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This study examined couples' informal helping interactions, that is, how partners helped each other with their psychological problems. Fifty-three couples participated in a communication sampling task in which they took each of two roles, discloser and helper (analogous to client and therapist). Audiotapes of the interactions were subsequently categorized according to helper response modes and rated on global measures of problem solving, understanding, and supportiveness. The most frequent helper response modes were question, advisement, and interpretation; reflection was infrequently used. There were no differences in helping communication associated with gender or sex-role self-concept. The important characteristic of the helpers' communication was not the type of response used, but the evaluative quality of the response. Helpers who were more satisfied with their relationships tended to be more understanding and supportive. Also, interactions rated as more understanding and supportive tended to be experienced as more helpful by the disclosers.

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The process of recruitment and selection for health service psychology postdoctoral training has a complex, and sometimes, controversial history. We review the history of this selection process and discuss several issues that complicate postdoctoral selection. These issues range from the hetero-This article was published Online First November 9, 2017. DOUG BODIN is an associate professor of clinical pediatrics at The Ohio State University College of Medicine and a pediatric neuropsychologist at Nationwide Children's Hospital. His areas of professional and research interest include training issues in clinical neuropsychology and outcomes in children and adolescents with concussion. JOEL P. SCHMIDT is currently the psychology training director at the VA Northern California Health Care System, California, and previously served as chair of the VA Psychology Training Council. His primary interests include motivational interviewing, behavior therapy, technology and data analytics in clinical training, and systemic approaches to training innovation.

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