Psychologists and psychological services in urban police departments--A national survey.

The purpose of the present study was to survey urban police departments and determine the amount and type of psychologist involvement. The major aims of the study were to ascertain the number of psychologists employed, the characteristics of these psychologists, and the services they provided. One hundred seventy-four copies of a questionnaire were sent to cities throughout the nation. The survey assessed, in broad terms, the role that psychologists and psychological services have in police departments today. A 74% return (N = 130) of the questionnaires was obtained within 3 months of the initial mailing. Results show that the more populated an area, the more psychologists employed: Only 11% and 10%, respectively, for the two smaller urban groups, but 18% and 39% for the two larger groups (in ascending order). Full-time and part-time psychologists are employed in approximately equal numbers, but, on a national scale and for all population groups, neither is used as frequently as consultants. The majority (74%) of psychologists employed are at the PhD level. Most have a clinical background, though training in counseling or industrial psychology was significantly involved. Two points represent major findings of the study: the use of consultants rather than full-time employees, and the relatively great amount of time spent in applicant screening. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Formalized psychological services in state education programs.

In recent years "state regulations have played a major part in determining the nature of local school requirements" for psychologists. States having formally legislated provisions for school psychologists, states formally recognizing qualifications of school psychologists, professional training requirements for different levels of persons rendering psychological service in schools, and required supervised practicum or internship experience are discussed. The certification of school psychologists as teachers, the renewal of certification of school psychologists, the kinds of psychological services provided or used, the apparent absence of a sensitivity to a need for school psychological services, and the various titles by which psychologists are designated in school law or official statements are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

New Jersey vignettes: Fifty years of state psychological services.

"New Jersey State Psychological Services began on October 1, 1910, when J. E. Wallace Wallin left… Vineland… to open a Psychological Laboratory at the New Jersey Village for Epileptics… near Princeton… . Edgar A. Doll became New Jersey's first State Chief Psychologist, 1919-23." Psychological services expanded greatly by the end of the postwar decade. Internships in clinical psychological services and research have been available since the early 20s. At present there are over 100 state psychology positions in correctional centers, mental hospitals, and training schools. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relationship between the psychological investigator and the public schools.

In an effort to create a reciprocating arrangement between university and various school systems, "a facility, designated the Office of Child Research was recently established at the University of Texas." This unit provides assistance to the investigator in the preparation of the research proposal, submits the research proposal, informs the investigator of the disposition of his proposal and assists in preliminary arrangements, reports to the school on completion of the study, provides a variety of reciprocating services, and maintains records. From Psyc Abstracts 36:02:2KA01C. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychological services in state schools for delinquent boys.

A discussion of the results of a survey sent to 68 institutions which serve a male population between the ages of 12 and 18 and which are training schools, not penal institutions. The discussion covers the following topics: number of schools employing psychologists, training level of the psychologists, ratio of boys to psychologists, and the need for workers in this area. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists for the public schools: A training program.

"Psychological services in the public schools face a demand there is no hope of meeting in the foreseeable future… . Our concept of training at Peabody… has grown out of a belief that psychology's contribution to the schools might well lie in the three not unrelated aspects of the field… current knowledge of human behavior, skills in interpersonal relations, and research ability." The school psychologist curriculum is described. Students "take basic courses in experimental, personality theory, developmental, learning, measurement, and social psychology." Emphasis is placed on research training and training in clinical skills. "The core seminar makes heavy use of the experiences students acquire in the demonstration-training center which Peabody has established in a nearby town as a central aspect of the program." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A national imperative: Public funding of psychological services.

This article discusses the history of Canadian psychology and the publicly funded health care system. Reasons are provided for the current situation, in which psychology is largely not publicly funded, and the current situation in psychology is contrasted with that history, to make the argument that modifications are possible. Different models and methods of funding, related to service providers, service recipients, and the actual services themselves are reviewed. An argument is made that public funding should be provided to clinical psychologists who provide empirically supported services to patients with diagnosable mental health problems. The article concludes with a response to some anticipated criticisms of the position taken, and ideas about political advocacy to advance the agenda of public funding of psychological services. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Public policy and the provision of psychological services to older adults.

Public policy shapes who delivers health care, how care is delivered, and how much providers are paid. The impact of public policy will become even more important to psychologists who serve older adults as 76 million members of the so called “baby boom” generation enter their later years. Armed with basic public policy facts, psychologists can better maneuver the systems created by public policy and even change policy. This article reviews how Medicare works since it is the primary payer of mental health services for older adults. The article then turns to the question of how many health care professionals (including psychologists) will be required to meet the needs of a rapidly growing older population and concurrent challenges of training and building that work force. Finally, different policy visions for a better mental health care system for older adults are summarized since they may be roadmaps to what the future of mental health care will look like. The article closes with practical recommendations on how psychologists can influence mental health and aging public policy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comprehensive provision of psychological services to students on a university campus.

A conceptual framework for a total delivery system of psychological services on a University Campus was proposed. In relation to the implementation of the Kirk Committee Report on "Standards for University Counseling Services," the objectives of intervention by provision of service were described as a) achievement by the student of a developmentally more mature level of homeostatic relationship with his environment or b) returning the student to autonomous functioning. Some of the issues involved in implementing such a system were considered, and the provision of trained staff capable of operating such a system discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Taking a position on "appropriate educational services."

Several years ago the Division 16 Executive Council (EC) was invited by the National Association of School Psychologists (NASP) to support a position paper entitled "Advocacy for Appropriate Educational Services for All Children," which had been adopted by NASP and the National Coalition of Advocates for Students (NCAS). The discussion of the position paper by the EC revealed several different points of view, and EC action on it was tabled. The issues raised by the position paper, as well as the actions taken toward implementing its recommendations, have become part of a national debate about how best to serve students. Because of the continuing relevance of the position paper with respect to the delivery of psychological services in the schools, I was encouraged to undertake the development of a mini-series around it for Professional School Psychology, now School Psychology Quarterly. The objective of this mini-series is to assist readers in framing the issues raised by the position paper in relation to the ongoing dialogue about service delivery systems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The practice of psychological testing in clinical services in the United States.

Questionnaire responses were obtained from 185 (61% of 304 agencies including VA stations, state mental hospitals, institutions for mental defectives, outpatient clinics, and counseling centers. The median number of different tests was used 26; the range was from 5 to 8. The most frequently used tests are the Rorschach, Draw-A-Person (Machover), Thematic Apperception Test, Visual Motor Gestalt Test (Bender), Stanford-Binet, WAIS, and MMPI in that order. Comparisons are made of the 20 most used psychological tests in each of 3 decades. From Psyc Abstracts 36:02:2HA79S. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychological consultation and services in a general medical hospital.

When psychologists need to see patients who have been admitted to a general medical hospital or are asked to see a patient in a general medical hospital, they must be aware of, and in compliance with, the rules governing consultation, privileging, and privacy. Psychological treatment for patients is an important part of the treatment of patients with medical conditions that may be exacerbated by psychosocial stressors, preexisting anxiety, or depressive symptoms. The role of the psychologist is to have an integrated role with the medical team and work with the patient in effectively managing these symptoms. Models for promoting psychological services to all patients, especially those who are medically ill, have emerged as one of the few growth areas in psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Marketing psychological services in the public sector.

Discusses the need for psychologists to think in terms of promoting themselves as service providers and their techniques as health benefits. Particular reference is drawn to current programs within the Veterans Administration hospital system, including biofeedback training and vocational rehabilitation programs. Cost–benefit analyses are also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evidence-based treatments and delivery of psychological services: Shifting our emphases to increase impact.

Evidence-based psychological treatments (EBTs) have made enormous gains in the range of techniques that are available and the scope of problems to which they can be applied. Debates about the advances focus on issues related to applicability of the evidence to clinical work, limits of highly controlled studies, and decision making in clinical practice. Less often discussed is arguably the more salient issue, namely, that most people in need of psychological treatment do not receive services, whether evidence based or not. This article discusses EBTs as currently studied in relation to an overarching goal of our interventions, namely, to reduce the burden of mental illness and the full range of social, emotional, and behavioral problems leading to impairment. The diversity of clients, the range of settings in which treatments must be delivered, and the models of delivery ought to receive greater attention in developing evidence-based interventions. In the context of treatment of children and adolescents, this article discusses service needs and how EBTs can better align with these needs to exert broad impact. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The school as a psychological laboratory.

"Current training opportunities leading the graduate student of psychology to real understanding of children are… extremely limited… . Perhaps as good an explanation for the profession's neglect of such an important aspect of its field [child psychology] is to be found in the swings of academic fashion." To date, the public schools as settings for practicum experiences and internships have not been much exploited. Large city school systems present exciting possibilities. Courses of the Department of Psychology at the University of Chicago have used the Chicago public schools since the 1930s. Typical research studies in which the Chicago schools have made facilities and subjects available are enumerated. "On the employment side, the positions for school psychologists in the Chicago schools jumped from 66 in 1957 to 90 in 1958." Psychological work in the schools requires thoughtful preparation. "Psychology must sell its wares to skeptical, if not openly hostile, teachers and administrators." Psychologists "must drop their supercilious attitude toward some of the basic tasks of school psychology… . The tremendous potential of the schools as a laboratory for research and training in almost all phases of psychological study must be more fully realized." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A survey study of psychological assessment practices in the screening and admission process of candidates to the priesthood in the U.S. Catholic church.

The purpose of this survey study was to investigate the policies and procedures concerning the psychological assessment of candidates to the Catholic priesthood. Diocesan and religious vocation directors and seminary rectors identified 86 different mental health professionals they usually refer to for this type of psychological evaluation. This study used a qualitative methodology comprising focus group interviews and self-reported surveys (with open-ended questions). Most of the respondents (96%) were psychologists. Questions elicited responses on psychological assessment practices of candidates to the Catholic priesthood (e.g., areas of assessment, structure of psychological report, instruments used). The results have implications for the screening of candidates to the priesthood. Ethical and multicultural considerations are discussed, and suggestions are offered for the improvement of policies and procedures, as well as for future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social and psychological variables in learning Hebrew.

Attitudes towards the social group employing the language, reason for studying the language, and intelligence were posited as parameters affecting the learning of a 2nd language. The investigation focused on Jewish 8th- and 9th-grade students learning Hebrew. The results indicated that ability and attitude facilitated learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Maximizing the effectiveness of psychology in public mental health services.

Rather than a preoccupation with diagnosis and pathology, psychologists should direct their attention to the capacity of individuals for adaptation and adjustment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School climate support for behavioral and psychological adjustment: Testing the mediating effect of social competence.

The present study used an ecological framework to examine the relationships among adolescents’ perceptions of school climate, social competence, and behavioral and psychological adjustment in the middle school years. This study improved upon prior studies by using structural equation modeling to investigate the hypothesized mediating effect of social competence and to account for measurement error. The sample included 1,042 participating students from 23 middle schools. Results showed that school mastery goal structure, promotion of autonomy and discussion, and teacher emotional support were negatively related to the levels of adolescents’ deviant behaviors and depression, while performance goal structure was positively related to deviant behaviors and depression. Social competence was a mediator between perceived school climate variables and adolescent adjustment, with the exception of the relationship between mastery goal structure and adjustment variables. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

I Sold My Private Psychological Practice.

In 1971, following 31 years of private practice in clinical psychology, including 26 years on a full-time basis, I decided that it was time to think about closing out this phase of my career in favor of semiretirement. Five years later my plan became a reality, see article by R. M. Samuels (see record 2005-09169-003). Here is the story of how it was done. It is my opinion that most psychological practices have a sale value and that with adequate planning, a qualified purchaser will be found and an effective transfer of the practice can be realized. (PsycINFO Database Record (c) 2010 APA, all rights reserved)