Clinical supervision is a core competency in psychologist training; however, concerns remain regarding how effectively supervision is taught within graduate programs. The present study examined supervision training within APA-accredited health service psychology doctoral programs in clinical, school, and counseling, focusing on the integration of conceptual and procedural training and differences across program types. A systematic content analysis was conducted on supervision course syllabi from APA-accredited doctoral programs across the United States. Of 415 programs contacted, 67 submitted syllabi (≈16
In the digital age, the compulsive behavior of continuously scrolling through negative news—such as coverage of wars, pandemics, and natural disasters—has become a widespread concern. As doomscrolling becomes more prevalent, understanding the psychological mechanisms associated with this behavior is increasingly important. This study aimed to explore the relationship between doomscrolling, intolerance of uncertainty, and anxiety in young adults, with a particular focus on the mediating role of anxiety in the association between intolerance of uncertainty (IU) and doomscrolling. The sample consisted of 505 participants aged 18–35 years, of whom 66.9
This research, designed with a quasi-experimental design, included 45 middle school students randomly assigned to the experimental, placebo, and control groups. The experiment, placebo, and control groups each contained 15 students. Students in the experimental group underwent a cognitive-based emotional intelligence psycho-education program lasting 12 sessions. The results of the research revealed that the cognitive-based emotional intelligence psycho-education program was an effective program to reduce submissive behavior of students and to increase self-esteem along with social competence and school adjustment levels. The efficacy of the intervention program on submissive behavior, social competence, and school adjustment levels was not permanent within the 1-month and 3-month time intervals, while the permanence of the effect of the program on self-esteem remained limited to a 1-month duration. The results obtained from the research are discussed in light of the relevant literature, and recommendations are made about future studies.
More than two decades ago, a special issue of this journal, to which Albert Ellis contributed, asked why rational emotive behavior therapy (REBT) was relatively neglected. Recent reviews show continued activity and evidence of efficacy, but also a literature that remains concentrated and methodologically uneven. I argue that REBT’s “niche” status – an active but comparatively small named tradition, not a failed, declining, or ineffective one – reflects a thin academic research ecology, elastic boundaries, limited tests of distinctive mechanisms, dated terminology, confusion between Ellis’s public style and the therapy, and underdeveloped experiential and developmental accounts. Practitioners and trainers have provided REBT’s most durable base and will likely continue to do so. In my view, its most realistic future is as a specialized form of flexibility-focused CBT centered on evaluative flexibility. This would involve preserving a small explicit core, using current language, supporting competency-based training and theoretically disciplined integration, and developing a practice-led research program. REBT should be judged by whether its central ideas are clear, testable, teachable, and useful, and not simply by the size of its brand.
This study was conducted to determine the effect of Cognitive Behavioural Therapy (CBT)-based psychoeducation on suicide risk and social functioning in patients with depression. The study was conducted with 100 patients with depression (50 intervention, 50 control) in the psychiatry clinic of XXXX University Hospital as a pre-test and post-test with control group experimental research. Data were collected by using Descriptive Information Form, Suicide Probability Scale (SPS) and Social Adaptation Self-Evaluation Scale. Patients with depression in the intervention group received 8 sessions of CBT-based psychoeducation, while no intervention was administered to patients with depression in the control group. After CBT-based psychoeducation, the suicide probability level (88.72 ± 18.50) of patients with depression in the experimental group decreased compared to the suicide probability level (94.98 ± 18.92) of patients with depression in the control group, and the social functioning level (62.40 ± 8.86) increased compared to the social functioning level (51.74 ± 8.18) of patients with depression in the control group. In the study, it was found that CBT-based psychoeducation made a statistically significant difference (p < 0.05) on the suicide probability and social functioning levels of patients with depression in the experimental group. CBT-based psychoeducation provided to patients with depression was found to be effective in reducing the suicide risk level and increasing the level of social functioning in these patients.
