Supervision of psychology trainees in field placements.

Describes some supervision and systems factors that may produce stress for the professional psychology trainee in a part-time field placement outside the training institution. Stress in the supervisor–supervisee relationship can arise from differences between the supervisor and supervisee in theoretical orientation, style of supervision and learning, and perception of the basis of their relationship, as well as from personality differences. Training institutions and service agencies have different goals and roles that can place the supervisor and the supervisee in conflict. The stress can be reduced as the supervisor, who is a field placement agency employee, acts in accordance with training institution goals and as the trainee can act as a junior staff member of the field placement agency. It is suggested that the student who is aware of some of the difficulties that can arise in a supervisor–supervisee relationship and who understands the stresses inherent in the different goals and roles of a field-placement agency and a training institution will be able to avoid some trouble. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Color-blind racial attitudes and white racial identity attitudes in psychology trainees.

Is it really important to talk about race in therapy? Does discussion of societal racism have any place in the consulting room? The American Psychological Association's (2003) recent multicultural guidelines highlight the limitations of a racially "color-blind" perspective for clinical practice. This study explored the relationships between color-blind racial attitudes and White racial identity. In a sample of 177 White counseling and clinical psychology trainees, we found that higher levels of attitudes that minimized or distorted the existence of contemporary racism (i.e., color-blind attitudes) were positively related to attitudes associated with less integrated forms of racial identity. Conversely, the results indicated that greater awareness of racism was related to more integrated White racial identity statuses. Implications for assessment, treatment, training, and future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training factors influencing felt psychotherapeutic competence of psychology trainees.

Used self-report data from a questionnaire survey of 183 respondents from 10 graduate programs in clinical psychology to assess (a) trainees' views regarding the importance of their personal competence as psychotherapists to their ideal future professional roles and (b) the relationship between trainees' present felt psychotherapeutic competence and quantitative aspects of psychotherapy supervision, curricular, and personal-trainee variables. Results indicate that Ss attributed a high degree of importance to their personal competence as a psychotherapist. Multiple regression analysis yielded 7 predictor variables, which accounted for 41% of the variance in self-ratings of present competence as a psychotherapist. Subsequent partial correlation analysis, controlling for age and year in program, suggested that total number of psychotherapy supervisors and total hours of psychotherapy supervision were the best predictors of Ss' ratings of their current level of psychotherapeutic competence. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical judgment in geropsychology practice.

418 clinical psychologists (aged 28–77 yrs) were mailed a clinical judgment survey containing a standard case history that varied according to age (46 or 72 yrs), class (working or middle), and gender of client. Clients were rated along Likert scales on dependent variables tapping attitudinal (e.g., "usefulness of intervention"), symptomatological (e.g, "disorientation"), and diagnostic dimensions. MANOVA analyses demonstrated that the 72-yr-old client elicited significantly more negative perceptions, including more "psychotic" diagnoses than the 46-yr-old client. Results provide evidence for ageism in the psychotherapy setting and treatment. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counseling psychology trainees' social justice interest and commitment.

Scholars within the field of counseling psychology have for some time now articulated eloquent and compelling calls for attending to social justice in the social sciences. To date, counseling psychologists have been at the forefront of addressing social justice issues in research, practice, and professional development. The present study advances empirical perspectives on social justice by testing the external validity of M. J. Miller et al.'s (2009) social-cognitive model of social justice interest and commitment in a sample of 229 doctoral trainees in counseling psychology. Present findings support the ability of the model to explain, in part, counseling psychology trainees' social justice interest and commitment. In addition, the present study provides novel findings that demonstrate the direct and indirect ways in which program training environment and personal moral imperative relate to social justice interest and commitment. Study limitations, future directions for research, and implications for training are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

A psychology colloquium to stimulate research interest.

On March 5, 1955, a one-day psychology colloquium was held on the campus of Bowling Green State University. The project had three objectives. It gave participants experience in reading a research report and answering questions about it; it was designed to stimulate research interest, and it attempted to build a favorable attitude toward undergraduate and beginning graduate research and its exchange. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluating trainees relative to their supervisors during the psychology internship.

In the prevalent clinical training model, experienced clinicians provide direct supervision for apprentice trainee/interns. The literature provides some indications of what and how evaluations of training could be conducted. This literature is reviewed, and guidelines are offered for developing an evaluation package to provide ongoing (a) performance evaluation of internship training and (b) data collection to support psychotherapy research within the training program. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The impact of geropsychology training.

What effect does a geropsychology practicum placement have on graduate students' knowledge of and attitudes toward older adults? Ninety psychology externs and interns were surveyed at the beginning of the training year and then 9 months later. About half of the trainees provided services in settings that served older adults, whereas the remainder did not. At the end of training, those with a geropsychology placement maintained higher interest in geropsychology, had lower negative attitudes toward older people, and had greater knowledge of mental health and aging than trainees without a geropsychology placement. There were no differences between the two placement groups in knowledge of general facts on aging and positive attitudes toward the aged. The implications of the findings for graduate program directors, training psychologists, and graduate students are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ten principles of success for psychology trainees embarking on their careers.

During this challenging and rapidly changing period in the mental health field, one often hears a great deal of concern and pessimism being expressed by psychologists and psychology trainees alike concerning the future of professional psychology. Concerns regarding the impact of managed health care, the availability of jobs, and diminishing career options and opportunities are on the lips of many. The purpose of this brief article is to offer 10 principles to consider for trainees about to embark on their professional careers following internship or postdoctoral training. Although it is a difficult and challenging time to be embarking on a new career in psychology, the rewards and satisfaction of the field can still be enormous. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predoctoral training models in professional geropsychology.

Although small in number, current predoctoral programs in professional geropsychology offer models and training strategies that can guide future program development. Training opportunities exist within generalist programs as well as in geropsychology tracks within broader programs. This article explores the variety of ways by which predoctoral programs can facilitate development of foundational attitudes, knowledge, and skills that comprise the competencies in geropsychology. New programs can benefit from the guidance and ideas offered about how to accomplish professional geropsychology training within a variety of structures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Knowledge, interest, and narrative writing.

One-hundred-six 9th graders and 203 undergraduates wrote a story about baseball for 25 min and then completed a 39-item multiple-choice test of baseball topic knowledge. Students also answered 6 questions about their individual interest in baseball. Confirmatory factor analysis suggested that knowledge and interest tests measured different constructs. Hierarchical regression analyses revealed Grade?×?Interest and Gender?×?Interest interactions on thematic maturity. Differences favoring undergraduates at low levels of interest disappeared at higher levels of interest, and differences favoring male students at low levels of interest disappeared at higher levels of interest. Topic knowledge predicted thematic maturity and was a better predictor of the interestingness of students' written texts than was individual interest. Implications for the assignment of student writing topics are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Applying social cognitive theory to interest in research among counseling psychology doctoral students: A path analysis.

In this study, the R. W. Lent, S. D. Brown, and G. Hackett (see record 1994-47157-001) social cognitive model of interest development was applied to the prediction of interest in research. Participants included 184 counseling psychology doctoral students. Results of a path analysis indicated that 5 variables were significant predictors of interest in research: research outcome expectations, research self-efficacy beliefs, investigative interests, artistic interests, and age. In addition, several factors indirectly affected interest in research through effects on research self-efficacy—the research training environment, Holland Investigative interests, and year in program. Research training environment, Holland Investigative interests, and research self-efficacy beliefs also had an impact on interest in research indirectly through their effects on research outcome expectations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Awards for distinguished contribution to psychology in the public interest.

The Board for the Advancement of Psychology in the Public Interest presents two awards annually to persons who have advanced psychology as a science and/or profession by a single extraordinary achievement or a lifetime of outstanding contributions in the public interest. The 1991 winners are Susan T. Fiske and Evelyn Hooker. For each recipient a citation, biography, and selected bibliography of their works are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ten strategies for psychology trainees and practicing psychologists interested in avoiding ethical and legal perils.

Litigation against psychologists has increased in recent years, resulting in high malpractice premiums, negative publicity, and defensive approaches to professional practice. While many practicing psychologists have become keenly aware of the need to be up-to-date on legal and ethical issues in professional practice, it is unclear if this attention has filtered down to the training of graduate students, interns, and postdoctoral trainees. While trainees are generally fairly well versed in the Ethics Code (APA, 1992) they tend to have little practical understanding of strategies to minimize both ethical and legal troubles. The purpose of this article is to outline 10 practical strategies to minimize the chances of ethical and legal problems for both psychology trainees and practicing psychologists. While this is not an exhaustive list, it highlights some of the major issues trainees and psychologists should be aware of and offers direction for minimizing potential problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Awards for distinguished contributions to psychology in the public interest.

The American Psychological Association 2010 Awards for Distinguished Contributions to Psychology in the Public Interest recognize persons who have advanced psychology as a science and/or profession by a single extraordinary achievement or a lifetime of outstanding contributions in the public interest. Two awards are given: one to a psychologist who has made a significant contribution to the public interest in the early stages of his or her career, and the second to a senior psychologist. The winners for 2010 are Perry Halkitis and Norman Abeles. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Philosophical commitments and therapy approach preferences among psychotherapy trainees.

Examined the role of philosophical beliefs in psychotherapy approach preference. It was hypothesized that trainees would prefer approaches that most closely correspond to their personal philosophical beliefs. 59 students (median age 27 yrs) were given audiotaped presentations. Three dimensions of the Ss' philosophical commitments (ontological, epistemological and causal) were examined in relation to their relative preferences for 3 therapy approaches: rationalist, constructivist and behavioral. Results show that Ss tended to prefer a specific approach that most corresponded to their own ontological, epistemological and causal commitments. This suggests a role for philosophical beliefs in therapists' preferences for different theoretical orientations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Readability and human interest scores of thirty-four current introductory psychology texts.

Applied the system developed by R. Flesch to judge the reading ease and human interest of 34 books considered appropriate for beginning courses in psychology. Reading ease scores varied from 29.87 to 53.30, with 1 text classified as very difficult, 29 as difficult, and 4 as fairly difficult. Human interest scores ranged from 3.39 to 32.24; 10 books were rated dull, 19 mildly interesting, and 5 interesting. Although many factors are involved when choosing a text for a particular course, and the most readable and interesting book is not necessarily the best book, human interest and readability are criteria to be considered. (39 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Competency-based geropsychology training in doctoral internships and postdoctoral fellowships.

Opportunities for geropsychology training in doctoral internships and postdoctoral fellowships have slowly grown over the years. There will be a need for more geropsychology training programs as the U.S. population ages concurrent with increased demand for mental health services from older adults. This article provides recommendations for competency-based geropsychology training that derive from the Pikes Peak Model for Training in Professional Geropsychology. We believe the recommendations provide useful guidance to existing internships and postdoctoral fellowships that offer geropsychology training, as well as to those who would like to establish programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)