Psychologists and rehabilitation: New roles and old training models.

The role of psychologists in physical rehabilitation settings has expanded considerably over the past decades. Unfortunately, the lack of clarity regarding roles, functions, and research of psychologists in inpatient and outpatient rehabilitation settings has hampered efforts to establish guidelines for training graduate students to work in rehabilitative settings. Despite ongoing debate since the Princeton Conference in 1958, no guidelines have been recommended by Division 22 of the American Psychological Association (Division of Rehabilitation Psychology) for training doctoral students in clinical and counseling psychology programs for work in rehabilitation. This article asserts that psychology graduate students who want to work in physical rehabilitation settings should (a) have core training in psychology and (b) receive coursework and practica in working with persons who have chronic illnesses and injuries. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Asian international students' intentions to seek counseling: Integrating cognitive and cultural predictors.

This study integrated several cognitive and cultural predictors of Asian international students' intentions to seek counseling. Data from 295 Asian international students were used to determine whether help-seeking intentions could be predicted by a combination of cognitive variables (i.e., counseling attitudes and stigma concerns) and cultural factors (i.e., acculturation, Asian values, and loss-of-face concerns). Data supported a partially mediated model, such that participants who endorsed more traditional Asian values reported less positive counseling attitudes and lower help-seeking intentions. Contrary to expectations, however, loss-of-face and stigma concerns were associated with stronger intentions to seek counseling, which may have been due to participants' fears of sharing psychological problems with significant others and preference for the confidential nature of the counseling relationship. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Clinical inferences about depression and physical disability.

Individuals who are physically disabled are often expected to be depressed and to mourn their condition. It is relatively unknown, however, how these expectations influence psychologists' inferences about the emotional status of those who have a physically stigmatizing condition. Sixty-nine doctoral students in the American Psychological Association approved clinical and counseling psychology programs rated their expectations for depression in a person after viewing a videotape of the person in varied conditions of physique and affect. The results indicate that the presence of physical disability did not moderate the assessment of depression. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Examining multicultural counseling competencies of graduate students in psychology.

This investigation examined the multicultural counseling competencies of graduate students in counseling and clinical psychology programs. A national sample of 344 students participated. The participants completed the Multicultural Counseling Inventory (G. R. Sodowsky, R. C. Taffe, T. B. Gutkin, & S. L. Wise, 1994) and a demographic questionnaire. Results indicated that counseling psychology students rated themselves as more multiculturally competent than clinical psychology students in three of the four multicultural competency areas. Different educational and clinical variables were predictive of multicultural counseling competencies for the two groups. Findings are discussed in terms of education and training in graduate psychology programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral Programs in Psychology, 1957-1958.

Each fall the APA Education and Training Board sends to every graduate department with an approved program in clinical or in counseling psychology a detailed questionnaire. This questionnaire asks for information about the number of faculty members in the graduate training program, the number of full-time and part-time graduate students, the number of persons admitted to candidacy for the PhD, the number of PhDs granted the preceding year, and the number of graduate students admitted. This article presents a summary of the data obtained via these questionnaires. The authors suggest that for more precise information, a more complete questionnaire with carefully defined categories of training areas or subject matter would need to be answered by graduate departments, including both those with approved programs and those without them. (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)     

Research training in counseling psychology: Some preliminary data.

Surveyed 35 current students (aged 21–40 yrs) and 34 PhD graduates (aged 28–52 yrs) from a graduate program in counseling psychology to assess (a) whether attitudes toward research changed during and after graduate school and (b) what activities/factors within graduate training affect research skill and interest. Using a combination of current and retrospective reports, it was found that although Ss at all levels perceived their training program's expectations for research as greater than students' own wants, students' interest in research (doing and valuing) increased as they progressed through training and afterwards. Three factors within graduate training that facilitate interest and skill in research are hypothesized: (1) social/interpersonal interaction; (2) training in applied, practical, and less traditional approaches to research; and (3) early, active involvement in research. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral students' comparative evaluations of best and worst psychotherapy supervision.

68 male and 74 female advanced clinical and counseling psychology graduate students from 37 programs completed questionnaires comparing their best and worst supervisory experiences in terms of context, personal attributes of the supervisor, and specific interactional aspects. Results indicate that quality of supervision was not related to self-reported intellectual or emotional resources of trainees; training site; population serviced; or the gender, experience, sociability, or primary career activity of the supervisor. The best discriminators of quality were perceived expertise and trustworthiness of the supervisor, duration of training, and an emphasis on personal growth issues over the teaching of technical skills. Highly regarded supervisors were psychodynamic as opposed to behavioral, established supportive relationships, and communicated expectations and feedback clearly. Sexist behavior and authoritarian treatment were particularly detrimental to quality of supervision. These differences were not mediated by prior experience, gender, or theoretical orientation of the respondents. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Student Perspectives on Clinical and Counseling Psychology Practica.

Clinical practica are essential to the training and socialization of future clinical and counseling psychologists. When training expectations are not met, however, students may not be candid about these gaps, instead opting to grin and bear it. A sample of 321 doctoral psychology students responded to a survey that qualitatively and quantitatively assessed their expectations and actual training experiences at practicum. Results indicated that although many students received what they expected, a large minority did not, in areas ranging from work responsibilities to primary supervision. Implications for students, practicum, graduate programs, and the profession are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An Exploratory Examination of Student Attitudes Toward "Impaired" Peers in Clinical Psychology Training Programs.

Do psychology students view their training programs as doing enough to appropriately identify, accommodate, and possibly dismiss students who manifest significant impairment? This study reports the general findings of an exploratory survey distributed to clinical psychology graduate students. Overall, students viewed impairment as a highly sensitive and inadequately addressed issue. Students commonly reported frustration with and concern for impaired colleagues. A few respondents indicated that the terms impaired and problem student were insensitive and that greater attention needed to be given to "impaired" training contexts. Implications regarding formal standards for interpersonal functioning and programmatic supports for students are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mental illness stigma as a mediator of differences in Caucasian and South Asian college students' attitudes toward psychological counseling.

Previous research has established that Asian Americans use mental health services less frequently and hold poorer attitudes toward psychological counseling than Caucasians. The authors directly tested whether stigmatizing beliefs regarding mental illness might explain such differential attitudes toward counseling in a South Asian and Caucasian student sample. Using mediation analyses, the authors examined 2 aspects of stigma posited to affect help-seeking attitudes: personal stigmatizing views and perceptions of the public's stigmatizing views directed toward persons with mental illness. First, the authors found that Caucasian (n = 74) college students revealed more positive attitudes toward counseling than did South Asian (n = 54) students. Second, in terms of mediation, increased personal stigma, but not perceived stigma, expressed by South Asians partially mediated and accounted for 32% of the observed difference in attitudes toward counseling services. These findings support a long-standing conjecture in the literature regarding the increased significance of stigma processes on disparities in majority-minority help-seeking attitudes. They also suggest that efforts to reduce disparities in attitudes toward counseling for South Asian students specifically should incorporate interventions to reduce the increased stigma expressed by this community, particularly related to a desire for social distance from persons with a mental illness. (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)     

On selection and "deselection."

While N. Hirschberg and S. Itkin (see record 1979-27229-001) assume that the key to increasing the number of students who complete doctoral programs in psychology is more accurate selection, the percentage of students who complete these programs could be increased by examining the interpersonal processes of graduate programs in as much detail as the intrapsychic structures of students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Nonwhite Students in Counseling Psychology: A Closer Look.

Thirty-three doctoral programs responded to a survey assessing the racial/ethnic composition of doctoral students and student applicants. Different conclusions were drawn from four methods that were used to calculate the representation of the racial/ethnic groups in the applicant pools and enrollments in American Psychological Association (APA) and non-APA-approved counseling psychology programs. The data suggest that underrepresentation of nonwhites in our graduate programs is not due to the differential utilization of admissions standards for nonwhites, as opposed to other applicants, but rather to the small number of nonwhite students who apply. Although most programs design activities to recruit nonwhite applicants, few programs do as much as possible. Suggestions are presented for making psychology in general, and counseling psychology in particular, more attractive to undergraduate blacks. More nonwhites must view psychology as an appropriate major if the potential pool of graduate school applicants is to increase. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Changes in counseling skills during graduate and undergraduate study.

Compared 13 graduate students in a 1-yr counseling psychology program with 13 psychology undergraduates. 20-min counseling sessions were held on a pre- and postacademic year basis, and counselor verbal responses were analyzed using the C. E. Hill et al (1981) counselor verbal response category system. Undergraduate and graduate Ss both decreased their use of minimal encouragers and increased their information responses, closed questions, and restatements. Graduate-trained Ss used more open questions and more confrontations and tended to use fewer interpretations than did undergraduates when postinterview responses were compared with preinterview responses. Undergraduates increasingly used other responses, whereas graduates virtually eliminated these irrelevant responses from their postyear verbal behavior. In addition to changes in verbal behavior, graduates increased their inner-directedness and self-acceptance as measured by the Personal Orientation Inventory. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Institutional affiliations of contributors to scholarly and professional activities in counseling psychology: 1980–1983.

Used presentations at Division 17 programs of the American Psychological Association conventions, affiliations of authors of articles in the Journal of Counseling Psychology and The Counseling Psychologist, and Division 17 leaders to determine that the University of Maryland (College Park), Ohio State University, and the University of Iowa were the most highly active institutions in counseling psychology over the period 1980–1983. The size of the faculty and faculty rewards and pressures appear to be factors in determining ratings. Counseling psychologists in nonacademic settings are disadvantaged in making research contributions by these factors. Since most current counseling and clinical psychology graduate students are trained to be practitioners, it is suggested that research and professional leadership dimensions should be measured on their value to practitioners. It is further suggested that quality of supervision, knowledge of practitioner skills, and capacity to meet credentialing and/or licensing requirements should be included in evaluating graduate education in counseling psychology. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Empirical investigation of the cognitive mediational paradigm for research on counseling.

Examined relations among counselor and client cognitions, behaviors, and ratings in 29 counseling sessions involving 10 different counselor–client pairs, using stimulated recall and content analysis. Clients were university students; there were 4 counselors with 7–25 yrs' experience and 3 who were counseling interns. The design of the study permitted assessments of the impact of counselor experience (novice vs experienced) and stage of counseling (early, middle, and end) on these variables. Consistency in various parts of the sequential chain of counselor intention (counselor behavior, client perceptions of counselor intention and behavior, client cognitive processing, and client behavior) was lower for interpersonal cognitive than for interpersonal behavioral or intrapersonal cognitive–behavioral links. Consistency across different elements in this chain was observed to account for a significant proportion of the variance in counselor ratings of session effectiveness. Consistent, interpretable patterns observed across counselor intentions, counselor behaviors, and client cognitive processing are discussed. Relatively few effects of stage of counseling or of counselor experience were observed. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Health care psychology and graduate education.

Contends that health care (HC) psychology should be more strongly emphasized in graduate clinical psychology training programs so that clinical psychologists can better meet demands for services that come from society, the HC field, clinical psychology itself, practicing clinical psychologists, and clinical psychology graduate students. The relationship of clinical psychology to HC psychology and the efficacy of training in HC psychology to meet those sources of demand are described. Various means of implementing graduate programs that stress or include HC psychology are discussed. (26 ref) (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)