Статті в журналах: "Masters; Psychology; Health"

1

Wren, Barbara. "Consultancy in health psychology: an introduction." Health Psychology Update 1, no. 34 (December 1998): 39–41. http://dx.doi.org/10.53841/bpshpu.1998.1.34.39.

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I did my health psychology masters at Surrey University and went on to work in research. I worked for a year at the University of Surrey and then moved to Bexley Clinical Psychology Service where I worked for two years on a project to evaluate the primary care clinical psychology service. A key aspect of the service was providing consultancy to the GP teams in the practices where psychology was based. I received two years further funding and was interested in developing my role to involve both consultancy and training. I liaised with the health promotion service and eventually moved to work there managing a CHD prevention project that involved providing training and consultancy to primary care teams. During that time I completed my Masters in Occupational and Organisational Psychology and a consultancy skills course at the Tavistock. I now work as a Project Manager at the Health Education Authority as part of the professional development team. The broad responsibility of the team is to develop initiatives to support professionals with a remit for health promotion. The area I manage – called Learning at Work – specifically focuses on methods for workplace learning such as coaching and mentoring, supporting the use of the national occupational standards in health promotion and supporting the professional development of health promotion lecturers and educators.

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2

Begum, Suhana. "Dr Angeliki Bogosian." PsyPag Quarterly 1, no. 102 (March 2017): 60–62. http://dx.doi.org/10.53841/bpspag.2017.1.102.60.

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Suhana Begum spoke to Dr Angeliki Bogosian, Director of the Professional Doctorate in Health Psychology at City, University of London. In addition to being the course director, Angeliki lectures in health psychology on the Masters programme. Angeliki graduated from Panteion University in Athens, Greece with a BSc in Psychology in 2005. She completed a Masters in Health Psychology at the University of Southampton in 2007 and continued on to complete her PhD in 2012. In this interview, Angeliki tells Suhana about her psychology career and her work exploring the impact of neurological conditions on families. Angeliki also shares her thoughts on the future of health psychology and gives advice for aspiring students.

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3

Croteau, Karen, Nina B. Eduljee, and Laurie Murphy. "Health, lifestyle behaviours, and well-being of International Masters field hockey athletes." International Sports Studies 43, no. 2 (December 15, 2021): 6–26. http://dx.doi.org/10.30819/iss.43-2.02.

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The purpose of this study was to describe and compare health status, lifestyle behaviours, and well-being of athletes from three world regions competing in the 2018 Masters Field Hockey World Cup. A total of 465 athletes (180 men, 284 women, 1 other) from 21 countries, aged 35 to 76 years, completed the Health and Well-being of Masters Field Hockey Athletes survey. Most participants rated their health as “very good” or “excellent”, had no major health conditions nor medication use, had a healthy BMI, and experienced varying levels of stress. No significant differences between the regions were found in health status. Participants had healthy dietary habits overall, with significant differences between the regions in fruit, vegetable, and water consumption. Most participants reported ≥7 hours of sleep per night and varying amounts of restless sleep. Just under half of the participants reported sitting five or more hours per day, with no significant differences between the regions. While significant differences were found in exercise frequency, participants across all regions were physically active. Participants reported high levels of flourishing, with some significant differences found between the regions. While some regional differences were found, International Masters field hockey athletes in general practise healthy lifestyle behaviours and reported excellent overall health and well-being.

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4

Zirima, Herbet, and Elliott Nkoma. "Perspectives of psychology graduates on the registration of psychologists in Zimbabwe." Global Journal of Psychology Research: New Trends and Issues 8, no. 3 (September 29, 2018): 97–106. http://dx.doi.org/10.18844/gjpr.v8i3.3262.

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This study sought to explore the views of psychology graduates on the process of registration as a psychologist in Zimbabwe. Specific areas of interest to the researchers were the views of psychology graduates on the academic qualifications required for registration, the post graduate internship programme, continuing professional development and the board examinations. An interpretative phenomenological analysis (IPA) was done by conducting semi-structured in-depth interviews to twelve purposely selected psychology graduates. All participants had a master’s degree of which five were registered psychologists and the rest were not registered. Three major themes were generated from the analysis of the participants’ interviews and these were: academic qualifications for registration, post graduate internship, board examinations and continuing professional development. Generally, the results reveal lack of choices at masters’ degree programmes resulting in participants embarking on counselling and community psychology degrees. They also showed dislike on the continuing professional development points due to barriers such as localisation of workshops and lack of time to do research. The board of examination was viewed positively. The study recommends that the Allied Health Practitioners Council of Zimbabwe needs to collaborate with universities, psychology interns and registered psychologists in the best way forward in registration and practice of psychologists. Key Words: Registration; Internship; Psychologist; Qualification; Board Examination

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5

Wallace, Louise M. "What did this course do for you? The employability of masters graduates in health psychology." Health Psychology Update 1, no. 39 (March 2000): 4–10. http://dx.doi.org/10.53841/bpshpu.2000.1.39.4.

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6

Ungerleider, Steven, Jacqueline M. Golding, and Kay Porter. "Mood Profiles of Masters Track and Field Athletes." Perceptual and Motor Skills 68, no. 2 (April 1989): 607–17. http://dx.doi.org/10.2466/pms.1989.68.2.607.

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In several studies attributing positive health benefits to running, the benefits include reduced depression, fatigue, anger, and increased vigor. Until now, little research has focused on Masters track and field athletes. The present study reports on 587 men and women Masters who participated in a mailed survey measuring mood states using the Profile of Mood States. In comparison to other groups of athletes, these Masters tend to be less depressed, less angry, and less fatigued. Attribution to lifestyle and maturity with their sport is discussed.

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7

Shcherbakova, A. M. "Conceptual and Institutional Framework for Professional Identification of Psychologists-Rehabilitologists (from the Example of Development of Master's Programme in “Psychological Rehabilitation In The Social Field” Course)." Psychology and Law 9, no. 3 (2019): 1–17. http://dx.doi.org/10.17759/psylaw.2019090301.

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The article describes the experience of the Moscow State University of Psychology and Education in the development and implementation of training programs for masters competent in the field of psychological rehabilitation. A model of the activity of a psychologist-rehabilitologs is proposed, the main task of which is the involvement of a rehabilitant in solving the problems of his life, as a result of which he becomes an actor of his own activity. The original master's program “Psychological rehabilitation in the social sphere” is presented, aimed at training qualified personnel to work in the field of restoring mental health and effective social behavior of children and adults of vulnerable categories, including people with disabilities, developed in accordance with the updated regulatory framework and the requirements of the professional standard of a specialist in social rehabilitation.

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8

Weiner, Linda, and Constance Avery-Clark. "Sensate Focus: clarifying the Masters and Johnson's model." Sexual and Relationship Therapy 29, no. 3 (March 14, 2014): 307–19. http://dx.doi.org/10.1080/14681994.2014.892920.

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9

Branco, Susan F., and Vanessa Patton-Scott. "Practice What We Teach: Promoting Wellness in a Clinical Mental Health Counseling Masters Program." Journal of Creativity in Mental Health 15, no. 3 (November 28, 2019): 405–12. http://dx.doi.org/10.1080/15401383.2019.1696260.

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10

Smith, Jan. "To Master or not to Master? Reflections on completing two Master’s degrees." PsyPag Quarterly 1, no. 102 (March 2017): 31–35. http://dx.doi.org/10.53841/bpspag.2017.1.102.31.

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Personal reflections and assisting others have characterised many of my experiences to date. As a postdoctoral researcher and current Health Psychologist in Training, I decided to reflect on my experiences of completing a MSc in Health Psychology and a MSc in Research Methods in Psychology in order to help and inspire others. I hope that reflecting on my journey will offer some pearls of wisdom for those considering MSc study.

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11

Svence, Guna. "The concept of resilience- the scientific adaptation for society health." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 525. http://dx.doi.org/10.17770/sie2012vol1.79.

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The main idea of the paper to indicate the factors of resilience indicators. The task of the research - a theoretical analysis of the latest research resilience factors and resilience risk factors and to analyze the theory of the intervention of positive psychology and development programs. Based on quantitative methods (narrative content analysis) recognise the contents of resilience and create the resilience factor model. Author together with students form RTTEMA master study programme “Psychology” during last 4 years (Svence and Nereta, Pumpurina, Stale, Berzina, 2009-2012) has created a positive intervention author programme “Resilience skills training” and adapted in Latvian term “resilience” together with scale of resilience (Resilience Scale, RS, Wagnild & Young, 1993). Eksperimental programmes was based on the Penn Resilience Programme (Seligman at al, 1999) and Masters Resilience Trainer (Gillham, Reivich, & Jaycox, 2008 Reivich & Seligman, 2008) programms which include the vitaly of skills development (self-regulation, hardiness, optimism, meaningful live, character strengths, etc). The practical aim is to analyse and compare resilience indicators in the groups of different ages (this article will analyse one of them- 40-50 years old wimin leaders group) in the period of twelve weeks by using experimental program of positive intervention. One of researches (Svence, Berzina, 2011-2012) participants narrative content analysis proves that individuals with daily stress caused by various stressors, and it significantly affects psychological wellbeing, as a result of these stressors can be added to the resilience risk factors because they increase human adaptive interference. Narrative content analysis proves that, for examples, women's resilience is the compilation of the resources - the vitality of the personality resources, which includes the force of will, hope, optimism, ability to adapt to change, stress tolerance, ability to solve problems and make decisions, positive thinking and attitude towards yourself and life in general . Women's are important resilience factors is social support of relatives, which gives strength and comfort, communicating with other, previous experience, understanding of the resources resilience, sense of responsibility, positive attitudes towards themselves, belief in yourself and the desire to improve themselves. After the intervention of quantitative analysis of the results of the study the author concludes that resilience is a set of skills that can be developed. It is proved by the results of the indicators before and after the intervention is received as well as by the results achieved in positive psychology (Seligman et al, 1999; Gillham, Reivich, & Jaycox, 2008 Reivich & Seligman, Jackson, & Watkins, 2004, Khoshaba , Maddi, 1999, Gillham et al. 1991; Reivich, Shatte & Gillham,2003). Authors has approbated the programm “Resilience skills training” and has approved Resilience scale (Resilience Scale, RS, Wagnild & Young, 1993, translated by G. Svence, I.Berzina, 2011) and created a resilience factor theoretical and experimental model.

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12

Schwartz, Mark E. "The masters and johnson treatment program for sex offenders: Intimacy, empathy and trauma resolution." Sexual Addiction & Compulsivity 1, no. 3 (July 1994): 261–77. http://dx.doi.org/10.1080/10720169408400047.

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13

Pauwels, Matthias. "The most hysterical of masters: Lacan’s capitalist discourse and contemporary styles of interpellation." Psychoanalysis, Culture & Society 24, no. 1 (February 12, 2019): 53–71. http://dx.doi.org/10.1057/s41282-019-00117-9.

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14

Syahid, Achmad. "Being More Psychologically Healthy: The Concept of Mental Health According to Zakiah Daradjat and its Application in Islamic Educational Institutions." Ta'dib 21, no. 1 (September 25, 2016): 13. http://dx.doi.org/10.19109/td.v21i1.743.

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This study presents the thought and the role of Prof. Zakiah Daradjat, a modern female Muslim leader with multitalents in Indonesia. She is an expert in psychology of religion and mental health, both in theory and practice. Amazingly, she masters the western and eastern psychological theory, and then constructs them into her own theory which is linked to primary, middle, and high educational level. Practically, she achieves her expertise and skill in psychotherapy and counseling by teaching, writing, preaching, and opening a private counseling practice. Her main source is the fundamental doctrine of religious teachings: prayer, charity, fasting, and pilgrimage in which she thoroughly analyzes by revealing the dimensions of mental health in them. By using descriptive analysis on her books and translated works as primary sources, and applying interview technique with teachers as well as observation technique on cases that exist at Ruhama Islamic Educational Institution, under the auspices of the Prof. Dr. Zakiah Daradjat Foundation Jakarta, some interesting findings are discovered. Scientifically, no one has previously comprehended mental health and psychology of religion before Zakiah. In turn, both disciplines are applied at Colleges for Religious Studies (Perguruan Tinggi Keagamaan- hereinafter called PTK) in the form of an academic supervisory. Initially, it was counseling, but has now evolved into coaching and training. Meanwhile, the implementation of her thought in Ruhama focuses on guidance and counseling. At last, this study shows Zakiah’s thought does not only influence the concept of psychology of religion and mental health, but also affects the practice of counseling in primary, middle to high educational institutions. Penelitian ini menyajikan pemikiran dan peran Prof. Zakiah Daradjat, seorang pemimpin Muslim wanita modern dengan multitalent di Indonesia. Dia adalah seorang ahli dalam psikologi agama dan kesehatan mental, baik dalam teori dan praktek. Hebatnya, dia menguasai teori psikologi Barat dan Timur, dan kemudian membangun ke teori sendiri yang terkait dengan pendidikan dasar, menengah dan tinggi. Secara praktis, ia mencapai keahlian dan keterampilannya dalam psikoterapi dan konseling dengan mengajar, menulis, berkhutbah, dan membuka praktek konseling pribadi. Sumber utamanya adalah doktrin fundamental ajaran agama: doa, amal, puasa, dan haji di mana ia benar-benar menganalisa dengan mengungkapkan dimensi kesehatan mental di dalamnya. Dengan menggunakan analisis deskriptif pada buku-buku dan karya-karya terjemahan sebagai sumber primer, dan menerapkan teknik wawancara dengan guru serta teknik observasi pada kasus yang ada di Lembaga Pendidikan Islam Ruhama, di bawah naungan Prof. Dr. Zakiah Daradjat Yayasan Jakarta, beberapa temuan menarik yang ditemukan. Secara ilmiah, tidak ada seorangpun sebelumnya memahami kesehatan mental dan psikologi agama sebelum Zakiah. Pada gilirannya, kedua disiplin yang diterapkan di Sekolah Tinggi Studi Keagamaan (Perguruan Tinggi Keagamaan- selanjutnya disebut PTK) dalam bentuk pengawasan akademik. Awalnya, itu konseling, tetapi sekarang telah berkembang menjadi pembinaan dan pelatihan. Sementara itu, pelaksanaan pemikirannya di Ruhama berfokus pada bimbingan dan konseling. Akhirnya, penelitian ini menunjukkan pemikiran Zakiah ini tidak hanya mempengaruhi konsep psikologi agama dan kesehatan mental, tetapi juga mempengaruhi praktek konseling di SD, menengah hingga di lembaga pendidikan tinggi.

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15

Levin, Roy Jerome. "Critically revisiting aspects of the human sexual response cycle of Masters and Johnson: correcting errors and suggesting modifications." Sexual and Relationship Therapy 23, no. 4 (November 2008): 393–99. http://dx.doi.org/10.1080/14681990802488816.

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16

PHOENIX, CASSANDRA, and MERIDITH GRIFFIN. "Narratives at work: what can stories of older athletesdo?" Ageing and Society 33, no. 2 (December 13, 2011): 243–66. http://dx.doi.org/10.1017/s0144686x11001103.

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ABSTRACTPrevious research has shown that young adults tend to identify and reinforce negative stereotypes of growing older. They can express both fear and trepidation regarding the bodily changes that occur with advancing age. With this in mind, in this paper we draw upon Frank's (2010) theoretical framework of socio-narratology to examine the work that stories cando. We take as a working example the impact that stories of ageing told by masters athletes might have upon young adults, and specifically their perceptions of (self-)ageing. Three focus groups were carried out with the young adults to examine their perceptions of (self-)ageing prior to and following their viewing of a digital story portraying images and narratives of mature, natural (‘drug-free’) bodybuilders. Our analysis pointed to a number specific capacities that stories of masters athletes might have, namely the potential to re-open young adults sense of narrative foreclosure, the stretching and expanding of existing imagined storylines, and increasing the availability of narrative options. We propose that understanding what stories can do, what they can do best, and the narrative environments that help and hinder this process is essential if our programmes and policies are to produce the results that are wanted.

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17

Ierardi, Florence, and Elissa Goldberg. "Looking back, looking forward: New masters-level creative arts therapists reflect on the professional impact of an interprofessional community health internship." Arts in Psychotherapy 41, no. 4 (September 2014): 366–74. http://dx.doi.org/10.1016/j.aip.2014.06.002.

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18

Lawler, Kathleen A. "Master Lectures in Health Psychology." Contemporary Psychology: A Journal of Reviews 37, no. 2 (February 1992): 112. http://dx.doi.org/10.1037/031867.

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19

Love, Anthony W., and Henry J. Jackson. "Accessibility of Diagnostic Categories and Causal Attributions for an Interviewee's Behaviour." Behaviour Change 5, no. 4 (December 1988): 175–80. http://dx.doi.org/10.1017/s0813483900007919.

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Cognitive factors, such as the accessibility of schematic categories, have been shown to bias interpretation of information about other's behaviour. In this study, the effects of diagnostic category accessibility on subjects' causal attributions for an interviewee's behaviour were investigated. In order to activate a specific diagnostic category, making it more accessible for information encoding, mental health students completed a short test. Half answered questions about victims of rape attacks; the other half answered questions about the diagnosis of histrionic personality disorder. All subjects then rated their attribution for a female interviewee's non-verbal behaviour along four dimensions: Internality, Stability, Globality, and Controllability. Results indicated an interaction between type of course and experimental condition. Psychology undergraduate students in the Rape Victim condition tended to make more stable and global attributions than did Psychiatric Nursing and Masters of Psychological Medicine students. In addition, a significant main effect was found on the Controllability dimension. The subjects in the Personality Disorder condition rated the cause as significantly more controllable than did the subjects in the Rape Victim condition. Implications of the results are discussed.

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20

Kluge, Mary Ann, Bevan C. Grant, Lorraine Friend, and Linda Glick. "Seeing is believing: telling the ‘inside’ story of a beginning masters athlete through film." Qualitative Research in Sport and Exercise 2, no. 2 (July 2010): 282–92. http://dx.doi.org/10.1080/19398441.2010.488038.

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21

Sabbadini, Andrea. "Narcissistic Fantasies in Film and Fiction: Masters of the Universe, by Ilany Kogan, Abingdon & New York, 2020, 161 pp." American Journal of Psychoanalysis 81, no. 4 (October 21, 2021): 554–57. http://dx.doi.org/10.1057/s11231-021-09323-w.

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22

Rose, Moshe, and Adrian Sondheimer. "Masters of the Mind: Exploring the Story of Mental Illness from Ancient Times to the New Millennium." Journal of the American Academy of Child & Adolescent Psychiatry 45, no. 3 (March 2006): 376–77. http://dx.doi.org/10.1097/01.chi.0000196429.11212.36.

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23

Cardaciotto, LeeAnn, and Donna A. Tonrey. "The Training, Value, and Reality of Master’s-Level Mental Health Counselors." Journal of Cognitive Psychotherapy 26, no. 3 (2012): 183–95. http://dx.doi.org/10.1891/0889-8391.26.3.183.

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There is a need for individuals trained in professional practice that cannot be met by psychologists and psychiatrists. Because the American Psychological Association (APA) maintains that the minimum requirement for the independent practice of psychology is a doctorate degree, master’s-level programs significantly increased and produce graduates in professions separate from psychology. These master’s-level clinicians are more likely to identify professionally with the standards and values endorsed by counseling, marriage and family therapy, and social work organizations (McPherson, Pisecco, Elman, Crosbie-Burnett, & Sayger, 2000). Given the number of master’s-level clinicians working side by side with clinical psychologists, this article aims to provide a brief introduction of the master’s-level clinicians. Furthermore, it focuses on the counseling profession because it has the largest overlap with psychology. In the discussion, the authors highlight strengths of master’s-level training in counseling as well as identify areas that could be informed by the field of psychology. Similarly, this article discusses aspects of training that master’s-level counselors receive, which may inform the field of applied psychology, such as skill-training models and the credentialing of supervisors.

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24

Hong, Natalie Yan. "EU-China Education Diplomacy: An Effective Soft Power Strategy?" European Foreign Affairs Review 19, Special Issue (August 1, 2014): 155–71. http://dx.doi.org/10.54648/eerr2014026.

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This article is intended to focus on the educational aspect of the soft diplomacy between the EU and China, with emphasis on the case study of the Erasmus Mundus Scholarship Programme created by the European Commission that funds hundreds of Chinese students and scholars every year to study in Europe and its equivalent in China - the Chinese Government Scholarship (EU Window). After an overview of the EU-China educational exchange and cooperation, the second section will examine how the EU and China develop education diplomacy in a cooperating manner. The third section will be dedicated to two case studies: the EU's Erasmus Mundus Programme, with focus on the Masters and Doctorate Scholarships for China, and the Chinese Government Scholarship (EU Window). It will present and analyse the results of two surveys specially designed to evaluate the impacts of both programmes on their Chinese and European beneficiaries. The article will conclude with evaluation of the effectiveness of EU-China education diplomacy and discussions of the potential constraints.

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Doktor Olsen Tvedebrink, Tenna, and Andrea Jelić. "Getting under the(ir) skin: Applying personas and scenarios with body-environment research for improved understanding of users’ perspective in architectural design." Persona Studies 4, no. 2 (November 5, 2018): 5–24. http://dx.doi.org/10.21153/psj2018vol4no2art746.

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The aim of this paper is to move established positions in architectural design by discussing a more refined user perspective. The motivation is threefold. Firstly, fields like environmental psychology and cognitive science for architecture have in recent years brought novel insights on the embodied nature of human spatial experience, and the extensive effects of the built environment on people’s psychosomatic health and behaviour that are not well-captured by existing building standardization systems. Secondly, while the fast growing trends of user-centred and research-based design in architecture have showed that users’ experience is a valuable source of design knowledge, the methods for incorporating this wealth of new insights in the architectural design process are still underdeveloped. Finally, the example of the newly built psychiatric department in Aabenraa, Denmark, whose interior, despite an international architectural award in 2016, had to be re-designed one year after construction due to poor understanding of the users, indicates existing discrepancies in the current approaches to translating research information in user-centred design. To address these issues, we discuss the experiences from a new masters’ course in ‘Architecture, Health, and Well-being’ and propose that user-centred methods like ‘personas’ and ‘scenarios’ used in IT, marketing, and product development also have a potential to develop more in-depth research-informed user perspectives. As well as, to help students envision and strengthen the architectural quality of the programming and building design throughout the architectural design process, by supporting a ‘design empathic’ understanding and immersion in user perspectives.

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Grus, Catherine L. "Accreditation of master’s programs in health service psychology." Training and Education in Professional Psychology 13, no. 2 (May 2019): 84–91. http://dx.doi.org/10.1037/tep0000227.

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27

McGovern, M., A. Byrne, M. McCormack, and A. Mulligan. "The Vasarhelyi Method of Child Art Psychotherapy in Child and Adolescent Mental Health Services: a stakeholder survey of clinical supervisors." Irish Journal of Psychological Medicine 36, no. 3 (September 22, 2016): 169–76. http://dx.doi.org/10.1017/ipm.2016.29.

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ObjectivesThe Vasarhelyi Method of Child Art Psychotherapy (CAP) is a largely understudied psychotherapeutic modality. This study aims to describe the Vasarhelyi Method of CAP and to describe a stakeholder survey of the views and attitudes of CAP placement supervisors towards CAP among various Child and Adolescent Mental Health Services (CAMHS) teams nationwide.MethodsA phone- and letter-based survey of 17 CAP placement supervisors who oversee CAP masters students attached to CAMHS teams was performed. A questionnaire was designed enquiring about their experiences with CAP in their clinic and their thoughts on the validity of CAP in various conditions/patient demographics. Participants received written correspondence and were asked to return the survey by post; this was followed up by a telephone call to complete missing surveys.ResultsIn all, 12 (70.6%) complete surveys were returned. Of the 12 respondents, all considered the CAP student to be a valuable member of the team. In total, 10 respondents (83.33%) stated they would make regular use of the service if it were made available to them. With regard to the therapy itself, nine respondents (75%) believed it was better for internalising symptoms than externalising symptoms. Depression, anxiety, attachment difficulties, trauma, deliberate self-harm and possible psychosomatic illnesses are the conditions viewed as receiving the most benefit from CAP. No gender difference was reported.ConclusionCAP is considered an effective modality and valuable addition to a psychotherapeutic repertoire. Further, more extensive studies are needed in this field.

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Tretter, Justin T., and Jeffrey P. Jacobs. "Global Leadership in Paediatric and Congenital Cardiac Care: “Following the ‘Golden Rule’ in multicentre collaborations – an interview with Jane W. Newburger, MD”." Cardiology in the Young 30, no. 9 (August 6, 2020): 1221–25. http://dx.doi.org/10.1017/s1047951120002267.

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AbstractDr. Jane Newburger is the focus of our first in a planned series of interviews in Cardiology in the Young entitled, “Global Leadership in Paediatric and Congenital Cardiac Care”. Dr. Newburger was born in Manhattan, New York, United States of America. She was raised in the Bronx for her first six years of life, at which point her family moved to Yonkers, New York, where she spent the rest of her childhood. She then attended Bryn Mawr College where she majored in psychology. Dr. Newburger subsequently attended Harvard Medical School, graduating in 1974. She did her internship and residency in paediatrics at Boston Children’s Hospital in 1974–1976, followed by her fellowship at Boston Children’s Hospital in 1976–1979. She received her Masters in Public Health at the Harvard School of Public Health in 1980.Dr. Newburger has spent her entire career as a paediatric cardiologist at Boston Children’s Hospital and Harvard Medical School, where she was appointed a Professor of Pediatrics in 1999 and has held the position as Commonwealth Professor of Pediatrics since 2008. She has established herself as a leading clinical scientist within the field of paediatric cardiology, with expertise in leadership of multicentre and multidisciplinary research, including the building of collaborative groups. She has been continuously funded by the National Institute of Health since 1982, and amongst other areas has led the field in the areas of neurodevelopmental outcomes in congenital heart disease, improved methods of vital organ support, and management of Kawasaki disease. This article presents our interview with Dr. Newburger, an interview that covers her path towards becoming a clinical scientist, her interests spanning four decades of hard work, and her strategies to design and lead successful multicentre studies.

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29

Carlson, L. "Bibliography of the History of Australian Science, No. 22, 2001." Historical Records of Australian Science 14, no. 1 (2002): 119. http://dx.doi.org/10.1071/hr02007.

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Main sources for this bibliography were the 2001 editions of various databases such as the Australian Public Affairs Information Service (APAIS), Chemical Abstracts and Medline Express. In addition, issues of a number of Australian journals published in 2001 were scanned, and readers of the bibliography sent information about relevant items to the compiler. Most items included were published in 2001, but a number of earlier publications were also found which it was thought should be included. The scope of the bibliography is limited to material on the history of the natural sciences (mathematics, physical sciences, earth sciences and biological sciences), some of the applied sciences (including medical and health sciences, agriculture, manufacturing and engineering), and human sciences (psychology, anthropology and sociology). Biographical material on practitioners in these sciences is also of interest. The compiler would like to thank those people who sent items or information about items published during 2001 for inclusion in the bibliography. It would again be appreciated if he could be notified about other items dealing with the history of science in Australasia, the South West Pacific area and Antarctica published during 2001, but have been omitted. Readers are invited to alert the compiler to the publication of books, journal articles, conference papers, reports, Masters and PhD theses and reviews on the subject published during 2002 for inclusion in future bibliographies. Pertinent information should be sent to the compiler, C/- Deakin University Library, Geelong, Victoria 3217, Australia or by e-mail to laurie.carlson@austehc.unimelb.edu.au.

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Canady, Valerie A. "APA to accredit master's program in health service psychology." Mental Health Weekly 31, no. 11 (March 13, 2021): 6–7. http://dx.doi.org/10.1002/mhw.32722.

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Goldstein, Marc B., and James J. Woltz. "Master's Degree Programs in Community Psychology." Journal of Prevention & Intervention in the Community 15, no. 1 (May 7, 1997): 17–30. http://dx.doi.org/10.1300/j005v15n01_03.

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Reyes, Anny, Willie F. McBride, Kendra Anderson, Valencia Montgomery, and Courtney Ray. "A-45 Closing the Gap in the Neuropsychology Pipeline Via Mentorship Focusing on African American Students." Archives of Clinical Neuropsychology 36, no. 6 (August 30, 2021): 1086. http://dx.doi.org/10.1093/arclin/acab062.63.

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Abstract Objective A core mission of the Society for Black Neuropsychology (SBN) is to increase the representation of neuropsychologists, students, and scholars from diverse backgrounds. As such, SBN developed a 12-month mentoring program for trainees at all levels. The SBN Mentorship Program includes four components: mentoring where mentees are paired with a mentor based on interest and needs; professional development webinars; application materials resources; virtual social hours. Methods First, a call for mentors and mentees was distributed via SBN’s and related listservs and social media. Second, pairings were based on mentee training level, clinical/research interest, needs (e.g., applying to doctoral programs, cultural competency, securing funding), and additional preferences (e.g., matched on the same racial/ethnic background, sex/gender, geographical location). Surveys will be distributed at 6-months and upon completion of the mentorship program to evaluate pairings, webinars, and overall impact of the program. Results A total of 60 mentors from diverse backgrounds and different levels of training enrolled. Thirty-five underrepresented minority (URM) trainees were matched with mentors based on their level of training, interest, and needs. The mentee cohort comprised of undergraduate/post-baccalaureate (30%), masters (5%), and doctoral students (60%), and post-doctoral fellows (5%). The cohort was approximately 77% female and all mentees identified as an URM in academia (URM: 85.7% Black, 14.3% Latinx). Conclusion Mentorship programs represent a vital but often overlooked component of trainee success. Mentorship programs sponsored by organizations such as SBN can help increase the number of URM students in neuropsychology and provide the mentorship needed to navigate barriers URM students often encounter in academia.

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Surinov, I., V. Shemonayev, and Yu Kazak. "INFORMATION SUPPORT OF OPERATOR ACTIVITY IN ORGANIZING THE TUG SERVICE." Shipping & Navigation 32, no. 2 (December 12, 2021): 95–102. http://dx.doi.org/10.31653/2306-5761.32.2021.95-102.

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Today, the tugs operatingin ports are of a different type and capacity and mostly depend on ship size and port-external conditions of the port (wind, waves, current and shallow water). The main risks at ports, which are pointed out by some authors, can be classified as follows: poor ship and port staff knowledge and training; the human factor in general; poor maintenance of port tugs; poor communication between all parties during a ship’s arrival at or departure from the port, as well as mooring operations (in the case that the ship’s crew, port pilot and tugs masters communicate in different languages); poor or outdated tug equipment; poor safety culture. When the vessel navigates in areas with hazardous sections of the waterway, entering and leaving the port, as well as when performing mooring operations to ensure the necessary maneuverability of the vessel and maintain navigational safety at the proper level, line and/or port pilots, escort and harbor tugs are additionally involved. The most dangerous are situations of a ship's power plant failure during maneuvering in confined waters when tugboats become the only means of control that can prevent an accident. During pilotage in international waters, the process of interaction between the ship's crew, pilots and tugs is complicated by the presence of language and cultural barriers, which complicates effective synergy. Therefore, proper training is essential to maintain an adequate level of safety. In this paper, a plan for maneuvering with the use of the operational effort of tugs in extreme situations has been developed, and a checklist for organizational and administrative preparation of the ship's controls for operation in extreme conditions has been proposed.

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Stein, Gary L., Cathy Berkman, and Bonnie Pollak. "What are social work students being taught about palliative care?" Palliative and Supportive Care 17, no. 5 (February 4, 2019): 536–41. http://dx.doi.org/10.1017/s1478951518001049.

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AbstractObjectivePalliative social workers have taken steps to increase the numbers of social workers trained and competent to deliver effective psychosocial palliative care. Despite these developments, masters of social work (MSW) programs have only begun to develop curricula preparing students for entry-level practice. This study sought to determine the type and extent of content areas included in MSW courses dedicated to palliative care or with content related to palliative care practice.MethodA cross-sectional study using an online questionnaire was conducted. All 248 accredited MSW programs in the United States and 32 programs in Canada were invited to participate. Participants were asked to name the courses in their MSW program that were dedicated to, or included content on, palliative care, and submit the syllabi for these courses. Data comprised course content for each class session and required readings. A grounded theory approach was used to identify the topics covered.ResultOf the 105 participating programs that responded to the survey, 42 submitted 70 syllabi for courses with at least some palliative care content. There were 29 topics identified. The most common topic was grief, loss, and bereavement, followed closely by behavioral and mental health issues, and supporting family and friends; cultural perspectives and advance care planning were also common topics. For the 10 syllabi from courses dedicated to palliative care, supporting family was the most common topical area, followed closely by interprofessional practice and advance care planning.Significance of resultsAlthough there are many challenges to introducing palliative care content into MSW programs, including unqualified faculty and competing course material and electives of equally compelling content, there are model curricula for dedicated palliative care courses. With the large growth of palliative care programs, the time is ripe to add specialty palliative care courses and to add palliative care content into existing courses.

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Krumina, Aira Aija, and Ivans Jānis Mihailovs. "THE PEDAGOGICAL COMPONENT OF THE HEALTH PSYCHOLOGIST COMPETENCE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2017): 108. http://dx.doi.org/10.17770/sie2017vol2.2431.

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Pedagogical competence is an important integral component of health psychologist competence. The development of this component is implemented during two study courses in the Riga Stradiņš University, providing possibility for master programme „Health psychology” students to elaborate and pilot informal educational programs, trying to select and structure health psychology materials in accordance with the principles and requirements of pedagogy. The article analyze and evaluate the development of some transversal competencies and future skills of health psychologist’ during the practice, as well as to work out the recommendations for optimal practice organization in a professional environment. The article, based on students’ survey and results of the students’ developed informal educational programs analysis, show the process and the issues, which are important for educational programs elaboration and pedagogical competence development.

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Fynn, Angelo, and Hugo Denton van der Walt. "Teaching Research Psychology in South Africa: reflections by programme coordinators." South African Journal of Psychology 50, no. 1 (February 25, 2019): 67–80. http://dx.doi.org/10.1177/0081246319831820.

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This article explores the experiences of Master’s programme coordinators in Research Psychology with the purpose of gaining an understanding of the planning and implementation of programmes that are directed at training Research Psychology students. The practical significance of the study was to investigate the course curricula of Research Psychology programmes within the South African context to grasp an understanding of the course structure and the challenges that accompany curriculum development. This article aims to elaborate on underlying tensions and considerations that programme coordinators encounter in structuring and implementing training for Master’s programmes that lead to registration with the Health Professions Council of South Africa. Six of the eight programmes that lead to registration with the Health Professions Council of South Africa were included in this study. Data were collected using semi-structured interviews and analysed using qualitative content analysis. The reflections by the programme coordinators showed a shared pedagogical philosophy of active learning in which students are expected to take ownership of their learning and to participate actively in shaping and constructing the learning process. Reflections on the Research Psychology programmes revealed seven broad content areas concerned with the development of curricula in Research Psychology, namely applied research, ethics, foundational concepts and skills, language and report writing, and project management and micro-skills development within qualitative and quantitative methodological approaches. Programme coordinators also expressed the tensions inherent in attempts to establish neutral ground between the demands of the discipline and the demands of the employers.

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Rostosky, Sharon S., Michael J. Scheel, and Zakary A. Clements. "Our State of the Union: Results From the 2017–2018 CCPTP Membership Survey." Counseling Psychologist 47, no. 8 (November 2019): 1115–35. http://dx.doi.org/10.1177/0011000019893619.

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In honor of the 50th anniversary of The Counseling Psychologist, we present a snapshot of the current state of counseling psychology training in the context of the health service psychology model and competency-based framework of the Standards of Accreditation. Using data from the 2017–2018 Council of Counseling Psychology Training Programs membership survey that was completed by 95% of counseling psychology training directors ( N = 76), we describe how counseling psychology programs are meeting accreditation requirements and present their self-reported institutional resources and supports. We also summarize preliminary data on program-specific competencies and master’s-level training—two current training-related issues that may strengthen or weaken counseling psychology professional identity and values. We discuss ways of balancing the demands of training and available resources within the current context of overall rising costs and diminishing resources across higher education.

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Nazarenko, V. M., and V. D. Savchuk. "SYSTEM OF AUTOMATED CONTROL OF TANKER CARGO OPERATIONS." Shipping & Navigation 33, no. 1 (December 1, 2022): 87–95. http://dx.doi.org/10.31653/2306-5761.33.2022.87-95.

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Liquid cargo is transported by the tanker fleet in different climatic zones. Significant changes in ambient temperature are observed in these zones. At elevated temperatures, the volume of liquid cargo will increase. Consequently, there is a risk of spillage of the cargo onto the ship's deck. The International Convention for the Prevention of Pollution from Ships (MARPOL 73/78) and the International Safety Guide for Oil Tankers and Terminals (ISGOTT) regulate the filling of tanks when transporting liquid cargo. It is allowed to use only 98% of the volume of tanks, the remaining 2% is a reserve of tank volume for an unforeseen increase in the volume of the cargo when its temperature rises. The sender of the cargo must provide the tanker captain with complete information about the cargo and its properties. After receiving it, download operations can begin. The intensity of cargo operations when the tanker is loaded with various types of liquid cargo has led to an increase in the role of the "human factor" in ship power systems. Reducing the number of ship crews, in turn, contributes to the accumulation of fatigue, distraction of ship operators (masters) in the process of carrying out cargo operations on the ship. Watch assistants must constantly monitor the filling level of each tank, taking into account the weight, temperature and volume of the cargo. Statistics state that a significant proportion of accidents when loading a tanker occur as a result of loss of control over the volume of liquid cargo that is taken into each tank of the vessel. The operator's lack of accurate information about the filling status of each tank at the current moment in time leads to the risk of its overflow. Such an overflow, in turn, can lead to the spillage of liquid cargo, for example, petroleum products on the ship's deck and the water surface of the port's water area. At present, it is possible to monitor the level of liquid cargo in real-time using various models of liquid cargo level gauges: float, pneumatic, ultrasonic, magnetostrictive, microwave, and others. Creating a system that would allow for constant dynamic control of the volume of liquid cargo in tanks during tanker loading and would take into account all restrictions is a promising direction. Keywords: liquid cargo, tanker, level gauges, safety margin, loading control.

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Gomes, Ana Allen. "A Course on Cognitive and Behavioural Interventions for Sleep Disorders within a Master Degree Programme in Clinical and Health Psychology." Psychologica 63, no. 2 (December 28, 2020): 159–77. http://dx.doi.org/10.14195/1647-8606_63-2_8.

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Given the prevalence of sleep disorders, the efficacy and effectiveness of behavioural/cognitive interventions, mainly CBT for insomnia, we consider that a course on the topic should be introduced within the psychology master degree programmes. Since 2017/18 we are offering the optional course: Psychological Interventions on Sleep Disorders. The present work summarizes the course syllabus and analyses the students' perceptions regarding the first three editions. One hundred and twenty psychology master degree students have voluntarily registered at the course. End-of-semester online institutional anonymous questionnaires were voluntarily completed. Participants were asked to rate the course in a variety of parameters using a 5-point scale (1=minimum; 5=maximum). Ninety questionnaires were completed. Mean scores on each item (addressing: bibliography/other learning materials; quality of learnings; learning results; non-redundancy concerning other courses; theoretical-practical articulation; students’ active participation in the learning processes; development of analytical and critical reflection/thinking skills; overall self-assessment) ranged between 4.23 and 4.46, items’ mean score = 4.35. Students' perceptions on the first three semesters of the course were clearly encouraging. By offering a course on behavioural interventions for sleep disorders at master degree level, we hope to contribute to increase its delivery in health contexts in the near future.

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Tomilova, M., A. Soloviev, O. Kharkova, and H. Peseshkian. "DESIGN AND IMPLEMENTATION OF THE MASTER'S PROGRAM «PSYCHOLOGY OF HEALTH» IN THE MEDICAL UNIVERSITY." Human Ecology, no. 7 (July 15, 2020): 47–50. http://dx.doi.org/10.33396/1728-0869-2020-7-47-50.

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Brems, Christiane, and Mark E. Johnson. "Facing reality: The need for master's level accreditation and licensure in psychology." Administration and Policy in Mental Health 23, no. 3 (January 1996): 271–73. http://dx.doi.org/10.1007/bf02108325.

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E Park, Katey, Annabel Sibalis, and Brittany Jamieson. "The Mental Health and Well-Being of Master’s and Doctoral Psychology Students at an Urban Canadian University." International Journal of Doctoral Studies 16 (2021): 429–47. http://dx.doi.org/10.28945/4790.

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Aim/Purpose: Although the high rates of stress and psychological distress in graduate students has been well-documented, Canadian samples are underrepresented in the extant literature. The present study explores prevalence rates of burnout and psychological distress in a sample of psychology master’s and doctoral students at a university in a large urban Canadian city, as well as factors relating to their well-being, social support and stress. Background: There are economic and productivity setbacks stemming from high stress and mental health challenges. Burnout and psychological distress of graduate students are associated with hindered academic progress, mental and physical health challenges, and reduced productivity. Further, emotionally exhausted doctoral students are at heightened risk for non-completion of their degrees. Methodology: Sixty-two psychology graduate students completed an online survey that assessed burnout, psychological distress (anxiety, depression, and stress symptoms), perceived social support, collegiate sense of community, financial strain, and rank-ordered nine domains of graduate school stressors. Contribution: The present paper contributes to the body of knowledge that graduate students residing in an urban Canadian city experience high rates of burnout and psychological distress. High levels of social support outside the academe were not protective factors in mitigating burnout. Findings: Participants reported high levels of perceived social support and sense of community. However, over half (60%) of respondents met criteria for burnout, and one in three students met criteria for problematic levels of stress, anxiety, and/or depression. In a rank ordering question, “thesis, dissertation or other research”, “classwork” and “finances” ranked in the top three most stressful aspects of graduate school for respondents. Recommendations for Practitioners: Graduate students experience unique stressors related to their mental health and well-being that differ from undergraduate students and young working professionals. Mental health practitioners may be better equipped to support graduate students with knowledge of these specific factors impacting mental health and well-being. Recommendation for Researchers: Based on these findings, four areas of recommendations for psychology graduate institutions and training programs are discussed. These recommendations highlight the need for change across systemic levels and call for integrative efforts to improve wellbeing for psychology graduate students. Impact on Society: Enhancement of doctoral student well-being could contribute to long-term benefits in academia and in higher education. Future Research: The study took place before the emergence of COVID-19, which has undoubtably impacted graduate students globally. Research on student experiences during this unprecedented time is needed, as are additional supports (e.g., virtual programming to reduce social isolation; contingency plans for data collection).

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Distina, Primalita Putri. "Pengembangan Dimensi Psychological Well-Being Untuk Pengurangan Risiko Gangguan Depresi." MAWA'IZH: JURNAL DAKWAH DAN PENGEMBANGAN SOSIAL KEMANUSIAAN 10, no. 1 (July 18, 2019): 39–59. http://dx.doi.org/10.32923/maw.v10i1.768.

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Depression has become one of the most common psychological disorders and causes health and disability problems worldwide. Many cases of suicide are caused by depression disorder. In Indonesia, the prevalence of depressive disorder is relatively high and occurs in all age ranges. Many factors cause depression disorder; one of them is stress. Stress which is not managed properly can cause several problems such as, low moods, feelings of irritability, sleep disturbances, and changes in cognitive abilities such as reduced concentration. These symptoms can be one of the risk factors for depression. One approach in psychology related to mental health problems is positive psychology. Psychological well-being is a construct of positive psychology that is often used as a form of intervention that focuses on human development. Based on some research results, psychological well-being related to a mental health problem, including depression. The dimensions in psychological well-being are self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth also have a positive role in mental health. By developing the dimensions of psychological well-being in life, it can be a way to reduce the risk of depression.

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Velasquez, Roberto J., David Evans, Wendell J. Callahan, and Toshiro Ishikuma. "DSM-III—R Training in Master's-Level Counseling Programs." Psychological Reports 74, no. 3_suppl (June 1994): 1331–38. http://dx.doi.org/10.2466/pr0.1994.74.3c.1331.

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The DSM-III—R is used by the subdisciplines of mental health including psychiatry, psychology, and social work. Yet, of all subdisciplines, it has historically met the most resistance from the counseling profession. Until the early 1980s, discussion of the DSM in the counseling literature was taboo. It has only been in the last 10 years that counselors have begun to discuss the role of the DSM in counseling. The purpose of this investigation was to examine the actual extent of DSM-III—R training in counseling programs. Analysis suggested that the counseling programs have included training in psychiatric diagnosis, but this training continues to meet resistance as it is inconsistent within the curricula of such programs.

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Yu, Junwei. "Promoting Buddhism through Modern Sports: The Case Study of Fo Guang Shan in Taiwan." Physical Culture and Sport. Studies and Research 53, no. 1 (December 1, 2011): 28–38. http://dx.doi.org/10.2478/v10141-011-0020-x.

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Promoting Buddhism through Modern Sports: The Case Study of Fo Guang Shan in TaiwanIn the past, traditional Buddhism in China focused on chanting and meditation that detached itself from the society. However, after generations of strenuous efforts to promote ‘Humanistic Buddhism’, several Masters have been encouraging religion to engage more in daily lives. One of the proponents was Master Hsin Yun, who was born and raised in mainland China and subsequently moved to Taiwan along with the ‘Monk Rescue Team’. It was in Taiwan that Master Hsin Yun founded Fo Guang Shan, one of the most sacred Buddhist sites on the island. At the beginning, he started the place from scratch, setting up basketball courts for the followers to take part in basketball games. Upholding the notion that Buddhism needs to engage the public, Master, therefore, has a unique way of combing religion with modern sports in an attempt to let more people get in touch with religion. Accordingly, basketball, soccer, gymnastics, and other sports were promoted and sponsored under the auspices of Fo Guang Shan, which certainly topples public stereotypes around sedentary Buddhism. In the end, Master hopes that, in the future, sports can unite healthy Fo Guang followers worldwide and bring honor to Taiwan.

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Richert, Alphons J., and Frank E. Fulkerson. "Master's-level training and employment in community mental health." Professional Psychology: Research and Practice 18, no. 5 (1987): 479–80. http://dx.doi.org/10.1037/0735-7028.18.5.479.

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Callahan, Jennifer L. "Master’s level accreditation in health services psychology: A primer to the special section with commentary." Training and Education in Professional Psychology 13, no. 2 (May 2019): 73–83. http://dx.doi.org/10.1037/tep0000248.

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Hawken, Tamsyn. "When your degree becomes more than an education: Reflections on a Master’s in Health Psychology." PsyPag Quarterly 1, no. 93 (December 2014): 34–36. http://dx.doi.org/10.53841/bpspag.2014.1.93.34.

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van der Zanden, R., F. Galindo-Garre, K. Curie, J. Kramer, and P. Cuijpers. "Online cognitive-based intervention for depression: exploring possible circularity in mechanisms of change." Psychological Medicine 44, no. 6 (July 18, 2013): 1159–70. http://dx.doi.org/10.1017/s003329171300175x.

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BackgroundThis study investigates possible circularity in mechanisms of change in participants of Master Your Mood (MYM), a cognitive-based, online intervention for young adults with depressive symptoms. A previous study showed that MYM effectively reduced depression and anxiety and strengthened mastery.MethodWe randomized 244 participants with depressive symptoms into MYM or a wait-list control condition. We explored the circularity hypothesis by several analyses. Correlations were computed to determine the association between (change in) depression and anxiety. Path analysis mediation models were used to explore whether change in anxiety and mastery mediated the intervention effect on depression, whether depression and mastery mediated the effect on anxiety and whether depression and anxiety mediated the effect on mastery. We used linear regression to explore whether early changes in anxiety predicted later changes in depression, and whether early changes in depression predicted later changes in anxiety.ResultsCo-morbidity between depression and anxiety was high (69.2%) and the association between depression and anxiety change was strong (r = 0.677,p < 0.01). Changes in anxiety and mastery mediated change in depression (mediation proportion 44%); changes in depression mediated change in anxiety (79%) and mastery (75%). We did not find an early change in anxiety predictive for a late change in depression, and vice versa.ConclusionsThis study appears to confirm the hypothesized circularity in the recovery process. We found high co-morbidity and strong correlation between depression and anxiety levels and bi-directional relationships between potential mediators and outcomes. Early anxiety change scores were not predictive of late depression change scores, and vice versa.

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Islam, Sayeedul, Ken Lahti, and Michael H. Chetta. "Research Partnerships Between Academics and Consulting Firms: A Stakeholder Analysis." Industrial and Organizational Psychology 11, no. 4 (December 2018): 596–605. http://dx.doi.org/10.1017/iop.2018.121.

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The focal article (LaPierre et al., 2018) proposes several steps in developing a research partnership with organizations. We commend LaPierre and colleagues for bringing to light these recommendations. We agree that research partnerships may prove valuable for the science of industrial and organizational (I-O) psychology. For I-O psychology to grow as a science, more appropriate sampling and more relevant data sources are necessary (Landers & Behrend, 2015). Although I-O psychology master's and PhD programs continue to grow and produce more I-O psychology graduates that enter the applied marketplace, there remains a paucity of applied research partnerships between academics and organizations. Research partnerships are often established in other disciplines (i.e., computer science, public health, biochemistry) and have resulted in fruitful relationships for both parties (D'Este & Iammarino, 2010; Israel, Schulz, Parker, & Becker, 1998; Santoro & Betts, 2002), but similar partnerships have not become the norm in I-O psychology. Despite a growing number of I-O psychology graduates and programs (Shellenbarger, 2010), I-O psychology academics have not leveraged those relationships to create research partnerships between universities and business. We would argue that this lack of research partnerships is due to the difficulty of navigating and negotiating with the multiple stakeholders involved in the process of developing a research partnership.

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