A-188 Starting Well: Creating Training Opportunities for Graduate Students Interested in Neuropsychological Assessment

Objective Practicum experiences are critical to internship readiness. While established guidelines for practicum training in clinical neuropsychology exist, the application of such guidelines across training sites has received little attention. The objective of this study is to compare practicum training models across different sites. Methods We surveyed training supervisors regarding the cost and benefit of training practicum students in their setting. Results Despite wide variability across settings, results indicated that on average, practicum sites spent around 6 hours per week in direct active training and onboarding during the first 1–3 months of the training year. After 3–4 months, the hours spent on supervision decreased to about 1–2 hours of individual supervision and 1–2 hours of group supervision per week. By the 8th month, each practicum student provided the clinic with approximately 36 hours of direct service (considered an administrative benefit to the clinic). Conclusion Training practicum students is a labor of love, with overall net administrative benefits to the clinic. An advantage was seen in settings with multiple trainees, trainees at multiple levels, and tiered supervision models with access to diverse didactic experiences.

Development of a Problem Based Learning Lab Worksheet on Chemical Material in The Life of 10th MIA Grade Senior High School

This study aims to develop practical worksheets and find out the feasibility of PBL lab workshaps with chemical material in life for student of 10th MIA Grade High School. This research is classified as a development research subjects from Public Senior High School 2 Maumere and St. Gabriel Maumere High School. Data collection techniques through interviews, observation and questionnaire with instruments in the form of interview sheets, validation data analysis using Aiken Formula, while the feasibility analysis is based on the feasibility category which refers to a scale of 5. The result showed that PBL based lab worksheet were developed by modifying the 4-D model, namely define, design dan develop. Based on the calculation of a practicum Student Worksheet valid with a value of 0,93. Student Worksheet practicum is suitable for use based on the assessment of students and teachers. Assessment of students on an individual scale, small group and field respectively 82,60, 83,60 dan 83,43. Teacher ratings at individual, small group and field scale were 138,00, 139,00 and 139,50 respectively.

Helping Clients Manage Microaggressions

This chapter outlines what clinicians can do to help and support clients managing microaggressions. Ten steps are offered to help therapists respond effectively. Detailed examples of listening to a client of color who has experienced a microaggression, supporting a client of color who experienced a microaggression, and processing microaggressions experienced by a client of color are provided. Ongoing microaggressions can lead people of color to engage in maladaptive coping, such as remaining in denial, engaging in substance use, aggression, and self-blame; thus, it is important for therapists to recognize these and support clients to instead engage in adaptive and proactive coping strategies. A therapist can also support clients in how to respond effectively to microaggressions in their daily lives. It is not always possible or safe to respond to a microaggression, but clients should be encouraged to respond if they are able to do so safely. Strategies include making the microaggression more visible, disarming the microaggression, and educating the offender. Another way therapists can help is by encouraging and supporting clients in the exploration of their ethnoracial identities to help improve overall psychological well-being. However, therapists should pay careful attention if a client is unwilling to discuss microaggressions; rather than take it personally or pathologize the client, the therapist should openly acknowledge and validate the client’s mistrust. Microaggression discussion scenarios are outlined to help therapists; these scenarios include profiling by law enforcement, academic conflict, practicum student dress code conflict, and classroom confusion.

An Ecological Examination of Student Teachers’ Belief Development During the Teaching Practicum

Using Bronfenbrenner’s ecological theory of human development as the framework, this study explores how the ecological context of student teachers affect their belief development during the teaching practicum. Findings reveal that during the teaching practicum, student teachers interacted directly or indirectly with their ecological environments, including students, parents, mentors, supervisors, school policies, culture and social trends, which led them to develop, confirm, integrate, discard, or modify their beliefs. Findings also reveal that ecological environments may not only encourage but also impede student teachers’ belief development depending on what kind of influences they exert on them. Lastly, findings suggest that although macrosystem locates the most distant in student teachers’ ecological environments, factors within it may exert a huge influence on other environments and thus have a huge impact on student teachers. Based on the above findings, this study calls upon more opportunities for student teachers to participate in real-world professional practice so that they can put their beliefs to test. More training is also needed for mentors and supervisors to support student teachers’ belief development.

IMPROVE SCIENTIFIC ABILITIES STUDENTS THROUGH MODEL DEVELOPMENT TESTING EXPERIMENTS

<p>A Study on the development of an Testing Experiments model has been carried out which aims to improve the scientific abilities of students in the Physics Department. This study is motivated by the implementation of practicum that has almost no innovation, no change, always verifying patterned and less developing students' science process skills. The 4-D model R&amp;D approach was used to develop this practicum model. The instrument used is a handout that is equipped with a rubric as a practical guide and assessment guide. A total of 20 students were involved as research subjects. The results showed in general there was an increase in student scientific abilities. Of all the sub-abilities developed, the average percentage of achievement scores reached 60% in almost all sub-abilities after the 4th or 5th practicum or at the fourth or fifth week. However, there are sub-skills already reaching 60% in the 3rd practicum. Student and peer responses show that this practical model is better and more comprehensive in developing students' scientific abilities.</p>

Promoting Mentalization in Clinical Psychology at Universities: A Linguistic Analysis of Student Accounts

This study investigated the structure of mentalization (Bateman & Fonagy, 2012) in a training context. The dual purpose was to evaluate the effectiveness of practicum student training and whether the Linguistic Inquiry method (Pennebaker, 2000) could be used to evaluate the three dimensions of mentalization — relational, cognitive, and emotional. The training utilized the groups and their accounts as devices and mediators to conceptualize the relationship between self-mentalizing training, the academic context and the practicum experience. Accounts from 38 Italian students pursuing master degree in Clinical, Dynamic, and Community Psychology were analyzed by LIWC software. The Wilcoxon test showed a significant increase in mentalizing words during the middle and end of the term, as compared with the beginning. The results displayed a need to promote mentalization within academic settings and indicated the value of this competence for clinical psychology.