Extensive attention has been paid over the past three decades to the stressors involved in training in the health professions. Although empirical studies have identified demographic subgroups of students most likely to become distressed during training, less research has been carried out to evaluate the impact of students' personality characteristics on their adjustment. Severe perfectionism is one such personality trait that has been shown to increase the risk for anxiety and depressive disorders in other populations. Another set of personality traits linked to increased psychological problems has been labelled the 'impostor phenomenon', which occurs when high achieving individuals chronically question their abilities and fear that others will discover them to be intellectual frauds. Both perfectionism and the impostor phenomenon would seem to be pertinent factors in the adjustment of health professional students; however, these character traits have not been empirically examined in this population. In the present study psychological distress, perfectionism and impostor feelings were assessed in 477 medical, dental, nursing and pharmacy students. Consistent with previous reports, the results showed that a higher than expected percentage of students (27.5%) were currently experiencing psychiatric levels of distress. Strong associations were found between current psychological distress, perfectionism and impostor feelings within each programme and these character traits were stronger predictors of psychological adjustment than most of the demographic variables associated previously with distress in health professional students. Implications for future research, limitations of this study and clinical recommendations are discussed.

Both researchers and practitioners need to know more about how laboratory treatment protocols translate to real-world practice settings and how clinical innovations can be systematically tested and communicated to a skeptical scientific community. The single-case time-series study is well suited to opening a productive discourse between practice and laboratory. The appeal of case-based time-series studies, with multiple observations both before and after treatment, is that they enrich our design palette by providing the discipline another way to expand its empirical reach to practice settings and its subject matter to the contingencies of individual change. This article is a user's guide to conducting empirically respectable case-based time-series studies in a clinical practice or laboratory setting.

The current study employed the Conservation of Resources (COR) stress model as a template for understanding short-tern adjustment following a natural disaster (Hobfoll, 1989). The following three hypotheses were supported: resource loss was positively related to psychological distress; resource loss was relatively more important in predicting psychological dktress than personal characteiistics and coping behavior; and, resource loss constitutes a risk factor for the development of clinically significant psychological distress. The theoretical importance of the current findings is discussed particularly the tendency within disaster literature to confound crisk experiences (e.g., terror) with resource loss experiences (e.g., loss of possessions, loss of social support) when defiing degree of dkaster exposure. Also, the practical importance of considering resource loss in planning intervention services k highlighted.

The current study employed the Conservation of Resources (COR) stress model as a template for understanding short-tern adjustment following a natural disaster (Hobfoll, 1989

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