Editorial The British Journal of (Social and) Clinical Psychology -a brief citation reviewThis editorial marks the 50th volume of the, now, British Journal of Clinical Psychology, whose first nineteen volumes formed part of a combined British Journal of Social and Clinical Psychology. A hallmark of the journal has always been its capture of the generic scope of academic clinical psychology nationally and internationally with a firm commitment to the use of robust scientific methodologies. For the purposes of this editorial, we sought to identify articles to-date that have had most impact for researchers and to consider these -briefly -as a developmental perspective on the discipline of clinical psychology as well as considering their current relevance. We used citation counts to identify a select number of high-impact articles. However, mindful that citation counts favour older articles, we used several approaches in order to capture a broader selection of articles than would be achieved by applying only a single method.We used Web of Science to identify all articles from the to ensure an even sampling of articles from 1962 to 2010, we constructed successive 5-year time bands with the exception of 1977-1980, which we adjusted to a 4-year span so as to coincide with the last issue of British Journal of Social and Clinical Psychology. We selected the top cited article from each 5-year time frame, thereby yielding 10 articles spanning 1962-2010 (see Table 1 denoted by * ). In order to compensate for the cumulative effect of citations of older articles with the passage of time, we also considered the five highest impact articles during the last 20 years separately in order to capture articles that might otherwise have been masked. This yielded an additional three articles (see Table 1 denoted by †), which were all drawn from the 1990s, thereby reflecting the natural skew within this sampling frame. However, recognizing that any single search method produces its own biases, our approach served to reduce the dominance of a single search method. Table 1 presents a list of the 13 articles together with various Web of Science citation indices. These include the total citation count and average yearly citation count in order to provide a degree of control for time elapsed since publication. It also presents the citation count for these articles during the most recent 5-year period (2006)(2007)(2008)(2009)(2010) as an indicator of their current citation salience.

Many of the new CSE Regional Boards have now issued their syllabuses and specimen papers, and large numbers of candidates will be taking the first examinations next May.

Aboriginal and Torres Strait Islander communities that are considered remote to metropolitan-dwelling, non-Indigenous Australians experience challenges attracting and retaining qualified teachers. Initial teacher education (ITE) is known to inadequately prepare teachers to engage Indigenous Australian students, however, we understand little about the induction training received by postgraduate secondary teachers prior to commencing work in remote schools with high enrolments of Indigenous students. This exploratory study investigated the relevance of the information provided in pre-service induction training and how this translated into classroom practice. Thirty-four Queensland secondary teachers with experience educating remote Aboriginal and Torres Strait Islander students responded to an online questionnaire investigating four different types of pre-service induction training: cross-cultural awareness, culturally appropriate pedagogy, classroom management, and student social and emotional wellbeing. Thematic analysis of their open-text responses identified three themes: training content, application of training and applicability to Indigenous students. Findings indicated inconstancies in completion rates, content significance and conversion of material into effectual classroom practices. It is suggested that providing community-specific pre-service induction training for Queensland secondary teachers could support them to engage remote Aboriginal and Torres Strait Islander students in learning and may reduce the high frequency of teacher transfers and increase attendance rates of students.