Some speculations concerning the selection of clinical psychologists.

The author makes the point that clinical work and scientific research require different intellectual orientations on the part of the psychologist. The ability to be effective and feel comfortable when assuming either attitude is a trait to look for in the selection of clinical psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A note on the training of clinical and counseling psychologists.

"In June of 1958, letters were sent to the department chairmen of the 24 institutions approved by the APA Education and Training Board to train PhD psychologists in both the clinical and counseling specialties… . One-third of the 24 institutions are known to differentiate definitely in course requirements between the two specialties, while only one-eight are known to differentiate definitely in the preliminary examinations used for the two specialties… . Only three of the institutions definitely differentiate between the specialties in terms of both course requirements and preliminary examinations… . it seems obvious that little differentiation is being made between the two specialties in our major training institutions even though these institutions are approved to train for each of the specialties." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Putting self psychology to good use: When social and clinical psychologists unite.

The subareas of psychology often fail to share with one another their research and theorizing. This article attempts to redress this lack of communication as it pertains to social psychological theorizing and research on self-motives. The article starts with a review of the social psychological literature surrounding people's needs for positivity and verification, followed by a discussion of how to integrate these seemingly incompatible literatures. The article then highlights how these self-motives likely play a role in the psychotherapy enterprise and suggests ways in which therapists might use this information. By bridging the gap between the social and clinical literatures in this way, the authors anticipate that both fields will progress more productively toward their respective goals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Standards of ethical behavior for psychologists: Report of the committee on ethical standards of psychologists.

Most dissatisfaction with the present code involves its "cumbersome length" and the codifying of professional courtesies rather than the "hard core of ethical issues." 7 criteria adopted by the committee in its efforts at revision of the code are specified. "Containing only 18 major principles, the proposed revision retains the essence of the original code tentatively adopted in 1953." The proposed revision is presented with a preamble. Principles are titled as follows: General, Competence, Moral and Legal Standards, Misrepresentation, Public Statements, Confidentiality, Client Welfare, Client Relationship, Impersonal Services, Advertising, Interprofessional Relationship, Remuneration, Technique Security, Test Interpretation, Test Publication, Harmful After-effects, Publication Credit, Organizational Material. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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)     

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)     

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)     

Research etiquette in the study of clinician's behavior.

A critique of research strategy and tactics in the investigation of the processes and functions of clinical psychologists is presented using the report of Sechrest, Gallimore, and Hersch (see record 2005-10655-001) as an example. It is argued that the continuation of studies using college students as an analogue to clinicians contributes little to the understanding of such processes or functions and that the methods of differential psychology are more appropriate than those of experimental psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Incomes of industrial psychologists.

"During August 1960, questionnaires requesting salary information were sent to a random sample of 359 members of Division 14 members obtained from the APA Central Office. Returns were obtained from 289 (81%)." The 10 schools producing the largest number of persons in our sample were (in order) Purdue, Ohio State, Minnesota, Columbia, State University of Iowa, Chicago University, Pittsburgh, Michigan, New York University, and Western Reserve. A large difference in incomes exists between members with MA degrees and those with PhDs. 1 table indicates types of employment; the other 5 tables present income data. The median income for PhDs employed in manufacturing who received their degrees in 1935 or before was $17,100. From Psyc Abstracts 36:01:3AL33D. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Birthplaces and schools of experimental and clinical psychologists.

Analysis of APA Directory data suggests a difference in birth place and undergraduate schools between members of the Experimental and Clinical Divisions of the APA. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The APA study of psychologists.

A preliminary report of the research procedures, findings, and additional questions to be investigated in a study whose major purpose is "the collection of data which may lead to (a) the better understanding of personal and environmental factors that influence the research productivity or the professional contribution of the individual psychologists, (b) increased appreciation of society's demands for and use of psychological services, and (c) an understanding of the influence of various programs of education and training in psychology." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive neuroscience: A field with increasing interest to school psychologists.

Reviews the book, Cognitive neuroscience: The biology of the mind by M. Gazzaniga, R. B. Ivry, and G. R. Mangun (1998). This excellent book on cognitive neuroscience provides an exposition of the key areas concerned in cognitive neuroscience for the advanced student in adult neuropsychology and/or biological psychiatry. The authors' aim to balance theory with neuropsychology utilizing neuroscientific evidence to support a theoretical basis is a major contribution of this text. In this book there has been a concerted effort to provide a theoretical basis for cognitive neuroscience in addition to a list of empirical evidence. Such an effort provides a backdrop for future research as well as linking various cognitive functions into an understandable whole. This volume provides an excellent overview of brain anatomy and function. The book is highly readable and provides excellent illustrations of complex material. The main weakness of this volume for school psychologists is the emphasis on adult disorders with no real discussion of the most common childhood disorders. Although the text assumes some familiarity with neuroanatomy, it is useful for practitioners who desire more up-to-date information in this exciting field. This volume would be an excellent textbook for courses in biological bases of behavior for doctoral-level school psychologists, provided there is accompanying information on child neuropsychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Job satisfaction among school psychologists: A meta-analysis.

Meta-analytic techniques were used to analyze data from a collection of school psychologist job satisfaction studies that were conducted between 1982 and 1999. Eight studies, all of which used the Modified Minnesota Satisfaction Questionnaire (m-MSQ) to measure job satisfaction among school psychologists, were included in the analysis. Two national studies and six state studies totaling 2,116 participants were analyzed. Results indicated that nearly 85% of school psychologists were satisfied or very satisfied with their jobs. School psychologists were most satisfied with their relationships with coworkers, the opportunity to stay busy on the job, the opportunity to work independently, and the opportunity to be of service to others. School psychologists were least satisfied with compensation, school policies and practices, and advancement. Findings were generally consistent between state and national studies, and between 1980s and 1990s studies. Results offered some evidence that overall job satisfaction may be related to state school psychology organization membership and to the opportunity to expand and influence the role of the school psychologist. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Contemporary issues of concern to psychologists.

Information and opinions expressed by individual psychologists are summarized. Major topics are indicated as follows: The Current Scene; The Psychologist Citizen; Education—Identification of Talent, Counseling and Guidance, Scholarships, Motivation of Students, Educational Methods, Motivation of Teachers, Educational Facilities, Research on Education, Tax Support; Science—Attitudes toward Science, Research Support, Motivation of Scientists, Scientific and Technical Information, International Exchange of Scientists, Federal Department of Science, National Science Academy; Defense—Security, National Productivity, International Cooperation, Search for Peace, Information, Research, Education and Training, Liaison. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Length of graduate training for experimental and clinical psychologists.

Tabulations of data on Division 3 (experimental) and Division 12 (clinical) members listed in the 1959 "American Psychological Association Directory" are reported. It "takes the average experimental psychologist slightly over 2 years to receive the MA after he receives the BA, but over 3.25 years are spent by the average clinical psychologist… . It also takes the average clinical psychologist much longer to progress from the MA to the PhD degree"—about 3.5 years for the experimental psychologist and over 6 years for the clinical psychologist. From Psyc Abstracts 36:02:2AM78V. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supervisory and administrative clinical psychologists in U. S. psychiatric hospitals.

An analysis of job titles, salary ranges, education and experience requirements, working hours, etc., of clinical psychology positions requiring supervisory and/or administrative duties. It was concluded that the APA "could assist in standardization of titles and duties, equalization of salaries, and the definition of proper training for such roles." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Religious beliefs and political ideologies as predictors of psychotherapeutic orientations of clinical and counseling psychologists.

Examined the relations among religious beliefs, political ideologies, and psychotherapeutic orientations in 233 34-98 yr old clinical and counseling psychologists. A majority of the respondents affirmed having religious or spiritual beliefs and claimed that their religious beliefs influenced their practice of therapy. Most respondents labeled themselves as politically liberal, and almost half claimed that their political ideologies influenced their practice. The humanistic therapeutic orientation was positively related to Eastern and mystical beliefs, atheistic and agnostic beliefs, and political liberalism; the cognitive-behavioral orientation was positively related to conservative Christian beliefs; and the psychodynamic orientation was negatively related to Eastern and mystical beliefs and positively related to political liberalism. These findings are discussed in the contexts of the scientist practitioner model and postmodern, constructivist thought. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The therapeutic community and new roles for clinical psychologists.

"The psychologist in the therapeutic community, as in many other settings, does formal class teaching with psychology interns, nurses, psychiatric technicians and other student and staff personnel in such subject areas as psychopathology and group psychotherapy and other group techniques. He also provides community education through talks to lay groups." The psychologist may have an administrative role; as a team member he may have the role of assistant team leader, or of acting team leader in the psychiatrist's absence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)