This article summarizes the findings from a systematic literature review to examine how social media may impact HPV vaccine uptake and HPV and HPV vaccine related awareness, knowledge, and attitudes. Study inclusion criteria was original data collection of at least one data point about social media and HPV and/or HPV vaccination, such that the study provided insight into how social media content may influence HPV and HPV vaccine related knowledge, attitudes, and/or behaviors. A total of 44 relevant articles were identified using the following databases: PubMed, PsycINFO, Communication Source, Sociological Abstracts, Business Source Elite, and the Educational Resources Information Center (ERIC). Most studies analyzed the valence, type, and frequency of social media content about HPV vaccination, and some found associations between potential exposure to negative, anti-vacc`11qine content and lower vaccination rates. Some studies that included primary human subject data collection found that engagement with HPV related social media content was associated with improved awareness and knowledge but not with increased vaccine uptake. The literature overall is lacking in systematic and rigorous research examining the effects of social media on HPV related knowledge, attitudes, and behaviors and needs further examination as social media increasingly becomes a source of health information.

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This study examined how U.S. partisans ( N = 1,154) may engage in greater victim blaming and sexual assault myth acceptance to defend their political identities in the #MeToo era. The more Republicans and Democrats identified with being a member of their political party and reported feeling defensive when members from their political party are criticized, the more accepting they were of common sexual assault myths and thus the less likely they were to perceive sexual assault as a serious issue in need of addressing and the #MeToo movement as having a positive impact in the United States.

Ethnic diversity among supervisees in the mental health disciplines is growing at a rate nearly five times faster than the rate of diversification among faculty trainers (American Psychological Association, 1997). This means that European Americans are increasingly supervising trainees whose cultural background differs from their own. In a similar way, cross-cultural supervisory relationships are virtually the rule for supervisors from ethnic minority groups, because European American supervisees continue to vastly outnumber ethnic minority supervisees. The scant research on cross-cultural supervision (e.g., Leong & Wagner, 1994; McNeill, Horn, & Perez, 1995) makes it clear that special challenges arise in these relationships. Challenges are only complicated when the culture of the client is also different (Brown & Landrum-Brown, 1995) and may be intensified in work with children because cultural perspectives on child rearing are so basic, personal, and deeply held. This chapter will detail specific strategies for avoiding difficulties in cross-cultural supervision using examples from child psychotherapy.

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