The authors review research that has used social cognitive career theory as a frame to investigate factors that may explain science, technology, engineering, and mathematics (STEM) choices and work decisions for women and racial-ethnic minorities, as well as barriers to their entry to STEM careers. The research is reviewed by age-groups. Most of this research has focused on factors associated with early choices (e.g., in high school and younger), but more recent work has focused on choices in college and in the workplace, particularly for women. The authors conclude with a critique and call for more research.

Self-care is a critical component and considered a core foundational competency for doctoral students in the field of psychology. It is an ethical imperative to maintain adequate self-care to prevent burnout and negative outcomes to those receiving health-care services. Self-care is also related to the professional values of psychology, specifically, beneficence and nonmaleficence. However, little research has explored the topic. One reason that may contribute to the scant research is the lack of a valid tool to measure self-care behaviors. In the first study, we developed and validated a self-care instrument with 232 doctoral students in programs accredited by the American Psychological Association across different stages of the developmental trajectory. A pilot study (n ϭ 28) provided feedback on item content and suggestions for improvement. In the second study, the refined self-care instrument, the Self-Care Behavior Inventory, was used, along with the Maslach Burnout Inventory-Human Services Survey (Schaufeli, Leiter, & Maslach, 2009), the Perception of Competence Scale (Williams & Deci, 1996), the Flourishing measure (Diener et al., 2010), and the Contributors to Distress measure (Carter & Barnett, 2014). Exploratory factor analyses revealed a 3-factor model with Cognitive-Emotional-Relational, Physical, and Spiritual components underlying the construct of self-care. Limitations of the present study and implications for training programs and trainees are discussed, as are suggestions for future research.

Our findings suggest that most of the articles that cited the Guidelines used the citation as a way to document that culture is important to consider. In some cases, other professions cited the Guidelines to argue that their discipline should also attend to culture. However, very few articles focused on framing an investigation around a specific guideline. (PsycINFO Database Record

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Supervision is a crucial element of training competent future psychologists. The Supervision Utilization Rating Form (SURF) was developed by Vespia, Heckman-Stone, and Delworth (2002) to focus on the importance of specific behaviors and characteristics to effectively use supervision. However, the psychometric properties of the SURF have yet to be investigated in addition to how the SURF relates to other constructs, specifically perceived competence and flourishing. Therefore, the purpose of this article was to investigate the SURF's psychometric properties by conducting an exploratory factor analysis and examining construct validity with the Perceived Competence Scale (PCS) and Flourishing Scale (FS) with counseling and clinical psychology doctoral trainees (N ϭ 199). Findings from the exploratory factor analysis indicated a 1-factor model. Implications for research and practice are discussed.