On Zookology, counseling psychology, and clinical psychology.

Responds to the comments of A. Zook (see record 1987-20037-001) on the present author's (see record 1986-12878-001) work on the merging of clinical and counseling psychology, suggesting that a training base in remedial, educational/developmental, and preventive functions is important regardless of whether one is a clinical or counseling psychologist. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical and counseling psychology: Some perspectives.

Both fields have similar historical roots and sources of impetus, both apply clinical methods, and both exhibit "a trend toward the relative devaluation of diagnosis." Each is "plagued by the proliferation of subspecialities"; both have been criticized recently for utilizing psychological testing; both suffer from a somewhat anemic and provincial technology. An investigation is described involving 12 major content categories in the attempt "to provide coverage for the total domain of the surface personality… ." Builders of personality tests have shown a common aversion for certain aspects of personality. "The optimal training of the counseling psychologist and of the clinical psychologist… is neither efficient nor optimal training for psychotherapy… ." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical psychology and counseling psychology: On similarities and differences revisited.

As psychology specialties, clinical and counseling psychology appear similar in many respects. Although each specialty is considered to possess its own distinctive features, some researchers have recently examined clinical-counseling convergences, which suggests that the two specialties may now be nearer to an integration than in previous times. In an effort to further consider and examine possible convergences between clinical and counseling psychology, we replicated the comparative study of Osipow, Cohen, Jenkins, and Dostal (1979). Osipow et al., drawing on data in the 1975 American Psychological Association (APA) directory, compared clinical and counseling psychologists in major fields, interest areas, and work settings. We drew on data from the 1985 APA directory to determine current clinical-counseling similarities and differences for the same three areas. Comparisons are made between the 1975 and 1985 data, and some of the data's implications about convergences and divergences between the clinical and counseling specialties are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social psychology and counseling psychology: The history, products, and promise of an interface.

For 3 decades, counseling psychologists have drawn ideas from social psychology about the social process of counseling, integrated the ideas into counseling theories, and assessed them in research. This article traces the history of this interface, examines its products, and projects its future. Three propositions have guided and have been supported by much of the research: (1) Successful counseling relationships generate psychological convergence between counselor and client through a systematic developmental process; (2) ideas counselors introduce that are discrepant from clients' understandings stimulate change; and (3) clients' responsiveness to counselors is a function of their dependence on the counselors. These social influence dynamics underlie the processes and outcomes of counseling relationships regardless of the clinical theory that guides the counselors' work. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the full actualization of psychology in business.

The demands of work in this current atmosphere of globality, complexity, fierce competition, information technology, and employees' varied responses to it all constitute an unprecedented opportunity for psychologists consulting to business. Ten trends are presented to illustrate the distinctive impact psychology could have in the workplace. Absent reinvention within psychology, the author questions the likelihood of psychology actualizing its full potential in the workplace. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Understanding empathy: Integrating counseling, developmental, and social psychology perspectives.

Reviews the literature of social and developmental psychology on empathy theory and research. These 2 subdisciplines differ in their definitions and measures from each other, as well as from the counseling/psychotherapy area. At the same time, all 3 disciplines identify 2 major types of empathy: (a) affective empathy, or feeling the same way as another person, and (b) cognitive or role-taking empathy. Four proposals that result from an integration of these 3 literatures are discussed: First, empathy should be viewed as a multistage interpersonal process that can involve emotional contagion, identification, and role taking. Second, empathy in children is probably different from empathy in adolescence and adulthood. Third, empathy can but does not necessarily lead to helping behaviors. Last, empathy in counseling/psychotherapy can be helpful in certain stages, with certain clients, and for certain goals. However, at other times it can interfere with positive outcomes. (79 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Myths, misconceptions, and missed opportunity: Single-case designs and counseling psychology.

The status of single-case designs in counseling psychology is reviewed. Also, reasons for the underuse of these designs by counseling psychologists are discussed. Finally, potential contributions (1) in research linking process and outcome, (2) in group counseling, (3) across a variety of theoretical approaches, and (4) to evaluation and quality assurance in clinical practice are described. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Education and training in counseling psychology.

Suggests that employment settings are related to SES trends and discusses their combined impact on the training of counseling psychologists (CPs). Some training models are described, and doctoral programs are reviewed in terms of history, setting, and training emphases. Certification and licensing issues are considered, along with related issues such as retraining. The ever-changing identity of counseling psychology is presented as an obstacle to reaching a consensus as to what constitutes appropriate training for CPs. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Critical incidents in counseling psychology professionals' and trainees' social justice orientation development.

Through a qualitative, critical incident research design, this study identified and defined critical incidents that cultivated a social justice orientation among counseling psychology doctoral students and professionals. Research questions included: (a) What incidents are critical in the development of a social justice orientation? (b) Of these incidents, which are most influential? (c) How do these incidents affect social justice orientation development? Thirty-six counseling psychology doctoral students and professionals, who demonstrated a commitment to social justice through scholarship and clinical practice, completed an online survey, which consisted of rank-order and open-ended items. Qualitative data were analyzed utilizing the constant comparative method. Analyses revealed five categories of critical incidents to which participants attributed their social justice orientation development. In addition, five themes were identified that categorized the ways in which critical incidents changed individuals. Analyses of rank-ordered items indicated that the categories of Exposure to Injustice and Influence of Significant Persons were most frequently ranked as the most influential critical incidents in the development of a social justice orientation. Implications of these results and future directions for education, training, and research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical, counseling, and school psychology: 1982.

The Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed in this article. 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. Inclusion of an institution in this list indicates approval of doctoral programs in clinical, counseling, school, and combined professional-scientific psychology. Combined professional-scientific psychology is a new area of accreditation for programs that do not clearly fit the model for separate programs in clinical, counseling, and school psychology. This area of accreditation is defined as a combination of clinical, counseling, and/or school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical, counseling, and school psychology: 1979.

The Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology. In the institutions listed in this article, 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, school, and combined professional-scientific psychology only, Inclusion or noninclusion carries no implications for other graduate programs in psychology or for programs of graduate education in other disciplines. Combined professional-scientific psychology is a new area of accreditation for programs that do not clearly fit the model for separate programs in clinical, counseling, and school psychology. This area of accreditation is defined as a combination of clinical, counseling, and/or school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited doctoral programs in clinical, counseling, and school psychology: 1983.

The Committee on Accreditation has accredited the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed below. In the institutions listed, the accredited programs are directed by the department of psychology unless otherwise indicated. All programs, unless otherwise noted, are PhD programs. Programs that have not requested evaluation, and programs that have been evaluated but not accredited, are not included in the list. Readers desiring information on training goals and approaches of specific programs are encouraged to write directly to the departments in which the programs are offered. The criteria for evaluating these programs can be obtained from the Accreditation Office. There are three categories of accreditation. Full accreditation is awarded to any program that, in the professional judgment of the committee, meets the criteria in a satisfactory manner. Provisional accreditation is awarded to programs making initial application that, in the professional judgment of the committee, do not meet all the criteria but for which the committee believes there is a reasonable expectation that they will be met within a foreseeable period of time from the date of the initial site visit. Probation is the category into which a fully accredited program is placed when the committee has evidence that the program is not currently in satisfactory compliance with the criteria. Inclusion of an institution in this list indicates accreditation of doctoral programs in clinical, counseling, school, and combined professional-scientific psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical, counseling, and school psychology: 1977.

Lists the doctoral training programs in clinical, counseling, and school psychology that were approved by the American Psychological Association Committee on Accreditation for the year 1977. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Current issues in counseling psychology: Entitlement, education, and identity confusion.

Counseling psychology is in its adolescence and suffering the typical adolescent malaise of identity confusion. Four main components are identified as contributing to this confusion: (a) diversification of employment setting/clientele, (b) identity issues, (c) education and training dilemmas, and (d) the credentialing/reimbursement controversy. Suggestions for the resolution of the identity conflict are outlined. (44 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical, counseling, and school psychology: 1981.

The Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed. In the institutions listed, the approved programs are directed by the department of psychology unless otherwise indicated. Inclusion of an institution in this list indicates approval of doctoral programs in clinical, counseling, school, and combined professional-scientific psychology. (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)     

Apa-approved doctoral programs in clinical, counseling, and school psychology: 1973.

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

APA-approved doctoral programs in clinical, counseling, and school psychology: 1971.

On the recommendation of the Committee on Accreditation, the Education and Training Board has recommended and the Board of Directors of the American Psychological Association has approved the doctoral programs in clinical, counseling, and school psychology that are conducted by the institutions listed. (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)     

Psychology requirements for admission to counseling and counseling psychology programs.

The number of courses and the credit hours required in psychology for admission to the various programs were analyzed. Data were obtained from catalogs or from the Graduate Studies in Psychology 1980–1981. Results show that psychology counseling programs required considerably more psychology courses for admission than did other programs. Most nonpsychology counseling programs required no psychology courses for admission. (5 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)