Most psychologists seek to control self-disclosures they make to patients, but the Internet's rapid development and widespread use over the past decade have introduced new problems for psychologists trying to avoid inappropriate disclosures. A total of 695 psychology graduate students and psychologists were surveyed about their current use of social networking Web sites (SNWs), opinions regarding regulation of online activities by the American Psychological Association (APA), and interactions in clinical work as a result of online activities. Established psychologists seldom use SNWs and may lack the experience to provide relevant supervisory guidance. No consensus about the need for APA guidelines emerged. Historically, APA has not issued guidelines in technological areas of rapid change. Thus, graduate training and continuing education should address the ethics of SNWs.

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The purpose of this article is to examine the relationship between intelligence (IQ) and self-effi cacy in children and adolescents living in the United States and Nicaragua. The sample consisted of 90 (46 male, 44 female) students (mean age = 11.57 years, SD = 3.0 years) referred by school administrators and faculty. United States (US) participants (n = 27) resided in rural counties in the Northwest. The other group consisted of 63 students from Central America. A comparison between groups revealed that in the US, sample higher grades and IQ scores are typically associated with higher levels of self-effi cacy. However in the Nicaraguan sample, both IQ scores and grades were not associated with self-effi cacy, although age was correlated with self-effi cacy. Results suggest that the construct of self-effi cacy might change depending on whether one belongs to an individualistic or collectivistic society. Additionally, the effects of socioeconomic factors might infl uence perceived ability even more than intellectual abilities.

This study explored the relationship between intellectual ability, socioeconomic status (SES), academic achievement and self-efficacy in a cross-cultural sample. Data from 90 students (63 students from Central America and 27 from the US) showed that regardless of culture or IQ, students from low SES families had significantly lower grade point averages than students from medium- or high-SES families. Unexpectedly, data showed that regardless of culture or IQ, students from high-SES families had the lowest self-efficacy, but the highest academic performance. Results suggest that self-efficacy is likely to be related to expectations and self-perception beyond IQ or culture.

Objectives: The objective of this study was to observe the relation of Values In Action (VIA) virtues, well-being, and resilience within a unique, non-Western population of Indigenous youth in the Peruvian Amazon. Methods: Data were collected from students (n = 172, age range: 11-16 years) attending a rural village school via self-report surveys to assess relationships using the VIA Youth-96 (VIA-Y-96) Assessment, Personal Wellbeing Index (PWI-A), and the Child and Youth Resilience Measure (CYRM-28). Results: The factor analysis of the CYRM-28 yielded a 3-factor breakdown (Social Engagement, Cultural Citizenship, and Guidance) instead of eight. Different VIA virtues predicted each of the three factors of the revised 3-factor CYRM-21-Peru model (CYRM-21-P); Transcendence, Humanity, and Wisdom were predictors of well-being; and higher reported resilience leads to higher well-being. Most participants scored very high on the PWI-A. Implications: Research presented in this paper involved a unique population of Indigenous youth residing in the Peruvian Amazon, and found that (a) VIA virtues were differentially associated with well-being, (b) Humanity was a significant predictor across Cultural Citizenship and Social Engagement in the revised CYRM-21-P, and (c) higher resilience was correlated with higher well-being. Implications of this research can be used to inspire future research of Indigenous populations in a Latin American context to develop youth development programs that teach students from a strength-based perspective to improve vocational, academic, psychological, and social well-being.