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Objective. The present study assessed perceptions of Clinical Psychology doctoral programs’ efforts to recruit and retain Black, Indigenous, and People of Color (BIPOC) faculty and graduate students, as well as differences in such perceptions based on participants’: (1) position within their program (i.e., graduate student versus faculty) and (2) race.Method. Participants (n = 297) were graduate students and faculty from Clinical Psychology PhD and PsyD programs who completed an anonymous online survey. The survey assessed: perceptions of Clinical Psychology doctoral programs’ efforts to recruit and retain BIPOC graduate students and faculty members; participants’ sense of belonging and perceptions of racial discrimination within programs; and BIPOC participants’ experiences of cultural taxation and racism within their programs.Results. Faculty reported significantly greater perceptions of recruitment and retention efforts as well as less perceptions of racial discrimination than did graduate students. Asian, Black, and Latinx participants reported significantly less perceptions of recruitment and retention efforts and sense of belongingness, as well as greater perceptions of racial discrimination than did White participants. Experiences of cultural taxation were common among BIPOC participants, and approximately half (46.60%) reported that they have considered leaving academia - and approximately one third (31.37%) have considered leaving their program - due to experiences of racism in their program or field. Conclusions. Experiences of cultural taxation and racial discrimination are pervasive in Clinical Psychology PhD and PsyD programs. Whether intentional or not, these behaviors contribute to racially toxic environments and contribute to leaks in the mental health workforce pipeline.

There is now a growing understanding that translational research must be co-created in collaboration with community partners and that solutions to real-world social problems require stepping outside the academic silo. Fewer than half of psychology programs in Canada, however, offer courses in community-based research or evaluation, leaving a gap in skill development amongst the next generation of scholars. In an effort to partially fill this learning gap, the current paper provides insights into lessons learned from the perspectives of researchers and community partners alike, who have been mutually engaging in community-based research over the last 25 years. Ultimately this paper seeks to provide a roadmap for conducting community-based research and illustrates why it should be a central component to research seeking to answer critical questions in psychological science. First, we provide a conceptual foundation of community-based research. Next, using three specific community-based research projects as examples, we share the challenges and benefits of conducting research in the community context. Finally, we highlight future directions for increasing the uptake of community-based research in Canada.

The article studies the impact of using the a la prime method in plein air practice on the development of students' creative abilities. There were used a complementary and mutually verifying methods such as: analysis of theoretical literature on pedagogy and psychology, programs on painting, plein-air practice; survey and diagnostic methods; theoretical analysis; quantitative and qualitative data processing; pedagogical experiment; pedagogical observation of students' level of creativity and quality of sketches in watercolors in the audience and in plein-air practice.  The a la prime method contributes to the development of creativity and has many advantages in the process of working with watercolors than other methods and has a positive influence on the development of creativity and on the ability to draw without preliminary sketches of students. The abilities to see the future drawing, reflect it, and make decisions about how to draw quickly are very important for future artists. A la prime technique contributes to the comprehensive development of these necessary abilities.

Scientific production studies help describe the progress of scientific knowledge in a discipline. Therefore, those who hold director positions should promote scientific production and publication of scientific knowledge to address health problems. The objective was to identify the scientific production of psychology program directors from Peruvian universities. A search was made for all psychology programs in Peruvian universities. Thus, psychology program directors’ scientific production was identified and analyzed in the Scopus and Web of Science databases between 2000 and 2019. The search for the directors’ scientific production was conducted through ORCID, GOOGLE SCHOLAR, CTI Vitae (former DINA), Scopus and Web of Science. Thirty-eight psychology program directors were identified, five of them conducted a scientific publication, all of them from private universities. Of the articles assessed, 50% and 60% had a psychology program director as first author or corresponding author. In addition, 70% were original articles, 40% of which were analytical studies. Psychology program directors’ scientific production is limited. The articles published are mainly original and are concentrated in Latin American journals. It is likely that, since they have no experience in scientific production and publication, their leadership in promoting research is vulnerable.

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.

Learning outcomes This case discussion will enable learners to: demonstrate how the adoption of entrepreneurial leadership could aid the overwhelmed youth to successfully bounce back. Summarize various events and challenges faced. Demonstrate mindful entrepreneurial qualities to be effective. Identify various coping strategies in balancing a commercial viable model with a compassionate approach. Establish a roadmap for a healthy sustainable business model. Case overview/synopsis Ms Rahaf Raef Kobeissi was a 33-year solopreneur, mental health coach and personal development trainer who resided in Dubai. She encountered dilemmas while attempting to offer commercial, as well as empathy and compassion-based services. She tried to strike a balance between her own broken past life challenges and managing her clients’ healing journey. Another challenge was to assess whether she should adopt inductive counseling or deductive counseling principles, especially during a Covid-19 scenario. She needed to ensure a healthy work/life balance to prevent herself from suffering from burnout. Her personal journey to becoming a solopreneur was filled with grief and hardship over the years, which she endured with little support. She had the arduous task of dealing with a series of shocking incidents and events, which pushed her down through the cracks, leading to her attempting to take her own life three times when overwhelmed by tragedy. At the age of 23, Rahaf lost her father to suicide – they found him hanging in his apartment. Her abusive mother had several breakdowns due to severe depression and her drug addict brother accidentally killed his friend in her apartment with an overdose injection. The challenge before her was to strike a reasonable balance between managing the highest levels of clinical depression with suicidal tendencies and finding the right path and purpose for her own life. This was the very reason she chose to battle depression through therapy and bounced back as a stronger and more resilient woman. Complexity academic level This case has been focused on undergraduate and postgraduate-early stage level students pursuing business or psychology programs. Particularly those specializing in entrepreneurial, organizational behavioral and positive psychology courses. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 3: Entrepreneurship.

In this study, we sought to understand which protective factors Black doctoral students from predominantly White institutions (PWI) utilized to persist in their counseling psychology doctoral programs. Past research has examined the potential obstacles these students encounter and the importance of the mentor relationship in the doctoral process. In this study, we sought to explore the factors that motivate Black doctoral students to complete their respective programs, as well as important features in their relationship with their advisor. There were four males and three females with ages ranging from 22 – 41 (M = 27.57 and SD = 6.63) from various counseling psychology programs throughout the country. Within the constructivist-interpretivist research paradigm, interviews were conducted via Skype and analyzed using Interpretive Phenomenological Analysis. The study’s findings illuminate important factors that are significant in creating diverse and inclusive educational environments that will allow for more marginalized groups to contribute to the field of psychology at the doctoral level.

Purpose: The purpose of this study was to determine the effect of competition anxiety upon sports performance of elite athletes who took part in the “31st National Games held in Khyber Pakhtunkhwa’s (KP), Pakistan. Methodology: One hundred and twenty-eight (N=128) males= 88, females= 40; Age 21.9 +/-1.5 years; Sports Experience, 8.9 +/-1.7 years) provided the required information on 15-items Sports Competition Anxiety Test (SCAT). The history of sports performance of athletes was obtained during breaks within competitive fixtures. Main Findings: The analyzed data revealed that competitive anxiety is responsible for 38% change in sports performance. Furthermore, the relationship is moderate negative identifying that an increase in competitive anxiety decreases the sports performance of athletes (r=-0.386, P=.002). Additionally, comparative analyses indicated that female athletes and athletes from individual sports showed higher levels of Competition Anxiety, while male athletes and athletes with team sport reported lower levels of Competition Anxiety (P <.005). Implications of the study: This gender impact is critical and significant showing decisive implications for the coaches and trainers. These findings were explored in light of the theoretical and practical implications of these findings for designing sport psychology programs in Pakistan for athletes from various contexts. Novelty: The findings indicate that competitive trait anxiety can harm the success, and indicate that certain PL athletes can benefit from therapies that seek to decrease anxiety before and during competition.