The current study assessed the impact of a brief psychoeducational intervention on participants' attitudes toward seeking professional psychological help. The 40-minute intervention focused on dispelling myths and stigmas associated with mental illness, modifying expectations about psychotherapy effectiveness, and providing students with information regarding treatment options. Compared to the control condition, participants in the classroom group showed significant improvements in attitudes toward seeking professional psychological help, as well as in some of their opinions about mental illness, for up to one month following the intervention. These finding suggest that the use of a brief, classroom-based mental health education program is a promising method to modify help-seeking attitudes and negative opinions of the mentally ill.

Primary care psychology is a growing field that requires specific training opportunities for successful practice. The knowledge and skills that practitioners need for work in this setting are outlined here in detail. This curriculum integrates literature and experience in family psychology, health psychology, and pediatric psychology; considers multiple levels of education and training; and provides illustrative examples. It is a first attempt in an evolving process of integrating historical and cutting edge literature from many areas of psychology and other disciplines to contribute to comprehensive primary care psychology training. It can be used by programs and individual practitioners alike in designing education and training experiences.What knowledge and skills do psychologists need to work in primary care? As the need for psychology to become an integral part of primary health care has become increasingly clear, a literature has developed that describes professional role functioning in primary care settings. This article addresses the knowledge and skills required and proposes a curriculum that can be used as a starting point by programs and individual practitioners in the design of education and training experiences in primary care psychology. The curriculum is followed by a discussion of its application at different levels of education and training along with examples of current education and training programs in primary care psychology. We end with thoughts about future directions for education and training in primary care psychology. BACKGROUND

The task of providing supervisory services to clinical interns, trainees, and new psychologists in rural settings is often complicated by a host of environmental and economic constraints. Given the reemergence of telecommunication applications as a means of transcending similar obstacles in service delivery, the authors discuss the use of telecommunication technology as a means of enabling the traditional supervisor-supervisee relationship in settings in which face-to-face contact is difficult if not impossible. The evolution of telesupervision is discussed, followed by an outline of an integrated model of telesupervision and the goals, benefits, and challenges associated with the use of telecommunications technology in clinical supervision.

Health care providers within psychology currently fall into three dominant practice areas: clinical, counseling, and school psychology. This article reviews data from four different sources-archival descriptions, training curricula, internship and employment outcomes, and professional activities-to examine the overlap among the three practice areas. Archival descriptions revealed substantial similarities, with smaller but interesting differences. A comparison of actual curricula from 10 programs accredited in each of the three practice areas yielded similar findings: Programs across the three practice areas were much more similar than different. Within-practice area variations among programs were nearly as large as across-practice area differences. We briefly review the professional activities of clinical, counseling, and school psychologists, again demonstrating considerable similarity. We conclude by explaining implications for doctoral training programs, internships settings, and professional credentialing.

The unique characteristics of rural environments for mental health practice create potential ethical dilemmas for practitioners. Among these are confidentiality, limits of competence, and multiple levels of relationships. Seemingly, these issues make practice in rural areas difficult, but close attention to the American Psychological Association's ethical principles and rural environments themselves reveal positive suggestions for solutions.