The employment of 1979 and 1980 doctorate recipients in psychology.

Summarizes the American Psychological Association's 1979 and 1980 Doctorate Employment Surveys. As was found in the 1975–1978 surveys, the unemployment rate for these 4,138 individuals with new doctorates in psychology was low (1.7%), and the vast majority of those employed in full-time positions had jobs related to psychology (95.2%). The academic job market, especially in universities, continued to decline, while increasing percentages found employment in nonacademic settings, particularly organized health care settings. The 1979 and 1980 surveys also addressed the issues regarding the frequency and characteristics of secondary employment, sources of support for graduate training, and geographic location after graduation. The results and trends in the employment of 1975–1980 doctorate recipients are presented and discussed. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The employment of 1981 and 1982 doctorate recipients in psychology.

Summarizes the results of the American Psychological Association's 1981 and 1982 survey on doctorate employment and describes the employment status, employment settings and positions, sources of financial support for graduate training, geographic location after graduation, and trends in the employment of 1975–1982 doctorate recipients. Findings show that the employment market for doctorate recipients has stabilized. Many of the results of these surveys show little or no change from the results of the 1979 and 1980 surveys. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Baccalaureate origins of doctorate recipients in psychology: 1920–1980.

Searched the National Research Council of the National Academy of Sciences (1982) records to determine the baccalaureate origins of recipients of doctorates in psychology from 1920 through 1980. Most recipients received their undergraduate education at major universities. The one exception was Oberlin College, a primarily undergraduate institution. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The psychology of 1975: An extrapolation.

In 1975 "our motive in studying psychology will continue to be primarily the fact that we have cognitive needs… . The creativity excitement of today will be geometrically expanded… because even the creativity abstraction is itself an exciting abstraction." The "new realm of knowledge to which Freud above all, has led… . [and] the huge legacy of Ivan Pavlov and our Soviet colleagues" will be utilized. Outrageous hypotheses are desirable tools. Advances in 4 fields will "make major impacts upon psychology: genetics, neurophysiology, perception theory, and ecology… . It is perfectly plain that among all the behavioral sciences psychology is central." Major sections are: Prediction Models, Radar into the Future, The "Specious Present," Biological Vistas, Outrageous Hypotheses, and New Psychologies? (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Full disclosure data on clinical psychology doctorate programs.

The purposes of this article was to examine the rates at which Council of University Directors of Clinical Psychology (CUDCP) doctoral programs provided full disclosure information on their respective Web sites. Additionally, consistency of full disclosure data was examined using internship match rates, and summary statistics are provided for a normative basis. Of 153 programs, at least some data were located for 111 programs. Large discrepancies were found when comparing internship match statistics reported by programs with match statistics listed by Association of Psychology Postdoctoral and Internship Centers (APPIC). The mean profile of a CUDCP program includes about 160 applicants per year, of which the program admits eight new graduate students. These eight new graduate students have a GRE verbal score of 590, a quantitative GRE score of 650, an undergraduate GPA of 3.63, and take 6.5 years to complete their doctoral degree (including internship). These programs reported an average match rate of 93%. Given the Committee on Accreditation's (CoA's) new mandate for reporting program disclosure variables, the article concludes with recommendations for how best to report these data. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

PhD recipients in psychology and biology: A comment.

Comments that the article by H. Schuckman (see record 1988-11977-001), reporting no difference in the rate of publication of male and female biology and psychology students in the 4 yrs following receipt of their PhD degrees, parallels the results of E. Goldstein (see record 1979-25912-001), and are in contrast with results reported by J. R. Cole and H. Zuckerman (see record 1988-15525-001). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Some recent developments in psychology in Mexico.

Discusses educational, administrative, and research issues which have become important in Mexican psychology since 1968. Attempts to launch a scientific psychological journal are described. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved internships for doctoral training in clinical and counseling psychology: 1975.

Presents a list of agencies offering internships that have been approved for doctoral training in professional psychology by the American Psychological Association Committee on Accreditation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Historiography of psychology in Brazil: Pioneer works, recent developments.

The evolution of the historiography of psychology in Brazil is surveyed, to describe how the field has evolved from the seminal works of the pioneer, mostly self-taught, psychologists, to the now professional historians working from a variety of theoretical models and methods of inquiry. The first accounts of the history of psychology written by Brazilians and by foreigners are surveyed, as well as the recent works made by researchers linked to the Work Group on the History of Psychology of the Brazilian Association of Research and Graduate Education in Psychology and published in periodicals such as Memorandum and Mnemosine. The present historiography focuses mainly the relationship of psychological knowledge to specific social and cultural conditions, emphasizing themes such as women's participation in the construction of the field, the development of psychology as a science and as a profession in education and health, and the development of psychology as an expression of Brazilian culture and of the experience of resistance of local communities to domination. To reveal this process of identity construction, a cultural historiography is an important tool, coupled with methodological pluralism. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Career satisfaction in clinical psychology: A survey of recent graduates.

Investigated career satisfaction in 179 recent graduates (mean age 30.8 yrs) of clinical psychology programs, at both the master's and doctoral levels. Contrary to earlier investigations by S. Garfield and R. Kurtz (see record 1976-24639-001), E. L. Kelly et al (see record 1979-24415-001), and J. Prochaska and J. Norcross (see record 1984-13290-001), only a small sample of the recent graduates surveyed would choose to go into another field other than clinical psychology had they to live their lives over again. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical, counseling, and school psychology: 1975.

Presents a list of institutions conducting doctoral training programs in clinical, counseling, and school psychology that have been approved by the American Psychological Association Committee on Accreditation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved predoctoral internships for doctoral training in clinical and counseling psychology: 1978.

The American Psychological Association Committee on Accreditation has approved for doctoral training in professional psychology the predoctoral internships offered by the agencies listed below. The criteria for evaluating these programs can be obtained from the Accreditation Office. The current criteria for accreditation of predoctoral internship training programs no longer make the distinction between clinical and counseling internship programs; therefore, the separate listing of approved programs by professional specialty has been dropped. Readers desiring information on training goals offered at specific agencies are encouraged to write directly to the agencies. Each of the agencies listed has met the same qualitative standards with respect to adequacy of training. The enclosed list is alphabetical by agencies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical, counseling, and school psychology: 1978.

The 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. 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, 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)     

Sex differences in employment experiences of 1976 Canadian graduates in psychology.

Two large-scale surveys were undertaken by Statistics Canada in 1978 to examine the employment experiences of 1976 graduates from Canadian universities (outside Quebec). The present report is based on secondary analyses of this data. It compares the experiences of psychology graduates with those from other fields and examines possible sex differences. In terms of full-time employment, salary, and relatedness of job to education and job satisfaction, the employment experiences of psychology graduates were positive. There were, however, consistent sex differences (in favor of males) in salary and, to a lesser extent, in full-time employment rate. Sex differences remained after controlling for several possible contributors, such as working experience, age, marital status, and, in the case of salary, for full-time employment. (French abstract) (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School psychology in Canada: A selective review of recent research trends.

Discusses school psychology research conducted in Canada and explores the social and political determinants of these studies. The cognitive assessment of the pupil, identification of the exceptional child, distance education, program development for gifted students, and immersion programs in second languages are also reviewed. Further research is needed in the areas of depressed, suicidal, anxiety-ridden, abused, and delinquent children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Health service providers in psychology: Results of the 1978 APA Human Resources Survey.

Information on health service provider psychologists (HSPs) was obtained from a survey done, with a stratified random sample of over 9,991 APA members, in early 1979. The response rate was 65.6%; of these respondents, 60.3% indicated they provided health services. This enables an estimate of 26,850 APA-member HSPs, and an estimated total number of HSP psychologists of 32,000 (in early 1979). Detailed analyses find that 83.8% of HSPs held a doctoral degree, 71.1% were male, and 84.3% of doctoral HSPs were licensed. Minority doctoral-level HSPs were: black, 1.1%; Hispanics, 0.9%; Asians, 1.0%; and Native Americans, 0.2%. These figures represent slight increases over a parallel survey two years earlier. Examination of practice location revealed that 64% were primarily employed in organized settings and 24% in private practice (although 41% reported that their primary service delivery location was private practice). Information on population of service area and type of community was presented which reveals psychologists present in rural, inner-city, and medium-sized towns. The average doctoral HSP spends 21.1 hours per week in direct clinical care, seeing 83% white clients, 9.9% black clients, 4.7% Hispanic clients, 1.4% Asian clients, and 1.0% Native American clients. In addition, 11.2% of the clinical services delivered are to younger children (11 and under), 12.4 % to adolescents (aged 12-17), and 2.7% to the aged (65 and over), with the balance to adults between 18-64. Referrals to psychologists are made by a wide variety of health professionals and the public, and the patients seen manifest a wide array of emotional and behavioral difficulties. Data on the types of services provided are presented, with the most frequent being individual psychotherapy, assessment/diagnosis, and consultation. Patterns of reimbursement are described. Fees, in 1978, for doctoral providers averaged $40. (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)     

Cost control through quality improvement: The new challenge for psychology.

Argues that if national health care reform attempts to control mental health costs by reducing the quality of services, short-term expenditure reduction may be followed by a long-term increase in overall spending. A more effective strategy would be the pursuit of maximum value: the level of quality yielding the greatest possible degree of long-term cost containment. Maximizing value involves assuring appropriate access to mental health care, achieving an optimal mix of mental health services, and increasing the efficiency and effectiveness of service delivery. W. E. Deming's (e.g., 1993) approach to industrial quality improvement constitutes a useful framework for improving efficiency and effectiveness. This strategy involves identifying and meeting the needs of all mental health "customers" through a continuous linkage of process improvement and outcome measurement. Particularly important is clinical process standardization, which is best pursued through ongoing research and the collaboration of all interested groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)