Emergent Supervisors: Comparing Counseling Center and Non‐Counseling‐Center Interns' Supervisory Training Experiences

Predoctoral interns' responses to an internship supervision training questionnaire indicated that counseling center interns supervised more trainees, received more supervision in their supervisory roles, reported more supervision training activities, and yielded higher supervisor development scores than did non‐counseling‐center interns. A qualitative analysis of participants' responses showed that non‐counseling‐center interns desired more supervision training and opportunities to provide supervision during their internship year than did counseling center interns.     

Integration or Separation? Addressing Religious and Spiritual Issues in Multicultural Counseling: A National Survey of College Counselors

Given contemporary ethical concerns, the authors conducted a national survey of 216 college counselors’ perceptions of integrating religious and spiritual issues in multicultural counseling and counselor education. Using cluster analysis, the authors identified 4 patterns of commitments to multiculturalism and religiosity. Respondents demonstrated ethical bracketing in that they considered religious and spiritual issues favorably within the framework of multicultural counseling, irrespective of their commitments to those topics. Counselors can openly address spiritual and religious diversity.     

Childhood‐onset schizophrenia: An overview

Childhood‐onset schizophrenia (COS), particularly when diagnosed prior to the age of 13, is considered to be especially rare and severe. This article provides an in‐depth look into its symptomatology, general course, long‐term functioning, diagnostic criteria, and methods of assessing the disorder. It also includes discussions of the various treatments used with patients having COS, including psychopharmalogical treatments, cognitive therapy, family interventions, educational interventions, and environmental manipulations. Particular attention is paid to the educational implications of the disorder and the role of school psychologists in working with this population. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 803–811, 2004.     

The Use of the Course Experience Questionnaire as a Monitoring Evaluation Tool in a Problem-based Medical Programme

This paper reports on the use of the Course Experience Questionnaire (CEQ) as an instrument to monitor the medical programme at the University of Sydney and in particular to measure improvements in teaching quality with the introduction of the new graduate-entry problem-based programme. In addition, it raises the more general issue of interpretation of CEQ results in courses designed around problembased learning (PBL). Students' perceptions of teaching quality were sought using a whole class questionnaire survey and small group interviews. Students in the new programme rated their course more highly than did students in the old programme with respect to good teaching, appropriate assessment, generic skills and overall satisfaction. These improvements did not hold with respect to the clarity of goals and standards, nor for perceptions of an appropriate workload. The results are interpreted in context and it is argued that particular items in the CEQ do not reflect the educational philosophy or the instructional processes of PBL programmes.     

Identifying Liars Through Automatic Decoding of Children's Facial Expressions

This study explored whether children's (N = 158; 4- to 9 years old) nonverbal facial expressions can be used to identify when children are being deceptive. Using a computer vision program to automatically decode children's facial expressions according to the Facial Action Coding System, this study employed machine learning to determine whether facial expressions can be used to discriminate between children who concealed breaking a toy(liars) and those who did not break a toy(nonliars). Results found that, regardless of age or history of maltreatment, children's facial expressions could accurately (73%) be distinguished between liars and nonliars. Two emotions, surprise and fear, were more strongly expressed by liars than nonliars. These findings provide evidence to support the use of automatically coded facial expressions to detect children's deception.     

Social and Cognitive Factors Associated With Children's Secret‐Keeping for a Parent

This study examined children's secret‐keeping for a parent and its relation to trust, theory of mind, secrecy endorsement, and executive functioning (EF). Children (N = 107) between 4 and 12 years of age participated in a procedure wherein parents broke a toy and asked children to promise secrecy. Responses to open‐ended and direct questions were examined. Overall, secret‐keeping increased with age and promising to keep the secret was related to fewer disclosures in open‐ended questioning. Children who kept the secret in direct questioning exhibited greater trust and better parental ratings of EF than children who disclosed the secret. Findings highlight the importance of both social and cognitive factors in secret‐keeping development.