Supervising and supporting trainees with disabilities in the Veterans Administration Healthcare System: An overlooked but critical need and opportunity.

Trainees with disabilities are chronically underrepresented in psychology and face many barriers throughout their training. Directors of Clinical Training and supervisors within the Veterans Administration Healthcare System (VAHCS), one of the largest employers of trainees with disabilities, have a unique opportunity to address this area of critical need. However, they must first understand the barriers facing psychology trainees with disabilities in VAHCS settings, including discrimination in trainee selection, barriers to obtaining reasonable accommodations, and attitudinal and cultural barriers.

Anticipatory vs. consummatory pleasure: what is the nature of hedonic deficits in schizophrenia?

Recent research has distinguished between anticipatory and consummatory pleasure. In the current study, we examined the psychometric properties of the Temporal Experience of Pleasure Scale (TEPS) to determine whether reliability and validity findings reported in previous research replicate in an additional sample of schizophrenia patients. Participants included 86 individuals with schizophrenia and 59 demographically matched healthy controls.

Validity and reliability of self-monitoring indices.

Primary Objective: This research concerns the measurement of self-monitoring in people who were diagnosed with traumatic brain injury (TBI), learning disability (LD) and emotional disorder (ED). Two measures of self-monitoring were evaluated: (1) the correlation between participants' self-predicted and observed standardized sub-test scores (R) on 17 WAIS-III 1 sub-tests and (2) the average difference between the participants' predicted and observed sub-tests scores (B). It was then determined if these measures could discriminate the three diagnostic groups.

Subjective organization and positive transfer of performance with traumatically brain-injured adults.

Two experiments compared the subjective organization of memory in college students and persons with brain injury using a part-whole list-learning task. Previous research attributed the negative transfer of learning that college students experience in the part-whole task to their inability to reorganize part-list words when learning the whole list. We reasoned that persons with brain injury would not experience negative transfer of learning in the part-whole paradigm because of their limited organizational skills.