Forgivingness, relationship quality, stress while imagining relationship events, and physical and mental health.

In all, 39 participants (19 male, 20 female) were classified as either happy (n?=?19) or unhappy (n?=?20) with a relationship. Baseline salivary cortisol was measured. Participants imagined (for a 5-min duration) scenes typical of their relationship, and salivary cortisol was measured again. Participants in unhappy relationships had higher cortisol reactivity (indicating higher stress) following the imagery. Cortisol reactivity was predicted by relationship variables (high love and liking for the partner, high happiness with the relationship) and personality variables (high forgivingness, low trait anger). Personality had an indirect effect through the relationship variables. Physical health was predicted by personality variables. Mental health was predicted by both personality and relationship variables. Implications of these results for counseling health psychology are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The individual differences tradition in counseling psychology.

Counseling psychology developed in the 1950s out of applied psychology, which at that time was the application of the psychology of individual differences. The present article traces this historical development, from individual differences psychology through psychological testing, vocational counseling, and student personnel work, to counseling psychology. The individual differences tradition in counseling psychology research and practice is described, and the ways in which individual differences psychology has influenced counseling psychology and how, in turn, counseling psychology has contributed to the psychology of individual differences are discussed. The article concludes with speculations on the future relationship between the 2 fields. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role of contemporary psychoanalysis in counseling psychology.

Examined the potential relevance of contemporary psychoanalysis to counseling theory, research, and practice. It is argued that contemporary psychoanalytic theorists increasingly emphasize (a) adaptive processes, or those features of the person that mediate the demands and pressures of both internal and external realities, and (b) social relations, or the influence of important others on developmental processes. To distinguish between theories of the person and the treatment hour, a number of emerging topics relevant to the counseling psychologist are highlighted. In regard to theories of the person, the process of psychological separation, adaptation across the life span, and cognitive processes are discussed. Within the treatment hour, the central role of relationship variables, the role of interpretation and stage processes within brief therapy models, and the need to match personality characteristics to intervention strategies are noted. Contemporary psychoanalytic thought will not hold a central position in counseling psychology until systematic research on psychoanalytic propositions is conducted. (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)     

"Reputation, halo, and ratings of counseling programs": Erratum.

Reports an error in the original article by R. W. Thoreson et al (Journal of Counseling Psychology, 1975[Sep], Vol 22[5], 446-450). On page 448, an error appears in Table 1. George Peabody College for Teachers, Nashville, Tennessee, is incorrectly listed as George Peabody University. It should also have an asterisk to indicate that the program was an APA-approved program in counseling psychology at the time the data for the study were collected. Peabody continues to have an accredited program under a new category called "Programs in Combined Scientific-Professional Psychology," which is characterized by a combination of "clinical, counseling, and school psychology." (The following abstract of this article originally appeared in record 1975-31894-001.) Tested the hypothesis that previous ratings of programs in psychology reflect both an experimental psychology and general institutional halo bias. A questionnaire similar to one used in an earlier study of graduate programs by H. D. Roose and C. J. Andersen (1970) was used to survey the responses of 598 professionals in the field of counseling psychology. Respondents were furnished with a listing of 70 doctoral programs in counseling psychology and other closely related programs and were asked to rate each of the programs. It was found that applied programs in counseling psychology received ratings that differed from overall ratings of psychology in general. Programs ranked as strong, good, and adequate are listed. Ratings were related to institutional halo, program age, rater knowledge of program, geographic location, and approved status by the American Psychological Association. Implications for program evaluation are discussed, and users of reputational ratings are cautioned about the need for supplemental information. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How development and personality influence scientific thought, interest, and achievement.

In the present article, I review and summarize two subdisciplines of the psychology of science, namely development and personality. In the first section concerning developmental psychology of science, I review three major developmental topics: 1) the literature on the developmental and familial influences behind scientific interest and scientific talent (e.g., birth-order and theory acceptance, immigrant status and scientific talent); 2) gender and scientific interest and talent; and lastly, 3) age and scientific interest and productivity. In the second section concerning personality psychology of science, I organize the review around four major topics: 1) which traits make scientific interest in general more likely; 2) which traits make interest in specific domains of science more likely (especially social and physical science); 3) which traits make different theoretical orientations more likely; and finally, 4) which traits make scientific achievement and creativity more likely. From the empirical evidence reviewed, it is quite clear that developmental and personality factors impact directly and indirectly scientific thought, interest, and achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

We have seen the future, but is it us? The vocational aspirations of graduate students in counseling psychology.

In a recent article, Fitzgerald and Osipow documented a trend away from academic settings and vocational psychology and toward private practice and more clinically oriented tasks (such as long-term psychotherapy) among members of Division 17. In this study we extended the exploration of this issue by examining the vocational aspirations of a national sample of graduate students in counseling psychology, using similar methodology. The results document the increasing "professionalization" of counseling psychology, as well as the continued diminution of vocational psychology and career counseling as salient characteristics of the discipline, and are discussed in terms of the pragmatics of the marketplace and possible negative impact on clients. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinguished Scientific Awards for an Early Career Contribution to Psychology: David M. Buss.

The Early Career Awards, given for the first time in 1974, recognize the large number of excellent young psychologists. Recipients of this award may not have held a PhD for more than nine years. For purposes of this award, psychology has been divided into nine areas: human learning and cognition, psychopathology, physiological animal learning and behavior, personality, developmental social sensation and perception, and applied research. Three areas are considered each year, with areas rotated in three-year cycles. The areas considered in 1988 were animal learning, behavior, and ethology; personality; and developmental. This year's winner in the area of personality is David M. Buss. Buss is cited for the theoretical breadth and empirical depth of his work, which are exemplars of the personological tradition in psychology and for his act-frequency approach to the analysis of personality dispositions, which, by combining a summary interpretation of traits with recent advances in cognitive psychology, has yielded a steadily developing agenda of research in personality and a fresh perspective on central issues of the field. Along with the citation, a biography and selected bibliography of Buss's published works are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA approved doctoral programs in clinical, counseling, and school psychology: 1972.

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. The criteria for evaluating these programs can be obtained from the Educational Affairs Office. The Committee on Accreditation has dropped the "initial" category of accreditation. Therefore, programs which meet all of the criteria, including newly approved programs, are classified as fully approved. 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 United States 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: 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)     

Selection, evocation, and manipulation.

This article proposes three key mechanisms by which personality and social processes are intrinsically linked. Selection deals with the manner in which individuals choose to enter or avoid existing environments. Evocation is defined by the ways in which individuals unintentionally elicit predictable reactions from others in their social environments. Manipulation deals with the tactics that individuals use intentionally to alter, shape, exploit, or change the social environments they inhabit. Empirical findings from 57 dating couples (undergraduates), and previous research within social, personality, and developmental psychology, are used to illustrate the heuristic value of this framework. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Carl R. Rogers: Distinguished Professional Contribution Award.

Recognizes the receipt of the American Psychological Association's first Distinguished Professional Contribution Award by Carl Rogers on September 2, 1972 (at the Annual Convention of the American Psychological Association in Honolulu). The award citation reads: "His commitment to the whole person has been an example which has guided and challenged the practice of psychology in the schools, in industry, and throughout the community. By devising, practicing, evaluating, and teaching a method of psychotherapy and counseling which reaches to the very roots of human potentiality and individuality, he has caused all psychotherapists to reexamine their procedures in a new light. Innovator in personality research, pioneer in the encounter movement, and a respected gadfly of organized psychology, he has made a lasting impression on the profession of psychology." Rogers's biography and bibliography are also included. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA approved doctoral programs in clinical and in counseling psychology, 1963.

"On recommendation of the Committee on Evaluation, the Education and Training Board, with the concurrence of the Board of Directors of the American Psychological Association, has approved the doctoral programs in clinical psychology and in counseling psychology that are conducted by the institutions listed." 61 institutions are in the clinical psychology list; 7 of these have received interim approval while the others have full approval. 24 institutions are in the counseling psychology list; 2 of these have interim approval. (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 approved doctoral programs in clinical and in counseling psychology, 1962.

"On recommendation of the Committee on Evaluation, the Education and Training Board, with the concurrence of the Board of Directors of the American Psychological Association has approved the doctoral programs in clinical psychology and in counseling psychology that are conducted by the institutions listed." 60 institutions are in the clinical psychology list; 8 of these have received interim approval while the others have full approval. 25 institutions are in the counseling psychology list; 2 of these have interim approval. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clients' perceptions and evaluations of similarities to and differences from their counselors.

Forty-seven community mental health clients were asked in an open-ended format to describe the ways in which they were similar to and different from their counselors; rate how significantly these similarities and differences affected the counseling relationship; and categorize the type of effect on the counseling relationship as being either good, bad, or neutral. Results revealed that personality traits were most frequently cited as similarities. Demographic variables and personality traits were most frequently cited as differences. Both similarities and differences were rated as having primarily positive effects on the counseling relationship, with similarities having a stronger perceived impact on the relationship than differences. Methodological considerations for exploring personality-trait and demographic similarities and differences between counselors and clients are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Students, groups, and teaching methods.

"One of the most exciting, and frustrating areas of applied research is research on college teaching—and particularly on the teaching of psychology." In a research on teaching general psychology in authoritarian, democratic, and laissez faire group climates, "As compared to discussion and tutorial methods, the more autocratic recitation method proved not only to produce superior performance on the final examination, but also to produce greater interest in psychology, as measured by the election of advanced courses in psychology. Furthermore, students liked it better than the other methods." Other researches are discussed concerning the type of personality which succeeds in group-centered classes, relationships between anxiety and test performance, and the effect of meprobamate on test performance. Women students apparently are more detrimentally affected by stress situations. "It is not surprising that we find that sex is an important variable, since biological and cultural factors interact in differentiating men from women in consistent ways. Like other researchers, we find that women are more highly motivated, achieve more nearly up to their abilities, and are more greatly affected by changes in the classroom situation than are men." 19 refs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social psychology, experimental psychology and the social psychology of the experiment.

Discusses the recent growth of experimental social psychology which has involved wholesale adoption of classical methodology as conceived by experimental psychology. Paradoxically, research and writings on the "social psychology of the experiment" raise serious questions about certain assumptions implicit in classical methodology, i.e., those concerning the nature of the subject matter and the relationship between E and S. The views of R. Rosenthal, M. T. Orne, and others are discussed in this context and general implications considered in the light of the humanistic movement in American psychology. The general conclusion is that the values and criteria for all experimentation in psychology may be destined to undergo a radical reorientation. (French summary) (32 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical and in counseling psychology: 1964.

"On the recommendation of the Committee on Evaluation, the Education and Training Board has recommended, and the Board of Directors of the American Psychological Association has approved the doctoral programs in clinical psychology and in counseling psychology that are conducted by the institutions listed." 64 institutions are listed under clinical psychology, 23 under counseling psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)