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Family members of 55 patients with schizophrenia were randomly assigned to a psychoeducational support group or to a control group. Support group participants showed greater knowledge of schizophrenia and greater satisfaction with health care services than did control group members. Psychological distress, coping behavior, and family satisfaction did not appear affected by support group participation; nor were support groups associated with lower rehospitalization rates for patients.

This article addresses needs and opportunities for advocacy for the science, education and practice of psychology from the perspectives of three leaders within organized psychology, academia, and hospital practice. The authors make distinctions between knowledge transfer and knowledge translation as well as between lobbying and advocacy. They define proactive and reactive advocacy and draw attention to the impact of self-promotion and the need for collaboration in advocacy activity. Further, the authors define the need for and application of advocacy within the university environment, highlighting how advocacy skills can be taught and can have a broad reach within university student populations. The authors then address the characteristics of a practice environment upon which successful advocacy in this setting depends: the size of the problem, the effectiveness of available solutions, and the unique role psychology can play in the application of solutions. The article concludes by underscoring the collective responsibility psychologists have to be advocates and offers 12 steps in support of successful advocacy for psychology at individual, departmental, and organisational levels.

Interns live in and provide services to remote northern communities for half of the internship year and receive supervision from a psychologist in the community, supplemented by telehealth. The department also offers a full-year, postdoctoral rural residency. Ten interns and 4 residents have been trained so far. The community-based generalist training model and responses to the challenges, for both supervisors and trainees, of working in small underserved communities are described.

Consumers of highly arousing media were also likely to have fantasies that refEected an unpleasant inner world and to possess stereotypically masculine personality attributes.No longer regarded as a waste of time or the exclusive preserve of children or the shiftless and idle, fantasizing and daydreaming have come to be seen as normal, adaptive mechanisms in the healthy adult.These uniquely human capacities have been examined in terms of their functions in memory, behavioral rehearsal, emotional self-regulation, and creative problem-solving (17, 18).There has been much speculation, but considerably less empirical research, on the connections between our own inner-produced fantasies and the fantasies provided for us by the media of television, print, movies, and radio. Two broad areas are involved in an examination of these connections-content and process.Some of those concerned with the content of individuals' fantasy have asked whether it is influenced by the media and to what extent.Others have started from the position that the content of an individual's fantasies might determine his or her selections made from the media.Much of the early research and theorizing about relationships between fantasy and media use emphasized the content of the selfRobert D.