A history of Division 13 initiatives on education and training in consulting psychology.

Arguably, the Division of Consulting Psychology (Division 13) holds seniority status among the growing numbers of American Psychological Association (APA) divisions. Moreover Division 13 inherits a specific challenge from APA founders: to identify and ascertain which psychologists are qualified to perform as consulting psychologists. APA's 1915 Whiple Resolution first called attention to the need to differentiate professionally qualified psychological examiners and experts from consultants without scientific psychological knowledge and experience who were offering services and opinions for public consumption. The process involved identifying salient knowledge and literature, conducting demographic surveys, determining important training experiences and career settings, and cataloging types of clients and services. Interest in working as a consulting psychologist intensified division efforts to complete and disseminate guidelines for doctoral programs in consulting psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The ambiguous nature of clinical training and its impact on the development of student clinicians.

This article, written from the perspective of a graduate-level clinician, examines the ambiguous nature of clinical work with particular focus on the anxiety it creates for psychology graduate students and the role it plays in fostering the development of critical thinking skills and confidence in clinical decision making. This article also addresses the ambiguous nature of clinical psychology training programs, in general, especially during the first year of training. Experiences that increased and decreased the level of ambiguity in the author's own training program are described as well as suggestions for making the process of becoming a professional psychologist one that is clearer and easier to handle. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Homework: A natural means of home-school collaboration.

Discusses the value of homework in terms of the emerging interest in the development of effective home–school partnerships. Specifically, a review of the homework literature is provided with attention to parent-, teacher-, and child-mediated programs. Several homework programs that have received empirical support are described. It is concluded that the school psychologist can adopt various roles in developing, supporting, and monitoring homework programs. Specifically, the school psychologist can assess homework difficulties, train teachers and parents, and serve as a liaison between home and school. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Results of the National Dental Examining Board of Canada written examination and implications for certification

In 1994, following a request from the ten Provincial Licensing Authorities, the National Dental Examining Board of Canada (NDEB) implemented significant changes to the certification process for dentists seeking a license to practice in Canada. Prior to 1994, graduates of accredited Canadian dental programs were certified without further examination while graduates of United States and other international programs (non-Canadian, non-U.S.) were required to complete successfully a written and three-phase clinical certification examination. Changes implemented in 1994 required graduates of accredited Canadian programs to take both a Written and Objective Structured Clinical Examination (OSCE) Examination. The analysis of the results of the Written Examination for all candidates over the 1994-1996 period supports the following conclusions. There was no meaningful difference in performance of graduates across the ten Canadian dental programs; there was a small difference between the performance of graduates of Canadian and U.S. programs; and Canadian and U.S. graduates performed significantly better than graduates of other international programs. This level of candidate performance and changes to the respective accreditation processes supported the formal agreement providing reciprocal recognition of dental accreditation in Canada and the United States. As of January 1, 1997, graduates of dental programs in Canada and the United States are required to take the same certification examination while international graduates are required to complete a different certification process. These changes to the certification process were ratified by all ten Provincial Licensing Authorities, therefore maintaining a system of national portability for dental licensure in Canada that does not require preclinical or clinical board examinations for graduates of accredited North American dental programs.     

Psychologists as expert witnesses-new law in Maryland.

The psychologists in the state of Maryland, supported by legislators, state senators, and state delegates, have obtained legislation that brings Maryland into accord with the majority of states on the question of psychologists as expert witnesses. That legislation permits a psychologist, when shown to have proper qualifications, to express an expert opinion on ultimate issues before a court of law. The legislation substantially benefits patients because it permits them to utilize a psychologist's services, if necessary, and thus avoid the need to request the services of another doctor or expert. The leading case of Jenkins v. U.S., 307 F.2d 637, 113 U.S. App. D.C. 300 (1962) from D.C. states the majority position that a psychologist, when properly qualified, can testify as to an ultimate issue. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Louisiana psychologist's experience with Hurricanes Katrina and Rita.

This article was originally written shortly after Hurricanes Katrina and Rita hit the Gulf Coast of the United States. It describes the process through which one local psychologist progressed during the evacuation and immediate aftermath. The final part of the article was written two years later and includes reflections on the recovery process as well as changes in the practice of the psychologist. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Consent, disclosure, and waiver for the forensic psychological evaluation: Rethinking the roles of psychologist and lawyer.

The duty to obtain consent from a litigant before beginning a forensic evaluation has fallen to the forensic psychologist. Guidelines, ethical standards, and commentators have made this assumed duty mandatory. Unfortunately, psychologists are not able to provide accurate and detailed legal information concerning the forensic evaluation. Only a person trained in the law would be qualified, and the litigant's lawyer has the legal duty to properly inform the litigant about the legal parameters of the forensic evaluation. This article discusses the psychological and legal aspects of consent for forensic evaluation and proposes a model in which both the lawyer and the psychologist collaborate in a process initiated by the psychologist to inform the litigant about the evaluation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

David Powell Weikart (1931-2003).

Obituary for David Powell Weikart (1931-2003). Among other things the obituary notes that Dave Weikart worked for the Ypsilanti (Michigan) public schools from 1957 to 1970, first as special services director and school psychologist, then as research and development director. He founded the High/Scope Educational Research Foundation in 1970 as an independent, nonprofit research and development organization in Ypsilanti and served as its president and board chairman until he retired in 2000. The High/Scope Foundation is well known for its educational model in which both teachers and students take initiative and responsibility for learning and in which children engage daily in High/Scope's plan-do-review process of intentional learning. Dave first developed this model in his summer camp for adolescents. In the United States and in other countries, he then applied the High/Scope model to preschool programs, home visit programs for infants and toddlers and their mothers, elementary schools, and programs for adolescents. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sexism in Psychology.

The author discusses a recent experience reviewing resumes for a clinical psychologist position, which led to the conclusion that since there are more male than female psychologists, and since the proportion of applicants did not reflect this, there may be a higher proportion of unemployed qualified women psychologists than men. In addition, since the men appeared to be substantially less qualified than the women, there is reason to suspect that a great deal of discrimination exists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists in geriatric medicine: Results of a national survey.

51 physician directors of geriatric medicine fellowship programs were surveyed on their current and desired involvement with psychologists, perceived areas of expertise of psychologists, comparisons of psychologists with overlapping health care professions, and factors limiting involvement of psychologists in geriatric medicine. Results indicate that psychologists are quite involved in most geriatric medicine training programs and that directors of these programs welcome their greater involvement. Significantly, psychologists and psychiatrists are rated as similar in expertise in most areas of clinical practice. Neuropsychological assessment and family therapy are areas of psychologist expertise that are seen as especially valuable. Factors that may increase psychologist involvement in geriatric medical settings and the special importance of medical settings for the care of older patients are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the manpower problem and graduate training in clinical psychology.

Discusses the problems of manpower shortage and the nature of clinical graduate education and proposes strategies for dealing with them. It is suggested that there be (1) movement away from the scientist-professional or V. C. Raimy's Boulder model still often considered the most appropriate for clinical psychology to more emphasis on a professional psychologist model, and (2) development of specialist-oriented subdoctoral programs in clinical psychology. The 1st priority in the development of professionally oriented masters programs would be extensive analyses of the needs of various agencies utilizing psychologists, and the resources of present masters programs, i.e., requiring the high standards of performance for the MA and subjecting MA programs to accreditation by the American Psychological Association. Such an MA program is exemplified. The recommended approach "offers no nirvana" for the PhD clinical psychologist. 5 major benefits from the approach are presented. The greatest problem involved in the approach would be "convincing the agencies concerned of the competency of the MA-level people. It is concluded that the problems and pressures have resulted in tolerance of the ideas that the MA programs should be professionally oriented." (17 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sizes and salary schedules of agency clinical psychology programs.

Reports results from 240 questionnaires requesting information on staff size and salary schedules of agency clinical psychology programs in the United States. The median number of staff members in these clinical psychology departments was found to be 15. Of these, 6 was the median number at the PhD level. Bachelor-level technicians were found to be more extensively utilized in the South and Midwest than in the East or West. The median beginning annual salary for a PhD clinical psychologist was $13,437, and for a PhD with 10 or more yr. of experience, the median was $20,500. The median salary for interns was $7,055, and the beginning salary for employees at the master level was $8,582. The median PhD-to-patient ratio was 1:189, and the median psychology staff-to-patient ratio was 1:73. The American Psychological Association (APA)-approved departments were found to have more advantageous staff-to-patient ratios. A great increase in salaries for psychology personnel over the past years was noted. Possible reasons for the finding that salaries tended to be higher in the agencies which did not have APA-approved clinical internship programs were also presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical psychology training: A British perspective.

As a result of a 5-mo visit to America by a British clinical psychologist, a comparison was made of clinical psychology training in both countries. Similarities and differences are discussed in light of recent developments. Topics of interest include professional orientations, accreditation, program content, and activities of professional organizations. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An empirical survey on psychological testing and the use of the term psychological: Turf battles or clinical necessity?

The issue of who, in addition to psychologists, is actually qualified to administer, score, and interpret psychological testing has been a matter of ongoing debate for decades. With the advent of licensing laws for other mental health professionals (e.g., professional counselors, marriage and family therapists, social workers), many professionals now contend that their laws permit them to utilize psychological testing, provided that they have the appropriate training and experience. This article presents a discussion of the issue of psychological testing as well as the adjoining issue of who is permitted to use terms such as psychologist and psychological. The results of a survey that was conducted, to which a response was received by every psychology licensing board in the United States and Canada, indicate that of all 62 jurisdictions, 61 restrict the use of the terms psychologist and psychological to those who hold a valid license to practice psychology. Of the total sample polled, 67.2% indicated that their jurisdiction prohibits other licensed professionals from conducting psychological testing. A discussion section highlights some of the exceptions, along with the dilemmas and future concerns regarding this topic and potential remedies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Psychologist as a Legal Witness.

This comment discusses a court case--Hidden vs. The Mutual Life Insurance Company of New York--which involves the qualifications of a psychologist as an expert witness. The testimony of a psychologist, offered by the insured to prove that he was mentally ill, had been excluded by the Trial Judge on the ground that, not being a medical man, the psychologist was not a qualified expert; however, the Court of Appeals on this ground alone reversed the decision of the lower court for the defendant, arguing that the expert was qualified in his field by academic training and by experience. The author notes that this case helps establish the position of psychologists in our society. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Head injury rehabilitation: Psychological issues and roles for the rehabilitation psychologist.

Points out that rehabilitation psychologists are critical members of the health care team in the provision of diagnostic, remediational, and consultative services to the victims of head injury, family members, and relevant social welfare and 3rd-party payers. The present authors consider the roles of the rehabilitation psychologist when the head-injured are involved in the legal process, including consulting with attorneys, serving as an expert witness, and acting as an advocate for clients. Case illustrations are provided of additional psycholegal issues, such as the use of psychological data as evidence, eligibility criteria for various programs, and the need for the psychologist to act as a liaison with educational and vocational systems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

U.S. and International Engineering Education: A Vision of Engineering's Future

The discussion traces the historical development of engineering education in the United States and our legacy of British and French models. Most of the U.S. system through the years has developed along the lines of the British model. The nation's industrial development in the early 1800s set the stage for the Morrill Act of 1862, which established the agriculture and mechanical land grant colleges throughout the nation. This legacy has resulted in engineering accepting the Bachelor of Science degree as the entry-level degree to practice and industry, while the other professions (e.g., medicine, dentistry, law) have during this same time increased their respective entry-level curricula to six years or greater. Today, U.S. engineers are not being prepared for the competitive industries of the present national and world markets. Continental European engineers are better prepared to work in these competitive industries. Therefore, the United States runs the risk of having its engineers regarded as technicians. If the U.S. engineering education system is not changed, our industries may eventually become less competitive (and∕or may have to begin employing Continental European-educated engineers to remain competitive). ASCE has proposed that a professional master's level degree, such as a Master of Engineering degree, be the new entry level degree to the practice and industry. This proposal will require significant changes in our engineering education system. By introducing an internship∕apprenticeship course as part of a six-year formal education program, the United States can dramatically improve the quality of its engineering school graduates and, thereby, their acceptance by U.S. and international industries and practice.     

Licensure anachronisms: Is it time for a change?

Practicing independently as a psychologist in the United States requires licensure in each of the 50 states in which one wishes to practice as well as the District of Columbia. Although attempts to establish interstate reciprocity have met with some level of success, psychologists licensed to practice independently in one state have no assurance that other states will recognize and grant equal status. The author's experience of applying for licensure in 3 states is discussed as a way of identifying areas of difficulty encountered by psychologists in this process. Suggestions are made to improve the process so that licensing board activity might be more in line with its designated function, which is the protection of the consumer. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Construction Engineering Management Educators: History and Deteriorating Community

The history of construction engineering and management education closely follows the emergence of the construction industry as an economic force in the United States. The initial introduction of programs in the post-World War II era was followed by specialization and the introduction of graduate construction specialties in the early 1960s. However, the lack of qualified individuals was recognized as a factor in successfully developing the construction engineering management (CEM) focus as an academic discipline. Today, that concern continues as CEM programs in the United States find themselves under attack by academic colleagues for issues such as lack of qualified faculty candidates and lack of funding opportunities. This paper addresses the status of the construction academic community by examining the common history of the CEM faculty through a genealogical approach, the historical research record through an examination of the publication record, and the questions that face a community that has appeared to slip from its intellectual peak.     

Effect of doctors' ethnicity and country of qualification on prescribing patterns in single handed general practices: linkage of information collected by questionnaire and from routine data

OBJECTIVES: To test whether Asian general practitioners who qualified in the Indian subcontinent prescribe items more often, more expensive items, and fewer generic drugs than their British trained Asian and non-Asian counterparts. DESIGN: Linkage study using data collected by questionnaire and from routine sources. SETTING: General practices in England. SUBJECTS: 155 single handed general practitioners: 42 Asian doctors qualified in United Kingdom (group 1), 58 white doctors qualified in United Kingdom (group 2), and 55 Asian doctors qualified in Indian subcontinent (group 3). MAIN OUTCOME MEASURES: Prescribing cost (cost per ASTRO-PU), prescribing frequency (number of items per ASTRO-PU), and generic prescribing (percentage of drugs prescribed that are generic). RESULTS: Doctors in group 1 were significantly younger than those in the other groups and had a higher proportion of patients who were from deprived wards. There was no difference between the groups in the proportion of female doctors and total list size. After adjustment for confounding factors, there were no significant differences between the three groups for prescribing cost (16.58 (95% confidence interval 6.39 to 26.77) for group 1, 17.31 (6.92 to 27.69) for group 2, 17.80 (7.22 to 28.38) for group 3, P = 0.55); prescribing frequency (6.58 (4.60 to 8.40), 6.45 (4.70 to 8.30), 7.89 (6.16 to 9.64), P = 0.34); and generic prescribing (44.44 (38.95 to 49.93), 47.41 (42.12 to 52.70), 44.04 (38.75 to 49.33), P = 0.37). CONCLUSIONS: Asian doctors qualified from the Indian subcontinent did not differ from British trained doctors in their prescribing practice. This study refutes the common belief that Asian doctors are high volume and high cost prescribers.