International School Psychology: Psychology's Worldwide Portal to Children and Youth.

International school psychology is discussed in reference to scholarly and professional development within psychology, the emergence of an international association of school psychology, its efforts to promote school psychology, prevailing characteristics of school psychologists, and additional efforts needed to further enhance its development. Nine issues that will help shape the future of international school psychology are also identified. The importance of psychology, including school psychology, in promoting children's needs and rights is underscored. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Partnering to Chart our Futures: School Psychology Review and School Psychology Quarterly Combined Issue on the Multisite Conference on the Future of School Psychology.

For more than half a century, school psychologists have considered the need for role expansion and revision if they are to meet the poignant needs of children, youth, families, and school personnel. In fact, as previously discussed, school psychology practitioners and trainers have come together for a variety of conferences hoping to transform our training, roles, and practices in schools and society. A number of national initiatives have recently been implemented, including the reauthorization of the individuals with Disabilities Education Act, refinement of the evidence-based Institute of Educational Sciences, and implementation of the ubiquitous No Child Left Behind Act. The collaboration among the major leaders and organizations in school psychology, and what it yielded, was perhaps the most exciting and optimistic aspect of the Futures Conference held in Indianapolis, Indiana, in November 2002. Although the previous conferences at Spring Hill and Olympia represented collaborative efforts among the National Association of School Psychologists laborative (NASP), along with other organizations and supporters, the extensive level of coordination and cooperation required for the Futures Conference appears unparalleled. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Responding to the Needs of Children, Families, and Schools: The 2002 Multisite Conference on the Future of School Psychology.

The preparations for and the implementation of the 2002 Multisite Conference on the Future of School Psychology are described. The conference goals were to (a) achieve consensus on current and future demands for school psychologists and our profession's ability to meet those demands; (b) conceptualize the practice of school psychology in the face of diminishing numbers and increasing demand for services; and (c) develop an agenda to use the resources we have to maximize the benefits to the children and schools that we serve. A problem-solving model served as the conceptual foundation of the conference. School psychologists at the host site in Indianapolis and 30 remote sites collaborated to identify threats, opportunities, strategies, and action plans to respond better to the needs of children, families and schools. The conference not only generated excitement and hope for our future, but also provided a framework to propel the current and future practice of school psychology. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Awakening to a New Dawn: Perspectives of the Future of School Psychology.

The Invitational Conference on the Future of School Psychology held at Indiana University in Fall 2002 included a number of paper presentations and group discussions. Toward the end of the conference, four participants were asked to present their reactions, reflecting input from a practitioner, a graduate student in school psychology, a faculty member at a university program educating school psychologists in the United States, and a school psychologist/faculty member at a university from a different country (Greece). The purpose of this article is to share their combined perspectives of the future of school psychology. This article also includes their suggestions for the future direction of school psychology, and encourages all school psychologists to awaken to a change in the field. The article considers the educational and mental health needs of students, and offers a prospectus for the field including (a) data-supported services; (b) group-focused practices; (c) collaboration and partnerships with professionals, families, and schools; and (d) multicultural considerations. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The Changing Face of School Psychology: Trends in Data and Projections for the Future.

Trends in data from the past to the present are described for demographic variables (gender, race and ethnicity, preparation levels, credentialing, age and experience) and ratio of students to school psychologists. School psychology in the United States will continue to be characterized as primarily Caucasian, specialist-level and female through 2020. Projections of personnel needs based on estimates of new school psychologists entering the field through graduation from university programs, as well as those exiting the field through estimates of retirement and attrition, indicate that there will be a severe shortage of school psychologists through 2010, with the shortage then continuing but declining through 2020. Implications are discussed and possible strategies and directions are offered for the field. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Introduction to the Mini-Series: The State of Developing University Faculty in School Psychology: Current Status and Perspectives on the Future.

This introduction provides an overview of the purpose of this special issue and the articles included. The shortage of school psychologists entering academic careers has been an issue since the time of the Thayer Conference in 1954 and has become increasingly salient in recent years. It is hoped that these articles provide suggestions for training program faculty interested in increasing the number of their graduates who enter academic careers, and stimulate discussion on issues related to doctoral-level training and academic school psychology. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

American Psychological Foundation awards for 1987: Gold Medal Awards for Psychological Science, Psychological Professional, and Contribution by a Psychologist in the Public Interest; Distinguished Teaching in Psychology Award; Distinguished Teaching in Developmental Psychology Award; and the National Psychology Awards for Excellence in the Media.

Announces the 1987 winners of the American Psychological Foundation Awards. The recipients are as follows: the Psychological Science Gold Medal Award, Fritz Heider; the Psychological Professional Gold Medal Award, Rollo May; the Contribution by a Psychologist in the Public Interest Gold Medal Award, Kenneth B. Clark; the Distinguished Teaching in Psychology Award, Benton J. Underwood; the Distinguished Teaching in Developmental Psychology Award, Eileen Mavis Hetherington; and the National Psychology Awards for Excellence in the Media (individual awards to Maya Pines, Alfie Kohn, Sally Squires, Craig Cheatham, Diane Hurwitz, and Jeanne Betancourt). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Scope and Standards of Preparation in Psychology for School Counselors: Comment.

Comments on a report by a Special Committee of Division 17 (see record 1963-00132-001). According to the commentator, regardless of their official status in the profession, school counselors are de facto applied psychologists. Provided with minimal professional training, less surely than most other groups in or related to psychology, they are confronted with the most varied range of problems including those of the sociopath, the psychotic, the brain damaged, the feeble-minded, and the sexual deviant. While the school counselor is not expected to treat pathology, he does have major responsibility for the educational/vocational and often the social adjustment of the student. The commentator acknowledges that there will be strong feeling about this report. Some school counselors acquire the important knowledge outlined in the report through formal or informal study and from insights on the job. Others will be motivated simply by the setting of new standards. Any attempt at compulsion for those certified counselors would only add obstacles to the difficult enough task of raising the educational level of a profession. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Consideration of Consulting Psychology/Organizational Educational Principles as they relate to the practice of industrial-organizational psychology and the Society for Industrial and Organizational Psychology's Education and Training Guidelines.

This article is written on behalf of the Society for Industrial and Organizational Psychology (SIOP) to present its reactions to the "Principles for Education and Training at the Doctoral and Postdoctoral Level in Consulting Psychology/Organizational" (R. L. Lowman et al, Education and Training Committee, see record 2003-04049-003). An overview of the history and practice of industrial-organizational psychology is provided. The Consulting Principles are then compared with SIOP Education and Training Guidelines (SIOP Guidelines, 1985 and 1999), and recommendations are made for enhancements to the Consulting Principles. The primary recommendation is for the addition of a second tier of competencies focusing on the knowledge, skill, and abilities that underlie the types of work described in the Individual-, Group-, and Organizational-Level Competencies. As an alternative, the Consulting Principles could focus on consulting skills and refer to the appropriate APA divisions regarding specialty areas. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sleeping Beauties in Psychology: Comparisons of "Hits" and "Missed Signals" in Psychological Journals.

Scientific publications tend to be forgotten quickly. A few works, however, are still cited 100 years and more after their publication. The author used bibliometric methods to compare "hits" (works noticed by the scientific community soon after their publication) with "missed signals" (works that went unnoticed until much later) by investigating 2 psychological journals founded in the 1890s: Zeitschrift für Psychologie and Psychological Review. All articles that were published in either of these journals up to 1920 and cited more than 25 times in the Web of Science up to the year 2000 were considered for inclusion in the analysis. It emerged that hits corresponded more closely to the focus of scientific attention at the time of publication than missed signals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology, the Science Talent Search, and High School Teaching.

Based on their visit to the twelfth annual Science Talent Search, the authors note that few, if any, exhibits could be classified as psychology and suggest two hypotheses: (1) that psychology is of little interest (or is not challenging) to bright students; and (2) that they have had no opportunity to become acquainted with the science outside of Sunday supplement sob columns. The authors reject the first hypothesis and suggest that the second hypothesis has much greater attraction and likelihood. They believe that it is high time that the whole membership of the American Psychological Association (APA) consider seriously the problem of training and recruitment at the high school level. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Promotion of Academic Careers in School Psychology: A Conceptual Framework of Impact Points, Recommended Strategies, and Hopeful Outcomes.

School psychology is facing a major shortage of faculty in graduate training and education programs. To deal with this shortage and the issues that surround it, we propose a conceptual framework that incorporates a number of impact points that graduate training programs can use to educate and sustain individuals in academic careers. The impact points include: selection of students, program-related training variables, post-program transition variables, and sustainability of academic careers. Each of these impact points is discussed within the context of the role that current faculty and practitioners in the profession can play in graduate education and training of academic scholars. Among the variety of potential solutions to the shortage, we introduce the concept of the "virtual university" to promote future education and sustainability of faculty within our graduate training programs. A case scenario from graduate students at the University of Wisconsin-Madison is presented as a context for the impact points raised in the article. We argue that those of us in the profession think systemically and lead the way into a new era of collaborative work across our graduate programs and among our colleagues in clinical, counseling, and related areas of applied and professional psychology graduate training. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of Normalizing the ideal: Psychology, schooling, and the family in postwar Canada.

Reviews the book, Normalizing the ideal: Psychology, schooling, and the family in postwar Canada by Mona Gleason (1999). The history of psychology in Canada has not received the attention it deserves. This book is a bold attempt to sketch the development of the discipline and its influence on child-rearing practices and education in post-war Canada. Unfortunately, the author appears to have been guided by a theoretical perspective that can best be characterized as an uninspiring blend of Michel Foucault, Christopher Lasch, and reductionist 1970s feminist scholarship. Gleason's portrayal of the development of psychology, is inadequate on several counts. First, throughout the book, psychology is presented as a monolithic discipline characterized by complete consensus, theoretical unity, and a single-minded purpose of influencing society. Second, Gleason claims that psychologists forced their definitions of normalcy upon an unsuspecting and innocent population by intruding into previously private realms and extending the tentacles of its expertise in building up a professional tyranny. Third, Gleason frequently criticizes psychology for reinforcing and reproducing the social status quo and presenting the ideal family in terms of white, middleclass, heterosexual, and patriarchal ideals. Fourth, she seems to condemn psychologists for inflicting their ideas on an unsuspecting population because they were driven by ulterior motives such as self-aggrandizement and an attempt to increase their own professional power. Gleason's is the first book to provide an overview of the influence of psychology on Canadian society after World War II. Her analysis would have gained from investigating and highlighting the different and at times mutually exclusive ideas, motives, and theories of Canadian psychologists instead of assuming their uniformity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists in Schools of Public Health: Current Status, Future Prospects, and Implications for Other Health Settings.

The deans and departmental chairs of the 22 schools of public health were asked in 1981 to list all psychologists holding full-time faculty appointments and the names of courses with a substantial behavioral/psychological content. Responses were received from 98% of the departments. The psychologists were then sent a survey concerning their backgrounds, job responsibilities, and satisfaction/dissatisfaction with their positions. There was an 80% response rate. Psychologists accounted for 5.7% of the approximately 1,300 full-time faculty in schools of public health. Psychologists represented a larger percentage of the faculty in departments of behavioral science than in departments of epidemiology, biostatistics, environmental health, and so forth. Public health psychologists were active researchers and publishers, with average totals of 2.5 articles and 26.9 citations for a three-year period. The primary advantages of employment in a school of public health had to do with an appreciation of the public health perspective, an interdisciplinary orientation, and research opportunities. The primary dissatisfactions cited were financial insecurity, isolation from psychology, and lack of appreciation among public health colleagues of the contribution of psychology to public health. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

American Psychological Foundation Awards for 1980: Gold Medal, Distinguished Teaching in Psychology, Development of Psychology Education in Puerto Rico and the Caribbean, and the National Media.

On September 2, 1980, at the annual meeting of the APA in Montreal, the American Psychological Foundation announced the recipients of the Gold Medal Award (Pauline Snedden Sears and Robert Richardson Sears), the Distinguished Teaching in Psychology Award (Elliot Aronson), the Award for the Development of Psychology Education in Puerto Rico and the Caribbean (Carlos Albizu-Miranda), and the National Media Awards (Marlene Cimons, Zick Rubin, Ellen Frank, Daniel Goleman, and Richard J. Trotter). A citation and brief biography for each award recipient is presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Exemplary Efforts in Psychology to Recruit and Retain Graduate Students of Color": Correction.

Reports an error in the original article by Margaret R. Rogers and Ludwin E. Molina (American Psychologist, 2006, Vol.61, No. 2, pp.143-156). Two corrections should be made to Tables 1, 2, and 3. First, Southern Illinois University at Carbondale was incorrectly referred to as "University of Southern Illinois at Carbondale". Second, there are two clinical psychology programs at the University of Virginia. The program included in the sample for the study was the one located in the Department of Psychology at the University of Virginia. (The following abstract of this article originally appeared in record 2006-01690-004). Many psychology departments are striving for a greater representation of students of color within their graduate preparation programs with the aim of producing a more diverse pool of psychological service providers, scientists, and educators. To help improve the minority pipeline in psychology, the authors identify and describe recruitment and retention strategies used at 11 departments and programs considered to be making exemplary efforts to attract and retain minority students of color. The strategies most consistently used included engaging current minority faculty and students in recruitment activities, offering attractive financial aid packages, having faculty members make personal contacts with prospective students, creating linkages with historical institutions of color, having (or approached having) a critical mass of faculty and students of color, offering a diversity issues course, and engaging students in diversity issues research. Despite the similarities, the programs and departments were each distinctive and innovative in their overall approaches to student recruitment and retention. Highlighting the strategies used at successful institutions may help others develop plans for improving the minority pipeline within their own departments and programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Insider's Guide to Graduate Programs in Clinical and Counseling Psychology 2004/2005 Edition.

This article reviews the "Insider's Guide to Graduate Programs in Clinical and Counseling Psychology 2004/2005 Edition." The purpose of this book is to help students prepare for admission into clinical or counseling psychology graduate programs and to assist with the corresponding application process. Including several web resources, updated profiles and contact information for North American programs, data outlining admissions criteria, and sample letters, CVs and a personal statement, this book is designed to help both current and future applicants prepare for and apply strategically to graduate school. Well written and using straightforward language and information presented in text, table, and list formats, the authors draw on research data and personal anecdotes to outline the application process and its various considerations. The book covers all steps of the process from the initial decision to pursue graduate work in clinical or counseling psychology to the final decision one makes upon offers of admission. Moreover, one of its greatest features is a timeline for preparing for graduate work in these fields. The timeline breaks the application process into manageable steps and could, for many readers, decrease the stresses that arise from preparing for and applying to graduate school. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Genes, Race, and Psychology in the Genome Era: An Introduction.

The mapping of the human genome has reawakened interest in the topic of race and genetics, especially the use of genetic technology to examine racial differences in complex outcomes such as health and intelligence. Advances in genomic research challenge psychology to address the myriad conceptual, methodological, and analytical issues associated with research on genetics and race. In addition, the field needs to understand the numerous social, ethical, legal, clinical, and policy implications of research in this arena. Addressing these issues should not only benefit psychology but could also serve to guide such thought in other fields, including molecular biology. The purpose of this special issue is to begin a discussion of this issue of race and genetics within the field of psychology. Several scholars who work in the fields of genetics, race, or related areas were invited to write (or had previously submitted) articles sharing their perspectives. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Finding "Meaning" in Psychology: A Lay Theories Approach to Self-Regulation, Social Perception, and Social Development.

Much of psychology focuses on universal principles of thought and action. Although an extremely productive pursuit, this approach, by describing only the "average person," risks describing no one in particular. This article discusses an alternate approach that complements interests in universal principles with analyses of the unique psychological meaning that individuals find in their experiences and interactions. Rooted in research on social cognition, this approach examines how people's lay theories about the stability or malleability of human attributes alter the meaning they give to basic psychological processes such as self-regulation and social perception. Following a review of research on this lay theories perspective in the field of social psychology, the implications of analyzing psychological meaning for other fields such as developmental, cultural, and personality psychology are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)