Current developments in violence risk assessment warrant consideration for use within educational settings. Using a structured professional judgment (SPJ) model, the present study investigated the predictive validity of the Structured Assessment of Violence in Youth (SAVRY) within educational settings. The predictive accuracy of the SAVRY scales was assessed using a retrospective file review to gather data on 87 adolescents ranging in age from 12 to 18 years. Receiver-operating characteristic analyses were used to gauge the predictive accuracy. With an area under the curve of .72 (p = .001), the accuracy of the SAVRY total score in correctly identifying violent youth exceeds the accuracy of identifications based on chance predictions in this sample. Logistic regression analyses assessed the relative contribution of the SAVRY subscales, whereas the omnibus equation using all subscale scores correctly classified 82% of those adolescents who were nonviolent and 45% of those adolescents who were violent. These results build on previous research and provide support for the use of the SAVRY in educational settings for identification as well as directing intervention efforts. Practical implications and areas for future research are also discussed.

This study compared adaptation to college for students receiving counseling at a university counseling center with adaptation by control counterparts. Students receiving counseling initially reported lower adaptation scores as measured by the Student Adaptation to College Questionnaire. After counseling, scores no longer differentiated between the 2 groups. Results suggest that counseled students were affected positively by this experience.

This article's major objective is to effectively prepare the graduate student in psychology for the internship application process by providing critical and relevant information. Preparation begins early on in one's graduate career and usually involves the following steps: (a) establishing mentoring relationships, (b) preparing an application portfolio, (c) collecting information, (d) applying, (e) interviewing, (f) ranking the selected agencies, and (g) responding on selection day. Information is also provided on how to use the Association of Psychology Postdoctoral Internship Centers (APPIC) Clearinghouse. Finally, a brief section is devoted lo the process of choosing a non-APPIC site. Advance preparation can make this entire process easier and increase a student's chance of finding a suitable predoctoral internship in psychology. Internship is a critical time in the life of an emerging professional. The significance of this year of training for a student's long-term professional development cannot be emphasized enough. It is one of the most important and exciting processes a graduate student in clinical, counseling, or school psychology participates in to become a full-fledged member of the profession (Grace, 1985). However, the process of finding an internship can be anxiety-producing (Gloria & Robinson, 1994), especially because the number of unplaced applicants has increased and the number of internship positions, specifically those located in certain urban geographic locations, has decreased (Williams, 1992).

This study adds to the growing body of research on scientist and practitioner interests by empirically examining temporal stability as a function of experiences gained through the successful completion of a doctoral-level scientist-practitioner model-based training program in school or counseling psychology. Twenty-six participants, who completed the paper-and-pencil version of the Scientist Practitioner Inventory between 1996 and 2002 at the beginning of their doctoral program, recently completed an online version of the same inventory to measure their preinterest and postinterest in scientist and practitioner domains. At the pretesting and posttesting stages, school and counseling psychology students differed significantly in terms of practitioner interests. For the combined groups, pretesting and posttesting revealed a significant decrease for the scientist domain but not for the practitioner domain. No significant change occurred between preinterests and postinterests for individuals in the scientist or practitioner domains for school psychology or counseling psychology majors when tested separately. Findings from this study support the notion that scientist and practitioner interests are fairly stable over time and across experiences gained through training and professional roles.

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