Criterion-based training for Rorschach scoring.

This study addresses the effects of structured training on the development of Rorschach coding skills of graduate trainees and broadens the empirical base regarding student acquisition of these coding skills. A course outline for criterion based training in Rorschach scoring is reviewed. A training approach will be described that emphasizes a progressive "vertical" or "response segment" sequence to scoring training. The effects of this structured training protocol for graduate students Rorschach coding of Exner Comprehensive System criterion-scored protocols resulted in good to excellent levels of interrater reliability. The implications of these findings for training in Rorschach coding skills are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training issues in psychotherapy integration: A commentary.

This article is a commentary on A. J. Consoli and C. M. Jester's (see record 2006-01691-002) and J. Gold's (see record 2006-01691-003) eloquent and stimulating reflections on training in psychotherapy integration. Three issues are addressed: (a) the timing of an integrative perspective in training, (b) the potential merits of "hero worshiping" at an early phase of training, and (c) some misconceptions about training in "pure-form" psychotherapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Genealogy in psychoanalytic education: Reinforced adherence or useful aids toward individuation?

It is very likely that disagreements leading to opposing factions and conflict are universal, and part of the very nature of academic (intellectually and behaviorally expressive) institutions. Analytic "education" shares in this tradition. Internal conflict and splits within and between psychoanalytic training centers have continued to reappear throughout the history of the psychoanalytic movement. They were greatly magnified with the formation of "official, formal training." The authors propose highlighting the composite of personal and professional genealogies within the training analysis couple as opportunities to provide experiential, graphic consideration of the affiliative, disaffiliative, and identification processes, greatly enhanced when analysands, training analysts, and the Institute regard this as a valuable method to study the parallel phenomena evoked, experienced, and shared communally. These personal and group considerations are part of the shared genealogy and history of psychoanalytic Institute and Society life, their "parent" organizations, and "relatives" nationally and internationally. (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)     

Investing the Wealth: Intentional Strategies for Psychology Training in Developing Countries.

The knowledge and skills of psychology can be useful in developing countries where indigenous mental health resources are sometimes scarce. Although it may be useful for psychologists to provide short-term training in developing countries, the potential for long-term change is best accomplished by investing in training students from developing countries, especially those committed to returning to their homeland after completing their training. Three "investment strategies" are suggested for training students from developing countries: faculty awareness, intentional mentoring, and facilitated launching. Challenges and implications for professional psychologists are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personality characteristics of women's assertiveness training group participants.

Compared the personality characteristics of 25 female undergraduate volunteers for a women's assertiveness group with a control group of vocational counselees and the norm group on the EPPS. The effectiveness of assertiveness training was also briefly examined. Results suggest that the women in assertiveness training are highly concerned with the approval of others and moderately inhibited in expressing their feelings and are thus "unassertive" but that in most respects they are autonmous and integrated. The training appeared successful, resulting in a decrease in measured anxiety (Willoughby Questionnaire) and an increase in reported assertive behaviors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Some ethical issues in sensitivity training.

Presents sensitivity training and encounter as having evolved over the past two decades into popular psychoeducational experiences. Diverse group experiences are conducted by "trainers," "facilitators," or simply leaders, with gross differences in professional preparation. The "encounter group" appears to be purely therapeutic in intent. Early goals of training were democratic change and the study of facilitating or obstructing group processes. Many current practitioners either disavow or are ignorant of original purposes and emphasize emotional expressiveness. Hence, the original aim of training is subverted, and pressures are exerted upon participants for emotional expressivity regardless of psychological statuses. Inadequate preparation of many "trainers" to deal with personality problems, inadequate cognizance of group influences exerted as pressures upon participants, and a premium placed upon emotionality (a) undermine the socially useful values of learning and understanding of group and interactional processes, and (b) raise pressing ethical practice issues. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Committee on Subdoctoral Education. The training of technical workers in psychology at the subdoctoral level.

After having considered many previous statements and reports concerning the training of psychological workers at the subdoctoral level "… the committee's best collective judgment on certain issues" is made explicit in several statements. Among these are: "A. Professional training in psychology at the subdoctoral level is desirable… . B. Appropriate distinctions as to role and title should be made between the subdoctorally trained psychological worker and the doctorally trained psychologist." Eight recommendations are made concerning subdoctoral training. Implications and expected orientations of the recommendations are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Subdoctoral education in psychology: A study of issues and attitudes.

Discusses several psychological conferences and committee's attitudes toward the desirability of "programs to train for psychological service at less than the doctoral level." 7 central areas of contention concerning subdoctoral training are (1) type of training, (2) level of training, (3) responsibility for training, (4) locus of training, (5) degree and/or title, (6) roles and duties, and (7) implications for psychology. The 7 issues served as the basis of the specific questions in a large scale survey. The sample (N = 4308) included American Psychological Association members of the Clinical, School, and Counseling Divisions of Psychology and chairmen of graduate departments of psychology. Results indicate that "the large majority of psychologists recognize the need for and approve the training of people at less than the doctoral level to do psychological work." A consensus as to how this is to be implemented was not reached. (17 ref.) (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)     

Developing a VA counselling psychology training program: a case history of university-hospital cooperation.

"… APA-approved training programs have been organized in an increasing number of universities in cooperation with nearby VA training hospitals." The first such university-VA hospital training program involved Columbia University's Teachers College and the VA training unit for Metropolitan New York. The selection of trainees, the integration of university training and VA traineeships, the success of the training, and the role, responsibilities, and privileges of consultants in this particular program are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Studies on right ventriculal function of clinical cases (author''s transl)

Total lactate dehydrogenase (LDH) activity and LDH isozyme pattern were studied in muscle biopsies obtained from m. vastus lateralis after 1) "aerobic" training performed as interval and extreme distance running, respectively (3 subjects); and 2) "anaerobic" training for two months, carried out as repeated maximal bursts of approximately 1 min running (6 subjects). After the "anaerobic training" no changes in LDH properties could be detected, although running performance improved. The extreme distance running resulted in a decrease in total LDH activity and an increase in relative activity of the heart specific isozymes. A relationship was also shown between the relative activity of these isozymes and the training distance covered. The relatively more aerobic prevailing during distance running as compared to "anaerobic training" were proposed to decrease muscle specific subunits and/or increase synthesis of heart specific subunits in both muscle fiber types. This suggestion was supported by isozyme analysis of lyophilized and dissected single muscle fibres.     

The role of the master's degree in doctoral training.

The committee "would attempt to produce a scholarly psychologist well grounded in scientific method, theory, knowledge, and critique, as these pertain to the pursuit of a career in either scientific or applied psychology." They believe that "psychology can serve society best by reducing the amount of specialization at the predoctoral level and by training the PhD… . A psychologist so trained will be able to adapt to the changing situation in a dynamic society." Major sections are: Implications for Psychology, Articulation of Nondoctoral and Doctoral Graduate Programs, and Recommendations. The APA Education and Training Board should have an annual article in the "American Psychologist" providing pertinent information on graduate training programs, graduate selection standards, and philosophy of graduate training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ellis and Gloria: Postive or negative model?

Reviews the history behind the 1965 film The Three Approaches to Psychotherapy, a classic training film that includes demonstrations with the client "Gloria" by C. Rogers, F. Perls, and A. Ellis. The use of video models in the training of counselors and psychologists, Ellis's demonstration of rational-emotive therapy (RET), and the ways in which RET has changed from the time the film was made are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preparing school psychologists: Perspectives on program design and training goals.

Describes the miniseries found within the current issue of Professional School Psychology: "Preparing School Psychologists: Perspectives on Program Design and Training Goals." Each of the four articles chosen presents a thoughtful and informative analysis of issues related to the miniseries topic. The first article argues for training school psychologists as "data-based problem solvers." The second paper examines the training of ethical principles and behavior in school psychology. The third article explores both the demographics and professional attitudes that are expected to be the major influences upon future training practices in school psychology. The final article of the miniseries presents a rationale for developing training efforts based on the research and principles of behavioral psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology in flux: The academic-professional bipolarity.

The "main fission in psychology is that between academic psychology and professional psychology." Clinical, industrial, and social psychology, among other applied fields, have expanded dramatically since World War II. Experimental psychology itself is now being professionalized. Serious problems stem from the fact that most graduate curricula are oriented to training "pure scientists" as scholars while most psychology graduates will "wind up in professional work outside universities and colleges." One solution is "to set up a school forthrightly embracing both academic and professional graduate training." There would be an "academic department" and a separate "professional department." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ramifications of increased training in quantitative methodology.

Comments on the article "Doctoral training in statistics, measurement, and methodology in psychology: Replication and extension of Aiken, West, Sechrest, and Reno's (1990) survey of PhD programs in North America" by Aiken, West, and Millsap (see record 2007-19520-003). The current author asks three questions that are provoked by the comprehensive identification of gaps and deficiencies in the training of quantitative methodology that led Aiken, West, and Millsap to call for expanded graduate instruction resources and programs. This comment calls for greater attention to how advances and expansion in the training of quantitative analysis are influencing who chooses to study psychology and how and what will be studied. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The psychologist of the future: Scientist, professional, or both.

A familiar issue in psychology is the "relation between our science and its applications." As the goal of doctoral training, the present explicit model of the psychologist as the combination scientist-professional is considered. 3 alternative conceptions are considered: (a) to train psychologists exclusively as scientists; (b) exclusively as professionals; (c) to "train two brands, one for scientific work only, the other for professional work only." Each proposal is considered. Criteria proposed "lead me to prefer our present models for training psychologists to any of the alternatives available." Major topic headings are: the scientist-professional conception of the psychologist in practice, alternative conceptions of the psychologist, re-examination of the scientist-professional model, training the scientist-professional, the psychologist of the future. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of combined counseling and vocational training on personal adjustment.

To evaluate the effects of combined counseling and vocational training on personal adjustment, the Manson Evaluation test was administered to 85 students during the 1st 2 wk. of training and again near termination. The students, ages 17-21 yr., were generally characterized by previous failure in social, academic, and vocational endeavors. All students and classes received individual and group counseling by skilled counselors. Comparisons of "before" and "after" Manson scores revealed consistent and highly significant gains in personal adjustment. The findings are discussed in terms of current governmental efforts to combat socioeconomic problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethics and the professional practice of psychologists: The role of virtues and principles.

We evaluate the potential relevance of virtue ethics to the training and practice of professional psychologists, and we contrast them with principle ethics. Typically, principles are used to facilitate the selection of socially and historically acceptable answers to the question "What shall I do ?" when confronted by ethical dilemmas. Virtue ethics, however, generally focus on the question "Who shall I be?" Strengths and weaknesses of each approach are presented. The impact of each is discussed with respect to informed consent and the therapeutic construct "genuineness." We conclude that virtue ethics are an essential component of responsible ethical training and practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)