Psi Chi/APA Edwin B. Newman Graduate Research Award.

The Psi Chi/APA Edwin B. Newman Graduate Research Award is given jointly by APA and Psi Chi for the best paper published or presented by a graduate student at the APA or Psi Chi convention or at any regional or state psychological association meeting held between January 1 and December 31 of the previous calendar year. For purposes of the award, research is broadly defined to include all forms of empirical psychology, such as experiments, correlational studies, historical studies, case histories, and evaluation studies. The Edwin B. Newman Graduate Research Award was established in 1979. The award was established to recognize researchers at the beginning of their professional lives and to commemorate both the 50th anniversary of Psi Chi and the 100th anniversary of psychology as a science (dating from the founding of Wundt's laboratory). It was named for Edwin B. Newman, the first national president of Psi Chi (1929) and one of its founders. He was a prolific researcher and a long-time chair of the Department of Psychology at Harvard University. Newman was a member of APA's Board of Directors, served as recording secretary of the board from 1962 to 1967 and was parliamentarian for the APA Council of Representatives for many years. He served both Psi Chi and APA in a distinguished manner for half a century. The Psi Chi/APA Edwin B. Newman Graduate Research Award is given jointly by APA and Psi Chi. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Award for Distinguished Career Contributions to Education and Training in Psychology: Emil R. Rodolfa.

The Award for Distinguished Career Contributions to Education and Training in Psychology is given in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. The 2019 recipient of this award is Emil R. Rodolfa. Roldolfa "has been at the forefront of training and education in psychology for nearly three decades. He has been a master supervisor and faculty member at both the internship and doctoral levels. He has served on multiple committees and boards, such as the Association of Counseling Center Training Agencies (ACCTA), the Association of Psychology Postdoctoral and Internship Centers (APPIC), the Association of State and Provincial Psychology Boards (ASPPB), the Council on Accreditation (CoA), the Council of Chairs of Training Councils (CCTC), and the California Board of Psychology." (PsycINFO Database Record (c) 2019 APA, all rights reserved).

APA/APAGS Award for Distinguished Graduate Student in Professional Psychology: K. Chinwe Idigo.

The APA/APAGS Award for Distinguished Graduate Student in Professional Psychology is awarded annually by the APA Board of Professional Affairs (BPA) and the American Psychological Association of Graduate Students (APAGS) to a graduate student who has demonstrated outstanding practice and application of psychology. The 2019 award winner is K. Chinwe Idigo. Idigo "created a space for clinicians to discuss issues related to power, privilege, and discrimination that play out between staff and clients. She exemplifies the role of counseling psychologists as social justice advocates who create safe spaces where clients express psychological experiences, thereby creating healing and liberation. This ability to identify clients' perceptions of their barriers and risk factors and to work collaboratively to create and utilize resources, strengths, and opportunities for resilience and recovery in a multiculturally sensitive and responsive manner is where Ms. Idigo excels. She finds that balance between the science of therapy and the art of healing." (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Graduação e Pós-Graduação em Psicologia na PUC-SP: mútua contribuição para o compromisso social na pesquisa e qualificação docente / Psychology Undergraduate and Graduate courses at PUC-SP: mutual contribution and social commitment in research and teacher qualification / Graduación y Postgrado en Psicología en PUC-SP: contribución mutua al compromiso social en la enseñanza de la investigación y la calificación docente

O artigo objetiva apresentar as mútuas relações e contribuições entre os Programas de Pós-Graduação stricto sensu e a Graduação em Psicologia da PUC-SP, para a construção do conhecimento da Psicologia como ciência, profissão e interdisciplinaridade. A fim de subsidiar a proposta, apresenta-se uma breve retomada histórica da implantação da Pós-Graduação na PUC-SP, a memória dos Programas de Psicologia: Social (1972), Clínica (1976) e Experimental - Análise do Comportamento (1999), e do Programa de Educação: Psicologia da Educação (1969) - um dos três primeiros da PUC-SP. Acrescentam-se dois exemplos de trabalhos pioneiros iniciados na, então, Faculdade de Psicologia e incorporados à Pós-Graduação da PUC-SP que se mantêm como referências nacional e internacional: o Laboratório de Estudos e Intervenções sobre o Luto - LELu, iniciativa da professora Maria Helena Pereira Franco, e a inserção da Psicologia Ambiental articulada à Saúde, pela professora Marlise Aparecida Bassani. Enfatiza-se o movimento de contribuições de docentes da Graduação em Psicologia titulados pelos Programas de Pós-Graduação da Universidade e a integração Pós-Graduação - Graduação na formação de profissionais de Psicologia, pesquisadores e docentes comprometidos com as questões e transformações sociais, na promoção de diálogos mais articulados com outras áreas do Saber, para avanços da ciência psicológica.

The goal of this article is to present mutual relations and contributions between the Postgraduate and Undergraduate courses in Psychology at PUC-SP in contributing to the Science of Psychology, the professional life of psycholo-gists and interdisciplinary studies. In order to contextualize such proposal, we introduce a brief historic summary of how the post-graduate courses at PUC-SP came into existence, the history and memory of the different Psycho-logy Departments: Social Psychology (1972), Clinical Psychology (1976) and Experimental Psychology and Behavior Analysis (1999). We also dig into Education Psychology (part of the Education Department) (1969) ­ one of the first three courses at PUC-SP. We show two examples of pioneer works initiated in the Undergraduate courses which were incorporated into the Postgraduate environment which are considered national and international gold-standard interventions: the Laboratório de Estudos e Intervenções sobre o Luto - LELu (a laboratory dedicated to grief and grieving studies), initiated by Professor Maria Helena Pereira Franco, and the introduction of Environmental Psycho-logy focused on health studies by Professor Marlise Aparecida Bassani. We found a quite active field of professorial contributions from Undergraduate courses integrated with Postgraduate professors which aids in the qualification of committed Psychology professionals, researchers who dedicate themselves to studying social changes, interdisciplinary studies and focus on the advancing of psychological sciences.

El artículo tiene como objetivo presentar las relaciones y contribuciones mutuas entre los Programas de Posgrado stricto sensu y el Graduado de Psicología de PUC-SP, para la construcción del conocimiento de la Psicología como ciencia, profesión e interdisciplinariedad. Para apoyar la propuesta, presentamos una breve reanudación histórica de la implementación de los Programas de Posgrado en PUC-SP, la memoria de los Programas de Psicología: Social (1972), Clínica (1976) y Experimental - Análisis de Comportamiento (1999) y el Programa de Educación: Psicología Educativa (1969), uno de los primeros tres de PUC-SP. Además, dos ejemplos de trabajo pionero comenzaron en la entonces Facultad de Psicología y se incorporaron al Programa de Posgrado PUC-SP, que siguen siendo referencias nacionales e internacionales: el Labora-tório de Estudos e Intervenções sobre o Luto - LELu para personas que están de luto, iniciativa de la Profesora Maria Helena Pereira Franco, y la inserción de Psicología Ambiental articulada a la Salud, por la profesora Marlise Aparecida Bassani. Se enfatiza el movimiento de las contribuciones de los profesores de pregrado de psicología de los programas de posgrado universitarios y la inte-gración de posgrado - posgrado en la formación de profesionales de psicología, investigadores y docentes comprometidos con los problemas sociales y las transformaciones, en la promoción desde diálogos más articulados con otras áreas del conocimiento, hasta avances en la ciencia psicológica.

Speech-language therapists with Ph.D. in Brazil: profile from 1976 to 2017. / Fonoaudiólogos Doutores no Brasil: perfil da formação no período de 1976 a 2017.

PURPOSE: To investigate the association of variables gender, year of the thesis defense, type and location of the teaching institution, the thesis subject and the program in which the thesis was developed. METHODS: Data were collected through consultation of the Lattes Platform of the National Council for Scientific and Technological Development (1976-2017). Filters were activated to follow the inclusion criteria: is Brazilians with a degree in Speech-Language Therapy, and also with a PhD degree. The established variables were recorded in the STATA/IC 14.2 software, and a descriptive analysis of the data and trend of them were performed. RESULTS: Most of the 1,125 subjects who composed the sample were female, graduated in a public higher education institution, located in the Southeast region, and defended their thesis in a Program related to ​​Health Sciences, or in Speech-language therapy. CONCLUSION: The profile found is similar to the profile of previous studies, and it shows the significant growth of speech-language therapists with PhD degrees in research activities and qualified scientific production.

OBJETIVO: investigar, no grupo de fonoaudiólogos brasileiros titulados doutores, as variáveis sexo, ano de defesa da tese, tipo e localização da instituição de ensino, inserção do programa em que a tese foi desenvolvida e temática da mesma. MÉTODO: os dados foram levantados por meio de consulta à Plataforma Lattes do Conselho Nacional de Desenvolvimento Científico e Tecnológico − CNPq (1976-2017). Filtros foram acionados para seguir os critérios de inclusão: ter formação em Fonoaudiologia, ser brasileiro e ter se titulado doutor. As variáveis estabelecidas foram registradas no programa STATA/IC 14.2 e foi realizada análise descritiva dos dados e da tendência de crescimento do número de teses. RESULTADOS: dentre os 1.125 profissionais que compuseram a amostra, a maioria era do sexo feminino, titulou-se em instituição de ensino superior pública, localizada na região Sudeste, e defendeu temática em Programa pertencente à área de Ciências da Saúde, sobre Linguagem e Audiologia. CONCLUSÃO: o perfil encontrado se assemelha a levantamentos realizados anteriormente e evidencia o contínuo crescimento significativo de fonoaudiólogos doutores, fato que garante a inserção do fonoaudiólogo em atividades de pesquisa e produção científica qualificada.

[Training PhD students in ethics and research integrity in France in 2018]. / Formation à l'éthique et à l'intégrité scientifique au sein des écoles doctorales françaises - Un premier état des lieux en 2018.

Since 2016, the national framework for doctoral studies in France states that doctoral schools from the French universities should ensure that every doctoral student receives a training in research ethics and integrity. The doctoral schools can organize the training at their convenience. We have conducted a study among all French doctoral schools about the modalities of this training in 2018. Our inquiry shows that the doctoral schools are well engaged in this effort of training on the whole territory, and are on the verge of reinforcing it. Overall, our inquiry shows a general awareness by the doctoral schools of the importance of these topics for tomorrow research.

Ética na pesquisa em psicologia social: 20 anos do PPGPSI/UFRGS / Research ethics in social psychology: 20 years of PPGPSI / UFRGS / Ética de la investigación en psicología social: 20 años de PPGPSI / UFRGS

Partindo-se do lugar de estudante egresso, este artigo busca dar testemunho da formação de pesquisadoras e pesquisadores promovida junto ao Programa de Pós-Graduação em Psicologia Social e Institucional da Universidade Federal do Rio Grande do Sul. O presente escrito coloca em análise os fundamentos ético-políticos da produção do conhecimento em Psicologia Social que orientam nossos modos de pesquisar. Parte-se de um movimento de estranhamento e análise das diferentes formas de aproximação entre a Psicologia Social e aquilo que reconhece como seus objetos de estudo, quais sejam: o homem e o social.

By considering a former student's stance, this paper is an attempt to bear witness to researcher education provided by the Graduate Program in Social and Institutional Psychology of Universidade Federal do Rio Grande do Sul. It aims to analyze the ethical-political foundations of knowledge production in Social Psychology that have guided our research methods. Furthermore, it involves the problematization and analysis of the different ways that Social Psychology has approached what it reckons as its study objects, namely: the man and the social.

Este artículo proviene de una invitación de, desde el puesto de estudiante de egreso, testificar sobre la formación de investigadores promovida por el Programa de Posgrado en Psicología Social e Institucional de la Universidade Federal do Rio Grande do Sul. Este escrito busca analizar los fundamentos ético-políticos de la producción de conocimiento en Psicología Social que guían nuestras formas de investigación. Para eso, parte de un movimiento de extrañeza y análisis de las diferentes formas de la Psicología Social abordar su relación con lo que se reconoce como sus objetos de estudio, a saber: el hombre y lo social.

Fonoaudiólogos Doutores no Brasil: perfil da formação no período de 1976 a 2017 / Speech-language therapists with Ph.D. in Brazil: profile from 1976 to 2017

RESUMO Objetivo investigar, no grupo de fonoaudiólogos brasileiros titulados doutores, as variáveis sexo, ano de defesa da tese, tipo e localização da instituição de ensino, inserção do programa em que a tese foi desenvolvida e temática da mesma. Método os dados foram levantados por meio de consulta à Plataforma Lattes do Conselho Nacional de Desenvolvimento Científico e Tecnológico − CNPq (1976-2017). Filtros foram acionados para seguir os critérios de inclusão: ter formação em Fonoaudiologia, ser brasileiro e ter se titulado doutor. As variáveis estabelecidas foram registradas no programa STATA/IC 14.2 e foi realizada análise descritiva dos dados e da tendência de crescimento do número de teses. Resultados dentre os 1.125 profissionais que compuseram a amostra, a maioria era do sexo feminino, titulou-se em instituição de ensino superior pública, localizada na região Sudeste, e defendeu temática em Programa pertencente à área de Ciências da Saúde, sobre Linguagem e Audiologia. Conclusão o perfil encontrado se assemelha a levantamentos realizados anteriormente e evidencia o contínuo crescimento significativo de fonoaudiólogos doutores, fato que garante a inserção do fonoaudiólogo em atividades de pesquisa e produção científica qualificada.

ABSTRACT Purpose To investigate the association of variables gender, year of the thesis defense, type and location of the teaching institution, the thesis subject and the program in which the thesis was developed. Methods Data were collected through consultation of the Lattes Platform of the National Council for Scientific and Technological Development (1976-2017). Filters were activated to follow the inclusion criteria: is Brazilians with a degree in Speech-Language Therapy, and also with a PhD degree. The established variables were recorded in the STATA/IC 14.2 software, and a descriptive analysis of the data and trend of them were performed. Results Most of the 1,125 subjects who composed the sample were female, graduated in a public higher education institution, located in the Southeast region, and defended their thesis in a Program related to ​​Health Sciences, or in Speech-language therapy. Conclusion The profile found is similar to the profile of previous studies, and it shows the significant growth of speech-language therapists with PhD degrees in research activities and qualified scientific production.

APA/APAGS Award for Distinguished Graduate Student in Professional Psychology: Victoria M. O'Keefe.

The APA/APAGS Award for Distinguished Graduate Student in Professional Psychology is awarded annually by the APA Board of Professional Affairs (BPA) and the American Psychological Association of Graduate Students (APAGS) to a graduate student who has demonstrated outstanding practice and application of psychology. The 2018 award winner is Victoria M. O'Keefe, "for her meaningful contributions as a Graduate Student. As a citizen of the Cherokee Nation and descendant of the Seminole Nation, Victoria O'Keefe truly understands the importance of Indigenous representation in research, clinical practice, teaching, and advocacy." Her award citation, biography, and a selected bibliography are presented here. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

APA/APAGS Award for Distinguished Graduate Student in Professional Psychology: Raymond P. Tucker.

The APA/APAGS Award for Distinguished Graduate Student in Professional Psychology is awarded on an annual basis by the APA Board of Professional Affairs (BPA) and the American Psychological Association of Graduate Students (APAGS) to a graduate student who has demonstrated outstanding practice and application of psychology. The 2018 award winner is Raymond P. Tucker, who has demonstrated tremendous dedication to suicide prevention clinical services and research efforts among our nation's veterans and marginalized populations. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Doctoral training in clinical psychology across 23 years: Continuity and change.

OBJECTIVE: Doctoral training in clinical psychology has undergone substantial changes in recent decades, especially with the increasing heterogeneity of training models and graduate students. To document these changes, we analyzed program, student, and faculty characteristics of American Psychological Association (APA)-accredited clinical psychology programs over a 23-year span. METHOD: We surveyed directors of clinical training about their doctoral programs every 2 years from 1991 to 2013, securing 90%-98% response rates. With minimal exceptions, the survey questions remained constant. RESULTS: Percentages of female and racial/ethnic minority students continued to grow, such that women now comprise about three quarters of trainees and ethnic minorities about one quarter. There has been a decisive shift in faculty theoretical orientation toward cognitive/cognitive-behavioral and away from psychodynamic/psychoanalytic. Internship match rates were relatively high and stable until the early 2010s but have recently rebounded. CONCLUSION: We discuss the limitations of these survey results and their implications for the future of doctoral training in clinical psychology.

APA/Psi Chi Edwin B. Newman Graduate Research Award: Samantha F. Anderson.

The Edwin B. Newman Graduate Research Award is given jointly by Psi Chi and the American Psychological Association. The award was established to recognize young researchers at the beginning of their professional lives and to commemorate both the 50th anniversary of Psi Chi and the 100th anniversary of psychology as a science (dating from the founding of Wundt's laboratory). The 2017 recipient is Samantha F. Anderson, who was chosen for "an exceptional research paper that responds to psychology's 'replication crisis' by outlining a broader view of success in replication." Her award citation, biography, and a selected bibliography are presented here. (PsycINFO Database Record

La educación médica en Argentina / Medical education in Argentina

Se describen las características de la educación médica en Argentina. Se revisa la información demográfica y estadística, y las investigaciones llevadas a cabo por los ministerios de Educación, Salud, y Ciencia y Técnica. Los resultados muestran un crecimiento sostenido del número de carreras de medicina, sin una política establecida acerca del número de médicos necesario. Hay problemas no resueltos, como las altas tasas de deserción y los procesos de admisión. Las escuelas de medicina tienen diferentes perfiles curriculares que responden a unos estándares mínimos de acreditación fijados desde el Ministerio de Educación. El sistema de salud es heterogéneo y diversificado, y la formación profesional de posgrado se realiza en diferentes instituciones, unas académicas y otras asistenciales. La certificación está a cargo de distintas instancias regulatorias. Es necesario reforzar la interacción entre los ministerios y los diferentes grupos de interés con el fin de responder a todos estos temas no resueltos (AU)

We describe the characteristics of medical education in Argentina, and revise available demographic and statistical information, and research conducted by the ministries of education, health and science. There is a sustained growth of the number of medical schools, without a planned policy on the number of physicians that the country requires. Unresolved problems are high attrition rates and admission processes. Medical schools have different curricular profiles, adapted to basic accreditation standards required by the Ministry of Education. Certification depends on different independent regulatory agencies. The health system is heterogeneous and diversified, and postgraduate education takes place at different institutions, some academic some exclusively oriented to healthcare. It is necessary to promote interaction between both ministries and stakeholders to find an answer to these unresolved issues (AU)

Physician Assistant Educational Research: 50 Years On.

The physician assistant (PA) profession began as an experiment in medical education. Initial research on the PA profession was performed primarily by health service researchers and medical educators who sought to measure the impact of the introduction of early PAs into practice. The introduction of PAs, health care providers who shared the practice of medicine with physicians, was a revolutionary step in health workforce policy, and its impact became a relevant topic of investigation. Research has not been a high priority in many PA programs, and the amount of research on PA education has been limited. This article traces periods of activity and contributions in PA educational research over the past 50 years and discusses prospects for the future of research in PA education.

Clinical Psychology Training: Accreditation and Beyond.

Beginning with efforts in the late 1940s to ensure that clinical psychologists were adequately trained to meet the mental health needs of the veterans of World War II, the accreditation of clinical psychologists has largely been the province of the Commission on Accreditation of the American Psychological Association. However, in 2008 the Psychological Clinical Science Accreditation System began accrediting doctoral programs that adhere to the clinical science training model. This review discusses the goals of accreditation and the history of the accreditation of graduate programs in clinical psychology, and provides an overview of the evaluation procedures used by these two systems. Accreditation is viewed against the backdrop of the slow rate of progress in reducing the burden of mental illness and the changes in clinical psychology training that might help improve this situation. The review concludes with a set of five recommendations for improving accreditation.

APA/Psi Chi Edwin B. Newman Graduate Research Award: Meghan H. Puglia.

The Edwin B. Newman Graduate Research Award is given jointly by Psi Chi and APA. The award was established to recognize young researchers at the beginning of their professional lives and to commemorate both the 50th anniversary of Psi Chi and the 100th anniversary of psychology as a science (dating from the founding of Wundt's laboratory). The 2016 recipient is Meghan H. Puglia, who was chosen for "an outstanding foundational research paper that establishes a relationship between a functional epigenetic modification to the oxytocin receptor gene (OXTR) and neural response during social perception." Puglia's award citation, biography, and bibliography are presented here. (PsycINFO Database Record

APA/APAGS Award for Distinguished Graduate Student in Professional Psychology: Luz Maria Garcini.

The APA/APAGS Award for Distinguished Graduate Student in Professional Psychology is awarded on an annual basis by the APA Board of Professional Affairs (BPA) and the American Psychological Association of Graduate Students (APAGS) to a graduate student who has demonstrated outstanding practice and application of psychology. The 2016 award winners is Luz Maria Garcini, whose commitment to the health and mental health of those recently immigrated has led to research and service that "have greatly benefited the lives of undocumented individuals in the border area of southern California." Garcini's award citation, biography, and a selected bibliography are presented here. (PsycINFO Database Record