On honoraria.

Suggests ways to eliminate or reduce misunderstandings and ambiguities about invitations and honoraria, based on experience organizing an annual research conference and presenting speeches and workshops. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Report of the Ethics Committee: 1985.

Activities of the Ethics Committee of the American Psychological Association (APA) included those connected with 188 cases in active files and an investigation of 330 applications for readmission to APA. Educational activities (publications, convention, educational mailings, and workshops and talks) and difficult adjudication areas (interaction with former patients, advertising, bartering, selling a practice, and telephone therapy services) are outlined. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Proceedings of the Seventy-Eighth Annual Meeting of the American Psychological Association, September 3-8, 1970, Miami Beach, Florida.

Presents the program of the convention including presented papers, symposia, discussions, workshops, and films. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Proceedings of the Seventy-Ninth Annual Meeting of the American Psychological Association.

Reports activities of the 1971 convention, including the titles of paper sessions, symposia, and workshops. Program participants are also listed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developing a computer workshop to facilitate computer skills and minimize anxiety for early childhood educators.

Early childhood educators (n=133) were assigned to 1 of 3 instructional conditions (direct, guided discovery, or no-exposure control) to assess the impact of computer workshops on their level of computer anxiety, computer knowledge, and comfort with computer technology. Groups were matched for computer experience and anxiety, early childhood education (ECE) experience, and ECE center. The direct and guided discovery groups attended a 3-hr hands-on workshop covering hardware, software, and Internet material. Immediately after the workshops, computer anxiety was lower and comfort with computer technology increased. Six months later, the control group had reduced computer anxiety, but the other groups maintained greater knowledge and comfort. Direct instruction reduced computer anxiety slightly but did not promote the acquisition of information of the guided condition. Overall, workshops provided gains that could translate into more effective and efficient computer use in the classroom. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Report of the ethics committee, 2009.

In accordance with the bylaws of the American Psychological Association (APA), the Ethics Committee reports regularly to the membership regarding the number and types of ethics complaints investigated and the major programs undertaken. This article is a summary of the talks and workshops of 2009, ethics adjudication, ethics education and consultation, and special projects among the activities of the Ethics Committee. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Proceedings of the eighth annual meeting of the Southwestern Psychological Association.

Included in the program were workshops, symposia and 25 papers, the titles and authors of which are listed. From Psyc Abstracts 36:04:4AJ89A. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A teacher inservice model for problem-solving in classroom discipline: Suggestions for the school psychologist.

Suggests that school psychologists may find themselves faced with the task of conducting teacher inservice workshops on the subject of classroom discipline and discusses the shortcomings of various approaches to teacher training in classroom discipline. Four key principles of a teacher training model are presented for school psychologists' use. The principles focus on the concept of "discipline subsystems" (i.e., instruction, behavior modification, group management/dynamics, and psychodynamic/human relationships). The 4 discipline subsystems are both interrelated and interdependent, such that the functional characteristics of any one subsystem may influence the functional characteristics of other subsystems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attrition behavior before career development workshops.

Examined differences between 130 persons (mean age 31.6 yrs) who attended career workshops and 56 persons (mean age 27.0 yrs) who registered but did not attend. Nonattenders were interviewed after workshops, and reasons expressed for nonattendance were clustered into 3 categories: 45% had forgotten or felt discouraged; 38% gave environmental reasons (e.g., scheduling and transportation problems); and 17% indicated that they had already met their goals. These 3 attrition groups were each compared with the group who attended workshops on a series of variables obtained at the time of registration, which included the Strong-Campbell Interest Inventory and checklists on values and abilities. The forgot/discouraged group had lower self-esteem and participated in fewer information-seeking activities. Ss in the environmental-barriers group were similar to Ss who attended on all measures except career decidedness; the environmental-barriers group was more decided. Nonattenders who indicated they had met their goals had higher ratings of career decidedness, more information-seeking behaviors, greater self-esteem, and higher academic orientation. Results support the notion that reasons for nonattendance at career workshops vary, requiring different interventions to increase attendance. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Constructive processing in children's event memory.

To examine effects of general event knowledge on specific event memories, nursery-school and kindergarten children participated in either 1 creative movement workshop (the episodic condition) or 4 workshops (the repeated condition), and recalled the workshops 4 weeks later. One half of the children also recalled the workshops on the same day. It was predicted that recall in the repeated condition would be more complete, better organized, but less accurate than in the episodic condition because of constructive processing. Results confirmed that (a) children recalled more from the first workshop (but not the last) in the repeated condition, (b) kindergarten children's recall in the repeated condition was better sequenced, and (c) more intrusions were reported in the repeated condition. Furthermore, (d) children recalled more activities with age, and (e) recall practice and specific cues increased amount, but not accuracy, of recall. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Proceedings of the ninth Annual Meeting of the Southwestern Psychological Association.

325 persons attended the meeting held at Fort Worth, Texas, April 5-7, 1962. The program included 14 research paper sessions, 7 symposia, 4 workshops, and 2 invited addresses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Continuing education activities of Connecticut psychologists.

Responses to a questionnaire survey of continuing education practices were obtained from 85 members of the Connecticut Psychological Association (CPA). With the exception that a high percentage (71%) reported dual occupational affiliations, the sample accurately reflected the demographic composition of both the CPA and Division 12. Respondents indicated that on the average they read 9.9 books, subscribed to 3.8 professional journals, and attended 2.5 specialty workshops and 2.2 conventions annually. A substantial proportion (84%) reported meeting with other professionals on a regular basis. On multiple dimensions, personal contacts and books were valued more highly than journals, workshops, and large-scale conventions. Such contacts were an especially important source of personal support for younger and for female psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Internship Workshops on Psychopathology: Bridging the Academic-Clinical Gap.

Reports on a brief orientation program designed to familiarize new interns with some of the major signs of psychopathology they will encounter and to help bridge gaps in training for individual interns. The orientation consists of four 1-day workshops focusing on the areas of depression, suicide and hospitalization, schizophrenia, and neuropsychological problems. Completing these intensive workshop experiences provides a brief overview of psychopharmacology and a short introduction to the evaluation process of child problems. The workshops are regarded as important both for the interns and the staff. As the interns become more curious and less defensive about beginning their clinical rotations, the staff become less frustrated about handling the interns' anxieties concerning their lack of preparation for the internship year. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Convention dates, sites, and content: APA membership opinion.

Reports results of 3 surveys conducted by the Research and Evaluation Committee of the American Psychological Association (APA). The surveys examined members' preferred convention dates, preferences for convention sites, and opinion on the relative desirability of present convention activities and of attributes of these activities. Preferred dates were in late August or late June. Ss preferred a yearly change of convention site, with San Francisco receiving the most favorable ratings. Preferred activities included symposia, free workshops, the presidential address, and scientific and professional award talks. Ss also desired increases in attributes that included state-of-the-art presentations and applications of psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The workshop in industrial psychology.

"Beginning with the 1953 APA Annual Convention, the Division of Business and Industrial Psychology has sponsored an annual all-day Workshop in Industrial Psychology concurrent with the Convention." The program titles and workshop leaders since 1953 are indicated. Major sections are: The Programs, Participants, Evaluation of the Workshops (Assets of the Workshops, Weaknesses of the Sessions, Suggestions for Improvements). 3 tables summarize information concerning the workshops. "Overall, the Industrial Psychology Workshops seem to have been satisfying and profitable experiences for the participants." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training in Behavioral Science at Primary-Grade Level.

Comments on an article by Roen (see record 1965-13331-001) that focused on training in behavioral science at the primary-grade level. The current author discusses the systematized text in mental health developed by Roen that teachers are learning in workshops and inservice training in order to teach to fifth grade students. The course has proved to be an intelligible, workable plan, and it is easily grafted onto the regular health course. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Les effets d'un programme adapté de médiation par les pairs auprès d'élèves en trouble de comportement.

This study examines the effects of a peer mediation program adapted to behavior disorder pupils in primary school. The 140 participants are from two special educational schools and they were evaluated on behavioral, socio-emotional and socio-cognitive aspects before and after the intervention. The pupils of the experimental group (n = 70) participated in 10 workshops on conflict resolution and 15 of these behavior disorder pupils were then selected and trained as mediators. Results indicate no significant change between the pre and post-test with the experimental group after one year of intervention. However, mediators increase significantly their self control, expression skills and self-esteem. The intervention also seems to prevent the increase of the aggressive behaviors through time for those who acted as mediators. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of full-day and half-day workshops for health care providers in techniques for increasing resistant clients' motivation.

Are psychotherapy training workshops worth the time and money? The current study examined the effectiveness of 3-hr and 6-hr versions of a workshop for health care providers in techniques for increasing motivation in resistant clients. Role plays were used to examine pretraining and posttraining behavior of graduate student and clinician participants from various health care fields. Both workshops were associated with higher levels of workshop-consistent behavior and lower levels of workshop-inconsistent behavior. Degree status (student or clinician) and openness to the material were not related to these changes. Results suggest potential guidelines for clinicians to determine whether a training opportunity would be useful. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Establishing linkages through international psychology: Dealing with universalities and uniquenesses.

This article chronicles one change to an individual's personal odyssey toward becoming an international psychologist—and hopefully a citizen of a professional world that has no geographic borders. It is written as a narrative that is divided into chronological stages and several domains of professional activities. From each period, the main observations and lessons learned are extrapolated. It is hoped that readers who are interested in teaching, conducting workshops, and doing clinical work or research in other countries will find some of the personal reflections and professional ideas presented to be thought provoking and useful in the development of guiding principles in international psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relation of goal instability to self-directed and interactional career counseling workshops.

46 female and 23 male career clients at a university counseling center were divided into groups representing 3 levels of goal instability and randomly placed into either self-directed or interactional career workshops. Changes in levels of career maturity and career exploration behavior were tested using a 2?×?3 analysis of covariance (ANCOVA) and controlling for pregroup levels and sex. Interaction effects were found for both career maturity and career exploration variables, such that those Ss with high goal instability performed better in interactional than in self-directed workshops, whereas Ss with low instability performed the same regardless of workshop type. An unexpected finding was that Ss preferred the interactional workshops regardless of goal instability level, suggesting that use of self-disclosure and leader modeling may boost the effects of an otherwise information-oriented intervention. Results support the importance of matching client attributes with treatments and the utility of a psychology of self-perspective in understanding career development behavior. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)