Scale construction.

The design, development, and evaluation of scales for use in counseling psychology research are discussed. Methods of scale construction described include the Thurstone, Q-sort, rank-order methods, Likert, semantic differential, Guttman, Rasch, and external criterion methods. Strengths and weaknesses, advantages, and disadvantages are considered, and ways of evaluating newly developed scales are presented. Other issues such as measurement versus statistics, bandwidth versus fidelity, empirical versus rational methods, response bias, and multimethod measurement are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical, counseling, and school psychology: 1982.

The Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed in this article. In the institutions listed, the approved programs are directed by the department of psychology unless otherwise indicated. Programs that have not requested evaluation, and programs that have been evaluated but not approved, are not included in the list. Inclusion of an institution in this list indicates approval of doctoral programs in clinical, counseling, school, and combined professional-scientific psychology. Combined professional-scientific psychology is a new area of accreditation for programs that do not clearly fit the model for separate programs in clinical, counseling, and school psychology. This area of accreditation is defined as a combination of clinical, counseling, and/or school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical, counseling, and school psychology: 1979.

The Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology. In the institutions listed in this article, the approved programs are directed by the department of psychology unless otherwise indicated. Programs that have not requested evaluation, and programs that have been evaluated but not approved, are not included in the list. Readers desiring information on training goals and approaches of specific programs are encouraged to write directly to the department in which the programs are offered. The criteria for evaluating these programs can be obtained from the Accreditation Office. Inclusion of an institution in this list indicates approval of doctoral programs in clinical, counseling, school, and combined professional-scientific psychology only, Inclusion or noninclusion carries no implications for other graduate programs in psychology or for programs of graduate education in other disciplines. Combined professional-scientific psychology is a new area of accreditation for programs that do not clearly fit the model for separate programs in clinical, counseling, and school psychology. This area of accreditation is defined as a combination of clinical, counseling, and/or school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behold our creationp What counseling psychology has become and might yet become.

Probes the conceptual and philosophical foundations of counseling psychology and considers possible futures of the specialty. Brief excursions into the histories of Western thought and US psychology are taken to situate the perspectives and values that are fundamental to the unique identity of counseling psychology. Two studies are presented that deal with the value commitments endorsed by counseling psychologists and the ways in which this pattern of value commitments differs from the values endorsed by other specialties within psychology. Finally, the importance to the specialty of each counseling psychologist imaginatively projecting himself or herself into his or her future as a professional is highlighted. It is hoped that as each counseling psychologist uses such futuristic fantasies to fine-tune his or her professional values and career goals, the specialty of counseling psychology will benefit from the consciously, self-directed efforts of each of its members. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Model for the delivery of career development programs by the college counseling center.

Presents a rationale for the organization of innovative and traditional programs in a multiservice approach to providing career development services. A 2-dimensional 12-celled model is presented for the delivery of counseling services by the college counseling center. The 1st dimension distinguishes counseling approaches according to the amount of counselor–client contact during counseling. The 2nd dimension classifies counseling services according to a developmental scheme of counseling goals. It is noted that the use of the model would provide many of the advantages of a counseling classification system including effective and efficient application of counseling services. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Educational facilities and financial assistance for graduate students in psychology: 1959-1960.

This report is similar to previous articles on educational facilities and financial assistance for graduate students in psychology. Institutions with graduate programs in psychology are listed, with information supplied by the respective departments. Schools not returning up-to-date information are not included, for no listing is based on information of previous years. There is no evaluation of these programs and no implication of approval of them by the American Psychological Association, except those doctoral programs in clinical psychology and in counseling psychology that are indicated by the phrase, "PhD in clinical and counseling APA-approved." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counseling psychology in behavioral medicine and health psychology.

Counseling psychology can make a contribution to the newly emerging fields of health-related behavioral science, but the nature of that contribution will depend on counseling psychology's willingness to develop new perspectives and practices. The present authors compare 2 of these health orientations, behavioral medicine and health psychology, in an effort to establish counseling psychology's relationship with either of these approaches. Three areas of training and application are surveyed, which the current research suggests will offer opportunities for meaningful participation by counseling psychologists. Such opportunities for important work in these health-related areas will call on counseling psychology's traditional psychoeducational strategies and creative new methodologies and perspectives. (55 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counseling psychology from 1971 to 1986: Perspective on and appraisal of current training emphases.

Observers have speculated about changes in counseling psychology over the past decade. In this investigation we compared the perspectives of 1971 and 1986 directors of American Psychological Association-approved counseling programs on emphases given to various components of training and found no changes over the 15-year interval. The 1986 directors perceived current training as emphasizing applied and theoretical aspects of social-emotional and education-vocational counseling, group work, and research skills. Although 1986 directors felt that their training programs' strengths rested on more traditional aspects of the counseling specialty, they perceived counseling students' interests as focused on other areas (e.g., marriage counseling). Implications for the identity of counseling psychology and training in the specialty are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Signifying significant significance.

Examined publication practices in counseling psychology by reviewing 3 counseling psychology journals from 1967 to 1970 to determine the frequencies of articles reporting rejection at the traditional alpha levels. Of 1,046 articles examined, 86% used tests of statistical significance. Findings suggest that "traditional" significant results were related to publication. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical and in counseling psychology: 1969.

Provides a list of doctoral programs in clinical and counseling psychology. On the recommendation of the Committee on Evaluation, the Education and Training Board has recommended and the Board of Directors of the American Psychological Association has approved the doctoral programs in clinical psychology and in counseling psychology that are conducted by the institutions listed here. In the institutions listed, the approved programs are directed by the department of psychology unless otherwise indicated. Programs that have not requested evaluation and programs that have been evaluated but not approved are not included in the list. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

University-based graduate training of community agency workers: A pilot collaboration project.

The 1996 Welfare to Work Mandate has had a significant impact on the lives of families that use public assistance. What role can university counseling and psychology training programs play in the facilitation of this mandate that is intended to return welfare recipients to work? The Welfare Reform Act is discussed in relation to an innovative program that provides graduate-level training for bachelor's-level social service workers to meet the challenges of new service-delivery mandates. Relevance of this collaborative effort to professional psychology is explored, and implications for training master's-level graduate students are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reconceptualizing social influence in counseling: The Elaboration Likelihood Model.

Previous investigations of attitude change in counseling based on S. R. Strong's (see PA, Vol 42:12025) social influence model have yielded mixed and inconclusive results. Such findings resemble the state of attitude change research that until recently existed in social psychology. In this article we introduce a model of attitude change from social psychology, the Elaboration Likelihood Model (ELM) of persuasion, which has served to unify some of the conflicting results in social psychology. The ELM may potentially account for the inconsistent findings within counseling psychology, providing a reconceptualization of the social influence process that builds upon Strong's (1968) theory and subsequent research. We also provide guidelines for the integration of recent social and counseling literatures in regard to the interpersonal influence process as represented by the ELM. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counseling psychology in clinical health psychology: The impact of specialty perspective.

Not all clinical health psychologists are trained as clinical psychologists. A significant minority is trained and identifies as counseling psychologists. As a field, it is important to understand how the specialty-specific values, training context, scholarship, and parameters of practice of counseling psychology contribute to clinical health psychology. In this article, we (a) identify the core values and training context of counseling psychology, (b) review the scholarly history of clinical health psychology by counseling psychologists, (c) present the parameters of practice of clinical health psychology as identified from the extant counseling psychology literature, and (d) examine American Psychological Association membership status to investigate joint membership in the Division of Health Psychology and the Society of Counseling Psychology. Conclusions indicate that (a) an identifiable set of core values guides the training of counseling psychologists, (b) scholarly literature by counseling psychologists has contributed to the growth and development of clinical health psychology, and (c) parameters of practice reflect the specialty-specific perspective of counseling psychology. As professional psychology continues to grow as a health care profession, clinical health psychology will benefit from the knowledge, values, attitudes, competencies, and practice parameters of counseling psychology, and counseling psychology will benefit from recognizing what it brings to the practice of clinical health psychology. (PsycINFO Database Record (c) 2011 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)     

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)     

Development and validation of the Counselor Response Questionnaire.

A 15-item paper-and-pencil questionnaire measuring effectiveness in the selection of appropriate counselor responses to client statements was developed from a microcounseling orientation. The Counselor Response Questionnaire (CRQ) is intended primarily for measuring beginning counseling skills. The sample included 157 undergraduates in an introductory psychology course, 19 advanced undergraduates and graduate psychology majors with some training in counseling skills, 80 paraprofessional drug-abuse counselors, and 15 doctoral-level counselors and clinical psychologists. The internal consistency, test–retest reliability, and factor structure of the CRQ are discussed, and the discriminant validity of the CRQ is supported by results from a discriminant analysis. Additional evidence of validity is given by the correlation of scores on the CRQ with rankings of paraprofessional counselor trainees on counseling effectiveness and with ratings of responses in a simulated counseling interview. The overall results indicate that the CRQ is a valid and efficient measure of beginning counseling skills. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counseling psychologists in Veterans Administration regional offices.

Surveyed 223 27–70 yr old counseling psychologists employed in VA regional offices to obtain data on their professional memberships, licenses and certificates, job duties, and theoretical orientation (primarily client centered). Most of the Ss held master's degrees in rehabilitation counseling or counseling and guidance and appeared to be more strongly identified with rehabilitation counseling than with traditional counseling psychology. Their major professional activity was vocational educational counseling. Results are discussed in relation to the role of counseling psychologists and the definition of "psychologist." (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multilevel modeling: Overview and applications to research in counseling psychology.

Multilevel modeling (MLM) is rapidly becoming the standard method of analyzing nested data, for example, data from students within multiple schools, data on multiple clients seen by a smaller number of therapists, and even longitudinal data. Although MLM analyses are likely to increase in frequency in counseling psychology research, many readers of counseling psychology journals have had only limited exposure to MLM concepts. This paper provides an overview of MLM that blends mathematical concepts with examples drawn from counseling psychology. This tutorial is intended to be a first step in learning about MLM; readers are referred to other sources for more advanced explorations of MLM. In addition to being a tutorial for understanding and perhaps even conducting MLM analyses, this paper reviews recent research in counseling psychology that has adopted a multilevel framework, and it provides ideas for MLM approaches to future research in counseling psychology. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

APA-Approved Doctoral Programs in Clinical, Counseling, and School Psychology: 1976.

The American Psychological Association Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed below. In the institutions listed, the approved programs are directed by the department of psychology unless otherwise indicated. Programs that have not requested evaluation, and programs that have been evaluated but not approved, are not included in the list. Inclusion of an institution in this list indicates approval of doctoral programs in clinical, counseling, and school psychology only. Inclusion or noninclusion carries no implications for other graduate programs in psychology or for programs of graduate education in other disciplines. The institutions listed below have been reported to the U.S. 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 the areas indicated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)