This article reviews several approaches used to teach psychopharmacology for graduate clinical psychology students. In order to promote engagement and increase student interest, students were broken up into groups and were asked to demonstrate their understanding of the material through a variety of interactive games (i.e., game-based learning, or GBL). Games used to teach this course included Quiz Bowl, Family Feud, Rounds, Potions, Brainopoly, and Puzzles. Results indicated that most students completed the reading prior to each class, were engaged with their team members, and appeared more confident in their understanding of the material over the course of the semester. Additionally, student satisfaction surveys revealed that most students greatly enjoyed these games and reported that they were useful to advancing their understanding of the material.

A growing body of evidence links stress with mental illness and chronic disease. Existing scales of women's stress fail to capture the daily stressors of low-income, rural women. We explored the psychosocial stressors of local women residing in a rural Hawaii community with a large Native Hawaiian and Other Pacific Islander population. We recruited women, aged 18–35 years, at a community health center. We convened four focus groups to elicit information about women's stress. We identified key themes from the focus group data to generate questions that target concerns raised by participants. These were corroborated by additional focus groups. Thirty-six women participated in the study. Seven stressor themes emerged: intimate relationships—limited partner assistance, gender stereotype; family and home life—feeling like an outsider, lack of respect; childrearing—quality and affordable childcare, conflicting discipline styles; time for self—never-ending duties, being too tired to relax; neighborhood environment—safety concerns, not feeling part of the community; workplace—workload and transportation obstacles; and finances—making ends meet and arguments about money. Women in this study articulated a broad range of daily stressors. Sociocultural factors leading to feeling like an outsider within their own family, intercultural marriage conflicts, and perceptions of community discrimination are not included in other published scales. Our focus group investigations thus provided critical knowledge for developing a community-relevant scale. This is a prerequisite for developing and testing innovative intervention strategies designed to reduce stress in this population. We believe that reducing stress is necessary to mitigate the negative effects of stressors on physical and mental health among women in this rural community.