The need for training in forensic child psychology.

Discusses the history and philosophy of law as it relates to children and families, the language of the legal arena, the major components of the legal system, clinical assessment in the forensic setting, and the need for training in forensic child psychology. A special model for child forensic training is proposed that would promote an understanding of the legal system and issues, the referral process and treatment and placement options, and the integration of developmental and clinical child research with assessment and treatment of children and adolescents in forensic settings. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Why the studies of science need a psychology of science.

As I have argued elsewhere (Feist, 2006a; Feist & Gorman, 1998), the psychology of science is a discipline that incorporates all the major subdisciplines in psychology, in particular the neuroscientific, developmental, cognitive, personality, and social perspectives. The empirical investigations that psychologists have contributed to the study of scientific thought, interest, and achievement have substantially altered and added to our understanding of the nature of science. Moreover, psychologists of science bring unique methodological and theoretical tools to the studies of science. Only psychologists, for instance, can bring a true experimental design to the study of scientific thought and behavior. The contributions by Simonton, Gorman, Brewer and Schommer-Aikins, Runyan, and myself in this current special issue exemplify some of uniqueness and diversity that psychology has to offer the studies of science. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Why does American psychology have cultural limitations?

Comments on the discussion of culture, ethnicity, and race in American psychology by H. Betancourt and S. R. López (see record 1993-41028-001). The authors failed to discuss why there are limitations in American mainstream psychology. These limitations are related significantly to individuocentrism and neglect of sociocultural roots, experimentalism, psychological reductionism, and ethnocentrism. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Educational and training models in forensic psychology.

The field of forensic psychology has experienced remarkable growth over the past three decades. Perhaps the best evidence of this growth is the number of forensic psychology training programs currently enrolling students. Those interested in forensic psychology can choose from several types of programs aimed at different educational outcomes. In addition, opportunities for postdoctoral fellowships, continuing education, and respecialization have become increasingly more available. Despite the increased availability of forensic psychology training programs, there is little consensus regarding the core substantive components of these programs. This article will summarize the existing educational and training models in forensic psychology programs and then identify a core set of competencies that should be considered for inclusion in doctoral-level forensic psychology training curricula to adequately prepare students for the increasingly varied roles assumed by forensic psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

California's training octad in clinical psychology.

In this article the author argues that a mental health service has the inherent responsibility to train personnel if it is to meet its obligations of public service. Nine underlying assumptions are intended to serve as the foundation of psychological services for California's Department of Mental Hygiene. To meet these service needs and responsibilities, eight separate approaches to the training of clinical psychologists have been developed. The eight approaches include: scholarships, internships, career development training, specialized training, interfacility training travel, educational leave, consultation, and university affiliation. These eight approaches to training illustrate the fundamental and substantial emphasis given to training by the Department of Mental Hygiene and throughout Psychological Services. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The crisis in clinical psychology training.

"The directors of university clinical-psychology training programs and state-level psychologists of the 10 northeastern states met in Princeton in June 1962 to consider joint responsibilities, focusing particular attention on the nature of internships. Analysis of fact sheets, completed by both university and state participants prior to the meeting, indicated an acute shortage of doctoral clinical-psychology candidates and of qualified students accepting internships." Suggestions of participants "included (a) expansion of present doctoral training programs, (b) additional training programs including retooling of current masters' programs, (c) and experimental development of professional schools." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate training for community clinical psychology.

"In this paper we will review some of the basic principles which seem to underlie the training of psychologists for professional careers in the field of mental health, examine these principles in relation to the developments that have occurred in this field since World War II, explore the implications of these factors for graduate training in psychology in general and clinical psychology in particular, and describe a training program in which we are attempting to apply these principles." The program at the University of Nebraska "has developed over the last 13 years." In it there has been a shift from "teaching psychological tests to teaching the use of psychologist tests as an aid to understanding people's problems." (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)     

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)     

Cluster analysis of training orientations in clinical psychology.

Performed a cluster analysis of therapeutic approaches in clinical training on the basis of data provided in a survey conducted by G. Colletti et al (1983) of program directors of 96 clinical psychology training programs. Support was found for the emerging popularity of eclectic and cognitive behavioral training approaches in academic clinical psychology. The analysis revealed 3 relatively discrete clusters and 1 heterogeneous grouping: eclectic/cognitive-behavioral (n?=?59); broad-spectrum behavioral (n?=?13); psychoanalytic/humanistic (n?=?8); and unclassified (n?=?16). Psychoanalytically oriented training programs tended to be concentrated in large urban settings. It is suggested that the adoption of eclectic and cognitive behavioral approaches among clinical practitioners may be expected to grow as graduates of training programs emphasizing such orientations enter the field. (5 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of a clinical child psychology training program.

Growing interest in clinical child psychology has led to concern for appropriate training for the field. An example is presented of a graduate-level specialty training program that is heavily based on a scientist–practitioner model, that integrates clinical and developmental psychology perspectives, and that responds to expanded roles for clinical child psychologists. Issues to be considered in the development of such a program are noted. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Why social psychology fails.

Maintains that the failure of social psychology to develop substance and direction has been due primarily to the misguided vision that complex social phenomena can be fruitfully studied by experimental laboratory methods. Many who share this view but maintain their commitment to the experimental method are turning to nonreactive experiments in field settings. Based on matters of ethics and propriety, however, it is inevitable that these will continue in the same pattern of short-term, low-impact studies that predominated in the laboratory. Short-term, low-impact research strategies cannot, by themselves, bring us to the minimal goal of meaningful, general laws of social development and behavior, and social psychologists can only begin to grow toward that goal when the experiment ceases to be the primary modus operandi. (French summary) (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Law and psychology in Canada: The need for training and research.

Since most laws are enacted to regulate behavior, the law must make various assumptions about the way people act and how those actions can be controlled. The social scientific knowledge and skills of psychologists have many broad applications to the law. However, the full potential of law and psychology has not yet been realized in Canada. There are no joint law and psychology graduate programs in Canada, and a majority of the current psychological research has been narrowly focused on forensic issues. There is a need for increased training and research in this area to address unique Canadian issues and to avoid continued dependence on American psycholegal scholars. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

CUDCP-affiliated clinical psychology student views of their science training.

Scientist-practitioner models of clinical psychology training emphasize the quality of science training that students receive, but student views on this topic have not been adequately explored. The current study reports findings of a large-scale survey distributed to 163 clinical psychology doctoral programs affiliated with CUDCP. Student representatives from 55 programs (34%) returned responses from a total of 611 students. Although this response rate was not ideal, a number of important patterns in student perspectives emerged. The overwhelming majority indicated that science training was very important to them. Overall, students reported experiencing a fairly balanced emphasis on science and clinical work, and endorsed receiving a good amount of high-quality training in science. However, discrepancies were noted in the degree to which science training in some areas is emphasized versus desired. Implications for training experiences are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral training in clinical psychology: A students' perspective.

Clinical graduate students (N?=?448), representing 75 of the American Psychological Association-accredited doctoral programs in clinical psychology, rated their satisfaction/competence on a variety of training areas, indicated whether their training programs offered specific curriculum, and rated their personal and program's emphasis on the research-application dimensions. Results indicated that the majority of respondents rated their training as favorable, that the curriculum areas of therapy, research, and assessment are frequently offered, and that over half of the respondents and programs have common research and application emphases. Comparisons of these results with those of a similar study conducted by Walfish, Kaufman, and Kinder resulted in significant differences. Significant differences also were noted in comparisons between training and degree programs. The results are discussed in light of previous studies and in terms of the implications for training programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)