The purpose of this longitudinal study was to examine the relations between rejection and depression across 3 years in young adolescents who varied with regard to their risk for depression. The sample consisted of 240 adolescents who were assessed in grades 6, 7, and 8. The assessment of rejection was based on adolescent-, mother-, and teacher-report, and depression assessment was based on adolescent- and mother-report and clinician ratings. Structural equation modeling indicated that rejection prospectively predicted depression. The authors did not find that depression prospectively predicted rejection, but such a relation cannot be ruled out because of strong cross-sectional correlations between depression and rejection.

This study was conducted to compare women's and men's retrospective perceptions of the mentoring they received during their training and career development in chemistry. Participants were 455 graduates (135 women) who received doctoral degrees from 11 top US chemistry programs over a 5-year period (1988)(1989)(1990)(1991)(1992). In 2003, graduates completed surveys of undergraduate, graduate, post-doctoral, and initial employment experiences. In line with Social Cognitive Career Theory (Lent et al., Journal of Vocational Behavior 45: 1994), which posits that perceptions of barriers can affect career decisions, results suggest that women perceived that they received less mentoring than men at the undergraduate, graduate, and post-doctoral levels of training, likely related to gender differences in eventual career success. Possible interventions at the individual and institutional levels are discussed.

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Despite some general guidelines, tips, and calls for international engagement, there are no explicit descriptions of competencies for U.S. psychologists engaged in professional work outside of their own country. This article outlines the rationale for developing such competencies needed to engage effectively outside one’s country and proposes broad descriptions of core competencies and specific competencies for teaching, practice, research, and consultation and policy work. This article’s authors are U.S. psychologists and cannot speak from the perspective of psychologists working in other countries; thus, although competencies for engaging internationally may be helpful for psychologists in all countries, this article is explicitly written through the lens of U.S. psychologists and is focused on outlining and describing competencies applicable to U.S. psychologists working internationally ( Altmaier & Hall, 2008 ). Psychologists from other countries may use the framework developed in this article to gauge the extent to which psychology-specific competencies and examples are generalizable to their specific context.

Oral interviews in focus groups and written surveys were conducted with 877 men and women, including administrators, faculty members, postdoctoral associates, and graduate students, during one-day site visits to chemistry and chemical engineering departments at 28 Ph.D.-granting institutions. This report is a preliminary review of the perceptions of the situation for female tenured and tenure-track academic chemists based on the data collected during these visits. Some interesting differences are seen in responses at departments with more female faculty members as compared with departments with fewer female faculty members. Although many women are thriving, some feel isolated and marginalized. Gender barriers to success persist on both individual and institutional levels; changing this presents a serious and continuing challenge.