Apothegms for Activists--and Other Psychologists.

Comments on a quote by Kenneth E. Clark. In reporting the 1969 annual meeting of APA, Science quoted Clark as saying, "The professional psychologist must be a professional activist [Nelson, 1969, p. 1103]." Beginning with the following statement, the commenting author, William M. Stallings writes, "If psychologists individually--and the profession in general--were to assume a more active posture with respect to social issues, it also would seem appropriate that they assume the complete panoply of the professional activist." This article provides a list of quotes culled with one exception from the literature of applied statistics and mathematics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The potential role of theory in the training of applied social psychologists.

There are a number of deficiencies in contemporary social-psychological theory as both a knowledge base and a guide for research and practice in applied social psychology. In principle, theory should be integrated with research and practice and should serve both a knowledge building and a guiding function for the discipline. In practice, much contemporary theory, based on laboratory experiments on intra- and interpersonal processes, is limited in its capacity to explain complex, real-world social behaviour. This paper discusses the actual and potential role of social-psychological theory in applied social psychology in relation to graduate training. A graduate programme offering the M.A. and Ph.D. is described in terms of objectives, requirements, and job placements. A survey of graduates is also reported. The role of theory in training M.A. students is problematic: theses are often atheoretical with an emphasis on research methodology, particularly programme evaluation. The Ph.D. programme requires the integration of theory with research and consultation activities and is attempting to increase the use of theory in the development of social programmes, the amelioration of social problems, and the formation of social policy. It is proposed that social-psychological theories covering several levels of analysis are necessary to understand social behaviour and to provide an adequate base for applied training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Obligation of Psychologists.

Contends that while Brayfield's paper (American Psychologist, 1967, 22, 182-186) was a most commendable effort, its emphasis was solely on the role of organized psychology in public affairs. The present author feels that beyond the role of organized psychology, psychologist members of society have a further obligation: to contribute to social, national, and world affairs by helping to resolve critical and major problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social justice in practicum training: Competencies and developmental implications.

This article addresses the challenge in the predoctoral education of professional psychologists of providing practicum training experiences with a strong social justice focus while also ensuring that students are acquiring the full range of foundational competencies expected of practicing psychologists. The theory-based distinction between interactional, procedural, and distributive justice will be discussed as a framework for considering a developmental progression in practicum training, moving from individually focused skills to more advanced competencies emphasizing social/institutional change. The article concludes with aspirational recommendations for any academic program seriously committed to the pursuit of social justice as part of its training mission. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counseling psychology trainees' social justice interest and commitment.

Scholars within the field of counseling psychology have for some time now articulated eloquent and compelling calls for attending to social justice in the social sciences. To date, counseling psychologists have been at the forefront of addressing social justice issues in research, practice, and professional development. The present study advances empirical perspectives on social justice by testing the external validity of M. J. Miller et al.'s (2009) social-cognitive model of social justice interest and commitment in a sample of 229 doctoral trainees in counseling psychology. Present findings support the ability of the model to explain, in part, counseling psychology trainees' social justice interest and commitment. In addition, the present study provides novel findings that demonstrate the direct and indirect ways in which program training environment and personal moral imperative relate to social justice interest and commitment. Study limitations, future directions for research, and implications for training are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Determining the Optimal Number of Psychologists and Psychology Training Programs: A Cautionary Note.

Marwit (1982, see record 1982-28952-001) argues persuasively for the benefits of university affiliation for schools of professional psychology. However, as part of his discussion, he draws on questionable data in citing the need for additional training programs of this kind. His argument depends on the juxtaposition of epidemiological data, which summarize the prevalence of psychological disorder, and service-availability data. Because there are insufficient practitioners to serve the psychologically disturbed population, Marwit concludes that more practitioners are needed. Marwit's analysis fails to attend to several important considerations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Consulting for diversity and social justice: Challenges and rewards.

[Correction Notice: An erratum for this article was reported in Vol 60(4) of Consulting Psychology Journal: Practice and Research (see record 2008-17523-006). The author refers to "Paul Winn." The referenced author's last name was printed incorrectly. The correct spelling is Winum.] Consulting and training for cultural diversity is both challenging and rewarding. This article issues a call to face the challenges of diversity consulting and describes strategies and approaches for successful work. Using examples from the author's practice, the author calls on consultants to (1) get up to speed with knowledge about diversity and social justice, (2) avoid consultations that are too superficial, (3) balance content and process, (4) find ways to sustain themselves and their clients, and (5) work for the Common Good. A social justice frame is seen as a necessary adjunct to promoting equity and excellence in organizations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social Workers and Psychotherapy.

The three papers, by Ausubel, Brody, and Kelly (February, 1956, American Psychologist) were both refreshing and illuminating. They brought to mind an incident of a number of years ago while I was taking graduate work in psychology. I was talking to one of my professors (a well-known and distinguished psychologist) about the American Orthopsychiatric Association. Toward the end of our discussion he commented more philosophically than bitterly, "Ortho is like a car with the psychiatrist in the driver's seat, the social worker next to him, and the poor psychologist in the back seat." Perhaps this may not have been a fair appraisal at that time (and I certainly do not believe that it applies today). However, I am inclined to think that outside of ortho, even among some of the more "mature" members of these disciplines, there may be considerable jockeying for position in the game known as, "Who Should Do Psychotherapy?" Although, as indicated by the authors, there are many indications of competitiveness between psychologists and psychiatrists, this phenomenon is further complicated by the feelings and attitudes of social workers, particularly those on clinic and hospital "teams" employing all three disciplines. It should be pointed out that in the usual mental hygiene clinic the bulk of the "treatment" is carried out by the social workers, probably for no more sinister reason than that there are more social workers than the total of both other disciplines in such clinics. One cannot help but wonder if in the next decade or two a plodding and less articulate dark horse called social work may not emerge as the leading contender in the scramble to corner the "psychotherapy market" while the more spirited fillies--psychology and psychiatry--knock themselves out in the race. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Scope and Standards of Preparation in Psychology for School Counselors: Comment.

Comments on a report by a Special Committee of Division 17 (see record 1963-00132-001). According to the commentator, regardless of their official status in the profession, school counselors are de facto applied psychologists. Provided with minimal professional training, less surely than most other groups in or related to psychology, they are confronted with the most varied range of problems including those of the sociopath, the psychotic, the brain damaged, the feeble-minded, and the sexual deviant. While the school counselor is not expected to treat pathology, he does have major responsibility for the educational/vocational and often the social adjustment of the student. The commentator acknowledges that there will be strong feeling about this report. Some school counselors acquire the important knowledge outlined in the report through formal or informal study and from insights on the job. Others will be motivated simply by the setting of new standards. Any attempt at compulsion for those certified counselors would only add obstacles to the difficult enough task of raising the educational level of a profession. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Anti-Black racism, self-esteem, and the adjustment of White students in higher education.

The present study examined the negative consequences of racism to White university students. It was hypothesized that anti-Black racism would impact students' self-esteem, college social adjustment, and college personal-emotional adjustment above and beyond academic adjustment. It was further expected that self-esteem would mediate the relationship between racism and college adjustment. In a White university student sample, students reporting attitudes reflecting a combination of overtly racist and egalitarian attitudes toward Blacks also reported lower levels of self-esteem and college social adjustment. Furthermore, self-esteem mediated the relationship between anti-Black racism and college social adjustment. Findings inform the multidimensional nature of negative consequences of racism to Whites in higher education. A discussion of implications from this research with regard to the creation of diverse and culturally sensitive university environments is presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Science of obvious and common sense causes in historical perspective.

In her present stage of development, the science of obvious and common sense causes finds herself at cross roads. This paper provides a brief historical sketch of her actual development as a function of methods, professional identification and units of research employed. Prisoner's dilemma paradigm (PDP) is used as an explanatory model to highlight the implications of earlier choices made by social psychologists and social psychology. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Clinical psychology in Britain: A laboratory for the American psychologist.

"The present status of the clinical psychologist in Britain may permit perspectives on problems relating to standards and curricula of graduate training in university departments and the question of legal, and therefore public, status for the practicing psychologist—chiefly the clinician." In Britain: "Conditions of appointment, standards of training, and promotion for clinical psychologists have been outlined in a series of official memoranda dating from 1951." A number of problems for the psychologist in Britain are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The psychologist as an expert witness on the issue of insanity": Comment.

Comments on the original article by R. Jeffrey (see record 1965-06327-001) regarding expert testimony by psychologists in two separate court cases. The current author does not accept the cases presented by Jeffrey as typical of the acceptance that clinical psychologists get in court based on their testimony as expert witnesses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social justice in the training of professional psychologists: Moving forward.

The Special Section for Social Justice in Training of the journal for Training and Education in Professional Psychology adds to the growing social justice literature and offers advances in training. This article reflects on the main themes presented in the Special Section including the prevalent role of developmental perspectives, multiculturalism, implementation of learning through action, and organizational recommendations. Further, we highlight areas for additional consideration including the importance of examining values and assumptions of the profession, issues of power within training programs, the need to provide training in navigating and negotiating in systems, benefits of interdisciplinary collaboration, pragmatic and ethical issues in shifting to a social justice framework, and professional development needs of faculty and supervisors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Invited Introductory Remarks to the Special Issue.

Provides introductory remarks to the special issue of the Canadian Journal of Behavioral Science. The author notes that as the scientific discipline and profession that investigates and applies the principles of human behaviour and mental processes, psychology has much to contribute to the law. As scientists, psychologists can study the assumptions that the law makes to test whether such assumptions are supported by empirical evaluation. As practitioners, psychologists can apply the principles of psychology to help assess or modify an individual's behaviour and mental processes. While noting the important contributions Canadians have made to the field as researchers, clinicians and editors of key journals in the field, the author addesses areas that can benefit from further attention, including the need for ongoing thought about the definition of the field, and the need for further research and practice focus on areas of law that have heretofore either been neglected or ignored. In addition, he brings attention to the need for increased interdisciplinarity in our field and notes training needs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Some observations on the ideology of professional psychologists.

"Analysis of the value position of psychologists starts with an examination of certain of the intellectual postulates and biases of modern psychology. These contribute to what I call the ideology of professional psychologists… . Modern psychology derives its particular orientations in good measure from the social context of American life. The ideology of professional psychology, I shall argue, is linked to the antiphilosophical, antihistorical, narrowly means-oriented and optimistic character of much American thought and culture." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Lessons Learned from a Lifetime of Applied Social Psychology Research.

I started life as an experimental social psychologist but migrated to applied social psychology research. Each time I have been involved in a major applied project I have learned things that have helped in subsequent projects. Most of the time the lesson has been about research design (e.g., you must know how the study should be done before you deal with the reality of how it has to be done). Examples of other lessons include using appropriate research technology, and the importance of program planner awareness of psychological research. In this paper I describe some of the major studies in which I was the investigator and the lesson (s) I learned from each. I also touch on the relevance of the scientist/practitioner model for the applied researcher. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training professional psychologists in school-based consultation: What the syllabi suggest.

This article reports the findings from consultation syllabi from 25 American Psychological Association-approved school psychology programs (40% response rate). Most responding programs offered 1 consultation course and many programs' syllabi stated expecting students to conduct 1 consultation case. The analysis showed most syllabi listed training in multiple models of consultation, with almost all mentioning the problem-solving model. Almost all syllabi listed training in treatment, but fewer than half suggested that students would learn about the use of consultation to promote prevention. Most programs' syllabi mentioned considering others' culture in consultation, whereas fewer than half mentioned considering the impact of the consultant's culture in consultation relationships and even fewer mentioned social justice. The discussion addresses the need for a better understanding of school-based consultation preservice training, consultation training in a diverse and inequitable world, and how practitioners' cognitive appraisals of consultation services could inform school-based consultation training. Considerations for consultation syllabi design are given. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Some sources of divisiveness among psychologists.

"Psychology is suffering from growing sociopolitical schism in its ranks." Major lines of cleavage occur between psychologists who are labeled as scientists as opposed to others labeled as practitioners. This development is irrational and destructive to psychology. 3 factors are involved: "a social process, a political conflict, and a not widely understood methodology-related clash of 2 subcultures." (PsycINFO Database Record (c) 2010 APA, all rights reserved)