ABSTRACT
Trainees with disabilities are chronically underrepresented in psychology and face many barriers throughout their training. Directors of Clinical Training and supervisors within the Veterans Administration Healthcare System (VAHCS), one of the largest employers of trainees with disabilities, have a unique opportunity to address this area of critical need. However, they must first understand the barriers facing psychology trainees with disabilities in VAHCS settings, including discrimination in trainee selection, barriers to obtaining reasonable accommodations, and attitudinal and cultural barriers. In this article, we illustrate how those barriers may present in VAHCS settings specifically and provide suggestions and frameworks for how the VAHCS can create accessible, disability-affirmative training environments in which trainees can truly thrive. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
Subject(s)
Disabled Persons , United States Department of Veterans Affairs , United States , Humans , Disabled Persons/education , Disabled Persons/psychology , Delivery of Health CareABSTRACT
Recent research has distinguished between anticipatory and consummatory pleasure. In the current study, we examined the psychometric properties of the Temporal Experience of Pleasure Scale (TEPS) to determine whether reliability and validity findings reported in previous research replicate in an additional sample of schizophrenia patients. Participants included 86 individuals with schizophrenia and 59 demographically matched healthy controls. Inconsistent with previous research, patients differed from controls in their reports of consummatory (TEPS-CON), but not anticipatory (TEPS-ANT) pleasure. We also failed to replicate some important correlational findings reported in previous research indicating relationships between the TEPS-ANT subscale and external validators. Analyses of the stability of the TEPS subscales were conducted in a sub-group of patients (n=19), and indicated excellent stability for the TEPS-CON (ICC (intraclass correlation coefficient)=0.93), but somewhat lower stability for the TEPS-ANT subscale (ICC=0.74). These findings suggest that additional studies are needed using the TEPS, as well as other measures, to determine the nature of anhedonia in individuals with schizophrenia.
Subject(s)
Affective Symptoms/etiology , Pleasure/physiology , Schizophrenia/complications , Schizophrenic Psychology , Adult , Analysis of Variance , Female , Humans , Male , Middle Aged , Neuropsychological Tests , Psychiatric Status Rating Scales , Psychometrics , Reproducibility of Results , Self Report , Statistics as Topic , Surveys and QuestionnairesABSTRACT
PRIMARY OBJECTIVE: This research concerns the measurement of self-monitoring in people who were diagnosed with traumatic brain injury (TBI), learning disability (LD) and emotional disorder (ED). Two measures of self-monitoring were evaluated: (1) the correlation between participants' self-predicted and observed standardized sub-test scores (R) on 17 WAIS-III 1 sub-tests and (2) the average difference between the participants' predicted and observed sub-tests scores (B). It was then determined if these measures could discriminate the three diagnostic groups. RESEARCH DESIGN: Canonical analysis assessed the relationship between the self-monitoring measures and four WAIS-III IQ measures. This study also evaluated if the R and B measures could discriminate the diagnostic groups. METHODS AND PROCEDURES: One hundred and twenty-four participants, 42 with TBI, 42 with LD and 40 with ED predicted their performance on 17 WAIS-III sub-tests. MAIN OUTCOMES AND RESULTS: Canonical analysis demonstrated a significant relationship between the R and B measures and four WAIS-III IQ measures. Results of a MANOVA showed that the R and B measures differed significantly among the diagnostic groups. CONCLUSIONS: The R and B measures are two valid and reliable indices of self-monitoring that can be conveniently estimated from the WAIS-III.
Subject(s)
Affective Symptoms/psychology , Brain Injuries/psychology , Cognition Disorders/psychology , Cognition/physiology , Learning Disabilities/psychology , Affective Symptoms/diagnosis , Brain Injuries/diagnosis , Comprehension , Diagnosis, Differential , Female , Humans , Learning Disabilities/diagnosis , Male , Memory , Neuropsychological Tests , Perception , Problem Solving , Psychometrics , Reproducibility of Results , Self Efficacy , Task Performance and AnalysisABSTRACT
Two experiments compared the subjective organization of memory in college students and persons with brain injury using a part-whole list-learning task. Previous research attributed the negative transfer of learning that college students experience in the part-whole task to their inability to reorganize part-list words when learning the whole list. We reasoned that persons with brain injury would not experience negative transfer of learning in the part-whole paradigm because of their limited organizational skills. Experiment 1 replicated the usual negative transfer of learning with college students. Experiment 2 showed that brain-injured participants did not experience the same negative transfer of learning effects during the same task.
