Internationalization in psychology provides unique opportunities for students worldwide and promises to build a more inclusive, representative, and culturally sensitive discipline. Far from passive recipients of the internationalization process, students are actively involved in promoting opportunities for cross-cultural collaborations, international learning, and the creation of international networks. This paper reviews opportunities for student involvement in internationalization related efforts in psychology. Students’ roles within international and regional psychology organizations are explored to highlight the unique contributions and opportunities afforded by more independent and fully student-led organizations and initiatives. This paper discusses the barriers to establishing student-led organizations and to student involvement in international endeavors, including power imbalances, language barriers, and disparities in students’ ability to access financial resources and mentorship depending on their geographical location. Recommendations are offered, to both students and professional members, to foster student contributions to the internationalization of psychology and support the creation of sustainable student-led international organizations.
This study aimed to examine legal regulations on psychologists worldwide, such as those related to professional status and training models. An online survey was conducted by members of the Global Psychology Alliance and Asia Pacific Psychology Alliance. The survey included information on the legal status of psychologists in 55 countries. Representatives of 28 countries provided their responses, whereas information on the legal status of psychologists in 27 European countries was obtained from research data reported by the European Commission in 2016. We found that 80% of the 55 countries included in this study regulated professions in the field of psychology by law. Regarding the title of the profession, 53% of included countries regulated the general “psychologist” profession. Results pertaining to educational requirements indicated that a master’s degree or higher was required for general psychologists, amounting to an average period of 5.6 years. The professions regulated varied by continent- and country-specific circumstances and needs. This study provides a general overview of the legal status and training models underpinning psychology practice globally, demonstrating that many regions and countries worldwide are moving toward implementing formal regulatory frameworks, which will facilitate the establishment of global regulatory standards.
Despite widespread public interest in problematic gaming interventions, questions regarding the empirical status of treatment efficacy persist. We conducted pairwise and network meta-analyses based on 17 psychological intervention studies on excessive gaming (n = 745 participants). The pairwise meta-analysis showed that psychological interventions reduce excessive gaming more than the inactive control (standardized mean difference [SMD] = 1.70, 95% confidence interval [CI] 1.27 to 2.12) and active control (SMD = 0.88, 95% CI 0.21 to 1.56). The network meta-analysis showed that a combined treatment of Cognitive Behavioral Therapy (CBT) and Mindfulness was the most effective intervention in reducing excessive gaming, followed by a combined CBT and Family intervention, Mindfulness, and then CBT as a standalone treatment. Due to the limited number of included studies and resulting identified methodological concerns, the current results should be interpreted as preliminary to help support future research focused on excessive gaming interventions. Recommendations for improving the methodological rigor are also discussed.
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