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Genetic Basis of Thermal Tolerance influence both dynamic plastic responses to thermal stress and preparatory processes that improve thermal resistance. These results also have utility for directly comparing GWAS and transcriptomic approaches for identifying candidate genes associated with thermal tolerance.

The aim of this research was to use a pure measure of aggression to clarify whether rejection sensitive children exhibit higher levels of aggressive behavior than those who are not as rejection sensitive and to examine whether the components of rejection sensitivity (RS) vary according to the types of aggression. A total of 287 Australian primary school students aged between 9 and 12 completed self-report measures of RS and aggression. As expected, RS and its components, angry and anxious expectations of rejection, were linked to generalized aggression (GA) in adolescents, with angry expectations being more strongly associated with GA and in particular, proactive aggression. As expected, RS predicted reactive aggression better than it did proactive aggression and a three-way interaction was found whereby the relationship between the type of RS and aggression differed as a function of the type of aggression. The present study offers new evidence to support the theory that RS is predictive of aggressive behavior in children and clarifies some confusion about the attributional affect and processes behind this behavior. The findings both support and extend existing research in the areas of RS and aggression.

Purpose The purpose of this paper is to develop a professional self-efficacy scale for counsellors and psychologists encompassing identified competencies within professional standards from national and related international frameworks for psychologists and counsellors. Design/methodology/approach An initial opportune sample of postgraduate psychology and counselling students (n=199) completed a ten-minute self-report survey. A subsequent independent sample (n=213) was recruited for cross-validation. Findings A series of exploratory analyses, consolidated through confirmatory factor analyses and Rasch analysis, identified a well-functioning scale composed of 31 items and five factors (research, ethics, legal matters, assessment and measurement, intervention). Originality/value The Psychologist and Counsellor Self-Efficacy Scale (PCES) appears a promising measure, with potential applications for reflective learning and practice, clinical supervision and professional development, and research studies involving psychologists’ and counsellors’ self-perceived competencies. It is unique in being ecologically grounded in national competency frameworks, and extending previous work on self-efficacy for particular competencies to the set of specified attributes outlined in Australian national competency documents. The PCES has potential utility in a variety of applications, including research about training efficacy and clinical supervision, and could be used as one component of a multi-method approach to formative and summative competence assessment for psychologists and counsellors. The scale may be used to assess students’ perceived competencies relative to actual competency growth against national standards, and to identify trainees’ and practitioners’ self-perceived knowledge deficits and target areas for additional training.

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