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)     

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)     

Research training in forensic psychology: National survey of forensic facilities.

A survey was sent to the 103 directors of public forensic facilities in the United States. Responses were received from 68, a response rate of 66%. Information on the facilities' involvement in training and research in forensic psychology was obtained. A number of facilities reported involvement in psychology training at different levels; graduate practicum (43%) and predoctoral internship (41%) were among the most common. Forensic psychological research was either "encouraged" or "strongly encouraged" by 59% of responding facilities. Some institutional support was also available for research. Results suggest that forensic facilities have a largely untapped potential for helping to meet the growing research and training needs in forensic psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interstate forensic psychology consultations: A call for reform and proposal of a model rule.

Forensic psychology has made important gains in professional recognition and stature in the courts, resulting in increasing demands for mobility of expertise. Current regulations regarding the interjurisdictional temporary forensic practice of psychology, however, are characterized by variability of regulations, ambiguity and inaccessibility, and continuing total barriers. A uniform, well-reasoned policy is needed. A conceptual basis for such a policy is provided by a discussion of licensing rationales and the application of these to forensic practice. Uniformity, public and professional protection, and practicability are identified as fundamental regulatory criteria. A Model Rule Regarding the Temporary Forensic Practice of Psychology is proposed for adoption by state licensing boards on a nationwide basis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Animal clinical psychology: A modest proposal.

Describes initial experiences in the development of a field of applied animal psychology dealing with the behavioral problems of pet animals. A team approach is suggested where (a) the pet's problem is analyzed; (b) a remedial training program based on classical and operant conditioning is used; (c) the owner is instructed in the implementation of the program; and (d) a follow-up assessment of the procedure's effectiveness is proposed. The case histories of 3 dogs with behavioral problems are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A framework for half-time internship training in psychology.

In the past 50 years, psychology has so heavily emphasized the full-time internship as the preeminent training model that it has often overlooked the benefits of half-time internships for educators, students, the profession, and the populations that psychologists serve. This article makes a case for the nearly forgotten half-time predoctoral internship. The history and context of the half-time internship, culminating in a recent national conference, is presented. The benefits to students, doctoral programs, and the community are described, as well as obstacles and solutions for their implementation. Implications for developing more half-time internships for psychology stakeholders are also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Health psychology training in doctoral psychology programs.

Presents the results of a Division 38 (the health psychology division of the American Psychological Association) survey of graduate training programs in psychology, along with facility-specific information on doctoral training opportunities in health psychology as of Fall 1981. 310 questionnaires were returned from psychology programs; 53 indicated that doctoral training in health psychology was available at their institution. It was found that established subspecialty programs were expanding to include health psychology, and new programs were developing in that area. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The challenge of environmental psychology: A proposal for a new functionalism.

Argues that the hardship conditions under which man evolved put a high premium on rapid and efficient information handling. Currently maladaptive behavior with respect to overpopulation and environmental decline may be in part the result of an inadequate conception of what the future holds. The missing knowledge is unlikely to be verbal. Substitutes for experience that enhance imagery of alternative futures may be pivotal. A few of the multitude of researchable topics that arise in this context are presented. It is concluded that a broad functional psychology could find much to learn, study, and contribute in the environmental area. (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)     

Clinical training issues for behavioral psychology.

Discusses the implications, advantages, and disadvantages of 3 emphases in behavioral training—technique based, theory based, and scientific method based. The "technique" philosophy implies that students should receive direct instruction in techniques with proven effectiveness, that they should be enabled to determine the appropriateness of a technique for a particular client, and that they should become adept at evaluating research literature for documentation of treatment effectiveness. An emphasis on learning theory implies that students who are well trained in behavioral principles will be equipped to develop their own techniques. The goal of training in scientific methodology is to provide students with widely applicable, broadly based concepts for analyzing and treating clinical problems. (62 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The forensic psychology section in a state hospital.

A psychology section functioning in a forensic services center is described. The legal questions that must be dealt with in such a setting are explained, and psychology's role in answering these questions is explored. The goals of treatment in a forensic unit, which focus on educating a defendant to competency for trial, are discussed, and an example of a treatment program is presented. The functions of a psychologist in a forensic setting are compared and contrasted with those of a psychologist in the general mental health field. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical psychology training: A British perspective.

As a result of a 5-mo visit to America by a British clinical psychologist, a comparison was made of clinical psychology training in both countries. Similarities and differences are discussed in light of recent developments. Topics of interest include professional orientations, accreditation, program content, and activities of professional organizations. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethics training in school psychology.

Outlines topics and methods in ethical issues that can be integrated into ethics training in professional school psychology programs. These topics include professional ethical codes and regulatory schema, basic philosophical foundations of ethical principles, and models of ethical decision making. Teaching methods and processes are discussed, including teaching and modeling, practicum-based processes, and seminars in ethics. Suggestions for future training in ethics include evaluation of models of instruction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Forensic psychology and forensic science: A proposed agenda for the next decade.

The field of forensic psychology has matured as a discipline, having made considerable progress toward the goal of a close integration of foundational science with practice. Substantial challenges remain, however. This article first reviews the progress of the discipline over the past 3 decades by considering the recommendations made by previous commentators (Grisso, 1987; Otto & Heilbrun, 2002; Poythress, 1979) and the extent to which identified priorities have been met. Next, it analyzes a recent multidisciplinary report addressing the current state of forensic science in the United States (National Research Council, 2009), using the recommendations from this report as another source of guidance for tracking the progress in forensic psychology. Finally, it identifies important priorities for the field of forensic psychology for the next decade in light of this discussion. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate training in philosophical psychology.

Reports the results of a survey on graduate training in philosophical psychology sponsored by American Psychological Association Division 24. 305 schools were contacted, with 160 schools responding. Only 5 of the 160 schools offered a specialty in philosophical psychology. 63 schools reported that there was no emphasis on theoretical psychology, and 48 gave no information. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Canadian graduate training in psychology.

As a result of a questionnaire sent to all Canadian graduate training schools in psychology, a tabulation was made of a) qualifications for admission to each programme, b) graduate training specialty in each department, c) broad numerical comparisons of size of university with number applying and accepted for study. Overall the results indicate that the minimum qualifications for entry are a B average in 7 or 8 undergraduate psychology courses including basic experimental psychology and statistics. Qualifying years are usually offered to those who do not reach these minima. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

New directions for graduate training in consulting psychology.

This article develops the theme that the field of consulting psychology needs its own doctoral training programs. The work of Division 13 (Consulting Psychology) of the American Psychological Association in identifying model doctoral training programs in consulting psychology is described. Alternative training models to reach the same core competencies are also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Guidelines for education and training in engineering psychology.

Presents guidelines for education and training in engineering psychology to aid faculty and curriculum planners in the design of graduate programs at both the master's and doctoral level. Topics discussed include a definition of engineering psychology, the guiding philosophy, 4 domains of competency, and the need for supervised research and practical application experience. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Examining race and culture in psychology journals: The case of forensic psychology.

Scholars have argued that racial-cultural issues should be given more attention in psychological research. The American Psychological Association (APA) has instituted guidelines and policies about how to include race and culture in research, theory, and practice. Members of racial minority groups are overrepresented in populations served by forensic psychologists. This article reviews content analyses of racial-cultural issues in psychology and presents a content analysis of the treatment of race and culture in 7 forensic psychology journals between 1998 and 2003. Results indicate that less than 10% of the empirical articles addressed issues of race or culture with any depth and that the majority of the articles used a cultural deprivation paradigm. Results and recommendations for practice and future study are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)