The implications of these results for assessing symptoms of inattention and hyperactivity in college students are discussed.

The purpose of this study was to compare student performance on unproctored open book online exams to performance on traditional proctored paper and pencil exams. Data were collected over 12 semesters from students enrolled in a hybrid upper-level psychology course at a southeastern liberal arts university (N=274). In each semester the course was taught by the same instructor. During six semesters students completed the exams online and were allowed to use their textbook and notes; during the other six semester the students took the exams in the classroom, with the instructor present, and without access to their books and notes. Students scored significantly higher on the online exams compared to students who took the paper and pencil exams. Students who took the online exams scored significantly lower on the other course assignments compared to students who took the exams in the classroom. Additionally, students who took the online exams earned more As and Bs in the course than students who took the classroom exams. Implications for effectively incorporating online testing into a hybrid course are discussed.

Compassion fatigue (CF), or the extreme stress and burnout from helping others, is widely considered to be harmful to professional well-being. Due to a lack of awareness and education around CF in healthcare professionals, mental health clinicians may feel particularly unsure about how to treat these common symptoms. There is considerable symptom overlap between CF and several other presentations, including posttraumatic stress disorder, depression, insomnias, and substance abuse disorders. Evidenced-based assessments designed to measure symptoms of CF are discussed, as well as screening measures for overlapping presentations. Treating fellow clinicians and pre-professionals comes with unique ethical considerations, most notably privacy concerns that may impact professional development. The culture of training programs does not adequately prepare pre-professionals for psychological well-being. As psychologists, it is our ethical responsibility to advocate for changes in graduate education and at our training sites. By utilizing evidenced-based strategies, such as acceptance and commitment therapy, we can assist professionals and pre-professionals in building resilience as they navigate a career in the helping professions. Keywords Compassion fatigue • Self-care • Prevention • Resilience Clinical VignetteJada, who identifies as a Black 28-year-old female, was self-referred to treatment after attending a webinar on compassion fatigue she found while browsing a local trauma conference. Jada is a sixth-year graduate-student clinician enrolled in a PhD program in clinical psychology. In her current full-time internship placement, she is providing services to veterans who are diagnosed with posttraumatic stress disorder (PTSD). Jada mentions that these veterans were typically deployed to Iraq and Afghanistan, often on numerous tours. She provides prolonged exposure therapy to these veterans, which often involves gathering detailed descriptions of traumatic and gruesome events.Jada reports feeling overwhelmed by the number of clients she is currently seeing at the clinic, especially because she has not finished writing her dissertation. Jada experiences nightmares about war, which frequently disrupt her sleep. She has overslept several times in the last few weeks and was late to a meeting with her supervisor, which has not happened before. Jada describes feeling exhausted, even on days when she oversleeps. Jada states she has been arguing with her boyfriend about the amount of time she is devoting to the relationship. She is currently in a long-distance relationship after moving for internship.Jada has not yet found professional or personal spaces with other people of color in the community. Jada reports feeling isolated and unfamiliar with her new location. She said that she often avoids speaking with the other interns, as they seem to have it all together. Jada became distraught last week after a meeting with her supervisor, as she is over a week behind in her notes. She describes this behavior as quite unusual, as sh...

The relationship between parent relations and college students' academic performance was examined in two studies using samples of students enrolled in two southeastern liberal arts universities (N = 466). T scores on the Relations with Parents subscale on the college version of the Behavior Assessment System for Children-2 served as the measure of student perception of parent relations and academic performance was measured using official university GPA and probation/suspension data. Results for the first study indicated a significant positive correlation between parent relations scores and GPAs. Additionally a significant negative correlation was found between parent relations scores and probation/suspension status. When gender differences were examined, parent relations scores accounted for more variance in academic performance for women than men. Systematic replication of the study at a nearby liberal arts university produced findings congruent with the initial investigation. Implications for college personnel who work with academically at-risk students are discussed.

The purpose of this study was to examine the importance of critical thinking for academic performance of students enrolled in introductory level psychology courses. Critical thinking skills and academic self-efficacy were significantly related to how students performed at the end of an introductory psychology course. Critical thinking skills along with high school GPA were the best predictors of student learning at the end of the course. Critical thinking was not predictive of overall academic performance as measured by cumulative GPA at the end of the semester. Instead, high school GPA emerged as the sole predictor of cumulative GPA, accounting for 22% of the variance. Results indicated no significant difference in critical thinking, academic self-efficacy, or final exam performance at the end of the semester for students enrolled in psychology courses taught using two different methods; Team-Based Learning vs. a traditional lecture format. The implications for these findings as they relate to academic performance and overall student learning in higher education are discussed.