Expanding on ideas originally proposed by Fassinger and O 'Brien (2000), we describe the scientistpractitioner-advocate model for doctoral training in professional psychology, designed to more effec tively meet the needs of clients whose presenting problems are rooted in a sociocultural context of oppression and unjust distribution of resources and opportunities. This alternative training model incorporates social justice advocacy, thereby equipping graduates to address social contexts implicated in clients' suffering instead of only the symptoms manifest in a treatment hour. The tripartite model capitalizes on synergies between the new advocate role and the traditional researcher role (e.g., social action research designed to promote change), and between the advocate role and practitioner role (e.g., consciousness raising, public persuasion, and empowerment). At the intersection of all 3 domains is a new type of practicum in social justice advocacy, supported by training in intergroup dialogue facilita tion. We describe proposed knowledge, skills, and attitude components of the advocate role, together with a 10-credit curriculum adopted by the University of Tennessee, Counseling Psychology Program. In 2009, this program was the first to be accredited by the American Psychological Association with a scientist-practitioner-advocate training model. Practical challenges in implementation are described. Finally, we discuss implications for course development, student selection, and evaluation of training outcomes.

We examined age differences in the allocation of effort when reading text for either high levels of recall accuracy or high levels of efficiency. Older and younger adults read a series of sentences, making judgments of learning before recalling the information they had studied. Older adults showed less sensitivity than the young to the accuracy goal in terms of both reading time allocation and memory performance. Memory monitoring (i.e., the correspondence between actual and perceived learning) and differential allocation of effort to unlearned items were age-equivalent, so that age differences in goal adherence were not attributable to these factors. However, comparison with data from a judgment task neutral with respect to memory monitoring showed that learning gains among the old across trial were reduced relative to young by memory monitoring, suggesting that active memory monitoring may be resource-consuming for older learners. Regression analysis was used to show that age differences in the responsiveness to (cognitive/information-acquisition) goals could be accounted for, in part, by independent contributions from working memory and memory selfefficacy. Our data suggest that both processing capacity ("what you have") and beliefs ("knowing you can do it") can contribute to individual differences in engaging resources ("what you do") to effectively learn novel content from text.Age-graded declines in fluid abilities (e.g., working memory capacity, attentional processes, processing speed) can impact the outcomes of reading, most notably memory for the information in the text that was read (Johnson, 2003;Wingfield & Stine-Morrow, 2000). Poor discourse memory among older adults is often attributed to age-graded changes in processing efficiency (e.g., Hartley, Stojack, Mushaney, Annon, & Lee, 1994;Stine & Hindman, 1994), resulting in a degradation in the strength or fidelity of the text representation garnered from time allocated to the task. The effects of this decrease in processing efficiency on recall performance may be exacerbated by a neglect in the allocation of attentional resources to overcome changes in cognitive ability (Ratner, Schell, Crimmins, Mittelman, & Baldinelli, 1987;Stine-Morrow, Miller, & Leno, 2001;Stine-Morrow, Ryan, & Leonard, 2000;Zabrucky & Moore, 1994), essentially a self-regulatory phenomenon in which reading strategies do not fully accommodate to age-graded change in capacity.This study was motivated by the desire to understand why this accommodation may not occur. We considered the viability of three (not mutually exclusive) explanations. First, it could be that older readers' reduced working memory capacity impairs the executive control of selfregulatory processing (e.g., Thiede & Dunlosky, 1999). Second, it could be that fundamental components of metacognitive control (e.g., the ability to monitor the current status of memory and allocate effort appropriately) are compromised with age (e.g., Hertzog & Dunlosky, 2004). Finally, it could be that age-related change in motiv...

Item response theory (IRT) is not widely used in counseling psychology research, despite its considerable advantages for instrument development. Focus groups help create a broad and representative item pool that is more likely to tap the full range of the latent dimension, thereby capitalizing on IRT strengths. We provide suggestions for using these tools, with an empirical example, the Everyday Multicultural Competencies/Revised Scale of Ethnocultural Empathy (EMC/RSEE). Rasch IRT methods were used to (a) analyze response format performance and collapse poorly performing categories, (b) evaluate differential item functioning sex bias, and (c) select items to maximize subscale sensitivity and bandwidth. Traditional classical test theory (CTT) subscales composed of items with the highest factor loadings were compared with subscales based on IRT criteria. Compared with CTT subscales, IRT subscales used in the EMC/RSEE demonstrated generally higher correlations with other variables of interest, and superior sensitivity to change over time and to group differences.

The purpose of this study was to investigate the use and perceived effects of immediacy in 16 cases of open-ended psychodynamic psychotherapy. Of 234 immediacy events, most were initiated by therapists and involved exploration of unexpressed or covert feelings. Immediacy occurred during approximately 5% of time in therapy. Clients indicated in post-therapy interviews that they remembered and profited from immediacy, with the most typical observed consequences being clients expressing feelings about the therapist/therapy and opening up/gaining insight. Amount of immediacy was associated with therapists' but not clients' ratings of session process and outcome. Therapists focused more on feelings and less on ruptures, and initiated immediacy more often with fearfully than with securely attached clients. Implications for practice, training, and research are offered.

Previous research has suggested that older readers may self-regulate input during reading differently from the way younger readers do, so as to accommodate age-graded change in processing capacity. For example, older adults may pause more frequently for conceptual integration. Presumably, such an allocation policy would enable older readers to manage the cognitive demands of constructing a semantic representation of the text by off-loading the products of intermediate computations to long-term memory, thus decreasing memory demands as conceptual load increases. This was explicitly tested in two experiments measuring word-by-word reading time for sentences in which boundary salience was manipulated, but in which semantic content was controlled. With both a computer-based moving-window paradigm that permits only forward eye movements, and an eye-tracking paradigm that allows measurement of regressive eye movements, we found evidence for the proposed tradeoff between early and late wrap-up. Across the two experiments, age groups were more similar than different in regulating processing time. However, older adults showed evidence of exaggerated early wrap-up in both experiments. These data are consistent with the notion that readers opportunistically regulate effort, and that older readers can use this to good advantage to maintain comprehension.

Since the declassification of homosexuality as a mental illness in 1973, psychology has transformed the way it approaches sexual orientation and gender identity issues in scientific research and clinical practice. The paradigmatic shift from psychopathology to identity has corresponded with the introduction of BLGBT affirmative therapy,^which suggests that therapists should affirm clients' sexual orientations rather than reinforce sexual minorities' experiences of stigma and marginalization. This qualitative study used a subset of psychotherapy training videos about LGBT issues to explore the form of content of LGBT affirmative therapy in the context of increased attention to identity and multiculturalism in applied psychology. The videos suggest that multiculturally competent therapists should understand sexuality and gender issues in terms of what psychologists call Bmultiple^or Bintersecting^identities, namely race and ethnicity. While the multicultural turn in psychotherapy may signal a transformation in mental health service provision, our analysis questions whether these videos may unintentionally reflect a neoliberal logic of inclusion that obscures the structural dimensions of social inequality. We suggest that the uptake of intersectionality-like identitarian discourse in psychotherapy in particular offers opportunities for challenging and reinforcing neoliberalism.

The primary aim of this content analysis was to examine how strength-based themes were addressed in peer-reviewed psychology literature focused on sexual and/or gender minority populations or related LGBT-affirming institutions/organizations, and published between 1973 and 2011. Results suggest that common positive psychology themes were love, integrity, vitality, citizenship, nonprofit organizations, and LGBT-affirming laws. The authors discuss the relative inclusion of transgender and bisexual individuals and people of color in the literature as a whole, and suggest that future work include a greater focus on strengths in the lives of transgender, queer, and nonidentifying sexual minorities, as well as those with intersecting identities. This article concludes by highlighting areas of positive psychology that may be particularly fruitful avenues for future research in LGBT psychology and suggestions for contributing to future literature on LGBT strengths.

A session-level analysis examines the relationship between intimate behaviors of an individual group member and of the other group members in a session, and individual group member attendance in the following session. Specifically, the model proposed by Kenny, Mannetti, Pierro, Livi, and Kashy (2002) for analyzing individual and group effects in small groups is used to examine session attendance in 575 group sessions for 30 group members in 5 interpersonal growth groups. Either being the member who enacted the most or least intimate behaviors in a session, or having a relatively lower level of intimate behaviors by the other group members in a session, decreases the likelihood that a group member would attend the following group session. These findings are interpreted in terms of Yalom and Leszcz’s (2005) ideas about being a group outlier and the importance of group context. Implications for research and practice are discussed.