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Coronavirus disease (COVID-19) began its rapid spread around the world in December 2019. By March 11, 2020, the World Health Organization (WHO) declared the COVID-19 outbreak a pandemic. Stay-at-home orders and increases in U.S. infection rates had a profound impact on doctoral-level health service psychology (HSP) training beginning in the earliest stages of the pandemic. The present study examined the impact of COVID-19 on HSP students early in the pandemic using data from an online survey that was distributed to students from 179 doctoral programs affiliated with the Council of University Directors of Clinical Psychology and distributed by the Council for Chairs of Training Councils to doctoral-level HSP PsyD and PhD programs between May 1st and June 25th, 2020. This study identifies areas of education and training negatively impacted by the pandemic in its first few months, including training and instrumental support, specific training and support in telehealth, safety protections and considerations, and emotional support. Implications of, and recommendations for, addressing the concerns raised by students in these areas are discussed. By implementing these recommendations, training programs can help facilitate HSP students' ability to meet continued training and professional development goals in the later stages of the pandemic.

Supervision is considered a foundational instructional process in the professional development of trainees in clinical psychology and related mental health disciplines worldwide. With changing demographics in the United States and global trends of migration, there is an increased need for effective multicultural supervision to meet the needs of trainees and clients of diverse social and cultural backgrounds. From the vantage point of 2 predoctoral trainees in the United States-1 domestic and 1 international-this paper draws on supervisory exchanges in the United States and India to illustrate effective approaches to multicultural supervision that fostered the 2 trainees' development in the area of cultural competence. The specific pedagogical practices involve supervisors: (a) addressing power differentials between the supervisor and trainee while discussing power relations more broadly, (b) modeling cultural responsiveness to increase awareness of the self, others and intersecting identities within the larger sociocultural context, and (c) specifying how to adapt therapeutic interventions to meet unique cultural needs of clients. Guided by these experiences, recommendations for both supervisors and trainees are provided to nurture effective multicultural supervision and foster trainee cultural competence.

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Intercultural competence, with its three domains (knowledge, skills, and awareness), is an important priority for international and domestic college students and the institutions they represent. However, most college students do not organically and purposefully openly engage with people from other cultural groups. The Crossing Borders program is a course-based, experiential learning approach that intentionally pairs international and domestic students for a series of shared cultural experiences and dialogues. Over an 8year span, we investigated the potential of Crossing Borders to influence intercultural competence score changes for U.S. American college students at a Midwestern campus over the course of an academic semester. With a total sample of 207 college students, we determined that student knowledge and identity scores were significantly higher after the semester-long program than before, with increases in complexity of knowing for White students and those who had never studied abroad and additional increases in social interactions for White students. Supplemental narrative analyses from a subsample of students indicated important themes of increased self-awareness, awareness of others, and breaking down barriers and comfort zones. We discuss practical implications for programs like ours, offering them as an essential component and complement for campus internationalization efforts, offering glocal options for students who cannot or will not choose immersive programs like study abroad and study away.

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Background With the second‐highest population in the world, suicide‐related deaths in India are high, and adults under 30 are particularly at an increased risk. However, empirical examinations of factors contributing to suicide in India and assessments of reliability and validity of self‐report measures assessing these constructs are rare. Aims The present study examined the psychometric properties of the Interpersonal Needs Questionnaire (INQ). Materials & Methods Undergraduate students in India (N = 432) completed the INQ and questionnaires assessing suicidal ideation, depression, fearlessness about death, and pain tolerance. Results Confirmatory factor analyses of the 15‐item INQ indicated that after removing three items assessing perceived burdensomeness, the two‐factor structure of INQ demonstrated acceptable fit with good internal consistency for each of the subscales (α = .84–.90). In line with the interpersonal‐psychological theory of suicidal behavior (IPTS), thwarted belongingness and perceived burdensomeness interacted to predict suicidal ideation. Additionally, these constructs were positively associated with suicidal ideation and depression, and weakly correlated with fearlessness about death and pain tolerance. Discussion Results support the relevance of the IPTS for understanding suicidal ideation among college students in India. Conclusion The results suggest that modified INQ demonstrates strong internal consistency, as well as good construct, criterion, and discriminant validity among Indian college students.

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