While multicollinearity may increase the difficulty of interpreting multiple regression (MR) results, it should not cause undue problems for the knowledgeable researcher. In the current paper, we argue that rather than using one technique to investigate regression results, researchers should consider multiple indices to understand the contributions that predictors make not only to a regression model, but to each other as well. Some of the techniques to interpret MR effects include, but are not limited to, correlation coefficients, beta weights, structure coefficients, all possible subsets regression, commonality coefficients, dominance weights, and relative importance weights. This article will review a set of techniques to interpret MR effects, identify the elements of the data on which the methods focus, and identify statistical software to support such analyses.

Student loan debt has become an issue of national concern in the context of rapidly increasing higher education costs. Graduate education can be prohibitively expensive, particularly at the doctoral level. The present study provides an updated and comprehensive analysis of the financial circumstances and debt loads related to pursuing a graduate degree in psychology. The study surveyed a random sample of graduate students and early career psychologists (ECPs) listed in the American Psychological Association membership database. Participants were asked about their debt loads for educational costs, sources of financial support, living circumstances, financial stress, and the impact of student loan debt on their personal and professional lives. The results indicate that current debt loads are substantially higher than what has been previously reported (Michalski, Kohout, Wicherski, & Hart, 2011), with some variation by subfield and type of degree. A number of participants endorsed significant financial stress, as well as having to delay major life milestones because of their debt. While education costs and loan debt have continued to increase, starting salaries appear relatively stagnant, suggesting the need for a thoughtful cost/benefit analysis of graduate education in psychology. The psychology community is urged to increase awareness of and advocate for these issues, with several specific advocacy steps recommended.

Training and Education in Professional Psychology is published quarterly (beginning in February) by the American Psychological Association and the Association of Psychology Postdoctoral and Internship Centers. The journal is dedicated to enhancing supervision and training provided by psychologists and publishes manuscripts that contribute to and advance professional psychology education. For more information, including how to subscribe, please visit the journal's Web site at www.apa.org/pubs/journals/tep.

Even though those earning graduate degrees in psychology have high employment rates in both traditional and emerging careers, early career psychologists often note the transition from doctoral education to attainment of first job as the segment of the education and training pipeline during which they faced the most barriers and challenges. To address these issues, the American Psychological Association (APA) presidential initiative that culminated in the Opening Doors Summit identified shared steps that students and postdoctoral trainees, training communities, and the discipline of psychology can take to facilitate pipeline transitions and entry into a satisfying first job. This article describes how an education in the field of psychology should combine instruction in core knowledge of the discipline with a focus on scientific subfields or applied specialization in order to prepare a competent workforce. This approach to education and training is presented within a competency framework aimed at helping graduate students and postdoctoral trainees advance their knowledge, skills, and attitudes. Because these competencies should be fostered in a developmentally appropriate manner, we separately focus on the transition into graduate school and the transition into an internship/postdoctoral training/first job. Specific recommendations for students, training communities, and the discipline of psychology are detailed which, when followed, can facilitate career attainment and success.

The presence of posttraumatic stress disorder (PTSD) symptoms has been shown to be related to a number of health outcomes. In the current study, we explored which specific aspects of PTSD are most related to health measures. The associations between the specific DSM-IV-TR PTSD criteria (criteria A-F) and five indicators of health and well-being--physical health symptoms, quality of life, mental health, depression and negative affect--were examined. The sample consisted of 711 undergraduates. A non-clinical sample was recruited so there would be variability in the various criteria for PTSD. Multiple regression analyses revealed that the hyperarousal (criterion D) was the most consistent and strongest predictor of outcomes. However, the F criterion (causes significant impairment) predicted additional variance in quality of life, depression and negative affect. These results suggest that it is not just the mere frequency of trauma symptoms that affect well-being but also the disruptive capability of these symptoms. In addition, follow-up analyses indicated that hyperarousal mediated the association between the A2 criterion (traumatic response) and all five outcome measures. These results underscore the importance of the hyperarousal criterion, while also suggesting the need for increased attention to the F criterion when considering the impact of stressful events on health and well-being.