Accountability pressures influence all levels of psychology instruction. In this article we explore how to meet those pressures with integrity, focusing on authentic assessment and teaching as a primary solution. We propose a rubric to describe the progress of students' acquisition of scientific inquiry skills applied to behavior and provide an example of an authentic assessment that demonstrates use of the rubric. Application of the rubric can enhance active learning, promote more sophisticated scientific inquiry, improve metacognitive development, support program evaluation, and enrich faculty development.

Decades of research have shown that biological and psychosocial aging are not as predetermined as had been thought for a long time. Yet, despite a large and growing evidence base, most individuals still hold negative views of aging that keep them from optimizing their chances for healthy and productive aging. Given this general background, this article has three major objectives: (a) to show that the 3 big misconceptions at the heart of the public's negative views of aging can be refuted based on scientific evidence; (b) to illustrate that changing individuals' views of aging calls for the development of a new narrative on aging, one that incorporates the increasing diversity of the aging population; and (c) to discuss how psychologists can contribute to creating this new narrative on aging. We argue that growing old(er) in the United States is not the same old business anymore and that psychologists are uniquely positioned to contribute to the social and cultural transformation that population aging and increasing diversity in the U.S. society require. Public Significance StatementThis article shows that the general public's negative views of aging reflect three big misconceptions that are not supported by scientific evidence. To change the general public's views of aging will require changing individuals' views of aging and developing a new societal narrative on aging-a narrative that incorporates the increasing diversity of the general population. Psychologists have a great deal to contribute to this long-term effort.

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Introduction: Certified nurse assistants (CNAs) spend the most staff time with nursing home residents, yet they receive little training in addressing the mental health needs of residents with Serious Mental Illness (SMI). Methods: Forty CNAs from four long term care facilities took the online interactive CARES® Serious Mental Illness™ training consisting of two modules guided by the Recovery Movement philosophy of care. Results: Responses from pre-post testing, Likert-items, and open-ended questions indicated that CNAs gained information, changed their perspectives, and had more confidence in dealing with SMI. Although there were minor concerns regarding length, clarity of content, and technical issues, CNAs found the online format acceptable and easy to use, and many said they would recommend the training. Discussion: CARES® Serious Mental Illness™ online training appears to be a viable way of helping CNAs address the mental health needs of long term care residents. Conclusion: Additional testing on CARES® Serious Mental Illness™ is planned.

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