Psychologists and rehabilitation: Mandates and current training practices.

Reviews legal and professional mandates concerning the provision of professional services to disabled persons by psychologists. Legal, ethical, accrediting, and licensing implications are considered, especially from the standpoint of the training of psychologists. A survey of all American Psychological Association-approved clinical and counseling training programs was conducted to examine (a) awareness of the Rehabilitation Act of 1973, (b) availability of courses concerning disabilities, and (c) the importance of knowledge of the psychological aspects of disabilities in hiring psychologists. Survey results indicate that psychologists' skills and knowledge may be seriously at variance with what is expected of them, that negative attitudinal factors play a central role and can be dispelled through formal training, and that separate and specialized services for handicapped people are not a viable option. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists and rehabilitation: New roles and old training models.

The role of psychologists in physical rehabilitation settings has expanded considerably over the past decades. Unfortunately, the lack of clarity regarding roles, functions, and research of psychologists in inpatient and outpatient rehabilitation settings has hampered efforts to establish guidelines for training graduate students to work in rehabilitative settings. Despite ongoing debate since the Princeton Conference in 1958, no guidelines have been recommended by Division 22 of the American Psychological Association (Division of Rehabilitation Psychology) for training doctoral students in clinical and counseling psychology programs for work in rehabilitation. This article asserts that psychology graduate students who want to work in physical rehabilitation settings should (a) have core training in psychology and (b) receive coursework and practica in working with persons who have chronic illnesses and injuries. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training in Psychotherapy for Psychologists: Recommendations of Clinical Psychologists.

This article discusses the current debate on the subject of psychotherapy training for psychologists and how it tends to concern itself with rather broad philosophical issues and matters of role definition. As part of a larger study, data not previously reported were derived from three questions which asked for opinions about ideal patterns of psychotherapy training for psychologists. This brief report suggests the desirability of careful stratification of the group of clinical psychologists in future opinion sampling and when policy recommendations are being developed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists in medical schools: Comment.

Comments on the article by S. Williams and J. L. Kohout (see record 1999-10642-004) which presented data from a large survey of psychologists employed by medical schools and concluded that there is a growing marginalization of the psychologists' role in medical schools. The authors note that it is unfortunate that Williams and Kohout based their conclusions on limited evidence from their own survey and disregarded preexisting literature. The authors discuss methodological similarities and differences between their own survey conducted in 1994 and the survey of Williams and Kohout that have direct bearing on the interpretation of the results. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Future Psychologists: Scientist and Teacher.

Comments on Stuart W. Cook's (Amer. Psychologist, 1958, 13, 635- 644) discussion of psychology in the future, noting that Cook ignores the teaching of psychology as a rightful professional endeavor. Van Liere argues that many excellent researchers are poor teachers, and many excellent teachers have no wish to research or publish. He concludes that the teaching of psychology is important to advancing the profession, so excellent teachers should be considered important and held in as high esteem as researchers who publish but cannot teach. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists in medical education: 1976.

Chief psychologists in the 115 schools of medicine in the US were surveyed (100% response rate) with a mail questionnaire and asked to list all psychologists holding academic appointments at the medical school. They also were asked to indicate the number of these psychologists who were full-time and part-time and the number of them who received budgetary support from the school of medicine. Data from this survey were compared with data from J. D. Matarazzo and R. S. Daniel's 1957 survey and N. N. Wagner and K. L. Stegeman's 1964 survey. Overall results show that 2,336 psychologists now hold academic positions in schools of medicine, as compared to 993 in 1964 and 346 in 1955. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists in medical education: 1964.

Questionnaire responses from 84 of the 87 medical schools in the US were supplemented with telephone conversations with representatives of the 3 schools who had not replied. A table indicates the number of psychologists in each medical school in 1964 as compared with 1955. "The total is now 993, an increase of 187% over the 1955 total of 346." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists and cartoonists.

"To assess one component of the public image of the psychologist… the present writers have theorized that a content or thematic analysis of cartoons might be relevant." An analysis of 4760 cartoons contained in 6 popular magazines for the years 1949 and 1959 led to the conclusions that: (a) considerable overlap in public image does occur between psychologists, psychiatrists, and other psychologically oriented personnel; (b) psychology as a science and as a profession does not appear to excite the public imagination and generate public interest; (c) psychology has kept pace with members of various other professions and occupations; (d) the psychologist does not seem to have any distinctive identifying symbol which he can easily claim as his own. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical Psychologists Revisited: Comment.

In 1946 the VA, beginning its training program in clinical psychology, sponsored a program of research designed to increase the effectiveness of the procedures used to select trainees. The primary purpose of this five-year research project, which was directed and coordinated through the University of Michigan, was the evaluation of a variety of procedures as predictors of later success in graduate training and professional functioning in clinical psychology. In 1947 and 1948, several hundred college graduates seeking admission to or just entering the four-year VA training program in some 40 universities were evaluated by a wide variety of techniques, and predictions were made concerning their probable success in training and future professional competence. One of the most frequent comments after publication of this work was the concern that our criterion measures were obtained too early in the professional lives of the assessed trainees. In a sense this mirrors our own concern when we stated at that time that, "It is, of course, entirely possible that predictors which look unpromising at this time may have greater validity for predicting later criteria of professional accomplishment and vice versa." In an effort to extend our knowledge we are beginning a follow-up study of the approximately 1,200 persons who participated in some way in the original research. In addition to the original prediction problem, this follow-up stage will also be concerned with attempting to tease out the kinds of variables (personality or situational) which determine whether a clinical psychologist will devote himself primarily to therapy, research, diagnosis, teaching, or administration. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists in medical schools.

Describes the results of a survey conducted by the Committee on Psychology in Medical Schools for the Education and Training Board of the American Psychological Association, utilizing 84 reports from medical schools in 1967-1969 period. Psychology's growth in medical school has followed no standard pattern, but has developed in unique fashion at each school as a function of local constellations of factors. The great expansion of psychology in medical schools has occurred in the last 2 decades, but the period of rapid growth has now ended. While psychology is still most often based within the department of psychiatry, greater diversity of locations is found in schools where psychology was established more recently. Teaching is a major function of medical school psychologists. Their main teaching contribution is to medical education, but they are also involved at all levels of psychological education. Research, which covers the full range of psychological interests, and clinical services, which are beginning to reach out into the community, are the other main functions of medical school psychologists. The satisfactions found in the medical school as a professional environment relate to the vast array of clinical populations, research facilities, and disciplines available there. Dissatisfactions are primarily a result of inadequate recognition as an independent discipline. Overwhelmingly, medical school psychologists desire a more autonomous position for psychology, most often through the mechanism of an independent department of psychology. Other mechanisms recommended are the behavioral sciences department and the "single faculty model" in which 1 university department provides psychological training to all the schools of the university. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Flying Psychologists.

Asks whether there might be a group of flying psychologists that would be interested in forming an association, formal or informal, and whether the APA has a list of psychologists who are pilots. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Subdoctoral Psychologists.

Comments on P. J. Woods' article on APA's concern with the Master's degree in psychology (American Psychologist, 1971, 26, 696-707). The present author suggests that before many more hours are expended in deciding whether subdoctoral psychologists should be called psychologists, the assumption that clinical practitioners holding a doctorate in psychology are better equipped than those trained at the master's level should be demonstrated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists and Spain: A historical note.

In early 1937, psychologists under the leadership of T. C. Schneirla organized themselves as the Psychologists' Committee of the Medical Bureau to Aid Spanish Democracy. Activities of the committee between 1937 and 1939 are described, as is the relation between the committee and the Society for the Psychological Study of Social Issues. Implications for the relation between science and politics are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists in state mental hospitals: Problems and recommendations.

Psychology as a discipline has contributed significantly to the development of new treatment methods for severe behavior problems such as those found in the chronically mentally ill. Nevertheless, there are relatively few psychologists practicing in state mental hospitals, and it is difficult to attract and retain young qualified psychologists in these settings. The current article examines some of the more common problems that psychologists face in state facilities, with specific focus on organizational, physician-related, and staff-related issues. Recommendations are provided on ways to cope with problems in these three areas. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists and privileged communication.

Discusses the lack of a clear distinction between confidentiality and privileged communication for Canadian psychologists. Research from the field of experimental ethics provides a framework for determining whether L. Wigmore's (1940) rules, which provide 4 prerequisites for the justification of a claim of privilege, are satisfied. (French abstract) (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists in medical schools.

Describes developments at a medical school on which H. A. Witkin et al (1972) based their article on approaches to the problem of autonomous organization and function of psychologists in medical schools. The Rush-Presbyterian-St. Luke's Medical Center established the Department of Psychology and Sciences of Society. The Department is independent and autonomous; it embraces all psychologists and social scientists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists and nuclear war: A survey.

Surveyed 290 members (187 males and 103 females) of the American Psychological Association about their attitudes toward nuclear war. Findings show that the Council of Representatives' resolution calling for a Soviet-American nuclear weapons freeze was supported by a majority. Females were more supportive of the resolution. Less than one-fourth of Ss responded that the nuclear war issue had entered into their personal decision making. Ss supported public involvement in the issue. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists and public information.

The 1st peace group, inspired by Otto Klineberg and organized by Stanley Zuckerman in 1961, now called the "Social Scientists for Peace," had as its purpose the application of psychological knowledge to such urgent issues as war hysteria, cessations of nuclear tests, disarmament, and fall-out shelters. Activities of various groups of psychologists concerning such social endeavors are cited. 2 questions, "Should psychologists participate in demonstrations and similar activities?" and "Should psychologists be doing research rather than engaging in social action and public education?" are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists in part-time independent practice: Description and comparison.

Investigated the characteristics, activities, and clients of 157 psychologists (mean age 46.9 yrs) in part-time independent practice and compared them to those of psychologists in full-time independent practice. Results indicate that part-time practitioners are typically not academicians but clinicians employed in clinics or institutions. If assured of an adequate caseload, most part-timers would substantially increase their involvement in private practice, and 41% would become full-timers. Findings do not support several negative stereotypes of the part-time independent practitioner. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)