Health psychology training in doctoral psychology programs.

Presents the results of a Division 38 (the health psychology division of the American Psychological Association) survey of graduate training programs in psychology, along with facility-specific information on doctoral training opportunities in health psychology as of Fall 1981. 310 questionnaires were returned from psychology programs; 53 indicated that doctoral training in health psychology was available at their institution. It was found that established subspecialty programs were expanding to include health psychology, and new programs were developing in that area. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bridging scientist and practitioner perspectives in clinical psychology.

Literature suggests that a complex and often hostile relationship exists between the science and practice of clinical psychology. Contributors to this conflict of viewpoints are reconsidered within the proposition that there are different roads to discovery and that there may be good reasons to keep the science and practice of clinical psychology somewhat separate. Results of a national survey of 325 psychologists are reviewed that support the view that psychological practitioners value research and consider their practices to be augmented by scientific findings. However, they are in need of vehicles of communication that will help them translate scientific findings into practice. Results suggest that practitioners do more to understand scientific findings than scientists do to understand the problems that face clinical practitioners. Ways to facilitate communication between and among these groups are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fifty years of psychology.

Assesses the growth and development of the fields of psychology by comparing publications and reports of experiments in the 1927 volume of Psychological Abstracts with those in the 1974 volume. The quantitative growth was found to be prodigious, the qualitative less so. The 1920's were seminal years, because many current concepts--most of them imported from Europe--began to affect American thought. Since then, Americans have refined the methodology related to these concepts. Grand theory began to wane in the late 1920's and miniature theory to develop. Interest in certain topics, particularly conscious states and self, has survived, while interest in other topics has waned. The American culture has had a strong influence on the direction of psychology's development. (58 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate training in philosophical psychology.

Reports the results of a survey on graduate training in philosophical psychology sponsored by American Psychological Association Division 24. 305 schools were contacted, with 160 schools responding. Only 5 of the 160 schools offered a specialty in philosophical psychology. 63 schools reported that there was no emphasis on theoretical psychology, and 48 gave no information. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethics training in school psychology.

Outlines topics and methods in ethical issues that can be integrated into ethics training in professional school psychology programs. These topics include professional ethical codes and regulatory schema, basic philosophical foundations of ethical principles, and models of ethical decision making. Teaching methods and processes are discussed, including teaching and modeling, practicum-based processes, and seminars in ethics. Suggestions for future training in ethics include evaluation of models of instruction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Canadian graduate training in psychology.

As a result of a questionnaire sent to all Canadian graduate training schools in psychology, a tabulation was made of a) qualifications for admission to each programme, b) graduate training specialty in each department, c) broad numerical comparisons of size of university with number applying and accepted for study. Overall the results indicate that the minimum qualifications for entry are a B average in 7 or 8 undergraduate psychology courses including basic experimental psychology and statistics. Qualifying years are usually offered to those who do not reach these minima. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Diagnosis diagnosed: Twenty years after.

Describes an assessment technique derived from the process assessment model: the think-aloud protocol analysis. Three bases for a conceptual shift in assessment are discussed: the link between assessment and intervention, the link between assessment and the environment, and assessment of the learning process. It is contended that think-aloud protocol analysis is useful because it offers an approach to assess the learning process with specific implications for intervention designed to improve reading comprehension. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The value of training in psychology.

Comments on D. R. Peterson's (see record 1996-15595-001) article on training for practice in psychology, arguing that Peterson's statements about the value of training are at times incomplete; at times one-sided; and, with regard to personality assessment, at times inaccurate. Garb states that although many studies do not support the value of training in psychology, it is important to realize that some do. In addition, positive results have been reported for the relation between training and psychotherapy and the relation between training and personality assessment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral training programs in clinical psychology and in counseling psychology.

"On recommendation of the Committee on Evaluation, the Education and Training Board with the concurrence of the Board of Directors of the American Psychological Association has approved the doctoral training programs in clinical and in psychology that are conducted by the institutions listed… ." Of the 47 institutions indicated in the clinical psychology list, six are asterisked to indicate that the institutions have recently developed programs which meet minimum standards. Of the 25 institutions in the counseling psychology list, seven have been asterisked. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral training programs in clinical psychology and in counseling psychology.

A list of the APA approved training programs in clinical and counseling psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral training programs in clinical psychology and in counseling psychology.

"On recommendation of the Committee on Evaluation, the Education and Training Board with the concurrence of the Board of Directors of the American Psychological Association has approved the doctoral training programs in clinical psychology and in counseling psychology" conducted by the institutions listed. Under "Doctoral Programs in Clinical Psychology" 57 institutions are listed; 7 of these have interim approval while the others are undifferentiated by any rating. Under "Doctoral Programs in Counseling Psychology" 24 institutions are listed; 1 of these has interim approval. From Psyc Abstracts 36:02:2AM12A. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral training programs in clinical psychology and in counseling psychology.

"On recommendation of the Committee on Evaluation, the Education and Training Board with the concurrence of the Board of Directors of the American Psychological Association has approved the doctoral training programs in clinical psychology and in counseling psychology" conducted by the institutions listed. Under "Doctoral Programs in Clinical Psychology" 52 institutions are listed; 10 of these are indicated as having received interim approval while the others are undifferentiated by any rating. Under "Doctoral Programs in Counseling Psychology" 26 institutions are listed; 7 of these have interim approval. The institutions listed "have been reported to the United States Public Health Service, to the Veterans Administration, and to The Surgeon General's Office, Department of the Army as conducting at the present time approved programs of doctoral training in areas indicated." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fifty years of hospital psychology.

"On January 1, 1907, Shepherd Ivory Franz came from McLean Hospital, Boston, to establish a psychological laboratory at Saint Elizabeths Hospital, Washington, D. C., then officially known as the Government Hospital for the Insane." Franz' 1907 laboratory, largely concerned with the traditional psychology areas and physiological, is described. "The transition from the physiological laboratory approach to the modern dynamic clinical methods started with the appointment of Winifred Richmond in 1921." The present training program for student psychologists is "listed as approved by the Education and Training Board of the APA." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The crisis in clinical psychology training.

"The directors of university clinical-psychology training programs and state-level psychologists of the 10 northeastern states met in Princeton in June 1962 to consider joint responsibilities, focusing particular attention on the nature of internships. Analysis of fact sheets, completed by both university and state participants prior to the meeting, indicated an acute shortage of doctoral clinical-psychology candidates and of qualified students accepting internships." Suggestions of participants "included (a) expansion of present doctoral training programs, (b) additional training programs including retooling of current masters' programs, (c) and experimental development of professional schools." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Education and training in counseling psychology.

Suggests that employment settings are related to SES trends and discusses their combined impact on the training of counseling psychologists (CPs). Some training models are described, and doctoral programs are reviewed in terms of history, setting, and training emphases. Certification and licensing issues are considered, along with related issues such as retraining. The ever-changing identity of counseling psychology is presented as an obstacle to reaching a consensus as to what constitutes appropriate training for CPs. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

California's training octad in clinical psychology.

In this article the author argues that a mental health service has the inherent responsibility to train personnel if it is to meet its obligations of public service. Nine underlying assumptions are intended to serve as the foundation of psychological services for California's Department of Mental Hygiene. To meet these service needs and responsibilities, eight separate approaches to the training of clinical psychologists have been developed. The eight approaches include: scholarships, internships, career development training, specialized training, interfacility training travel, educational leave, consultation, and university affiliation. These eight approaches to training illustrate the fundamental and substantial emphasis given to training by the Department of Mental Hygiene and throughout Psychological Services. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparative psychology 25 years after.

Examined articles published in the Journal of Comparative and Physiological Psychology (JCPP) and Animal Behavior (AB) in the 25 yrs since F. A. Beach first surveyed the literature in 1950. In the JCPP, the number of species studied remained relatively low in view of the greatly increased number of articles published, while the reverse was true of AB, whose articles were also more diversified in terms of number of species. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Twenty-five years of recommended readings in psychology.

Conducted a survey of recommended reading in psychology. The results of this survey combined with results of previous surveys indicate that several books of lasting influence have been recommended for the past 25 yrs. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)