A considerable body of literature over the past 3 decades consistently documents the relevance of client spirituality and religiousness to well-being and psychotherapy. However, research also documents that mental health professionals generally feel unprepared to address client spiritual and religious issues. In this study, 340 psychologists affiliated with the American Psychological Association completed a survey indicating their attitudes toward the inclusion of spirituality and religion in graduate training, specifically within multicultural education. Most respondents took the position that spiritual and religious issues should be included in graduate training (65%), could be considered multicultural issues (77%), and could be included within existing multicultural training sequences (68%). Themes from a qualitative analysis of participants' responses included (a) the significance of religion and spirituality in people's lives, (b) the importance of addressing religion and spirituality in therapy, (c) definitions of multiculturalism and opinions on which issues should be included in multiculturalism, and (d) methods for including religion and spirituality within multicultural training. Reasons given for not including spirituality and religious issues in multicultural training focused on philosophical and practical reservations, such as the risk of superficiality of content and possible neglect of more crucial topics within multiculturalism, such as race and racism.

It is widely acknowledged that demand for clinical services at university and college counseling centers (CCs) has increased over the last several years. CCs have had to adapt service delivery methods to meet the demand for services. One of the more recent developments in CCs lies in providing primary (preventive) interventions to the campus at-large through outreach and preventive programming. These interventions are aimed toward reducing demand as opposed to promoting services and gathering potential clients. This article describes changes in outreach delivery in 3 ways. First, descriptions of some of the more prevalent and proactive outreach activities are given. Brief explanations concerning the increased emphasis on social justice, large-scale events, campus partnerships, liaison programs, satellite offices-embedded models, uses of electronic and technological advances, postvention and community response, and topic-specific programming are given. Second, the changing administrative functions of those in charge of outreach at individual CCs is described. Last, a description of the establishment and ongoing need for a national organization for outreach administrators and professionals is outlined. Recent survey data completed by outreach professionals are also discussed, as are future directions and implications for how CCs quantify training and direct service activities. (PsycINFO Database Record

The academic difficulties experienced by a majority of Navajo American Indian students are well documented. Past research has focused on a variety of internal and external factors which possibly explain some of these difficulties. Low levels of academic self-efficacy (ASE) has been identified as one of the factors possibly contributing to lower than expected rates of academic achievement and low post-secondary education retention rates in this population. This investigation sought to further define the component structures of ASE using theoretical structures postulated by Bandura (1977a, 1997), namely: past success, modeling, verbal persuasion, and emotional arousal. Information about grade point averages (GPA) and standardized achievement tests (IOWA Tests of Educational Development) were obtained for a sample of American Indian Students (N = 118) as a measure of past success. Three self-report measures were administered to the participants in the sample: The Career-Related Parental Support Scale-Verbal Encouragement scale (CRPSS-VE); and two measures created specifically for this study, The People I Know (to assess levels of exposure to appropriate academic models) and My feelings about School (to assess levels of emotional arousal centered on school). An additional pair of self-report measures was administered to this sample, the Self-in-School (SIS) and Academic Hardiness Scale (AHS), which sought to assess overall levels of ASE in each of the participants. Reliability and factor analyses were conducted to psychometrically examine the measures created for this study. Both were found to be highly reliable measures which load primarily onto one factor. Regression analyses were created to determine if the measures of the four components would predict totals on the two measures of overall ASE (the SIS and AHS). Results indicated that GPA, IOWA percentile rank scores, the CRPSS-VE and My Feelings about School were significant predictors of SIS totals in the regression models. Only The People I Know and My Feelings about School were significant predictors of AHS totals in the regression analyses. There was some evidence suggesting that the four components of ASE predicted overall reported levels of ASE. Implications of this study as well as possible future studies are outlined. ACKNOWLEDGEMENTS Dissertations are not finished without the loving support from people close to a student, and this project is no exception. Above all, I would like to thank my wife, Shauna, whom I love, appreciate and has believed in me from minute one. I want to acknowledge my kids to date, Tyler, Sarah and Brandon whom I have loved all of their lives and who teach me everyday about the power of reciprocal love. I would like to thank my parents, George and Jane Golightly, for instilling the values of faith and education in me and all of their children. I would also like to thank my in-laws, Gerald and Carol Ford, whose support is worth more than I could ever mention. I would be negligent in not mentioning Steve Smith. The world has never k...

Group psychotherapy asks a good deal of clinicians, including attending to member selection, understanding group process, and monitoring client outcomes. The use of practice-based evidence (PBE) is a significant part of developing an evidence-based group psychotherapy practice. Client-generated data, obtained through the use of systematic measures, supplements clinical judgment by taking the "vital signs" of group members. This article globally addresses the supplementation of group psychotherapy with practice-based data and provides information for clinicians about the potential use of PBE in their psychotherapy groups.* '