Self-care practices maintain strong professional functioning and decrease risk of burnout and exhaustion. Limited research has examined how these practices are learned and practiced by graduate students. The current study examined self-care-related policies and practices in psychology graduate education, focusing on clinical psychology doctoral programs associated with the Council of University Directors of Clinical Psychology. For all member programs, departmental and/or clinical training area handbook(s) were evaluated for a mention of terms related to self-care. Of 177 programs sampled, handbooks were available online for 136 (76.8%) of them; of these, 15 (11.0%) had an available general psychology department handbook that referenced self-care and 44 (32.4%) had an available clinical psychology training area handbook with such a reference. A simple reference to psychotherapy or mental health services for impaired students was the most common self-care theme observed. Given these findings, and the importance of self-care practices to the professional psychologist, it is suggested that graduate programs adopt clearly articulated and readily accessible self-care statements as well as institutionalized self-care practices that are encouraged and/or supported by faculty and administration. A call to action urges psychology training programs to consider initiating a shift from cultures of self-care that are reactive in nature to ones that instead are proactive and preventive, with a focus on wellness. . P a t r ic ia M. B a m o n t i earned her MS in clinical psychology from West Virginia University. She currently is a doctoral candidate in the Depart ment of Psychology at West Virginia University. Fler research interests include late life depression and suicide.C o l l e e n M. K e e l a n earned her MS in clinical psychology from West Virginia University. She currently is a doctoral candidate at West Virginia University. Fler areas of professional interest include forensic psychology, court-mandated evaluations, and assessment and treatment of juvenile sex offenders.N ic h o l a s L a r s o n earned his MA in psychology from Minnesota State University, Mankato. He currently is a behavior specialist with the Positive Behavior Support Project through West Virginia University's Center for Excellence in Disabilities in Morgantown, West Virginia. His professional interests include individual and family adjustment to chronic stress, illness, and disability; video modeling of social behavior; and instructional meth ods for training primary care, residential care, and educational staff. J a n e l l e M. M e n t r ik o s k i earned her MS in clinical psychology from West Virginia University. She is currently a doctoral candidate in the Department of Psychology at West Virginia University. Her areas of professional interest include adjustment to pediatric chronic injuries, de velopment of programs for the prevention of bum injuries, and interven tions to improve treatment outcomes in pediatric populations. C a m e r o n L. ...

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Parents of children with autism spectrum disorders may not attempt treatment, even when effective treatment options are available. Little is known about how to improve frequency of attempts to implement treatment (‘treatment adherence’). We provided 32 rural parents of young children with autism spectrum disorders with either written or video training materials about how to implement discrete‐trial instruction and compared parental adherence between the written (control) and video (experimental) groups. Parents who received video instructions adhered to the training procedures to a significantly greater extent than did parents who received written instructions, suggesting that instruction format is a predictor of training success. Copyright © 2014 John Wiley & Sons, Ltd.

Because respiratory complications arising from common anxiety medications may contraindicate pharmacological intervention in patients with asthma, behavioral intervention is a vital component of treating anxiety successfully in these patients. Previous research suggests behavioral treatment may reduce panic symptoms and asthma medication use while subsequently increasing quality of life in patients with asthma and panic disorder; however, research assessing treatment outcomes of this population remains limited. A 16-year-old male, "Mark," was referred for psychological services regarding concerns about a high frequency of asthma attacks and anxiety surrounding these attacks. Mark met diagnostic criteria for the Diagnostic and Statistical Manual for Mental Disorders-Fourth Edition (DSM-IV) panic disorder without agoraphobia, mental disorder (panic disorder) affecting asthma, and generalized anxiety disorder. Treatment consisted of psychoeducation, progressive muscle relaxation, guided imagery, cognitive restructuring, problem-solving training, interoceptive exposure, and relapse prevention training. At treatment termination and 2-year follow-up, Mark displayed clinically significant reductions in depressive and anxious symptoms, reported no further occurrences of panic attacks, and no longer required routine psychotropic or asthmatic medications. Therefore, Mark's posttreatment diagnosis was panic disorder without agoraphobia, in full remission; he no longer met criteria for diagnoses of mental disorder (panic disorder) affecting asthma or generalized anxiety disorder. These findings support the claim that behavioral treatment effectively reduces anxiety and asthma symptoms in patients with panic disorder and asthma, and suggests that targeting psychological concerns can significantly impact physical health.