"APA-accredited predoctoral internships for doctoral training in psychology: 1996": Correction.

Reports an error in "APA-accredited predoctoral internships for doctoral training in psychology: 1996" by (American Psychologist, 1996[Dec], Vol 51[12], 1287-1305). In the original article, Central Louisiana State Hospital was incorrectly listed under Programs Withdrawing From Accreditation at the End of Training Year 1995-1996 on page 1305. The correct listing is provided in the erratum. (The following abstract of the original article appeared in record 1996-06917-011.) Lists the agencies whose predoctoral internship training programs in psychology were accredited by the American Psychological Association's (APA's) Committee on Accreditation. For each program, the date of accreditation and the date for the next regularly scheduled site visit are listed. Programs listed as accredited have been judged by the Committee to be consistent substantively and procedurally with the "Guidelines and Principles for Accreditation of Programs in Professional Psychology" in a satisfactory manner. (A correction concerning this article appears in American Psychologist, 1997[Jan], Vol 52[1], 31. On page 1305, Central Louisiana State Hospital was incorrectly listed under "Programs withdrawing from acceditation at the end of training year 1995–1996." It should have been included in the list of APA-accedited professional internships.) (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)     

"Psychology in Latin America": Errata.

Reports an error in the original article by Ruben Ardila (American Psychologist, 1968[Aug], 23[8], 567-574). The next to the last sentence in the first column on page 573 should read "In Table 5 I have listed 39 Latin American journals of psychology." On page 568 of the same article corrections for Table 1 are noted, and the corrected Table 1 listing the number of South American psychologists in 1941 and 1968 is given. (The following abstract of this article originally appeared in record 1969-01690-001.) Psychology in Latin America began as a practical discipline related to medicine, education, and philosophy. Scientific psychology started in 1898 with the foundation of the 1st laboratory of experimental psychology in Buenos Aires. Today there are departments of psychology in the majority of the Latin American countries, the main areas of interests being clinical psychology, cross-cultural research, psychometrics, operant conditioning, etc. Clinical psychology is growing as a profession, and in most of the countries there are professional associations of psychologists. Most psychological journals are devoted to general and applied psychology. Research and its applications are in progress, showing that psychology is a growing science and profession in Latin America. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Teaching about animal research in psychology": Erratum.

Reports an error in the original article by M. Domjan and J. E. Purdy (American Psychologist, 1996 [Jul], Vol 51[7], 736–737). Portions of the text were inadvertently omitted in the production process; the comment is presented in its entirety. (The following abstract of this article originally appeared in PA, Vol 83:32272.). Responds to P. F. Cunningham's (see record 83:32271) and S. D. Gosling's (see record 1995-45383-001) study of the acknowledgment of contributions of animal experimentation in leading introductory psychology textbooks. The authors agree with Gosling that the primary goal of the general psychology course is to facilitate the students' understanding of psychology and that animal research is not presented in an educationally effective fashion in general psychology textbooks. However, it is argued that students need to know not only the conclusions of research but also something about how the research was conducted. In response to Cunningham's contention that psychology instructors will have to address why research animals are kept under stressful laboratory conditions, the authors note that psychology experiments typically do not involve deadly diseases or experimental pathologies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The specialty of neuropsychology": Errata.

Reports an error in "The specialty of neuropsychology" by Anne L. Hess and Robert P. Hart (Neuropsychology, 1990[Jan], Vol 4[1], 49-52). This article does not represent an attempt by the Division 40 Committee on Professional Affairs to define the specialty of clinical neuropsychology, and was not prepared at the request of the Division 40 Committee on Professional Affairs of the American Psychological Association. The publisher extends its apologies for any confusion this may have caused. (The following abstract of the original article appeared in record 1991-13156-001.) Presents an attempt by the Division 40 Committee on Professional Affairs of the American Psychological Association to define the specialty of clinical neuropsychology. The specialty should be defined for psychologists and consumers of psychological services (e.g., government agencies, insurance companies) so that all concerned can have a clearer sense of expectations of qualifications and standards of practice for this field. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"2002 Annual Report of the American Psychological Association": Correction.

Reports an error in the 2002 Annual Report of the American Psychological Association (American Psychologist, 2003[Aug], Vol 58[8], 509-540). In Philip G. Zimbardo's President's Address that appeared in the August 2003 edition of the American Psychologist, the word "minority" was inadvertently omitted from the second full paragraph on page 529. The paragraph should read as follows: I facilitated new members' talking more and some old timers' talking less, added an open microphone time during which nonagenda issues could be raised by anyone, encouraged the APA council to take more charge in developing new visions for APA and its governance (which has eventuated in a new Task Force on Governance), and introduced the "Changing Demographics" presentation to make members aware of the new look that is emerging in the composition of the United States. In addition, I strongly endorsed passage of the new ethics code revision (spearheaded by Celia Fisher), creation of a voting seat on the APA council and a nonvoting seat on the APA board for an American Psychological Association of Graduate Students representative, addition of the term education to APA's mission statement, and proposals to increase minority representation on the APA council and all APA boards and committees. (The following abstract of the original article appeared in record 2007-16923-001.) Presents the 2002 Annual Report of the American Psychological Association. Directorate Reports, the President's Address, and Treasurer's Report are included. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Making Psychology a Household Word": Erratum.

Reports an error in "Making Psychology a Household Word" by Ronald F. Levant (American Psychologist, 2006[Jul-Aug], Vol 61[5], 383-395). This erratum clarifies the APA Council of Representatives response to the PENS Task Force Report at its August 2005 meeting. (The following abstract of the original article appeared in record 2006-08928-002.) This article addresses Ronald F. Levant's four APA presidential initiatives for 2005. "Making Psychology a Household Word" was both the general theme for his presidency as well as an initiative in its own right. The other three initiatives were "Promoting Health Care for the Whole Person," "Enhancing Diversity Within APA," and "Developing an APA Position on Evidence-Based Practice in Psychology." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Some comments on the goals and direction of neuropsychology": Correction to editorial.

Reports an error in "Some comments on the goals and direction of Neuropsychology" by Nelson Butters (Neuropsychology, 1993[Jan], Vol 7[1], 3-4). In this editorial, the name of the National Academy of Neuropsychology was misspelled. This was due to an incorrect change by the printer at a late stage in production, after the proofs were properly reviewed by the Editor. (The following abstract of the original article appeared in record 2008-10622-001.) This editorial discusses this first issue of Neuropsychology which was published under the official logo of the American Psychological Association (APA) and represents a major milestone for a rapidly growing discipline dedicated to the study of brain-behavior relationships in humans. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Anxiety disorders in adults": Correction.

Reports an error in "Review of Anxiety disorders in adults" by John Hunsley (Canadian Psychology/Psychologie Canadienne, 2002[Aug], Vol 43[3], 212-214). In this review, it was incorrectly reported that the series in which this title appears, Guidebooks in Clinical Psychology, is published by Guilford. In fact, the publisher is Oxford University Press. We apologize to the authors and publishers concerned for this error. (The following abstract of the original article appeared in record 2007-16946-001.) Reviews the book, Anxiety disorders in adults by Peter D. McLean and Sheila R. Woody (see record 2001-00540-000). This recent volume by McLean and Woody, part of Guilford's new series of guidebooks in clinical psychology, is the best example of this new generation of psychotherapy books. The authors have a wealth of experience in conducting clinical research and in supervising clinicians and graduate students in providing treatments in clinical trials. This book is a gem. The scientist-practitioner model is the cornerstone of clinical psychology training in Canada, and it was a real pleasure to read a work that so fully embodies the spirit of the scientist-practitioner model. McLean and Woody's book belongs on the shelf of everyone who trains students to work with anxiety-disordered clients or who provides direct services to this astonishingly underserved segment of the population. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Erratum to Glenwick.

Reports an error in the original article by David S. Glenwick (American Psychologist, 1979[June], 34[6], p.559), a misplaced line occurred in the first paragraph, third column. The paragraph should read: I share Goodstein and Sandler's (1978, p. 891) opinion that "community psychology cannot prosper within the community mental health movement" (my emphasis). Nonetheless, there are some aspects of the community mental health movement (e.g., consultation, crisis intervention, use of paraprofessionals, community education, administration of the community mental health center as an organizational system) that can prosper within community psychology, that are consonant with a community psychology orientation and can lead to mutually productive collaborative undertakings. To prevent the baby from being thrown out with the bathwater, it is these aspects of community mental health that can legitimately be embraced by community psychology without comprising its ideological integrity. (The following abstract appears in record 1990-58513-001.) Comments on L. D. Goodstein and I. Sandler's (see record 1979-22507-001) conceptual analysis of community psychology (CP), focusing on program evaluation, multidisciplinary knowledge, and the community mental health movement (CMHM). There are aspects of the CMHM that can prosper within CP, that are consonant with a CP orientation, and that can lead to mutually productive collaborative undertakings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Perceived parental social support and academic achievement: An attachment perspective": Correction to Cutrona et al.

Reports an error in "Perceived parental social support and academic achievement: An attachment theory perspective" by Carolyn E. Cutrona, Valerie Cole, Nicholas Colangelo, Susan G. Assouline and Daniel W. Russell (Journal of Personality and Social Psychology, 1994[Feb], Vol 66[2], 369-378). This article, which appeared in the Personality and Individual Differences section, was accepted for publication by Guest Editor Irwin Sarason. We wish to thank Professor Sarason for his help and to apologize for our oversight in not acknowledging this contribution. (The following abstract of the original article appeared in record 1994-31441-001.) Tested the extent to which parental social support predicted college GPA among undergraduates. A sample of 418 undergraduates completed the Social Provisions Scale--Parent Form (C. E. Cutrona; see record 1990-01422-001) and measures of family conflict and achievement orientation. American College Testing (ACT) Assessment Program college entrance exam scores (American College Testing Program, 1986) and GPA were obtained from the university registrar. Parental social support, especially reassurance of worth, predicted college GPA when controlling for academic aptitude (ACT scores), family achievement orientation, and family conflict. Support from parents, but not from friends or romantic partners, significantly predicted GPA. Results are interpreted in the context of adult attachment theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Citation impact, rejection rates, and journal value": Correction.

Reports an error in the original article by J. Rotton et al (American Psychologist, 1993[Aug], Vol 48[8], 911–912). Table 1 listed the journal Psychological Research twice, and the journals Cognition and Child Study Journal were omitted. The mean SSCI for applied journals in Table 1 should have been 1.17. Multiple rather than squared multiple correlations were reported for rejection rates. Area and type of journal explained 48% of variance in rejection rates, and the F ratio for predicting citations should have been F(9,28)?=?14.82. On page 912, the mean SSCI for experimental journals should have been 1.51. (The following abstract of this article originally appeared in record 1994-03368-001.) Comments on L. C. Buffardi and J. A. Nichols's (1981) list of rejection rates for psychological journals and further examines the relation between rejection rates, citation impact, and journal value. It was found that 69% of the variance in rejection rates was explained by area and type of journal. As Buffardi and Nichols reported, rejection rates were higher for APA than for non-APA journals (80.27% vs 65.37%), and citation indices were higher for APA than for non-APA journals (2.63 vs 0.91)… (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Does the model matter? The relationship between science-practice emphasis in clinical psychology programs and the internship match": Correction to Neimeyer, Rice, and Keilin (2007).

Reports an error in "Does the model matter? The relationship between science-practice emphasis in clinical psychology programs and the internship match" by Greg J. Neimeyer, Kenneth G. Rice and W. Gregory Keilin (Training and Education in Professional Psychology, 2007[Aug], Vol 1[3], 153-162). The biography for the third author was incorrect. It should read as follows: GREGORY KEILIN is an Assistant Director at the Counseling and Mental Health Center at the University of Texas at Austin and a former Chair of APPIC. He received his doctorate in Counseling Psychology from Colorado State University. His current research interests include supply and demand issues in professional psychology. (The following abstract of the original article appeared in record 2007-12635-001.) Academic training programs in clinical psychology vary in the emphasis that they place on science and practice, and this paper examines whether these differential emphases are linked to distinctive internship outcomes. In a study of 2,130 internship applicants from clinical psychology programs, differences were noted among practice-oriented programs, balanced science-practice programs, and science-oriented programs. Against a backdrop of some similarities, a differential emphasis on science and practice within academic training programs was related to significantly different internship match rates, as well as to successful matching in qualitatively different internship settings. Results provided qualified support for future work that might further address the relationship between academic training programs and outcomes in the field of clinical psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"About the human resources in psychology special issue": Correction.

Reports an error in the original article by G. R. VandenBos et al (American Psychologist, 1981[Nov], Vol 36[11], 1207–2210). A correction is made to the 5th entry in the extreme right-hand column in Table 2 on page 1210. (The following abstract of this article originally appeared in record 1982-12948-001). Presents data on the growth of the American Psychological Association, the diversity of its membership, and the activities of its members. Data from 1970 are compared to data from 1980. It is concluded that the magnitude of research and educational, professional, and public service provided by psychologists attests to their significant role in and contribution to American life and industry. The growth in the number of psychologists is further evidence of psychology's value and ability to attract individuals to the field. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The place of facts in a world of values: Subject and object in a postmodern world": Errata.

Reports an error in the original article by R. J. Smith (Journal of Philosophical and Theoretical Psychology, 2001[Fall], 21[2], 153-172). On pages 160, 161, 166, and 167 the subject to object relationship was reported at "S/O". The corrected representation is "S?O". (The following abstract of this article originally appeared in record 2002-10964-004.) The value-fact or subject-object split (S-O) recently defended by H. H. Kendler (1999) as necessary for a scientific psychology to establish facts, was rejected by Gestalt psychology as reducing the person to object status. The Gestalt solution correlating principles of perceptual organization with corresponding features of the object world (S/O) has however answered poorly to the vast cultural differences found in values. Communal/dialectical psychology in agreement with a postmodern worldview, treats facts as intrinsically value-laden social constructions mediated by a society's particular social relations (S?O) Examples of fact ambiguity are illustrated, and S?O is recommended as ontologically preferable for psychology as social science and for turn-of-the-millenium psycho-ecology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Focus on ethics April 2010 correction.

Reports an error in "Ethical dilemmas in sport psychology: A dialogue on the unique aspects impacting practice" by Amy B. Stapleton, Douglas M. Hankes, Kate F. Hays and William D. Parham (Professional Psychology: Research and Practice, 2010[Apr], Vol 41[2], 143-152). Due to a production error, the name of Amy B. Stapleton was substituted for the name of Jeffrey E. Barnett as the editor. (The following abstract of the original article appeared in record 2010-06890-009.) The multidisciplinary field of applied sport psychology, a specialty area of psychology practice, has been acknowledged as a proficiency area by the American Psychological Association (APA, 2007). This unique discipline often requires the psychologist to work outside the realm of traditional practice. In doing so, sport psychologists frequently encounter unique ethical dilemmas. In an effort to promote awareness and dialogue, this article describes some of the more commonly faced ethical considerations in applied sport psychology. Issues related to developing and maintaining competence in the field, confidentiality, and boundary issues are discussed, and case examples are provided to illustrate the relevant ethical consideration. Subsequently, three applied sport psychology experts respond to the lead article’s discussion and offer poignant reflections on ethical issues presented. In addition, suggestions for successfully resolving ethical dilemmas related to competence, confidentiality, and boundary issues in sport psychology are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Diagnostician, EdS, and PhD programs for school psychologists in Michigan: A correction and an addition.

Reports an error in "State Certification of School Psychologists" by Walter L. Hodges (American Psychologist, 1960[June], Vol 15, 346-349; see record 1961-02947-001). In Table 1 on page 347, for the University of Michigan, items are listed incorrectly. This article provides the corrections, and points out the rather effective compromise on the much debated problem of teacher certification and teaching experience. We believe that there are two good routes to becoming a school psychologist, one through psychology and the other through education, but course work is necessary in both. We now have a new academic degree, Specialist in Education (EdS), awarded by the Graduate School of the University of Michigan. This requires the completion of a carefully prepared program of studies leading to specific occupational opportunities. We do not refer to those who complete the diagnostician or EdS program as school psychologists, however they may be designated by employing institutions. We reserve this title for those who have completed the doctorate. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Psychosocial rehabilitation of deaf persons with severe mental illness: A multivariate model of residential outcomes": Erratum.

Reports an error in the original article by J. A. Cook, et al (Rehabilitation Psychology, 1993[Winter], Vol 38[4], 261–274). This article was printed with an excessive number of typographical errors. The publisher apologizes to the Journal's readers, the article's authors, and Robert Q. Pollard, Jr., the Guest Editor of the Special Issue on Deafness, for the confusion these misprints caused. Revised reprints of the article may be obtained from the Publisher at the following address: Springer Publishing Co., Journals Department, 536 Broadway, New York, NY 10012. (The following abstract of this article originally appeared in record 1994-27164-001.) Focuses on an innovative model of community treatment that integrates the fields of psychosocial rehabilitation (PSR) and deaf culture. A longitudinal research design was used to evaluate the progress of 60 Ss with mental illness and deafness toward living in the community due to a PSR program. Results suggest that deaf, mentally ill clients can increase their residential independence through PSR program participation. The number of Ss living in normal, commercial housing rose 25% after program participation. Multivariate regression analysis revealed that 5 factors account for 47% of the variance in the residential outcomes of the Ss. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Psychosocial rehabilitation of deaf persons with severe mental illness: A multivariate model of residential outcomes": Erratum.

Reports an error in "Psychosocial rehabilitation of deaf persons with severe mental illness: A multivariate model of residential outcomes" by Judith A. Cook, Karen Kozlowski Graham and Lisa A. Razzano (Rehabilitation Psychology, 1993[Win], Vol 38[4], 261-274). The article was published with an excessive number of typographical errors. The publisher apologizes to the Journal's readers, the article authors, and the Guest Editor of the Special Issue on Deafness, for the confusion these misprints caused. A revised reprint of the article may be obtained from the Publisher. (The following abstract of the original article appeared in record 1994-27164-001.) Focuses on an innovative model of community treatment that integrates the fields of psychosocial rehabilitation (PSR) and deaf culture. A longitudinal research design was used to evaluate the progress of 60 Ss with mental illness and deafness toward living in the community due to a PSR program. Results suggest that deaf, mentally ill clients can increase their residential independence through PSR program participation. The number of Ss living in normal, commercial housing rose 25% after program participation. Multivariate regression analysis revealed that 5 factors account for 47% of the variance in the residential outcomes of the Ss. (PsycINFO Database Record (c) 2010 APA, all rights reserved)