On the question of professional standards for computer-based test interpretation.

Comments on J. D. Matarazzo's (see record 1986-19878-001) discussion of computer-based test interpretation (CBTI) and R. D. Fowler and J. N. Butcher's (see record 1986-20446-001) response to Matarazzo. The call for the development of CBTI guidelines both by individuals with reservations about some CBTI programs (e.g., Matarazzo) and by those who are more positive about the present status of CBTI development (e.g., Fowler and Butcher) is emphasized. Matarazzo's reply to the author immediately follows this comment. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Conference on the professional preparation of clinical psychologists: A summary.

Presents a summary of the conference on the professional preparation of clinical psychologists. Without countenancing the lowering of standards as such, the conferees have sought for a responsible position in the face of the dilemma presented by the foregoing combination of circumstances. Brought together for the purpose were not only clinical psychologists and their colleagues in applied areas, but experimental and social psychologists as well, together with representatives of such other disciplines as psychiatry and social work, a group including both suppliers of clinical psychologists and consumers. Topics discussed at the conference include: professional preparation; clinical training; research training; curricula; alternative models of doctoral training; and so forth. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Clinical psychology training in Canada: Its development, current status, and the prospects for accreditation": Response to Conway.

Comments on J. B. Conway's (see record 1985-10567-001) history of clinical psychology in Canada. The discussion focuses on the sources of support for and opposition to the establishment of applied psychology programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the expansion of professional psychology.

"My aim has been to discuss some of the effects which present-day training in clinical psychology may have upon the role and identity of professional psychologists; how the consequences of professional expansion and the interaction with other groups affect training programs in psychology; and how in turn the circumstances of the latter, by determining the range and quality of experiences, may affect the intellectual and professional orientation of clinical psychologists." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Observations on the retirement of professional psychologists.

If you are interested in eventual retirement, this article discusses some issues that you may wish to consider. For example, a variety of ethical, legal, professional, business, clinical, and personal considerations are critical when a psychologist decides to retire and close a practice. When these diverse considerations are approached sensitively and are well resolved, the best interests of clients are emphasized, and optimally, they will cope more adequately with their psychologist's retirement. Managing these considerations effectively will also enhance the psychologist's move into retirement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conference on the professional preparation of clinical psychologists: Progress report II.

The conference will begin an August 27 and end September 1 in Chicago prior to the APA meetings. "It is expected that a total of approximately 80 participants and Os will attend. The major work of the conference will be carried out in 8 groups of about 10 persons each." The 80 participants and 8 recorders are listed; also listed are the "Psychology Groups" invited to send Os. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Historically grounding the practice of psychology: Implications for professional training.

The author explores 3 ways the history of psychology can be made relevant to professional training in clinical psychology. Focusing on the practitioner-scholar model of clinical professional training, he argues that 3 central facets of historical understanding can be wedded to existing goals of professional training: (a) providing an interdisciplinary context for psychology, (b) addressing concerns about humans in the field, and (c) mediating theory-practice tensions that often exist in professional training. Suggestions are also made for encouraging historical understanding as essential to fostering critical self-reflection among students preparing for careers in professional psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Knowledge of and compliance with privileged communication and child-abuse- reporting laws": Response to Dr. Perry's Criticisms.

Responds to the commentary by John Perry (see record 2005-09247-004) who commented on a previous article by J. S. Swoboda et al (see record 1980-24066-001). These authors disagreed with Perry's criticism of their article that their refusal rate and the fact that the sample was restricted to eastern Nebraska cause the validity of their results to be so questionable as to make the printing of the article "irresponsible." They listed the reasons for their disagreement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

金属材料硬度试验方法系列标准研究

综述了2009年最新批发布的我国金属材料硬度试验方法系列标准的主要内容,与国际标准的一致性程度,以及标准执行中需注意的问题,同时对我国金属材料硬度试验标准的体系进行了分析研究,提出了今后硬度试验方法领域标准制修订建议和奋斗目标。     

Conference on the professional preparation of clinical psychologists: A progress report.

Preconference planning has been carried out by a Division 12 Conference Committee and its associates; the Committee is issuing a preconference report for wide distribution and discussion. The report "includes a statement on the nature of the profession, a historical survey and review of previous conferences on graduate education in psychology, and a section on manpower." The report includes 22 invited position papers reflecting different points of view in the general area of training as well as on specific issues. Titles of the papers are listed. The Executive Committee of Division 12 has made a final selection of 60 participants; observers will be limited to official representatives from organizations such as NIMH, the VA, the E&T Board, etc. "Much of the work of the Conference will be carried out in small discussion group meetings interspersed with plenary sessions. It will begin in the afternoon on August 26 or 27 and run for 5? consecutive days." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Casebook for Providers of Psychological Services.

The Committee on Professional Standards (COPS) of the Board of Professional Affairs (BPA) is the APA governance committee charged with the responsibility for development and interpretation of the Association's quality assurance policy. In its initial charge to COPS, BPA asked the committee to develop a "casebook for providers of psychological services." The goal of the casebook would be the implementation of the Specialty Guidelines for the Delivery of Services by Clinical (Counseling, Industrial/Organizational, School) Psychologists (approved by Council in January 1980). The focus of the cases would be quality assurance problems that came to the attention of COPS directly or through other governance bodies such as the Committee on Academic Freedom and Conditions of Employment or the Committee on Scientific and Professional Ethics and Conduct, COPS would be responsible for developing three or four cases per year, with these cases appearing in the June archival issue of the American Psychologist. This report contains the first three cases, developed by COPS during its October 1980 meeting and approved for publication by the Board of Professional Affairs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Challenges to Professional Psychology Education in the 21st Century: Response to Peterson.

Professional psychology education faces many critical challenges brought about by the major changes occurring in the health care arena. This article shows that professional schools and programs have a good record of responding to these challenges and of taking proactive steps sponding to prepare their graduates for new health care roles and delivery systems. Data on admissions to psychology doctoral training programs demonstrate little support for the toral concerns raised by Donald R. Peterson (2003, this issue) about the preparation of students for graduate training in professional programs. Although quality concerns are important to investigate, such examination best resides with portant the American Psychological Association's Committee on Accreditation, which has the promotion of quality and excellence in professional psychology education and training as its major goal and responsibility. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The law, standards of practice, and ethics in the practice of psychology.

Reviews the book, The law, standards of practice, and ethics in the practice of psychology by David R. Evans (see record 1997-36222-000). The strength of this book, as the title suggests, is its focus on Canadian law, legal precedent, and ethical standards. The book covers, among other things, informed consent, confidentiality, assessment and treatment of children and adults, custody and access assessments, assessment of young offenders and treatment of correctional clients, the practitioner as expert witness, and malpractice. This text is destined to become a standard, and because the law is constantly changing as cases set new precedents, it will have to be revised on a regular basis. In that context, I offer some minor criticisms that are intended to be possibilities for making the text stronger in future revisions: I would suggest that an index of names be added to the present subject index, and an index of the Canadian legal cases cited. At present these cases are merely referenced after each chapter without the page numbers that one would get in an index. There are appendices after most chapters (I counted 14 separate appendices). Next time around, Evans might consider adding a list of appendices, with hints about their contents, after the table of contents. These criticisms aside, laudatory reviewers sometimes say "all psychologists (lawyers, doctors, etc.) should have this book on their shelves." In the case of this new book on legal and ethical rules concerning the practice of psychology in Canada, I can make that claim without hyperbole. For Canadian psychologists, particularly those who transact business with the public, this book is essential. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Implications of the case studies of creative people for psychometrics": Comment.

Comments on the articles in the special section of American Psychologist (April 2001) which discussed understanding creativity and creative people. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Stalking the IQ-expertise relation: When the critics go fishing": Correction to Ceci and Liker.

Reports an error in "Stalking the IQ-expertise relation: When the critics go fishing" by Stephen J. Ceci and Jeffrey K. Liker (Journal of Experimental Psychology: General, 1988[Mar], Vol 117[1], 96-100). In this commentary, subjects #24 and #25 were incorrectly listed as failing race 5 (0s). The corrections appear in the erratum. The erratum also includes a line missing from Footnote 2. (The following abstract of the original article appeared in record 1988-31616-001.) Detterman and Spry (1988) criticize several conclusions we made in our study of racetrack handicapping and cognitive complexity (Ceci & Liker, 1986). Specifically, they claim that our use of an unreliable measure of expertise was responsible for our failure to obtain a relation between expertise and IQ. Consequently, we were accused of accepting the null hypothesis too readily. In this reply, we demonstrate, contrary to their claim, that the reliability of the measure in question is very high (.88) and that its reliability is manifested in its high correlation with another variable, interactive reasoning, overlooked by Detterman and Spry. We conclude by pointing out a number of factually inaccurate claims made by Detterman and Spry along with what appears to have been selective reporting of correlations to bolster their arguments; and we suggest that their failure to consider one entire aspect of our analyses rendered their criticisms baseless. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"On the application of within and between analysis: Are absence and affect really group-based phenomena?": Correction to Yammarino and Markham.

Reports an error in "On the application of within and between analysis: Are absence and affect really group-based phenomena" by Francis J. Yammarino and Steven E. Markham (Journal of Applied Psychology, 1992[Apr], Vol 77[2], 168-176). The exponents in Equations 4 and 5 are incorrect. The correct exponent in each equation is 1/2. (The following abstract of the original article appeared in record 1992-29454-001.) J. M. George (1990) examined personality, affect, and absence behavior as group-level phenomena. The recognition of level of analysis issues in that study was important, and the formulation of group-level hypotheses was interesting. However, the incomplete application of within and between analysis (WABA) led to suspect conclusions about group-based effects. The current study reexamined and reinterpreted George's results in light of an appropriate application of WABA. Personality, affect, and absence behavior appear to be based primarily on individual rather than group differences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Leo Rangell and I: Where do we differ?" Response to Dr. Wallerstein: Part I.

Responds to a commentary by R. Wallerstein (see record 2007-10890-011) on the present author's original article (see record 2006-05420-002) regarding the evolution of psychoanalytic theory. I do not believe that misunderstanding or misrepresentation has played a part in these differences. What I think has been at play for almost 20 years has been a difference in outlook on scientific and social issues, and in our interpretations of the historical course of events affecting psychoanalytic theory. These are reversing in recent years, which I welcome. No objective events have taken place to account for these changes, only subjective developments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training graduate students to be clinical supervisors: A survey of Canadian professional psychology programmes.

Recognising the need for training in clinical supervision, the Canadian Psychological Association (CPA) requires that accredited professional psychology programmes offer graduate students training in supervision. To fill a gap in the existing supervision literature, we surveyed training directors (or designates) of CPA accredited clinical and counselling programmes to understand how this training standard is currently being met in the area of clinical supervision. Responses were obtained from 20 of 28 programmes (71.4% response rate). Approximately 50% of respondents indicated that their programmes required some coursework related to clinical supervision, with wide variability, however, in the number of hours of coursework provided to students (range 3 to 39). Most courses included lectures and group discussion, but also often provided students with practical experience in clinical supervision provision. Only 25% of programmes required a practicum in which students gained experience in clinically supervising other students, although an additional 40% of programmes offered an elective practicum in which students gained some training in clinical supervision. Most programmes (~71%) identified strategies for improving training in clinical supervision (e.g., improving course work, requiring practical experience), but also identified challenges to offering clinical supervision training (e.g., availability of skilled supervisors, insufficient time to devote to supervision, student competency). Based on the findings, we offer some recommendations for how training in clinical supervision could be improved in Canadian professional psychology programmes as well as describe some important directions for future research in this area. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Note on the work of the British Standards Institution.

The British Standards Institution set up a Technical Committee to produce a "code of practice" on the graduation and marking of instruments, using as its starting point an Admiralty Report (Naval Motion Study Report No. 48) which I had written summarizing all available research on the design of pressure gauges. This Committee has now been sitting for two years and not only has it considered the findings of existing research but it has also arranged for further research to be done to fill gaps in our knowledge. One such experiment is being carried out at the moment on the relationship between dial size and accuracy of reading. This is, I believe, the first instance of psychological research being used as the basis of deliberations by the British Standards Institution. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A note on the origin of the APA Clinical Section.

Notes the problem of the training of psychological examiners, particularly for the public schools, and his findings, published in 1914, that a majority of psychological examiners in public schools were teachers without formal backgrounds in psychology. He discusses his involvement, with other psychologists, in formulating definite professional standards for psychological practitioners--standards of competency and of status--and perhaps of organizing a new standard setting association. He goes on to outline the early history of the development of the first Section within the American Psychological Association, the Clinical Section. (PsycINFO Database Record (c) 2010 APA, all rights reserved)