Bridging psychology's scientist vs. practitioner divide: Fruits of a twenty-five year dialogue.

In 1988, the control of the American Psychological Association shifted to those advocating the interests of professional practice and a substantial segment of the scientific community in psychology seceded to form the American Psychological Society, devoted to scientific psychology and scientific-based practice. In this climate, it has become increasingly difficult for scientists and practitioners to maintain analytical discussions of the philosophical and methodological issues that divide these two groups. For over 25 years, the authors have been fortunate to have the professional and intellectual luxury of just such a discussion, and present here a dialogue that attempts to capture their initial stark differences in perspective and the process by which differences have been clarified, and areas of agreement established. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reconciling different voices--Developing as an integrative scientist practitioner.

This paper provides an overview of my development as an integrative scientist-practitioner. Starting with the early life experiences that shaped my motivation to become a counselor, I trace my progress through graduate school to my current position at the University of Toronto. I have identified the important influences on my thinking and development that prompted me to integrate client-centered, gestalt, interpersonal, and cognitive interventions as part of my repertoire as a predominantly emotionally-focused psychotherapist working with individuals and couples. The integrative focus that characterizes my practice is also evident in my development as a researcher. In my work as a predominantly process-oriented researcher, I have struggled to combine both quantitative and qualitative approaches to the study of psychotherapy. Most recently I have shifted my research focus from studying clinical process to implementing clinical trials to determine the effectiveness of experiential and client-centered psychotherapy in the treatment of depression. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Twenty years of practitioner training in psychology.

Reviews the history of the professional school movement since the 1960's. It is suggested that major research universities are unlikely to establish practitioner programs in psychology and that education of most practitioners in psychology will take place in professional schools and small departments. It is noted that the doctoral degree granted upon completion of graduate study depends on the administrative location of the program in which graduate study is done. Graduates of scientist–practitioner programs and graduates of practitioner programs perform about equally well, and the curricula of professional schools and scientist–professional programs are more alike than different. It is concluded that the main differences between practitioner programs and scientist–professional programs lie in the attitudes and interests of faculty and students and that under some conditions the cultures of science and practice can be blended. (42 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bridging psychology and biology with animal research.

Comments on the article by S. M. Kosslyn et al (see record 2002-12932-001), which advocated combining group-based research and individual differences research to illuminate the links between psychology and biology. The authors agree that the study of individual differences is vital for uncovering processes that have hitherto remained obscured by relying too heavily on group-level approaches, and commend their multilevel, multidisciplinary approach to this important topic. However, they believe that Kosslyn et al should have given more attention to one of the most promising avenues for pursuing their multilevel approach--comparative research. The authors suggest that, although Kosslyn et al did refer to animal studies, they did not sufficiently emphasize the potential contribution of animal research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate training in clinical psychology: Student perspectives on selecting a program.

Although graduate programs in clinical psychology spend considerable energy and resources selecting students, there is limited information regarding the factors students consider important when they choose a training program. A review of recent literature found one study that looked at how first-year graduate students rated the importance of a number of factors in their decision-making process when selecting a clinical psychology training program (Walfish, Stenmark, Shealy, & Shealy, 1989). The current study extends this research by comparing reports from first-year graduate students enrolled in traditional “Boulder model” programs with those enrolled in professional “Vail model” programs. As part of a larger survey project, students answered questions about factors they considered important when they made decisions about applying to and selecting a graduate program to attend. Responses from students enrolled in traditional programs were compared with students attending professional programs. These differences are discussed, as well as their implications for program directors engaged in student recruitment and selection. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Malpractice liability in psychotherapy: Client and practitioner perspectives.

To successfully pursue a case of malpractice in psychotherapy, the plaintiff must prove that damages were suffered by the plaintiff and that the defendant/practitioner owed a "duty" to the plaintiff, breached this duty, and this breach "proximally caused" the plaintiff's injuries. The fact that few psychotherapy malpractice suits are filed reflects the difficulty in proving all these points, as well as the fact that the plaintiff will have to expose private and personal information to the public record. Frequent defenses to malpractice action include the contention that the client was "contributory negligent" or that the client's mental condition makes him/her an uncredible witness. Malpractice action may be taken when care deviates from professional standards, when confidentiality is breached, when there is a failure to obtain informed consent, or when the therapist fails to warn others of a potentially dangerous client. Recommendations for insurance coverage are presented. (45 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Some perspectives for industrial psychology.

Discusses several matters deemed important to industrial psychologists. It is suggested that, given the intangible character of psychological variables, it would be fruitful to obtain the ideas of ordinary people about the variables that are significant in occupational behavior. Industrial psychologists ought to study organizations as "individuals" rather than just regarding them as social environments. The use of simulated organizations (e.g., mathematical models) would facilitate such investigations. Industrial psychologists should consider the differences among people to be quantitative rather than qualitative. Consequently, they should not devote their time to investigating differences among arbitrary types of people, but rather should direct their attention to the quantitative variables (e.g., social factors) which underlie those qualitatively different categories. The role and nature of theory and the impermanence of facts which emerge from empirical studies are also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bridging the theoretical and applied facets of environmental psychology.

Responds to K. H. Craik's (see record 84-10224) and R. B. Bechtel's (see record 84-10187) comments on D. Stokols's (see record 1996-13229-001) suggestion that the identity of environmental psychology has become more diffuse and transparent over the past 30 yrs. The contrast between Bechtel's emphasis on the applied contributions of environmental psychology and Craik's focus on its core theoretical concerns is noted. Their divergent characterizations of the field reflect its multidisciplinary roots and the diffuseness of its intellectual borders. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical and counseling psychology: Some perspectives.

Both fields have similar historical roots and sources of impetus, both apply clinical methods, and both exhibit "a trend toward the relative devaluation of diagnosis." Each is "plagued by the proliferation of subspecialities"; both have been criticized recently for utilizing psychological testing; both suffer from a somewhat anemic and provincial technology. An investigation is described involving 12 major content categories in the attempt "to provide coverage for the total domain of the surface personality… ." Builders of personality tests have shown a common aversion for certain aspects of personality. "The optimal training of the counseling psychologist and of the clinical psychologist… is neither efficient nor optimal training for psychotherapy… ." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bridging psychology and biology: the analysis of individuals in groups.

Biological systems are particularly prone to variation, and the authors argue that such variation must be regarded as important data in its own right. The authors describe a method in which individual differences are studied within the framework of a general theory of the population as a whole and illustrate how this method can be used to address three types of issues: the nature of the mechanisms that give rise to a specific ability, such as mental imagery; the role of psychological or biological mediators of environmental challenges, such as the biological bases for differences in dispositional mood; and the existence of processes that have nonadditive effects with behavioral and physiological variables, such as factors that modulate the response to stress and its effects on the immune response. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Automaticity in clinical psychology.

The authors provide an overview of the literature on the ability of response expectancies to elicit automatic responses in the form of self-fulfilling prophecies and link it to the broader psychological investigation of automatic processes. The authors review 3 areas of research in which response expectancies have been shown to affect experience, behavior, and physiology: placebo effects, the effects of false biofeedback on sexual arousal, and the alteration of perceptual and cognitive functions by hypnotic and nonhypnotic suggestion. Also reviewed are data suggesting that all behavior, including novel and intentional behavior, is initiated automatically. Following this review, the authors summarize some of the ways in which knowledge of response expectancy effects and other automatic processes that influence experience and behavior can enhance clinical practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Respecialization in clinical psychology.

Surveyed 371 departments that offer graduate programs in psychology to determine their current respecialization efforts. Program directors from 43 departments indicated that they are currently involved in respecialization efforts, 26 of these in clinical psychology. A 2nd questionnaire was sent to the 149 students identified as having been involved in clinical respecialization, and responses were received from 65. Results show that students and program directors agreed about the feasibility and success of respecialization efforts. Students felt that they performed significantly better in coursework than did regular clinical students on internships and significantly better in their jobs. It is important for the profession that additional opportunities for such training be made available. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Antiprofessionalism in clinical psychology.

Comments on how the lack of formal academic training and supervised experience being offered in graduate training in psychology may discredit the professionalism of the field. The skills learned by graduate students in clinical psychology, because they lack hard-core content, may even be performed by lay people without any college education. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral training programs in clinical psychology and in counseling psychology.

"On recommendation of the Committee on Evaluation, the Education and Training Board with the concurrence of the Board of Directors of the American Psychological Association has approved the doctoral training programs in clinical and in psychology that are conducted by the institutions listed… ." Of the 47 institutions indicated in the clinical psychology list, six are asterisked to indicate that the institutions have recently developed programs which meet minimum standards. Of the 25 institutions in the counseling psychology list, seven have been asterisked. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral training programs in clinical psychology and in counseling psychology.

A list of the APA approved training programs in clinical and counseling psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral training programs in clinical psychology and in counseling psychology.

"On recommendation of the Committee on Evaluation, the Education and Training Board with the concurrence of the Board of Directors of the American Psychological Association has approved the doctoral training programs in clinical psychology and in counseling psychology" conducted by the institutions listed. Under "Doctoral Programs in Clinical Psychology" 57 institutions are listed; 7 of these have interim approval while the others are undifferentiated by any rating. Under "Doctoral Programs in Counseling Psychology" 24 institutions are listed; 1 of these has interim approval. From Psyc Abstracts 36:02:2AM12A. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral training programs in clinical psychology and in counseling psychology.

"On recommendation of the Committee on Evaluation, the Education and Training Board with the concurrence of the Board of Directors of the American Psychological Association has approved the doctoral training programs in clinical psychology and in counseling psychology" conducted by the institutions listed. Under "Doctoral Programs in Clinical Psychology" 52 institutions are listed; 10 of these are indicated as having received interim approval while the others are undifferentiated by any rating. Under "Doctoral Programs in Counseling Psychology" 26 institutions are listed; 7 of these have interim approval. The institutions listed "have been reported to the United States Public Health Service, to the Veterans Administration, and to The Surgeon General's Office, Department of the Army as conducting at the present time approved programs of doctoral training in areas indicated." (PsycINFO Database Record (c) 2010 APA, all rights reserved)