Status of minority curricula and training in clinical psychology.

Survey data from 76 of the 106 American Psychological Association-accredited clinical psychology programs indicate that 31 programs offered a total of 57 courses that prepared students to work with minority populations. Most of these courses were taught by 16 programs. There was no relationship between whether a program had a minority faculty member and whether minority-related courses were offered. Program directors acknowledged the large variability of opinion among their faculty on the importance of minority training, and some indicated that little was being done to prepare clinical psychologists to work with minority groups. A comprehensive multicultural approach to preparing minority- and majority-culture students to work with minority populations was poorly represented in coursework, clinical practicum, research training, and language requirements for the PhD degree in clinical psychology. Some issues regarding models for inclusion of minority content in training are discussed. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multicultural training in APA-approved counseling psychology programs: A survey.

49 directors of American Psychological Association (APA)-approved counseling psychology programs returned surveys (80% return rate) concerning the extent to which multicultural issues were addressed in course work, practica, and research; numbers of faculty in multicultural teaching, supervision, research, and professional development; pressures to develop multicultural curricula and research; and numbers of ethnic minorities. 43 programs have at least 1 multicultural course; 31 have units in other courses; 29 have a multicultural course requirement; and in 22 programs, students may create a subspecialty. Although junior faculty was significantly more involved in all areas of multicultural training, where more senior faculty were involved there was less pressure to increase multicultural coursework, more multicultural courses required, and a subspecialty was more available. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Terminating students from professional psychology programs: Criteria, procedures, and legal issues.

Reviews legal decisions regarding student dismissals that are relevant for professional psychology programs and outlines a legally defensible procedure that considers student and faculty concerns. It is suggested that the role of clinical judgment in evaluation, procedures for evaluating students, the ability to predict professional suitability from early graduate school behavior, and the impact of students' cultural and value differences are among issues still needing to be addressed by professional psychology programs. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward an integrated program design: Evaluating the status of diversity training in a graduate school curriculum.

Domain D of the American Psychological Association's (APA's) accreditation guidelines (APA, 1995) requires doctoral training programs in psychology to address diversity. Measurement of diversity integration is difficult and often addresses only faculty and student composition (E. M. Altmaier; see record 1993-31088-001). This study had 3 purposes: (1) the development of an instrument for rating diversity inclusion in courses, the Diversity Rating Form (DRF; S. A. Kuba, 1995); (2) the comparison of faculty diversity inclusion according to demographic characteristics; and (3) the application of the DRF to a graduate school program. The DRF was completed by 613 students and 37 faculty members. It demonstrated high reliability (alpha?=?.95)and construct validity (r?=?.88, p?p?p?     

An investigation of dental student values

The development of a dental student's professional values system is an important issue in dental education. The purpose of this study was to assess the relative importance of different values of dental student and instructor populations at a single dental school. Data was collected from surveys disseminated to dental students and faculty. Statistical analysis of the data indicated faculty showed a different set of values than students. Faculty placed greater value on patient care and clinical education. Students were more focused on passing licensure examinations, completing course requirements, and personal satisfaction. Junior and senior dental students placed greater value on the requirements of becoming a licensed dentist than did their younger student colleagues. Freshman and sophomore dental students placed higher values on additional academic pursuits and personal growth. This study also revealed no statistically significant difference between males and females in any of the values ranked.     

National Dairy Council Award for Excellence in Medical/Dental Nutrition Education Lecture, 1993: some early beginnings and what now?

In 1942 the Department of Nutrition was established at Harvard University jointly in the schools of public health and medicine. It continues to stimulate and expand the teaching of nutrition in these schools, as well as in the school of dental medicine and similar schools in other universities. Nutrition is so broadly involved in health and disease that it should be woven, in an organized fashion, into many of the standard courses in these and other health professional schools. A separate, more detailed course in nutrition may be made available for those who wish to learn more about nutrition. Exposing nutrition quackery and other types of nutrition misinformation should be part of any program in nutrition education, particularly in schools of medicine, public health, and dentistry. Stimulating the teaching of nutrition in schools for health professionals requires the enthusiastic support of the dean and faculty as well as adequate financial support.     

Course design: an integration of didactic and experiential approaches to graduate training of group therapy

Graduate training programs attempt to teach group therapy courses using experiential learning methods and theoretical concepts. Presently, however, these courses often maintain a rather unstructured format for fostering an experiential group process. The literature suggests that without standardized course objectives, students are vulnerable to harm and inadequately prepared for professional demands, and faculty are insufficiently prepared with guidelines for instruction. This article reviews the historical evolution of experiential courses, raises questions about the ethical integrity of such courses in their current form, and proposes a new course design that integrates essential components of learning theory. Standards for integrating a developmental approach to learning, beginning with didactic tasks and advancing to more experiential tasks, more effectively uphold ethical principles, provide an outline for comprehensive instruction, and enhance student learning.     

School psychology at the Pennsylvania State University since 1931.

Details the history of school psychology at Pennsylvania State University, beginning with the clinic developed by R. G. Bernreuter in 1931. This clinic led to new courses, to the development of certification requirements, and state regulations for school psychologists. The growth of the program into an independent graduate program, the current curriculum, and the employment history and professional leadership of its graduates are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Five-Year Master of Environmental Engineering Curriculum

The master's degree is essentially the entry-level degree for those wanting to practice environmental engineering. Although the BS∕MSCE (environmental emphasis) path produces graduates in high demand by employers, certain parts of the environmental engineering discipline demand graduates with a more specialized degree program. In response to the need for a specialized, or “professional,” degree program, Texas Tech offers an alternative to the traditional path to becoming an environmental engineer: the Master of Environmental Engineering (MEnvE) degree. The courses in the curriculum (EnvE course numbers) are taught by either civil or chemical engineering faculty. The MEnvE degree is a five-year “freshman-to-master's degree” program. The BS∕MSCE (environmental emphasis) degree program and the MEnvE program essentially require the same number of credit hours and many of the same courses. One principal difference between the two programs is that the BS∕MSCE path provides graduates with a broader civil engineering or chemical engineering background while the MEnvE program provides graduates with more concentrated preparation in biology, chemistry, chemical engineering, and environmental engineering. A second principal difference is that MEnvE graduates are focused on environmental engineering design. Thus, the MEnvE degree program is referred to as a professional degree program since graduates from the program typically enter professional practice rather than continue for a PhD degree.     

法学双语课教学中度的把握

法学双语课教学中度的把握主要包括四个方面：课程设置的度、教材选取的度、课堂教学中双语使用的度和考试的度。只有把握好这几个度才有可能使得双语课教学不流于形式。     

Productive international faculty exchange: one Columbia University to Gothenburg University example

This article describes the preparation, implementation and outcomes of a visiting professor exchange experience from the United States to Sweden, and provides recommendations for other faculty who may be asked to enact a similar international role. The major goals of the visit were to coalesce the themes of the earlier administrative contacts into specific projects, and to model a scholarly faculty role consistent with the Columbia University School of Nursing mission as a World Health Organization Collaborating Centre for International Nursing Development. Professional nursing activities during the exchange visit were comprised of three main categories: teaching, consultation, and socialization. Strategies are described that enhanced the bilingual lectures for the Swedish students. The relationships that developed from consulting at the college and on site at various clinical locations culminated in the mutual identification of collaborative research projects and plans for the cross-cultural adaptation of the author's parent education model. Recommendations are made concerning the range of philosophical, institutional, professional and personal resources needed for international exchanges.     

Student and department chairman views of the performance of university professors.

Compared evaluations of students for 713 university courses taught over 4 semesters by 347 professors to rankings made by department chairmen of their faculty. The faculty were ranked by professional visibility, current research, teaching impact, communication ability, and departmental contributions. 16 of 27 rhos computed for visibility and student evaluations of teaching were negative. A substantial number of relationships for research were around zero. Relationships for teaching and communications were moderately positive. One-year stability coefficients of rankings by chairmen were high for a single chairman but considerably lower when a change of chairman took place. In a chairman's view, research and visibility are highly related, but effective teaching is only moderately related to these performance criteria. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Undergraduate grades and the Miller Analogies Test as predictors of graduate success.

Ss were "124 students who entered the graduate program at the University of Michigan during the years 1951 through 1955… . Information available on each applicant at the time of entrance included the following measures": total undergraduate grade point average (GPA), undergraduate GPA in science and mathematics, undergraduate GPA in psychology courses, MAT score, objective comprehensive examination in psychology. Measures of "success" included: GPA in graduate courses, marks on doctoral preliminary examinations, faculty ratings of potential professional contribution and potential scientific contribution. 6 tables of results are presented. The best predictor of marks in graduate courses was undergraduate GPA in science courses; it also best predicted preliminary examination grades. "The MAT significantly predicted graduate course grades and was the best predictor of potential scientific contribution of the student." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Selected outcomes of accredited programs.

For a representative sample of 149 accredited doctoral programs, 3 types of outcomes are reported: activities of students, time to degree, and employment settings of graduates. Comparisons of activities on the basis of program specialty area yielded a difference only for the activity of providing professional services (with clinical?>?counseling?>?school). Comparisons on the basis of degree type (PhD, PsyD) yielded differences for all activities except providing professional services, with PhD students and faculty reporting higher median levels of involvement. Students in PhD programs require significantly longer (approximately 1.5 years) to complete their degrees than do PsyD program students. Graduates' employment settings tend to be consistent with the specialty area of their doctoral programs with interesting shifts from initial to subsequent employment. Recommendations are made for expanding outcome assessment of graduate education and training in professional psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists in medical schools—professional issues for the future: How are rank and tenure associated with productivity and satisfaction?

The authors surveyed a random sample of 293 psychologists employed as faculty members in medical schools to evaluate professional activities, academic productivity, and work satisfaction. A relatively high response rate (62%) was obtained. Medical school psychologists devoted significant amounts of time to clinical service (30%) and research (34%). Overall satisfaction was relatively high, and participants expressed substantial enthusiasm regarding the future of psychology in medical schools. When differences were examined by tenure track and academic rank, psychologists on the tenure track and full professors displayed the highest levels of productivity and satisfaction. This pattern continued when medical school psychologists ranked their satisfaction in relation to physician colleagues and faculty in university departments of psychology. Results are discussed within the context of the rapidly evolving health care delivery system and the future of psychologists in medical schools. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists in medical schools.

Describes the results of a survey conducted by the Committee on Psychology in Medical Schools for the Education and Training Board of the American Psychological Association, utilizing 84 reports from medical schools in 1967-1969 period. Psychology's growth in medical school has followed no standard pattern, but has developed in unique fashion at each school as a function of local constellations of factors. The great expansion of psychology in medical schools has occurred in the last 2 decades, but the period of rapid growth has now ended. While psychology is still most often based within the department of psychiatry, greater diversity of locations is found in schools where psychology was established more recently. Teaching is a major function of medical school psychologists. Their main teaching contribution is to medical education, but they are also involved at all levels of psychological education. Research, which covers the full range of psychological interests, and clinical services, which are beginning to reach out into the community, are the other main functions of medical school psychologists. The satisfactions found in the medical school as a professional environment relate to the vast array of clinical populations, research facilities, and disciplines available there. Dissatisfactions are primarily a result of inadequate recognition as an independent discipline. Overwhelmingly, medical school psychologists desire a more autonomous position for psychology, most often through the mechanism of an independent department of psychology. Other mechanisms recommended are the behavioral sciences department and the "single faculty model" in which 1 university department provides psychological training to all the schools of the university. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The art of mentoring

While the golden era of mentoring may have been the age of apprentice ships in medicine, the birth of the clinical clerkship in the late 1800s provided the structure for the relationship between faculty and medical student. The last few decades, however, have seen a dramatic change in the availability of faculty to mentor students in clinical teaching settings despite a 600% increase in the number of clinical full-time medical school faculty. This work explores some of the reasons for this deterioration in mentoring and looks at the role of the mentor in professional development, specifically in the area of medical education. Recommendations for implementing structured mentoring programs within a department of surgery are provided. The article concludes with discussion of individual characteristics of the effective mentor in surgical education.     

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)     

Training practices in consultation: A national survey of clinical, counseling, industrial/organizational, and school psychology faculty.

Faculty who educate and train psychology students in consulting from clinical, counseling, school, and industrial/organizational graduate programs were identified via mail from department chairs and program directors. Of 197 faculty members identified, 89 (46.9% response rate) completed a detailed survey questionnaire about demographics and professional consulting activities, including teaching practices in consulting in their graduate program. Results were somewhat encouraging within industrial/organizational and school psychology programs and least positive in counseling/clinical programs, especially clinical programs. Detailed results are presented along with some implications for future graduate training in consulting psychology. A call is made for convening a national conference on educational standards in consulting psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How does Bennett Woods Elementary School produce such high reading and writing achievement?

The authors developed a grounded theory about how a school serving relatively advantaged children produces high reading and writing achievement compared with schools serving similar populations of students. The school's faculty is reading and writing focused, and students experience many books as they receive explicit, demanding instruction (i.e., about how to read words, comprehend, write) connected to content learning. The school offers a positive, motivating environment. In sum, many elements that potentially supported achievement were identified, including explicit teaching of skills in the context of much reading, writing, and content learning, which is consistent with balanced perspectives on reading and writing development. A major hypothesis in the grounded theory is that even with relatively advantaged populations, great efforts may be required to produce high reading and writing achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)