Psychologists’ sexual education and training in graduate school.

The current study explored the sex education and training that clinical and counselling psychologists receive during graduate school, practicum placements and internship. There were 162 psychologists who completed an Internet survey. Although nearly all participants had received some form of education related to sexuality during their graduate training, the depth and breadth of training was limited and was not related to how long clinicians had been practising. Modelling and feedback appeared to be underutilized as training methods. Participants reported more training related to sexual problems (e.g., sexual violence, sexual disorders) than healthy sexuality (e.g., contraception, STIs/STDs). Sexuality-specific training experiences but not participant characteristics (e.g., gender, religiosity) or cognitive-affective factors predicted the amount of sex therapy experience gained during graduate school. This suggests that training programs may be largely responsible for the (limited) amount of sex education and training received by students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An investigation of early research experience and research self-efficacy.

Graduate students in psychology typically report that they either love research or hate research. Despite the fact that most doctoral students in psychology enter some type of clinical practice upon graduation, research is a requirement for all students enrolled in scientist-practitioner programs regardless of their career aspirations beyond graduation. Research advances knowledge in the field of psychology and often guides clinical practice, yet very few psychologists conduct research after graduate school (C. J. Gelso, 1993). Efforts have been undertaken to determine factors that contribute to graduate students' research productivity. One such factor may be research self-efficacy. This study examined the influence of early research experience as a factor to bolster research self-efficacy. Results indicated that supportive peers and mentors contributed to positive research experiences. Additionally, positive team research experiences significantly predicted research self-efficacy. Implications for training programs and students are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Practicing clinical psychologists’ provision of sexual health care services.

Practicing clinical psychologists are likely to work with sexual health concerns as part of their clinical practice because of high prevalence rates and sexual problems as symptoms of mental or physical health problems and their pharmacological treatment. However, the majority of clinicians do not receive didactic or supervised clinical training. This survey of 188 practicing clinical psychologists in one Canadian city confirmed that, despite lack of training, many clinicians discussed sexual health concerns with their clients and used a variety of sex therapy techniques. This survey also revealed, however, that 60% of clinicians did not ask, or very infrequently asked, clients about sexual health. In general, lack of training affected level of comfort, and both may result in inadequate application of sex therapy techniques and treatment. The results of this survey indicate an ethical imperative to included sexuality training in current graduate curricula to adequately prepare psychologists to assess, refer, and treat sexual health concerns. The inclusion of sexuality-related topics in existing clinical graduate courses, an increase in sexuality-specific courses focused on assessment and intervention in graduate curricula, and broader options for continuing education for practicing clinical psychologists are recommended. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learning styles as predictors of self-efficacy and interest in research: Implications for graduate research training.

The literature on research training in professional psychology has yet to address the role of student learning styles on training outcomes. A mail survey of graduate students (N = 132) in professional areas of psychology from 11 universities assessed four dimensions of learning styles, research interest, and research self-efficacy. Students with more active (vs. reflective) and more intuitive (vs. sensing) learning styles reported greater research self-efficacy, and students with more intuitive (vs. sensing) and more verbal (vs. visual) learning styles reported greater research interest. The authors discuss implications for improving graduate research training by encouraging student self-assessment and by providing instruction using balanced pedagogies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A meta-analytic review of research on gender differences in sexuality, 1993–2007.

In 1993 Oliver and Hyde conducted a meta-analysis on gender differences in sexuality. The current study updated that analysis with current research and methods. Evolutionary psychology, cognitive social learning theory, social structural theory, and the gender similarities hypothesis provided predictions about gender differences in sexuality. We analyzed gender differences in 30 reported sexual behaviors and attitudes for 834 individual samples uncovered in literature searches and 7 large national data sets. In support of evolutionary psychology, results from both the individual studies and the large data sets indicated that men reported slightly more sexual experience and more permissive attitudes than women for most of the variables. However, as predicted by the gender similarities hypothesis, most gender differences in sexual attitudes and behaviors were small. Exceptions were masturbation incidence, pornography use, casual sex, and attitudes toward casual sex, which all yielded medium effect sizes in which male participants reported more sexual behavior or permissive attitudes than female participants. Most effect sizes reported in the current study were comparable to those reported in Oliver and Hyde’s study. In support of cognitive social learning theory, year of publication moderated the magnitude of effect sizes, with gender differences for some aspects of sexuality increasing over time and others decreasing. As predicted by social structural theory, nations and ethnic groups with greater gender equity had smaller gender differences for some reported sexual behaviors than nations and ethnic groups with less gender equity. Gender differences decreased with age of the sample for some sexual behaviors and attitudes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Program evaluation as applied to the goals of a psychology department clinic.

A comprehensive evaluation of a psychology department clinic in relation to its goals, in which goal definition was based on observations of clinical faculty members and students, demonstrated that, overall, clinic goals were determined by departmental priorities that put training before both research and service. An evaluation instrument composed of 5 segments to measure goal attainment is discussed in terms of its assessment of graduate students' evaluation of training through the clinic, faculty members' views of the effects of the training program, adequacy of the training program as reflected in postdoctoral accomplishments of former students, community awareness and attitudes regarding the clinic, and clients' satisfaction with services. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The current state of sexual ethics training in clinical psychology: Issues of quantity, quality, and effectiveness.

Given the harm caused to clients and the psychology profession by therapist sexual misconduct, sexual ethics training should be given high priority in graduate training programs. The present study surveyed sexual ethics training and student understanding of sexual ethics in clinical psychology doctoral programs from the perspectives of 84 training directors and 451 students. Ninety-four percent of the students had received sexual ethics training; programs provided an average of 6 hr of training. Still, students showed significant deficits in knowledge of sexual ethics principles. Students who had discussed a client attraction with a supervisor showed the best understanding of sexual ethics. Suggestions for ensuring adequate sexual ethics training are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology Students' Training in the Management of Potentially Violent Clients.

Client violence has been reported as one of student practitioners' greatest concerns. This study examined counseling and clinical psychology graduate students' exposure to client violence, perceptions of training received in managing potentially violent clients, and confidence in working with this population. Students reported that their training in the management of potentially violent clients was inadequate and that their confidence in working with this population was low. A positive correlation between perception of training and confidence in managing potentially violent clients provides support for more comprehensive training efforts for students in the management of potentially violent clients. Training suggestions are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of New Directions in Sex Therapy: Innovations and Alternatives.

The impetus for this book grew out of the editor's dissatisfaction with approaches to sex therapy that overemphasize the technical aspects of sexual functioning and thus fail to appreciate the interpersonal relationships in which sexual problems arise. A central thesis of this book is that clinicians need to be aware of how sexuality is always a "product" of a complex set of power relations. The book provides up-to-date coverage of the theoretical and research literature in the field of sex therapy, while the contributors provide challenges to reductive, biomedical explanations of clients' sexual intimacy-related concerns, and they offer many practical, insightful, and helpful suggestions. The book is relevant to sex therapists, but it would also be a valuable resource for counselors and faculty teaching graduate-level courses in sexuality. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The impact of geropsychology training.

What effect does a geropsychology practicum placement have on graduate students' knowledge of and attitudes toward older adults? Ninety psychology externs and interns were surveyed at the beginning of the training year and then 9 months later. About half of the trainees provided services in settings that served older adults, whereas the remainder did not. At the end of training, those with a geropsychology placement maintained higher interest in geropsychology, had lower negative attitudes toward older people, and had greater knowledge of mental health and aging than trainees without a geropsychology placement. There were no differences between the two placement groups in knowledge of general facts on aging and positive attitudes toward the aged. The implications of the findings for graduate program directors, training psychologists, and graduate students are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral candidates' attitudes toward models of professional training.

Administered a questionnaire to 226 clinical graduate students from scientist-professional programs (SPP) and 223 graduate students from professional school programs (PSP) to assess attitudes toward their current training program's curriculum. Findings show that 85% of PSP and 70% of SPP Ss expressed positive attitudes. When divided into those aspiring to applied practice, research, and combined applied/research careers, 67% of SPP Ss who aspired to applied practice careers (28% of this sample) expressed preference for a professional school training model. In contrast, two-thirds or more of PSP Ss in all career-aspiration categories expressed a preference to remain in their existing programs. Findings were consistent across age, sex, entry degree, and internship experience. Results are discussed in relation to Vail Conference recommendations and forces that shape psychology graduate curricula. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What is so special about male adolescent sexual offending? A review and test of explanations through meta-analysis.

We tested special and general explanations of male adolescent sexual offending by conducting a meta-analysis of 59 independent studies comparing male adolescent sex offenders (n = 3,855) with male adolescent non-sex offenders (n = 13,393) on theoretically derived variables reflecting general delinquency risk factors (antisocial tendencies), childhood abuse, exposure to violence, family problems, interpersonal problems, sexuality, psychopathology, and cognitive abilities. The results did not support the notion that adolescent sexual offending can be parsimoniously explained as a simple manifestation of general antisocial tendencies. Adolescent sex offenders had much less extensive criminal histories, fewer antisocial peers, and fewer substance use problems compared with non-sex offenders. Special explanations suggesting a role for sexual abuse history, exposure to sexual violence, other abuse or neglect, social isolation, early exposure to sex or pornography, atypical sexual interests, anxiety, and low self-esteem received support. Explanations focusing on attitudes and beliefs about women or sexual offending, family communication problems or poor parent–child attachment, exposure to nonsexual violence, social incompetence, conventional sexual experience, and low intelligence were not supported. Ranked by effect size, the largest group difference was obtained for atypical sexual interests, followed by sexual abuse history, and, in turn, criminal history, antisocial associations, and substance abuse. We discuss the implications of the findings for theory development, as well as for the assessment, treatment, and prevention of adolescent sexual offending. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical psychology graduate students and personal psychotherapy: Results of an exploratory survey.

Graduate students in American Psychological Association-certified clinical psychology programs (N?=?1,018) were surveyed about the experience of personal therapy. Students who had never been in therapy were surveyed about their views of personal therapy. Of the 50% of those surveyed who responded, 75% indicated that they had been in personal therapy. Given the response rate, the estimated prevalence of therapy among clinical psychology graduate students is between 38% and 75%. Personal growth was the most frequently cited reason for seeking therapy. Students who had not been in therapy reported lack of need and finances as reasons for not seeking treatment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Student acceptance and expectation of sexual assault.

46 male and 108 female students' (aged 18–33 yrs) attitudes regarding the acceptance and expectation of sexual assault were examined. Participants also completed M. Burt's (1980) Rape Myth Acceptance (RMA) Scale. It is noted that acceptance of sexual aggression can lead to the exoneration of the perpetrator, whereas expectations of sexual aggression can lead to victim blaming. A feminist perspective of rape, with a focus on sexual socialization, indicates that rape myth beliefs deny or justify male sexual aggression against women. Therefore, it was predicted and found that high RMA participants expected and accepted more sexual assault than low RMA participants. Sexual assault was also expected more often than it was accepted, suggesting that these judgments are made separately. (PsycINFO Database Record (c) 2010 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)     

A national survey of American Psychological Association student affiliates' involvement and ethical training in psychology educator-student sexual relationships.

What would you do if during your psychology training you became aware that another student and educator in your program were involved in a sexual relationship with each other? This is one of many questions that were posed to present American Psychological Association student affiliates. Participants were also asked about their knowledge and involvement in sexual contacts and advances with psychology educators, their beliefs about such contacts, and the adequacy of their ethics training. Results show that sexual behaviors are still occurring and that many students would not feel safe pursuing any type of action to address such relationships. There is still much progress to be made in training students and educators in identifying, addressing, reporting, and enforcing sexually related ethical issues. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Stages of therapist comfort with sexual concerns of clients.

Discusses the necessity for therapists in training to go through a process of examining their personal sexual beliefs and attitudes before they can be comfortable with the kind of sexual material brought up by many clients. The reactions of therapists in training to a course in which they use methods that are specifically intended to help them with the process of becoming comfortable with client sexual concerns are described. Feedback from students suggests that they go through at least 4 overlapping stages of comfort with the kind of sexual material that is likely to be presented by their clients. These stages are (1) an examination of their views and concerns about their own personal sexual issues, (2) increasing awareness and appreciation of problems and emotional reactions as the clients experience them, (3) a new freedom in discussing sexual matters, and (4) an awareness of a new level of comfort with clients and increased willingness to share sexual material. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counselor training level and verbal response type: Their relationship to efficacy and outcome expectations.

The relation between graduate training and counselor trainees' self-efficacy in using basic counseling skills was examined. Subjects included 78 first- through 4th-year graduate counseling students. They were presented a videotape of a client and were instructed to make categorized verbal responses to each client statement. Efficacy expectations and outcome expectations, the components of self-efficacy, were measured separately for each counselor response. Counselor experience was covaried. The results revealed a significant relation between level of graduate training and efficacy expectations and between level of graduate training and outcome expectations. Students were also found to have significantly higher efficacy expectations than outcome expectations regardless of training level. Because significant relations were found between verbal response type and both efficacy expectations and outcome expectations, the hierarchical rankings of verbal response difficulties by Hill, Charles, and Reed (1981) were supported. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sexual attitudes and experience: Attitude and personality correlates and changes produced by a course in sexuality.

Administered a battery of personality and sexual experience and attitude tests (e.g., the Suppression of Sex scale from the Parental Attitude Research Instrument, M. Zuckerman's Heterosexual and Homosexual Experience scales, I. L. Reiss's Social and Emotional Relationship scales, the Sensation-seeking Scale, the Personality Research Form, and the Personal Orientation Inventory) to 224 male and 331 female undergraduates enrolled in either a human sexuality or a personality psychology course (control). Males were more permissive in attitudes and had experience with a greater number of partners than females. Attitudes and experience were more highly related in females. Ss in the sex course were more permissive and experienced that Ss in the control course. The sexuality course appeared to have changed attitudes in both sexes, but changed behavior only in males, relative to changes in the control group. Religious attitudes and personality correlates of sexual attitudes and experience are reported; in general, sexual permissiveness and expression correlated with self-actualizing tendencies, particularly in females. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Research training in counseling psychology: Some preliminary data.

Surveyed 35 current students (aged 21–40 yrs) and 34 PhD graduates (aged 28–52 yrs) from a graduate program in counseling psychology to assess (a) whether attitudes toward research changed during and after graduate school and (b) what activities/factors within graduate training affect research skill and interest. Using a combination of current and retrospective reports, it was found that although Ss at all levels perceived their training program's expectations for research as greater than students' own wants, students' interest in research (doing and valuing) increased as they progressed through training and afterwards. Three factors within graduate training that facilitate interest and skill in research are hypothesized: (1) social/interpersonal interaction; (2) training in applied, practical, and less traditional approaches to research; and (3) early, active involvement in research. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)