"Knowledge of and compliance with privileged communication and child-abuse reporting laws": Comment.

Comments on the article by J. S. Swoboda et al (see record 1980-24066-001) and asserts that this article should not have been published in the journal of Professional Psychology. Perry considers the printing of this article to be irresponsible in the damaging effects that it might have on the public's view of psychology as a profession. Perry objects to the suggestion that a significant number of psychologists would ignore or break the law without that suggestion being based upon much better evidence than is contained in this article. While Swoboda et al. are careful to refer to their results as "exploratory" and "suggestions," they nevertheless use these findings as evidence in their discussion of the "negative attitude toward the law" and "ignorance of the law." In addition, Perry asserted that the high refusal rate and the fact that the sample was restricted to eastern Nebraska may indicate a restricted and biased sample. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Knowledge of and compliance with privileged communication and child-abuse- reporting laws.

Mental health practitioners have been criticized for possessing less than adequate knowledge of their legal obligations. An exploratory survey involving 98 respondents was conducted to assess whether this criticism was justified. Results show that a significant proportion of psychologists, psychiatrists and social workers are unaware of 2 of the most basic laws that apply to their professions: the right of privileged communications and the requirement of reporting child abuse. With regard to the latter, it is shown that even among those practitioners who are aware of it, a majority still refuse to comply with it in a hypothetical case. This survey suggests that a significant proportion of mental health professionals are either ignorant of or ignore their legal obligations. The pressing need for more adequate graduate and continuing professional training in these matters is emphasized. (43 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"On the question of professional standards for computer-based test interpretation": Response to Kramer on Matarazzo.

Responds to the comments by J. J. Kramer (see record 1990-58925-001) on the current author's original article (see record 1986-19878-001), in which Matarazzo contends that computerized clinical psychological test interpretations offer considerable potential for improving the work of health service providers. However, cost additions associated with this technology have increased the probabilities that legislative, judicial, and administrative restrictions and sanctions will be imposed. Here, Matarazzo notes that he finds nothing in Kramer's comments that is inconsistent with the opinions that Matarazzo himself offered. (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)     

"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)     

Committee on the Scientific and Professional Aims of Psychology: Preliminary Report.

"This report concerns some of the issues involved in the increasing diversification of psychology." Focus was "on problems of professionalization in clinical psychology in order: (a) to deal with the problems involving the largest number of psychologists, and (b) to make it possible to speak more specifically about issues." The "training of clinical psychologists for the practice of psychotherapy should be established as a new doctoral program within the university." Interdisciplinary training is encouraged. "Generally we favor awarding a degree other than the PhD at the end of such doctoral training." "None of the present models for training of psychotherapists, whether within clinical psychology, medicine, or social work, are satisfactory means for developing competent practitioners able to meet the needs or expectations of society." Guidelines for legislation are suggested. It was suggested that "perhaps as much as 50% of the [APA Convention] program should be composed of invited talks and papers which would be either integrative in their nature or which would open up new areas in which significant advances are being made." The Committee has proposed suggestions rather than solutions to problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Productivity Ratings of Psychology Programs Based on Publications in Clinical Journals": Correction.

Reports an error in the original article "Productivity Ratings of Psychology Programs Based on Publications in Clinical Journals" by Charles J. Golden, Sally Kuperman, and David Osmon (Professional Psychology, 1980, Vol. 11, No. 5, pp. 797-806). In Table 10 on page 804, Larue D. Carter Hospital, Indianapolis, Indiana, is incorrectly listed as a general hospital. It is a state mental hospital. (The following abstract of this article originally appeared in record 1981-28771-001.) Sought to identify the relative standing of clinical psychology programs by evaluating their frequency of publication in the major clinical journals. In addition, the relative contribution of university programs, hospital programs, medical centers, and other institutions to the clinical literature was investigated. It was found that although American Psychological Association (APA)-approved university clinical programs are responsible for the largest number of articles in the sample examined, (14 journals for the years 1975, 1976, and 1977), 6 of every 10 articles were published either by non-APA-approved academic programs or by individuals in other institutional settings. The general reputation of universities did not reflect their productivity in the clinical journals. The article includes an analysis of the major sources of publication in the clinical literature and an evaluation of the meaning of these findings for clinical psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multiple pathways to compliance: Mothers' willingness to cooperate and knowledge of their children's reactions to discipline.

Mothers of 59 children with ages from 6 to 9 years were assessed for their general willingness to cooperate with their children's desires and their accurate predictions of their children's evaluations of different discipline strategies. Mothers asked their children to clean up a playroom in their absence, with some children protesting and others not protesting. Results showed that maternal willing cooperation predicted children's compliance in the absence but not in the presence of protest. Conversely, maternal accuracy concerning their children's evaluations of discipline facilitated children's compliance in dyads in which children expressed initial resistance but not if children indicated no opposition. Mothers' responsive reactions to protest mediated between maternal accuracy and children's ultimate compliance. Results indicate that specific features of parenting facilitate compliance in specific situations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Determining the Optimal Number of Psychologists and Psychology Training Programs: A Cautionary Note.

Marwit (1982, see record 1982-28952-001) argues persuasively for the benefits of university affiliation for schools of professional psychology. However, as part of his discussion, he draws on questionable data in citing the need for additional training programs of this kind. His argument depends on the juxtaposition of epidemiological data, which summarize the prevalence of psychological disorder, and service-availability data. Because there are insufficient practitioners to serve the psychologically disturbed population, Marwit concludes that more practitioners are needed. Marwit's analysis fails to attend to several important considerations. (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)     

The Scope and Standards of Preparation in Psychology for School Counselors: Comment.

Comments on a report by a Special Committee of Division 17 (see record 1963-00132-001). According to the commentator, regardless of their official status in the profession, school counselors are de facto applied psychologists. Provided with minimal professional training, less surely than most other groups in or related to psychology, they are confronted with the most varied range of problems including those of the sociopath, the psychotic, the brain damaged, the feeble-minded, and the sexual deviant. While the school counselor is not expected to treat pathology, he does have major responsibility for the educational/vocational and often the social adjustment of the student. The commentator acknowledges that there will be strong feeling about this report. Some school counselors acquire the important knowledge outlined in the report through formal or informal study and from insights on the job. Others will be motivated simply by the setting of new standards. Any attempt at compulsion for those certified counselors would only add obstacles to the difficult enough task of raising the educational level of a profession. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School psychology: A specialty of professional psychology with distinct competencies and complexities.

School psychology at the doctoral level is recognized as a specialty of professional psychology by the American Psychological Association, with corresponding licensure as a psychologist granted by state boards of psychology. School psychology also is regulated by state boards of education; they set the credentialing standards for professional practice in public schools. The intent of this article is to enhance the understanding of this distinct and multiply influenced specialty. The need for psychological services in schools is highlighted, followed by a discussion of multiple influences and licensing/credentialing issues. Next, the specialty is delineated, its distinctiveness highlighted, and competencies for practice in the public schools elaborated. Finally, education/training models and mechanisms for program accreditation are described, as are the major professional organizations in school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional interests and career aspirations of graduate students in professional psychology: An exploratory survey.

Graduate students in American professional psychology programs (N = 498) were surveyed to examine differences between specialty area (clinical vs. counseling), degree type (PhD vs. PsyD), and gender with respect to demographics, training models, theoretical orientations, career aspirations and reasons for choices, research productivity, and expected salaries. Clinical and counseling students differed with respect to training models, theoretical orientations, career aspirations, and expected salaries, whereas PhD and PsyD students differed with respect to training models, theoretical orientations, career aspirations, and research emphasis. The changing gender composition in professional psychology is unlikely to have a dramatic effect given their professional similarities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supplement to listing of APA-approved doctoral and internship training programs.

Announces changes in the list of APA-Approved Doctoral Programs in Professional (Clinical, Counseling, and School) Psychology and Predoctoral Internship Programs in Psychology. These changes update the listings published in the December 1980 American Psychologist (pp. 1111- 1118). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supplement to listing of APA-accredited doctoral and predoctoral internship training programs in psychology.

The Committee on Accreditation announces the changes presented here to the list of APA-Accredited Doctoral Programs in Professional (Clinical, Counseling, School) Psychology and Predoctoral Internship Programs in Professional Psychology. The original date of accreditation, listed for each program, is the day on which the program's accredited status became effective. Please note that there is an additional "captive" internship training program at the end of this list. These changes update the listing published in the December 1985 American Psychologist (pp. 1380-1398). Complete lists are available on request from the APA Accreditation Office. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The relationship between the discourse knowledge and the writing performance of elementary-grade students": Correction to Olinghouse and Graham (2009).

Reports an error in "The relationship between the discourse knowledge and the writing performance of elementary-grade students" by Natalie G. Olinghouse and Steve Graham (Journal of Educational Psychology, 2009[Feb], Vol 101[1], 37-50). The DOI published was incorrect. The correct DOI for this article is provided in the erratum. (The following abstract of the original article appeared in record 2009-01936-013.) This study examined whether discourse knowledge about various forms of writing predicted young developing writers' (Grade 2 and Grade 4 students) story writing performance once 4 writing (handwriting fluency, spelling, attitude toward writing, advanced planning) and 3 nonwriting (grade, gender, basic reading skills) variables were controlled. It also examined whether Grade 4 students (18 boys, 14 girls) possessed more discourse knowledge than Grade 2 students (18 boys, 14 girls). Students wrote a story and responded to a series of questions designed to elicit their declarative and procedural knowledge about the characteristics of good writing in general and stories in particular as well as their knowledge about how to write. Five aspects of this discourse knowledge (substantive, production, motivation, story elements, and irrelevant) together made a unique and significant contribution to the prediction of story quality, length, and vocabulary diversity beyond the 7 control variables. In addition, older students possessed greater knowledge about the role of substantive processes, motivation, and abilities in writing. Findings support the theoretical propositions that discourse knowledge is an important element in early writing development and that such knowledge is an integral part of the knowledge-telling approach to writing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supplement to listing of APA-approved doctoral and internship training programs.

This article provides a supplement to the listing of APA-approved doctoral and internship training programs. A number of changes in the list of APA-Approved Doctoral Programs in Professional (Clinical, Counseling, and School) Psychology and in the list of APA-Approved Internship Programs in Professional Psychology are announced by the Committee on Accreditation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)