a new, multidimensional model of LGBT leadership enactment that incorporates sexual orientation (particularly regarding identity disclosure), gender orientation (including leader gender), and the situation (conceptualized here as group composition); the model also is embedded in context, the most relevant factors that affect the enactment of leadership being stigma and marginalization. We explicate this model with findings and concepts from relevant literatures, and we conclude the article with recommendations for building a scholarly literature in LGBT leadership. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Addressing Multiple Relationships Between Clients and Therapists in Lesbian, Gay, Bisexual, and Transgender Communities.

Therapists working in lesbian, gay, bisexual, and transgender (LGBT) communities are likely to experience the potential to engage in multiple relationships with their clients. Currently, the American Psychological Association's (2002) ethics code and the related literature base offer minimal direct guidance to therapists practicing in LGBT communities. In this article, the authors review current literature regarding multiple relationships in psychotherapy, considering how this literature addresses issues specific to practitioners working within LGBT communities, present a case study highlighting the negotiation of a multiple relationship between a client and therapist who both identify as lesbian, and offer recommendations for practitioners working within LGBT communities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Finding equilibrium: Mentoring, sexual orientation, and gender identity.

The authors explore mentoring relationships in which one or both members are lesbian, gay, bisexual, or transgender (LGBT). They highlight the role of stigma, in its variable presentations, as an important underpinning of these relationships. They argue that explicit attention to stigma, both within the mentoring relationship and beyond, is of value to the mentoring process and outcome. The authors offer a developmental perspective on mentoring needs, and they suggest specific considerations for LGBT and heterosexual mentors of LGBT students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Offsetting risks: High school gay-straight alliances and lesbian, gay, bisexual, and transgender (LGBT) youth.

Lesbian, gay, bisexual, and transgender (LGBT) youth are at risk for engaging in negative health behaviors and for experiencing at-school victimization. Specific benefits of attending a high school with a gay-straight alliance (GSA), including lower levels of suicidality, have been published; however, it is unclear whether GSAs are related to lower levels of problematic substance use, depressive symptoms, and psychological distress. Using a sample of 145 LGBT youth recruited from college and university organizations for LGBT students, we examined whether attending a high school with a GSA was related to more positive school experiences and mental health outcomes for LGBT youth. The results indicate that youth who attended a high school with a GSA report significantly more favorable outcomes related to school experiences, alcohol use, and psychological distress. The implications of the findings are discussed as they relate to school psychologists. Important limitations of this study are reviewed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Gender-nonconforming lesbian, gay, bisexual, and transgender youth: School victimization and young adult psychosocial adjustment.

Past research documents that both adolescent gender nonconformity and the experience of school victimization are associated with high rates of negative psychosocial adjustment. Using data from the Family Acceptance Project's young adult survey, we examined associations among retrospective reports of adolescent gender nonconformity and adolescent school victimization due to perceived or actual lesbian, gay, bisexual, or transgender (LGBT) status, along with current reports of life satisfaction and depression. The participants included 245 LGBT young adults ranging in age from 21 to 25 years. Using structural equation modeling, we found that victimization due to perceived or actual LGBT status fully mediates the association between adolescent gender nonconformity and young adult psychosocial adjustment (i.e., life satisfaction and depression). Implications are addressed, including specific strategies that schools can implement to provide safer environments for gender-nonconforming LGBT students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Preparing for graduate study in psychology: 101 questions and answers.

Reviews the book, Preparing for graduate study in psychology: 101 questions and answers by William Buskist and Caroline Burke (2006). The book is broken down into a number of chapters organized in a chronological manner, starting with the fundamentals of what graduate school is like and how to choose a specific program. It then proceeds to more specific pieces of information, including the GRE, details on the application and interview process, and finishes with a timeframe on how to organize one's first year of graduate studies. Each of these chapters is formatted as a series of key questions, followed by detailed answers related to the overall theme of the section. Also included in this edition are very useful appendices that include a glossary of terms, a sample vitae, and letters of intent. The last chapter, entitled "The First Year: Thriving, Surviving and Other Essentials," tackles issues related to how to decide on a graduate mentor, when to choose a thesis committee, switching programs during graduate school, and most intriguingly, how to not "wash out" of the program. The reviewer highly recommends this book as he believes it will almost certainly ease a student's transition from undergraduate to graduate studies in psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conference on the professional preparation of clinical psychologists: A progress report.

Preconference planning has been carried out by a Division 12 Conference Committee and its associates; the Committee is issuing a preconference report for wide distribution and discussion. The report "includes a statement on the nature of the profession, a historical survey and review of previous conferences on graduate education in psychology, and a section on manpower." The report includes 22 invited position papers reflecting different points of view in the general area of training as well as on specific issues. Titles of the papers are listed. The Executive Committee of Division 12 has made a final selection of 60 participants; observers will be limited to official representatives from organizations such as NIMH, the VA, the E&T Board, etc. "Much of the work of the Conference will be carried out in small discussion group meetings interspersed with plenary sessions. It will begin in the afternoon on August 26 or 27 and run for 5? consecutive days." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The impact of LGBT policies on ethnic/racial and gender diversity among business school faculty.

This study examines how policies targeted to the lesbian, gay, bisexual, and transgender (LGBT) community impact gender and ethnic/racial diversity within business schools. Specifically, the authors examine domestic-partner benefits, sexual orientation nondiscrimination policies, and gender identity nondiscrimination policies. The cumulative effect of offering multiple policies is also examined. Findings suggest that ethnic/racial diversity of tenure-track business faculty is significantly related to the school offering each of the examined LGBT policies; however, gender diversity was not significantly related. The offering of multiple policies is also a significant predictor of ethnic/racial diversity in business school faculties. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accreditation of graduate programs in psychology: An analysis.

Accreditation refers to the process by which an organization or agency formally recognizes that a college or university, or a program of instruction in a college or university, has met certain qualifications or standards. The purpose of this system is to maintain quality among the accredited institutions or programs. It is basic to an understanding of the unique accrediting function in psychology to recognize that psychology is the only discipline within the traditional graduate school of arts and sciences which has, thus far, attempted formal accreditation of the PhD degree. In order better to understand the issues as well as the present status of accreditation in graduate education in psychology, we will review briefly the historical development of accreditation and will sketch the current operational procedures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distance education in professional training in psychology.

Distance learning methods have had a dramatic effect on undergraduate education and are being incorporated by graduate and professional programs in a variety of areas, including psychology. To address the implications of these developments, an APA task force was organized in 2001 and presented its findings in 2002. This article summarizes key findings of the task force regarding (a) developments in distance education applications to training in professional psychology, (b) significant issues regarding best practices and quality assurance, (c) implications of accreditation standards for programs based on distance methods, (d) licensure and recognition of graduates from online programs, and (e) implications of distance education methods for campus-based programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On Selecting Psychology Graduate Students: Validity Evidence for a Test of Tacit Knowledge.

This study provides initial evidence for the criterion-related validity of tacit knowledge (TK) as an alternative measure for selecting psychology graduate students and adds insight to the construct of TK by evaluating its factor structure, assessing convergent relationships with other variables, and exploring alternative reasons for why TK predicts performance. TK provided incremental validity beyond GRE scores, undergraduate GPA, and 7 personality dimensions in predicting graduate school performance. Moreover, TK scores computed from experts at different universities yielded nearly identical criterion-related validity coefficients, thus strengthening the generalizability of the predictor. Although the results of the present study demonstrate convergent relationships between TK and conceptually related variables, factor analyses conducted on the TK measure did not support the subdimensions proposed by the authors of the scale. Limitations of the present study, issues involving revision of the TK measure, and recommendations for future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Summary of a symposium on graduate training in Canada.

Presents a summary of the symposium on graduate training. The basic issues delineated by the chairman were: (1) the employment issue, specifically where the vacancies are in terms of areas and level of training and how many in terms of number; (2) The model of training was also thrown open for discussion in terms of what are graduate students in psychology trained for--teachers, academics, researchers, practitioners, administrators, college presidents; (3) In addition the purposes of the graduate education were delineated and two purposes were noted (a) to advance psychology as a science and a profession and (b) to train others to continue in this advancement of psychology; (4) Funding issues were raised; (5) The possibility of centralizing recruitment was also mentioned; and (6) The chairman also addressed himself to the question of where are graduate students being trained for. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Educating about gender and sexuality issues in graduate training: Introduction.

The topic of gender issues and sexuality has been a concern in counseling and psychotherapy since the days of Freud. The purpose of the next four articles is to provide an overall understanding of issues related to sex roles and gender that need to be addressed in graduate education and to suggest the direction that this education might take. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Promotion of Academic Careers in School Psychology: A Conceptual Framework of Impact Points, Recommended Strategies, and Hopeful Outcomes.

School psychology is facing a major shortage of faculty in graduate training and education programs. To deal with this shortage and the issues that surround it, we propose a conceptual framework that incorporates a number of impact points that graduate training programs can use to educate and sustain individuals in academic careers. The impact points include: selection of students, program-related training variables, post-program transition variables, and sustainability of academic careers. Each of these impact points is discussed within the context of the role that current faculty and practitioners in the profession can play in graduate education and training of academic scholars. Among the variety of potential solutions to the shortage, we introduce the concept of the "virtual university" to promote future education and sustainability of faculty within our graduate training programs. A case scenario from graduate students at the University of Wisconsin-Madison is presented as a context for the impact points raised in the article. We argue that those of us in the profession think systemically and lead the way into a new era of collaborative work across our graduate programs and among our colleagues in clinical, counseling, and related areas of applied and professional psychology graduate training. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Predictors of Psychological Help Seeking in Clinical and Counseling Psychology Graduate Students.

Psychologists are often called upon to provide supervision, mentorship, and training to graduate student therapists-in-training. In these roles, psychologists may influence whether graduate students enter personal therapy during their training. This study investigated variables (including perceived faculty attitudes about students in personal therapy) that predict psychotherapy help seeking in clinical and counseling psychology graduate students (N = 262). The findings indicated that confidentiality issues, general attitudes about therapy, and perceptions of the importance of personal therapy for professional development were important predictors of graduate student help seeking. The implications for faculty, supervisors, and mentors of therapists-in-training are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training issues.

This interesting set of articles, taken as a group, suggests that we have come a long way toward the integration of family therapy into the training of psychologists. The question is no longer "Should psychologists be trained in family therapy?" but "How can such training best be accomplished, in what settings, with what approaches, and how related to other elements of the graduate or postdoctoral program?" The articles by Ribordy (see record 1989-13401-001) and by Lebow (see record 1989-13365-001) address the central issues in training from different vantages (the family institute versus the academic program) but converge on many points. I will comment mainly on these two articles, but first I want to take note of some of the ideas raised by Berger and Jurkovic (see record 1989-12730-001). They describe and persuasively illustrate a contextual approach to family work that emphasizes the varying settings in which therapy may occur. Thus they are concerned with a "supersystem" that incorporates these extra therapeutic systems as well as clinicians and family. It will be no great surprise to the readers of this Journal that many of these same points emerge from Ribordy's and Lebow's more general discussions of training issues. They explore the separate territories of the academic graduate program and the family institute as settings for training and ably outline the advantages and disadvantages of each. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Challenges and benefits of ethical small-community practice.

Ethical dilemmas and boundary challenges are parts of daily life for psychologists who live and practice within small communities. Although rural psychologists are most readily identified as “small-community psychologists,” there are a number of other settings that can be considered small communities—colleges, communities of color/ethnicity/culture, lesbian/gay/bisexual/transgender (LGBT), military, faith-based, feminist, criminal justice and corrections, suburban, disability, deaf/hearing impaired, chemical dependency, school districts, sport psychology, graduate training programs, and therapists who see other therapists as clients. Psychologists in these small communities strive to balance a traditional individualist perspective with a need to participate in and contribute to the overall wellness of the community in which they live and work. The 3 invited commentaries provide additional depth through their perspectives on rural, LGBT, and Latina/o community practice. Their insights model thoughtful and contemporary practice that challenges, enriches, and educates the larger field of ethical psychological practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Guidelines for gay/lesbian/bisexual-affirmative educational practices in graduate psychology programs.

How can professional psychology graduate programs foster gay/lesbian/bisexual (GLB)-affirmative educational practices? In this article, we develop and make recommendations on such practices with respect to (a) institutional climate and support and (b) education about GLB issues. We find that there is a relationship between the institutional climate and the quality of education about GLB issues; it thus behooves programs and their institutions to attend to both aspects of GLB-affirmative strategies. Institutions and programs that actively embrace such strategies will be rewarded with a more stimulating, accepting, and affirming environment for all members of their community. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rapidly progressive glomerulonephritis with crescents as a cause of potentially reversible renal failure

A characteristic pattern of five interconverting "component" zones is obtained on autotransfer chromatography when pure kryptopyrrole (KP) is adsorbed from aqueous solution onto charcoal and then eluted with methanol. Specific oxidation products (lactams) derived from synthetic KP matched four of the five zones. Zone 1 was obtained directly from the a'-hydroxy-a-lactam. Zone 3 was produced directly by the a'-methoxy-a-lactam, while zones 2 and 5 were formed as a consequence of its acid hydrolysis during equilibration and chromatographic development. The formation of the methoxy lactam itself depended upon the presence of added methanol in the extraction process. In the absence of methanol during extraction only zone 1 (sometimes accompanied by zone 4) was formed.