Examined the role of emotion-based moral processes in the committing of delinquent acts by adolescent males with conduct disorder (CD). An Affective Morality Index (AMI) was developed to assess emotional responses to vignettes of delinquent acts. CD groups, as compared to a non-CD group, reported lower levels of guilt and fear and higher levels of excitement and happiness following described transgressions. Number of CD symptoms and a recidivism-risk item were correlated negatively with reported guilt and fear and positively with happiness and excitement. Trends suggested that youth with childhood-onset CD (CO) show lower levels of affective morality than those with adolescent-onset CD (AO). There were no effects for anger. This research, and in particular the AMI, expands our understanding of affective-based morality, especially in discriminating between CD and non-CD youth.

Training relationships that evolve along the mentoring relationship continuum (MRC) become dynamic, reciprocal, emotionally connected relationships that benefit mentees, mentors, and the profession of psychology. This article examines prominent ethical tensions and obligations in mentoring relationships within professional psychology. The authors frame these ethical issues in terms of relational dialectics theory (RDT), a theory of communication that addresses the tension and struggle between equally desirable relationship goals. We consider each of the 3 salient dialectics proposed by the theory: integration-separation, stability-change, and expression-privacy and offer a training vignette to illustrate each. We highlight the mentorship-relevant ethical quandaries and tensions nested within each relational dialectic and conclude with a discussion of the implications for psychologists in training roles.

Training and Education in Professional Psychology is published quarterly (beginning in February) by the American Psychological Association and the Association of Psychology Postdoctoral and Internship Centers. The journal is dedicated to enhancing supervision and training provided by psychologists and publishes manuscripts that contribute to and advance professional psychology education. For more information, including how to subscribe, please visit the journal's Web site at www.apa.org/pubs/journals/tep.

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