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)     

Trade-offs, individual differences, and misunderstandings about evolutionary psychology.

Replies to comments on Evolutionary psychology: Controversies, questions, prospects, and limitations (see record 2010-02208-001) by Confer et al. The purpose of which was to clarify the logic of evolutionary psychology and clear up some of the more common misunderstandings about it. In this response, we address the key points raised by the commentators. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Internship placements: Similarities and differences between clinical and counseling psychology programs.

Internship matches among students within clinical (n = 2,130) and counseling (n = 450) psychology doctoral training programs were examined for a complete cohort of intern applicants. The overall rates of successful internship matching, as well as the rankings of those matches, were similar for the 2 specialties. The settings of those internship matches revealed significant differences, however. Clinical psychology students matched at higher rates to a range of medical facilities, for example, whereas counseling psychology students matched at higher rates to counseling center settings. These and other differences were examined in relation to the historical and enduring differences between the 2 specialties and their implications for education, training, and practice within the field of professional psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Legislation and the academic tradition in psychology.

The "rationale which both justifies and demands that psychologists address themselves to the broad matter of social control" is summarized. "Legislation should be viewed as one example of how a mature and responsible discipline establishes a formal liaison with its controlling society. I think it is to our mutual interest to make a public declaration about who we are, what we do, and to assure our fellow citizens of our serious intention of maintaining effective intradisciplinary control over the public function of psychologists." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Positive psychology and the humanistic tradition.

Positive emotions are discussed within the context of experiential, client-centered, and related psychotherapies. An attempt is made to discuss the idea that the effects of such psychotherapies could be enhanced if positive emotions were viewed as a cause of positive psychotherapy outcomes rather than a consequence of focusing on painful and disturbing emotions. It is concluded that therapists within the humanistic tradition have highly positive views of persons and their tendency to be forward moving. Prizing patients while they express "negative" emotions seems much more likely to lead to positive emotions than the reverse. Thus, the positive psychology movement with its emphasis on giving preference to positive emotions seems misguided in a clinical context. Despite these reservations about the value of focusing on positive emotions in psychotherapy, the authors call for research to test the consequences of such a focus in experiential psychotherapy. (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)     

Doctoral training programs in clinical psychology and in counseling psychology.

"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 training programs in clinical psychology and in counseling psychology" conducted by the institutions listed. Under "Doctoral Programs in Clinical Psychology" 57 institutions are listed; 7 of these have interim approval while the others are undifferentiated by any rating. Under "Doctoral Programs in Counseling Psychology" 24 institutions are listed; 1 of these has interim approval. From Psyc Abstracts 36:02:2AM12A. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral training programs in clinical psychology and in counseling psychology.

"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 training programs in clinical psychology and in counseling psychology" conducted by the institutions listed. Under "Doctoral Programs in Clinical Psychology" 52 institutions are listed; 10 of these are indicated as having received interim approval while the others are undifferentiated by any rating. Under "Doctoral Programs in Counseling Psychology" 26 institutions are listed; 7 of these have interim approval. The institutions listed "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 areas indicated." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral training programs in clinical psychology and in counseling psychology.

"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 training programs in clinical and in psychology that are conducted by the institutions listed… ." Of the 47 institutions indicated in the clinical psychology list, six are asterisked to indicate that the institutions have recently developed programs which meet minimum standards. Of the 25 institutions in the counseling psychology list, seven have been asterisked. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral training programs in clinical psychology and in counseling psychology.

A list of the APA approved training programs in clinical and counseling psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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)     

Classics and emerging classics in counseling psychology.

Presents recent lists of both authors and specific articles and books that (a) have stood the test of time and are still influencing the field (classics) and (b) are frequently cited in the recent counseling research (possible emerging classics). Frequency analyses of approximately 14,000 references cited in 3 major counseling psychology journals for 1979 and 1980 yielded lists of (a) the classic articles and books (published in 1957 or before), (b) early major contributors, (c) emerging classic articles and books, and (d) major contributors of more recent research. Apparent citation patterns and their implications for future research and training are discussed. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The evaluation of university programs in clinical and counseling psychology.

Describes the general values guiding evaluation of graduate programs in clinical and counseling psychology by the American Psychological Association and presents an outline of the evaluation procedure (e.g., evaluation requests, the visit). (0 ref) (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)     

Applying cluster analysis in counseling psychology research.

As a research technique that has grown rapidly in applications in many scientific disciplines, cluster analysis has potential for wider use in counseling psychology research. We begin with a simple example illustrating the clustering approach. Topics covered include the variety of approaches in clustering, the times when cluster analysis may be a choice for analysis, the steps in cluster analysis, the data features, such as level, shape, and scatter, that affect cluster results, alternate clustering methods and evidence indicating which are most effective, and examples of clustering applications in counseling research. Although we make an attempt to provide a comprehensive overview of major issues, the reader is encouraged to consult several good recent publications on the topic that are especially relevant for psychologists. (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)     

Gender bias in subject samples in counseling psychology.

In the past decades, there has been a disproportionate emphasis on the use of male subjects in psychological research (e.g., Carlson & Carlson, 1960; Schwabacher, 1972). In this study, we examined how the use and reporting of the gender of subjects in counseling psychology research has changed during the decade from 1971-1972 to 1981-1982. For this time period, articles from two journals, the Journal of Counseling Psychology (JCP) and the Journal of Vocational Behavior (JVB), were examined for specification of sex of subjects, analysis for sex differences, and appropriate generalization of single-sex studies. Results indicate that (a) reporting of gender as a subject variable increased from 1971-1972 to 1981-1982; (b) in 58% of the studies, results were analyzed for gender differences; (c) JVB was more likely than JCP to publish articles in which gender differences were analyzed; and (d) in over 60% of the studies in 1971-1972 and 26% of the studies in 1981-1982, findings regarding subject gender seemed to be overgeneralized. The results are discussed in terms of the need to develop gender-specific data bases, journal policies, and future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

References on supervision in clinical and counseling psychology.

Complex issues are inherent in psychology training. This bibliography addresses diverse aspects of supervision in psychotherapy and more generally in professional psychology, especially during internship. English-language articles, books, and chapters are listed in 8 categories: books; administrative, ethical, and legal issues; evaluation; internship; professional standards and training; supervisee development, perspectives, and issues; supervisor issues and the supervisory relationship; and supervision approaches, issues, research, techniques, and theories. Citations from the counselor education, marital/familytherapy, psychiatry, psychoanalysis, school psychology, and social work literatures are also included. Most references are from the 1970s and 1980s; older citations are included to provide historical perspectives on supervision. (PsycINFO Database Record (c) 2010 APA, all rights reserved)