Collaborating with community stakeholders is an often suggested step when integrating cultural variables into psychological treatments for members of ethnic minority groups. However, there is a dearth of literature describing how to accomplish this process within the context of substance abuse treatment studies. This paper describes a qualitative study conducted through a series of focus groups with stakeholders in the Latino community. Data from focus groups were used by researchers to guide the integration of cultural variables into an empirically-supported substance abuse treatment for Latino adolescents currently being evaluated for efficacy. A model for culturally accommodating empirically-supported treatments for ethnic minority participants is also described.

Studies comparing empirically supported substance abuse treatments versus their culturally accommodated counterparts with participants from a specific ethnic minority group are lacking in the literature. To address this gap, this pilot study was conducted to compare the feasibility and relative efficacy of an empirically supported standard version of cognitive-behavioral substance abuse treatment (S-CBT) to a culturally accommodated version (A-CBT) with a sample of Latino adolescents. This study was guided by a Cultural Accommodation Model for Substance Abuse Treatment (CAM-SAT). Thirty-five Latino adolescents (mean age = 15.49) were randomly assigned to one of two 12-week group-based treatment conditions (S-CBT = 18; A-CBT = 17) with assessments conducted at pretreatment, posttreatment and 3-month follow-up. Results indicated similar retention and satisfaction rates for participants in both treatment conditions. In addition, participants in both conditions demonstrated significant decreases in substance use from pre- to posttreatment with slight increases at 3-month follow-up; however, substance use outcomes were moderated by two cultural variables: ethnic identity and familism. Implications of these findings within the context of conducting clinical trials with Latino adolescents are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

Iam honored to serve as the 53rd President of Psi Chi and humbled to be a part of this group of leaders in psychology. My sincere goal for the coming year is to continue to build upon the strengths of Psi Chi that so many others before me have labored to achieve. I want to urge you to do more than "join" Psi Chi. Of course, we want eligible members to join our organization; without members, there is no point to our existence. But we need you to be more than just a "nominal" member. That is, we need you to do more than just pay for a line on your resumé/curriculum vita. I am going to do everything that I can to encourage you, to gently push you, to engage with Psi Chi.The true benefits of membership organizations come from engaging with other members and your faculty advisor, participating in regional conventions, and more. The list of resources available to you-whether it be Psi Chi Journal of Psychological Research; Eye on Psi Chi magazine; the resource-packed website; opportunities to apply for grants, awards, scholarships; networking at regional psychology conventions (and more)-is staggering. To be a member "only" and to not leverage the opportunities of membership would be such a waste. Personally engaging with the organization and its members provides leadership opportunities and access to experiences that can be amazing. Please indulge me a bit and allow me to share my own story with you.Step 1: Becoming a Member (or Total 80s Rewind) I distinctly remember my Psi Chi induction at Monmouth College (IL) on December 13, 1983. It was so memorable for a number of reasons: we were invited to the home of a psychology faculty member, all of the inductees (I think about 5) were dressed up, and I remember signing the Psi Chi scroll after taking the oath. Afterward, we engaged in adult conversations with our fellow students and faculty-it was the first time I felt more like a colleague than a student. I have never forgotten that personal Psi Chi experience! In my senior year, I was elected president of our local Psi Chi chapter, and I was thrilled that I could help my fellow classmates pursue their education in psychology.Step 2: Mentoring (or Test Drive)After graduate school, I continued my engagement with Psi Chi by serving as the faculty advisor to the Boise State University chapter in 2003-05 and 2006-11. We worked hard to engage our members, which is often a challenge for nonresidential/commuter schools. We organized charitable and fund-raising events on campus, as well as supported members to attend the regional psychology convention of the Rocky Mountain Psychological Association (RMPA) meeting. At conventions, we participated in chapter exchange and leadership programming, as well as attended invited addresses and symposia that Psi Chi had organized for us. In each region of the United States, the Vice-President organizes the programming for the regional convention (an important detail for later). During my time as advisor, I began to help with RMPA Psi Chi programming by serving on steering committees, firs...

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