Addressing the Leaking Pipeline: Supporting Disabled Graduate Student Teachers in Psychology

Introduction: People with disabilities are under-represented among psychology faculty and graduate students and are more likely than their non-disabled peers to attrite from psychology graduate programs. They face numerous barriers in graduate training. Statement of the Problem: Teaching experience is a core experience for psychology graduate students, especially those pursuing faculty positions. Disabled graduate students face many barriers that may make it difficult for them to obtain high-quality graduate student teaching experience. This contributes to the continuing under-representation of disabled faculty in psychology programs. Literature Review: I review key empirical and conceptual articles on the experiences of disabled psychology trainees and how to best support them. Teaching Implications: I provide evidence-based suggestions and strategies for supporting graduate students with disabilities as they obtain teaching experience. Conclusion: By actively supporting graduate students with disabilities in their teaching endeavors, psychology faculty can help stem the leaky pipeline and increase the numbers of psychology faculty with disabilities.

Only human: Mental health difficulties among clinical, counseling, and school psychology faculty and trainees

How common is mental illness among applied psychologists? This question is paradoxically neglected, perhaps because disclosure and discussion of lived mental health difficulties remains taboo within the field. This study documented high rates of current and lifetime mental health difficulties and diagnoses (MHDD) among faculty, graduate students, and others affiliated with accredited doctoral and internship programs in clinical, counseling, and school psychology. Over 80% of respondents (N = 1,395 of 1,692) reported lifetime mental health difficulties, and nearly half reported a formal mental health diagnosis. The most commonly reported lifetime MHDD were depression (over 55%), generalized anxiety disorder (over 50%), and suicidal thoughts or behaviors (over 40%), while bipolar (< 2%) and psychotic disorders (< 1%) were among the least reported. Most respondents with MHDD (90%) reported mild or no impairment in professional domains due to MHDD. Graduate students were more likely to endorse MHDD than faculty and were more likely to report professional impairment. Overall, lifetime rates of psychopathology within clinical, counseling, and school psychology faculty and trainees were similar to or greater than those observed in the general population. We discuss the implications of these results and suggest specific directions for future research on this heretofore neglected topic.

Only human: Mental health difficulties among clinical, counseling, and school psychology faculty and trainees

How common is mental illness among applied psychologists? This question is paradoxically neglected, perhaps because disclosure and discussion of lived mental health difficulties remains taboo within the field. This study documented high rates of current and lifetime mental health difficulties and diagnoses (MHDD) among faculty, graduate students, and others affiliated with accredited doctoral and internship programs in clinical, counseling, and school psychology. Over 80% of respondents (N = 1,395 of 1,692) reported lifetime mental health difficulties, and nearly half reported a formal mental health diagnosis. The most commonly reported lifetime MHDD were depression (over 55%), generalized anxiety disorder (over 50%), and suicidal thoughts or behaviors (over 40%), while bipolar (< 2%) and psychotic disorders (< 1%) were among the least reported. Most respondents with MHDD (90%) reported mild or no impairment in professional domains due to MHDD. Graduate students were more likely to endorse MHDD than faculty and were more likely to report professional impairment. Overall, lifetime rates of psychopathology within clinical, counseling, and school psychology faculty and trainees were similar to or greater than those observed in the general population. We discuss the implications of these results and suggest specific directions for future research on this heretofore neglected topic.

Leveraging the Strengths of Psychologists with Lived Experience of Mental Illness

Psychopathology is a common element of the human experience, and psychological scientists are not immune. Recent empirical data demonstrate that over 80% of clinical, counseling, and school psychology faculty and graduate students have lived experience of mental illness (Victor et al., under review). This commentary compliments these findings by leveraging the perspectives of the authors and signatories, who all have personal lived experience of psychopathology, to improve professional inclusivity within these fields. By “coming out proud” (Corrigan et al., 2013), the authors aim to foster discussion, research, and inclusion efforts as they relate to psychopathology experiences within psychological science. To that end, the authors describe considerations related to disclosure of lived experience, identify barriers to inclusion, and provide concrete recommendations for personal and systemic changes to improve recognition and acceptance of psychopathology lived experience among psychologists.

Gender disparities in middle authorship

Women increasingly occupy jobs in psychological research, but continue to face career barriers. One such barrier is fewer authorship and publication opportunities, with women often having fewer first authorships than men. In this research, we examine the overlooked role of middle authorship. Middle authorship contributes to various indices of productivity, while having lower costs. Study 1 looks at five years of authorship in two major journals in social and personality psychology. Study 2 examines publication records of all social psychology faculty in the Netherlands. Both studies find that women have fewer authorship possibilities: In Study 1, women were underrepresented as authors in academic journals, while women in Study 2 had shorter publication lists. More importantly, this tendency was exacerbated for middle authorship positions. Furthermore, the percentage of middle authorship publications were positively related to more publications overall. A focus on middle authorship highlights previously underestimated challenges women continue to face in psychological research.

Self-Esteem, Tawakal, and Social Support: Its Effect on Student Happiness

This study aims to examine the effect of self-esteem, tawakal and social support on university student happiness. The population were students of the Psychology Faculty of UIN Jakarta who lived in a boarding house totalling 177 people. The sample is collected using a non-probability sampling technique, particularly purposive sampling. The research instrument is a modified measuring instrument consisting of a happiness scale, a self-esteem scale, a tawakal scale, and a social support scale. The validity of these instruments tested using confirmatory factor analysis (CFA) and data analysis using multiple regression techniques. Based on the results of this study, self-esteem, tawakal, and social support notably influence student happiness by 57.7%. Furthermore, hypothesis testing shows four variables have a positive and crucial impact on student happiness, namely self-competence, self-liking, tawakal and peer support. On the other hand, family support and significant others support do not affect student happiness.

Stress assessment by psychophysiological monitoring in daily life

Stress is a natural phenomenon designed to serve as the body's natural survival reaction to real or perceived threats. It is a complex and multifaceted function and its purpose is to allow organisms to adapt quickly to a potentially dangerous situation, promoting an individual's likelihood of survival. Stress levels peak markedly in a 'fight or flight' incident, then reduce again after danger has passed. Stress is designed to work in an acute situation, but when the stress becomes chronic – as is often the case in many modern lifestyles – the body remains constantly on high alert, potentially causing a number of stress-related symptoms. While the exact mechanisms behind it are not clearly understood, stress is recognised as having a major impact on overall human health and wellbeing and, indeed, may directly or indirectly lead to illnesses such as organic or functional disorders, cancer and mental health conditions. Mental health issues and stress-related diseases are becoming ever-more prevalent as modern lifestyles become more pressured, particularly within sub-populations such as those who work in hospitals and in industry. However, the general population is also becoming increasingly affected by stress. Professor Kenji Kanbara, from the Department of Clinical Psychology, Faculty of Medicine at Kagawa University in Japan, is a medical doctor who has an extensive experience in understanding more about stress-related illnesses. 'Psychosomatic processes are subconsciously progressive, and the health threat is significant for that reason,' he highlights. Thus, it is important to be able to recognise and deal with increased stress levels to forestall further health issues.

Subjective well-being dan perilaku kecanduan online games pada mahasiswa

This study aims to examine the relationship between Subjective Well-being and Online Games Addiction in college student. Participants were 63 Psychology Faculty students from SWCU, who played online games at least 3 hours a day, which were obtained by using a purposive sampling technique. The data collection method uses Subjective Well-being scale consisting of Manual for Multidimensional Student Life Satisfaction (MSLSS) to measure life satisfaction and Scale of Positive and Negative Experience (SPANE) to measure affect, and the Online Games Addiction Scale to measure online games addiction. Data analysis using Pearson’s product moment correlation technique showed r = -0.057 and significance value of 0.330 (p>0.05) which meant there was no relationship between Subjective Well-being and Online Games Addiction for college students.Keywords: subjective well-being; online games addiction, students