The individual differences tradition in counseling psychology.

Counseling psychology developed in the 1950s out of applied psychology, which at that time was the application of the psychology of individual differences. The present article traces this historical development, from individual differences psychology through psychological testing, vocational counseling, and student personnel work, to counseling psychology. The individual differences tradition in counseling psychology research and practice is described, and the ways in which individual differences psychology has influenced counseling psychology and how, in turn, counseling psychology has contributed to the psychology of individual differences are discussed. The article concludes with speculations on the future relationship between the 2 fields. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

We have seen the future, but is it us? The vocational aspirations of graduate students in counseling psychology.

In a recent article, Fitzgerald and Osipow documented a trend away from academic settings and vocational psychology and toward private practice and more clinically oriented tasks (such as long-term psychotherapy) among members of Division 17. In this study we extended the exploration of this issue by examining the vocational aspirations of a national sample of graduate students in counseling psychology, using similar methodology. The results document the increasing "professionalization" of counseling psychology, as well as the continued diminution of vocational psychology and career counseling as salient characteristics of the discipline, and are discussed in terms of the pragmatics of the marketplace and possible negative impact on clients. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the merger of clinical and counseling psychology.

Comments on an article by C. E. Watkins (see record 1986-12878-001) suggesting that human services psychology might be a good meeting point for clinical and counseling psychologists. The present author questions Watkins's arguments that both groups share a broad interest in health psychology and preventive interventions and that a reduction in the amount of vocational work done by counseling psychologists indicates a readiness for a merger with clinical psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Lightner Witmer: Father and grandfather?

Comments on P. McReynolds' (see record 83-24764) view of L. Witmer's role in establishing clinics for vocational guidance and for the personal problems of college students also meriting acknowledgement as a precursor of counseling psychology. McWhirter and McWhirter ask the question that in addition to his status as the father of clinical psychology, might Witmer be granted status as the grandfather of industrial/organizational and counseling psychology as well? (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counseling psychology, clinical psychology, and human services psychology: Where the twain shall meet?

Comments on the proposal by L. H. Levy et al (see record 1984-27507-001) for a new charter for clinical psychology—human services psychology. Current trends suggest that both clinical and counseling psychology are becoming eclectic and health oriented. Clinical psychology appears to be becoming more involved in community psychology and to be tempering its remedial role with the preventive role. Counseling psychology appears to be becoming less involved in its vocational and preventive roles and more involved in the remedial role. It is concluded that clinical and counseling psychology have come to be increasingly similar and could be integrated into a human services psychology. (38 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Use of structural equation modeling in counseling psychology research.

Structural equation modeling (multivariate analysis with latent variables, also called causal modeling or covariance structure analysis) is a valuable methodological tool for use in counseling psychology research. Essentially the broad framework that subsumes many well-known procedures (e.g., multiple linear regression, factor analysis, path analysis), structural equation modeling allows for analysis of causal patterns among unobserved variables represented by multiple measures. It permits testing of causal hypotheses and theory, examination of psychometric adequacy, and enhancement of the explanatory power of correlational data that characterize counseling psychology research. I present and illustrate structural equation modeling, followed by a discussion of (a) issues and problems related to the use of this methodology, (b) possible applications of structural equation modeling to counseling psychology research, and (c) resources for those wanting further study. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reflections of a consulting counseling psychologist: Implications of the principles for education and training at the doctoral and postdoctoral level in consulting psychology for the practice of counseling psychology.

Examines issues related to the "Principles for Education and Training at the Doctoral and Postdoctoral Level in Consulting Psychology/Organizational" (R. L. Lowman et al, Education & Training Committee, see record 2003-04049-003), viewed from the perspective of a counseling psychologist whose primary work role is organizational consultation. The author traces the foundations of counseling psychology as they relate to organizational consulting practice. Comparisons are drawn between unifying themes and roles of counseling psychologists and consulting psychology domains and competencies. Each competency domain is examined with respect to its relative uniqueness or similarity of coverage in counseling psychology training and practice. Issues are raised about the relationship of individual counseling and individual consulting psychology. Suggestions are made about increased inclusion in training of vocational psychology theory, multicultural issues, supervised practicum experience, and role boundary work with respect to consultation and psychotherapy. The Principles are viewed as a resource to counseling psychologists, particularly in defining competencies and training needs related to enhancement of intergroup relations and organizational-wide structural interventions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Neuropsychological assessment training in APA-approved counseling psychology programs.

Reports the results of a survey of 26 training directors of American Psychological Association (APA)-approved counseling psychology programs regarding the scope and status of neuropsychological assessment training opportunities. Results indicate that the availability of course work in neuropsychological assessment has increased notably, and the number of counseling psychology students pursuing such work has doubled in the preceding 18 mo. 85% of the Ss felt that training in neuropsychology was relevant to the education of a counseling psychologist. Findings are discussed in relation to the increased numbers of counseling psychology applicants to medical settings for predoctoral internship opportunities and the relevance of neuropsychological assessment to vocational readjustment and rehabilitative treatment planning. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counseling psychologists in Veterans Administration regional offices.

Surveyed 223 27–70 yr old counseling psychologists employed in VA regional offices to obtain data on their professional memberships, licenses and certificates, job duties, and theoretical orientation (primarily client centered). Most of the Ss held master's degrees in rehabilitation counseling or counseling and guidance and appeared to be more strongly identified with rehabilitation counseling than with traditional counseling psychology. Their major professional activity was vocational educational counseling. Results are discussed in relation to the role of counseling psychologists and the definition of "psychologist." (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An occupational analysis of counseling psychology: How special is the specialty?

Conducted an occupational analysis of counseling psychology to determine the work that counseling psychologists do, their feelings toward their work, and their perceptions of how the field is changing. Questionnaire responses of 351 counseling psychologists (aged 28–86 yrs) were evaluated and compared in terms of demographic and work behavior information. Results indicate that Ss were, in general, strongly practice oriented and appeared to see themselves as engaged in psychotherapy and traditionally clinical activities with a reduced emphasis on academic and research-focused behaviors. This finding was particularly true of the younger respondents. Results are discussed in terms of their implications for the counseling–clinical distinction and the scientist–practitioner model. It is concluded that counseling psychology appears to be an increasingly applied specialty and that vocational/career counseling appears to be eroding as the foundation of the discipline. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Tests and assessment.

Reviews the book Tests and Assessment (1985) by Jacqueline Schakel. From its broad title, this book might be classified as a general textbook on assessment for anyone who is learning about testing procedures. Indeed, in the preface, the authors present their book as a text for undergraduate courses on testing in general psychology, and for graduate courses in counseling, vocational, educational, and industrial psychology as well as for "students in counselor education, guidance and counseling, educational administration and other disciplines." Although the book does have some useful general sections on tests and assessment, it is clear that the real audience for this book is less extensive than the authors state. The examples used, tests reviewed, and issues discussed are chiefly for students in personnel and guidance or vocational psychology. If you are such a student or teach assessment courses to students in these programs, read on. Parts of this book may interest you. If you are a school psychologist or teacher of school psychology, you will find this text limited. The overall organization of the book could have been improved by reviewing the theories of person-environment interaction (upon which the authors claim to base their treatment of assessment) before their discussion of specific assessment tools and integrating a discussion of this theoretical basis throughout the book. In summary, this book does not offer the broad treatment of assessment issues and the focus on the kinds of assessment required in schools which are necessary to school psychologists. It provides some useful reviews of tests for guidance and vocational decision making, some concise explanations of assessment concepts, and a well-written section on some specific testing controversies that may be useful to students in the counseling field. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counselor reactions to female clients: Type of problem, age of client, and sex of counselor.

88 male and female graduate students in counseling, staff of a university counseling center, and faculty in counseling and clinical psychology viewed videotaped vignettes of 2 35-yr-old women and 2 20-yr-old women who portrayed problems about feared rape, existential anxiety, choice of a college major in social work, or choice of a college major in engineering. Results indicate that the 2 personal-social problems were rated as more serious than the vocational problems on all dependent measures. Additionally, the feared-rape problem was considered the most serious and needing the most counseling sessions, whereas the women with existential anxiety received the most empathy and were perceived as being most able to profit from counseling. The 2 vocational problems did not differ on any of the dependent variables. Other results indicate effects for both client age and counselor sex depending on the particular problem. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Concurrent validity of the Strong-Campbell Interest Inventory for graduate students in counseling.

Examined the vocational interests of 114 graduate counseling psychology trainees and the concurrent validity of the Strong-Campbell Interest Inventory (SCII) for this group. Ss were administered the SCII, and a subgroup of 43 Ss completed a questionnaire assessing satisfaction with their graduate program, interests in various types of coursework, and preferences for future professional employment. Results generally support the concurrent validity of the SCII in a group of counseling trainees but also indicate differences in the ordering of SCII Holland themes in this group vs psychologists in general. Relationships between certain SCII scores and Ss' preferences concerning coursework and future employment were found. Implications of the findings for both the training and the employment of counseling psychology trainees are discussed. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Selecting a doctoral program in professional psychology: Some comparisons among PhD counseling, PhD clinical, and PsyD clinical psychology programs.

Directors of American Psychological Association-accredited doctoral programs in counseling psychology (95% response) and clinical psychology (99% response) provided data regarding number of applications, credentials of incoming students, rates of acceptance, and the theoretical orientations and research areas of the faculty. The acceptance rates of PhD clinical and PhD counseling psychology programs were comparable (6% vs. 8%), despite the higher number of applications (270 vs. 130) to clinical programs. Compared with clinical students, counseling students were more likely to represent ethnic minorities and have master's degrees, but were otherwise similar in academic credentials. Clinical faculty were more likely to be involved in research with pathological populations and associated with medical settings, whereas counseling faculty were more involved in research concerning career processes, human diversity, and professional issues. These results should alert applicants and their advisors to robust differences across these specializations and should enhance matching between programs and students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Vocational-educational counseling practices: A survey of university counseling centers.

Assessed vocational-educational counseling at 52 university counseling centers. Surveyed were staff resources (level of staff) directed to vocational counseling, the use of innovative procedures in vocational counseling, and the degree to which career counseling services were evaluated. Results show that master's level staff and practicum students did most of the vocational counseling, innovative practices were few, and research and evaluation were limited. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reaction to Arnhoff and Jenkins.

Comments on an article by F. N. Arnhoff and J. W. Jenkins (see record 1969-16562-001). As a counseling psychologist whose main research interests are in the area of vocational development and vocational counseling and whose principal job is directing a program for the training of rehabilitation counselors, I feel compelled to react to the article on subdoctoral education in psychology. My criticism is not directed at the methodology employed in the study nor at the handling of the data, but rather at the issue of the naivete of the subjects; one would expect that a sample of psychologists asked to respond to a questionnaire having direct implications for the development of the field of psychology would not be naive. My only conclusion is that the sample used in this study was, by chance, underrepresentative of the middle and upper cohorts of the normal distribution of sophistication among psychologists. As such, I must view the findings as questionable. Should this not be the case, I, as a psychologist, would hate to entertain the alternatives. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Work in people's lives: A location for counseling psychologists.

The career development–vocational psychology literature has been marked by 2 persistent problems: a slow response to new developments in basic areas of psychology, such as developmental psychology, and a lack of representation of populations other than White and middle-class groups as research participants or as foci of theoretical explanation. After a brief discussion of 2 factors that may have contributed to these problems, a rationale for a new location for this field is developed. The new location focuses on the study of work in people's lives from the perspective of social constructionism and from the perspective of counseling psychologists as applied psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Applying cluster analysis in counseling psychology research.

As a research technique that has grown rapidly in applications in many scientific disciplines, cluster analysis has potential for wider use in counseling psychology research. We begin with a simple example illustrating the clustering approach. Topics covered include the variety of approaches in clustering, the times when cluster analysis may be a choice for analysis, the steps in cluster analysis, the data features, such as level, shape, and scatter, that affect cluster results, alternate clustering methods and evidence indicating which are most effective, and examples of clustering applications in counseling research. Although we make an attempt to provide a comprehensive overview of major issues, the reader is encouraged to consult several good recent publications on the topic that are especially relevant for psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching of controversial and empirically validated treatments in APA-accredited clinical and counseling psychology programs.

Surveyed the directors of 126 American Psychological Association (APA) accredited clinical and counseling psychology PhD and PsyD programs to determine whether they teach controversial memory recovery techniques for suspected childhood sexual abuse and the controversial technique, facilitated communication. The authors also asked about training in empirically validated treatments. Results show that counseling psychology programs were more likely than clinical psychology programs to teach memory recovery techniques, and counseling programs were less likely to discourage the use of both memory recovery techniques and facilitated communication. More emphasis on research, less on practice, and a higher percentage of behaviorally-oriented faculty was related to less training of controversial techniques. Empirically validated treatments were reportedly taught more in clinical than in counseling psychology programs and in programs that emphasize research and have a higher percentage of behaviorally-oriented faculty. (PsycINFO Database Record (c) 2010 APA, all rights reserved)