Group supervision practices at psychology predoctoral internship programs: A national survey.

Group supervision is widely practiced, yet little is known about the frequency of use and how it is actually practiced. A national survey of psychology predoctoral internships was conducted to examine current practices of group supervision. Data were collected on characteristics of the leader, the structure and content of group supervision, and leaders' perceptions about the unique qualities of group supervision. The 243 returned surveys showed that group supervision was conducted at a majority (65%) of the sites. The survey indicated that groups typically consist of 3 to 5 interns who meet weekly for the entire internship. Group supervisors were also found to enjoy conducting group supervision and to have extensive experience in doing so. Results about the content of group supervision and the perceived unique characteristics are also presented, along with suggestions for future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A survey of clinical psychology training in Canadian federal corrections: Implications for psychologist recruitment and retention.

Although survey results seem to indicate an abundant interest among Canadian psychology graduate students in pursuing training in criminal justice psychology, the recruitment and retention of psychologists in the Correctional Service of Canada (CSC) has been of some concern. The present study is a 2008 survey of sites within CSC that provide opportunities for clinical psychology training with offender clientele. Survey findings demonstrated that a broad range of clinical psychology training opportunities were available across 16 sites. The most frequently cited barrier to providing training was lack of time by prospective trainers, and sites reported retaining relatively few of their trainees for subsequent psychologist positions. Information was also obtained regarding vacant psychologist positions across CSC regions. In light of survey findings, substantive discussion is devoted toward the issues of psychologist recruitment and retention in Canadian federal corrections, including a discussion of both potential and existing training initiatives. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The dissertation in professional psychology programs: I. A survey of clinical directors on requirements and practices.

Examined dissertation policies and practices in 40 Vail-model, clinical psychology programs. A survey of their training directors revealed that 90% of programs required a dissertation, but only 25% dictated that the dissertation be empirical. Traditional experimental and correlational designs accounted for 66% of completed dissertations, and 34% reflected less traditional methodologies. All but the dissertation (ABD) rates averaged 24% 2 yrs after students' expected graduation. Dissertation methodologies were unrelated to ABD rates. Results were discussed with regard to potential obstacles to dissertation research and the need for training programs to encourage appropriate and innovative methodologies to answer relevant questions in the field of clinical psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An occupational analysis of consulting psychology: Results of a national survey.

Surveyed 143 consulting psychologists (aged 31–85 yrs) who are members of the American Psychological Association's Division of Consulting Psychology to obtain an occupational analysis of consulting psychology. Results suggest that consulting psychologists see themselves as primarily serving individual and organization consultees in business/industrial and hospital settings. The skill most important to professional identity is general problem solving. When the graduates of the de facto specialties were examined for consultation education and practice differences, few differences emerged, indicating that no recognized specialty better trains consultants. Results are discussed in light of the need for specific course work, supervised experiences, and professional development in consulting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychotherapy supervision practices of academic faculty: A national survey.

A national sample of 300 American Psychological Association (APA) Division 12 members who hold academic appointments was surveyed about psychotherapy supervision practices. Of the 50.7% who returned questionnaires, results are reported for the 38.3% who described themselves as full-time faculty who regularly provide psychotherapy supervision. While there were substantial individual differences, the average academic supervisor devoted nearly seven hours per week to providing individual and group supervision and was responsible for an average of four graduate trainees, each of whom carried four cases. Despite the professional time commitment and attendant responsibilities and liabilities, 50% of faculty supervisors reported no additional compensation beyond their regular salaries. Also discussed are proportion of time allocated to various supervision modalities (e.g., live supervision) and gender differences in supervision. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A survey of instructional practices in Canadian psychology departments.

Results of a survey of 43 heads of psychology and educational psychology departments in Canadian universities indicate that Canadian psychology departments are largely traditional in their approaches to teaching, instructional evaluation, and assessment, and there is little evidence that recent psychological research on learning has made any impact on day-to-day teaching activities. They make only limited use of instructional objectives and criterion-referenced testing and assess students primarily by means of multiple-choice tests, essay examinations, or term papers. It is argued that academic psychologists could do more to promote more effective learning by translating the relevant research findings of their own discipline into pedagogical practice. (French abstract) (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

In support of university-affiliated schools of professional psychology.

Explores the history and rapid development of professional schools; addresses societal, professional, and student demands for such programs; and argues for the desirability of placing these programs within traditional university structures. Data are presented in the form of national and statewide mental health needs that support the need to expand professional training, and illustrations are provided for assessing regional needs and for using these data to determine potential enrollment figures. A structure and an organized, centralized set of current references are provided that can be used in the development of university-based professional school programs. (53 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rethinking psychology and the schools: Implications of recent national policy.

Social reforms affecting society often are played out in America's schools. Within the past 3 years, the federal government and many states have passed massive social reforms, all of which affect schools, children, and families. This article explores 2 converging reform movements: education and health care reform. Education reform, which is addressed nationally in the Goals 2000: Educate America Act of 1994, the Improving America's Schools Act of 1994, the School-to-Work Opportunities Act of 1994, and the pending reauthorization of the Individuals With Disabilities Education Act (1994), is producing dramatic transformations at federal, state, and local levels. Although comprehensive national health care legislation has failed to gain passage, many states and national groups are promoting schools as health service delivery sites. Thus, social reform movements in education and health care are converging within the single social institution that touches the lives of every American citizen—the schools. This article explores the challenges and opportunities for psychology in addressing social reforms associated with the schools. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A national survey of American Psychological Association student affiliates' involvement and ethical training in psychology educator-student sexual relationships.

What would you do if during your psychology training you became aware that another student and educator in your program were involved in a sexual relationship with each other? This is one of many questions that were posed to present American Psychological Association student affiliates. Participants were also asked about their knowledge and involvement in sexual contacts and advances with psychology educators, their beliefs about such contacts, and the adequacy of their ethics training. Results show that sexual behaviors are still occurring and that many students would not feel safe pursuing any type of action to address such relationships. There is still much progress to be made in training students and educators in identifying, addressing, reporting, and enforcing sexually related ethical issues. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mental health values of professional therapists: A national interdisciplinary survey.

We conducted a national survey of clinical psychologists, marriage and family therapists, social workers, and psychiatrists to assess values pertinent to mental health and psychotherapy. The survey revealed considerable agreement among mental health professionals about this specific values domain. There was a strong relationship between their views of a value's importance for a positive, mentally healthy life-style and its usefulness in guiding psychotherapy. Differences in the characteristics of therapists were correlated with differences in their values. We also found factors related to value differences between professional groups. Implications for therapeutic philosophy and practice are considered, and the need for explicitness concerning values is emphasized. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contemporary counseling psychology: Results of a national survey.

Conducted a national survey of counseling psychologists to examine counseling psychology in its current state of development. A 6-page questionnaire, which examined such variables as demographics, professional activities, institutional affiliations, and training satisfaction, was mailed to 980 members of Division 17 (Counseling) of the American Psychological Association (APA). Of these, 716 (73%) usable questionnaires were returned. Counseling psychologists (aged 29–84 yrs) were found (a) to spend the majority of their professional time providing individual psychotherapy, (b) to be primarily eclectic in theoretical orientation, (c) to be increasingly identified with the work setting of private practice, and (d) to be generally satisfied with their graduate and internship training. Additional information about counseling psychologists' professional self-views, research and publication efforts, career satisfaction, and satisfaction with the APA was also obtained. Findings are discussed in relation to the present and future of counseling psychology. (60 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A survey of the teaching of psychology in the high schools.

Presents the results of a 1964 survey on the status of high school psychology (HSP) courses. Data are presented on the extent of HSP in the US, changes in the number of HSP courses, certification requirements for HSP teachers, and general content of HSP texts. (0 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Organizational psychology: A professional application.

Data from interviews with 14 top managers in a plastics firm reveal marked differences in the opinions and attitudes of the managers and their subordinates. Managers thought everything was well planned and organized, and subordinates saw only conflicts, fighting, and disagreements. For this reason, the authors recommend a survey feedback, using standardized questionnaire results, as an important tool in analyzing an organization. Of the alternative possibilities considered, the favored method is the Profile (see record 1976-26910-001). To cover the spectrum of consequences, 5 factors are considered: direction, negotiation, consultation, participation, and delegation. Four personality dimensions are assessed by the Profile: fairmindedness, assertiveness, equalitarianism, and introspectiveness. (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Impact of computers on professional practice: A survey of current practices and attitudes.

Surveyed 227 practicing psychologists to explore the impact of computers on the everyday practice of psychology and practitioners' attitudes toward specific uses of computers. Whereas more than half of the respondents reported using computers in their practices, most restricted their use to clerical applications. Few practitioners used their computer for more clinical applications. Reasons most frequently reported for not using computers related to lacking the necessary skills and experience and to financial considerations. Overall, practitioners had positive attitudes toward a variety of specific applications of computers. Implications of these findings for facilitating the appropriate use of computers by practitioners are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceptions of heterosexual bias in professional psychology programs: A survey of graduate students.

64 professional psychology student members of the American Psychological Association's Division 44 (Society for the Psychological Study of Lesbian and Gay Issues) were surveyed regarding experiences of perceived heterosexual bias and discrimination in their graduate programs. Instances of bias, discrimination, or both were reported in the following areas: (a) textbooks and other course materials, (b) instructor comments, (c) research supervision, (d) clinical practica and internships, (e) interactions with program administrators and other faculty, (f) teaching assistantships, and (g) course content. Specific examples are detailed, and educational reforms are suggested. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

University clinics as field placements in school psychology training: A national survey.

Of 208 school psychology programs in the US, 193 responded to an initial letter requesting program directors to return a postcard questionnaire indicating if the program used a university-based clinic as a field placement for school psychology students. Of the 92 programs reporting use of such a clinic, 71 completed a lengthy follow-up questionnaire. 60 of these questionnaires were completed in a telephone interview, and 11 were completed by mail. The questionnaire addressed administrative/organizational (e.g., administration) and training (e.g., supervisory practices) issues. Results are reported in terms of the percentage of programs reporting different practices. Specific clinic-based field experiences and common issues in this model of field experience are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate training for managed care: A national survey of psychology and social work programs.

Although there is much discussion within the professional literature about the training needs of graduate students in response to managed care, little empirical research exists that assesses the extent to which graduate programs provide training opportunities in this field. The present study surveyed graduate program training directors in clinical psychology, counseling psychology, and social work about the training opportunities available for their graduate students. Almost 60% of the respondents indicated that they provide some type of training related to managed care. Implications and applications of these results are addressed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The graduate student viewpoint on internship preparedness: A 2008 council of university directors of clinical psychology student survey.

To better understand the graduate student viewpoint on quality of preparation provided by graduate programs in terms of the internship application process, the current study surveyed students enrolled in member programs of the Council of University Directors of Clinical Psychology (CUDCP). Six hundred seventy-four students completed a questionnaire designed to assess perceptions regarding preparation for the internship application process, relative prioritization of individual application components, and faculty behaviors that contribute to student anxiety related to the application process. Results demonstrated that student subgroups based on internship status (i.e., those who have not yet applied, current applicants, and current interns) significantly differed on many issues related to internship preparation. The findings suggest that graduate programs are not placing enough emphasis on the conveying of internship-related information early in a student's training. Furthermore, the findings highlight training techniques and faculty behaviors that can be adopted by programs to increase preparedness and reduce anxiety among applicants. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training graduate students to be clinical supervisors: A survey of Canadian professional psychology programmes.

Recognising the need for training in clinical supervision, the Canadian Psychological Association (CPA) requires that accredited professional psychology programmes offer graduate students training in supervision. To fill a gap in the existing supervision literature, we surveyed training directors (or designates) of CPA accredited clinical and counselling programmes to understand how this training standard is currently being met in the area of clinical supervision. Responses were obtained from 20 of 28 programmes (71.4% response rate). Approximately 50% of respondents indicated that their programmes required some coursework related to clinical supervision, with wide variability, however, in the number of hours of coursework provided to students (range 3 to 39). Most courses included lectures and group discussion, but also often provided students with practical experience in clinical supervision provision. Only 25% of programmes required a practicum in which students gained experience in clinically supervising other students, although an additional 40% of programmes offered an elective practicum in which students gained some training in clinical supervision. Most programmes (~71%) identified strategies for improving training in clinical supervision (e.g., improving course work, requiring practical experience), but also identified challenges to offering clinical supervision training (e.g., availability of skilled supervisors, insufficient time to devote to supervision, student competency). Based on the findings, we offer some recommendations for how training in clinical supervision could be improved in Canadian professional psychology programmes as well as describe some important directions for future research in this area. (PsycINFO Database Record (c) 2010 APA, all rights reserved)