Sue C. Jacobs

Recognizing, assessing, and intervening with problems of professional competence.

THIS ARTICLE WAS AUTHORED by members of a workgroup on students with competence problems associated with the Council of Chairs of Training Councils, which is affiliated with the Education Directorate of the American Psychological Association. Nadine J. Kaslow and Nancy J. Rubin took primary responsibility for crafting this manuscript. Nadine J. Kaslow is the workgroup chair. To the extent possible, the remaining authors are listed in the order of their contributions: Nadine J. Kaslow, Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine; Nancy J. Rubin, Department of Psychiatry and Behavioral Medicine, University of Alabama School of Medicine—Tuscaloosa Campus; Linda Forrest, Counseling Psychology and Human Services, University of Oregon; Nancy S. Elman, Psychology in Education, University of Pittsburgh; Barbara A. Van Horne, Department of Psychology, University of Wisconsin-Madison; Sue C. Jacobs, Applied Health and Educational Psychology, Oklahoma State University; Stephen K. Huprich, Department of Psychology, Eastern Michigan University; Sherry A. Benton, Counseling Services, Kansas State University; Victor F. Pantesco, Department of Clinical Psychology, Antioch University New England; Stephen J. Dollinger, Department of Psychology, Southern Illinois University; Catherine L. Grus, Education Directorate, American Psychological Services; Stephen H. Behnke, Ethics Office, American Psychological Association; David S. Shen Miller, Counseling Psychology and Human Services, University of Oregon; Craig N. Shealy, Department of Graduate Psychology, James Madison University; Laurie B. Mintz, Educational, School, and Counseling Psychology, University of Missouri-Columbia; Rebecca Schwartz-Mette, Department of Psychology, University of Missouri-Columbia; Kristi Van Sickle, Department of Psychology, James A. Haley VA Hospital in Tampa; Beverly E. Thorn, Department of Psychology, University of Alabama. CORRESPONDENCE CONCERNING THIS ARTICLE should be addressed to Nadine J. Kaslow, Emory University School of Medicine, Department of Psychiatry and Behavioral Sciences, Grady Hospital, 80 Jesse Hill Jr. Drive, Atlanta, GA 30303. E-mail: nkaslow@emory.edu Professional Psychology: Research and Practice Copyright 2007 by the American Psychological Association 2007, Vol. 38, No. 5, 479–492 0735-7028/07/

an assessment of Perceived Emotional Intelligence and Eating attitudes among College Students

12.00 DOI: 10.1037/0735-7028.38.5.479

Investigating the Effects of Sweat Therapy on Group Dynamics and Affect

Abstract Background: Disordered eating patterns continue to surface on college campuses. Studies are needed to examine the potential influence of emotional intelligence on disordered eating behavior. Purpose: The purpose of this study was to assess relationships between perceived emotional intelligence factors and eating disorder symptoms among male and female college students. Methods: A convenience sample (N = 418) of college students completed online surveys consisting of items from the Trait Meta-Mood Scale (TMMS) and the Eating Attitudes Test (EAT-26). Results: Inverse relationships existed between: (1) clarity (i.e., TMMS factor involving the capacity to comprehend ones mood) and bulimia/food preoccupation (r =-0.177, P = 0.001) and (2) repair (i. e., TMMS factor involving the capacity to fix unfavorable moods or sustain favorable ones) and bulimia/food preoccupation (r = -0.151, P = 0.004). Females scored higher than males on dieting (M = 28.80 and M = 19.38, respectively), bulimia/food preoccupation (M = 8.27 and M = 4.56, respectively), oral control (M = 9.92 and M = 8.65, respectively), and total eating attitudes (M = 46.99 and M = 32.51, respectively). Gender was the only significant predictor of dieting, and was the most significant predictor of bulimia/food preoccupation, oral control (i.e., a factor potentially indicative of healthy eating behaviors), and total eating attitudes. Discussion: Results confirm gender differences regarding eating disorder symptoms and indicate that low levels of perceived emotional intelligence (i.e., clarity and repair) are associated with greater risks for bulimia/food preoccupation. Translation to Health Education Practice: Future research is needed to investigate factors that protect males from developing eating disorder symptoms. Health educators need to recognize the potential efficacy of incorporating emotional intelligence factors into eating disorder prevention programs and teach individuals skills for healthy coping.

Professionalism: A Competency Cluster Whose Time Has Come

ABSTRACT In this study, we examined the effects of sweat therapy on group dynamics and affect. Sweat therapy is the combination of intense heat exposure with psychotherapy or counseling (Colmant & Merta, 1999; 2000). Twenty-four undergraduates were separated by sex and randomly assigned to eight sessions of either a sweat or non-sweat group counseling condition. Measures included the Critical Incidents Questionnaire, the Harvard Community Health Plan Group Cohesiveness Scale, and the Positive and Negative Affect Scale. The sweat therapy participants reported more therapeutic factors having an impact on their group counseling experience, rated sessions as more beneficial, and interacted with stronger group cohesion than non-sweat therapy participants. There were no significant group differences in affect on immediate post-session measures. Implications for future research are discussed.

Depression, heart disease knowledge, and risk in a sample of older, rural women.

Despite the burgeoning literature on professionalism in other health professions, psychology lags behind in the level of attention given to this core competency. In this article, we review definitions from other health professions and how they address professionalism. Next, we review how this competency evolved within health service psychology (HSP), and we propose a definition. We offer an approach for assessing professionalism within HSP. Consideration is given to strategies and methods for providing effective education and training in this multifaceted competency. Finally, recommendations are made for creating a culture of professionalism within HSP and honoring psychology’s social contract with multiple publics.

Trainees' experiences with peers having competence problems: A national survey

This manuscript examined the relationships among coronary heart disease (CHD) knowledge, depression, and health preventive behaviors in a sample of 79 U.S. rural women 65 to 95 years of age. Results of this study suggest that more depressed older women tended to engage in fewer health promoting behaviors; that educational level significantly influenced women’s responses on the depression measure; and that women with less than a high school education had lower mean scores on CHD knowledge, and health promoting behaviors, and they had higher mean scores on depression than women with a high school education or higher. These results highlight the importance for mental health and health care professionals to consider not only older women’s CHD knowledge, health behaviors, and possible depression, but also their educational level. This article also provides suggestions for physicians and health care workers who work with rural, older women.