The balance between clinical and research interests among Boulder Model graduate students.

We examined the career goals and scholarly productivity of 176 clinical psychology graduate students from sixteen PhD programs approved by the American Psychological Association. Students were surveyed by telephone (n?=?140) or (as a check for experimenter bias) mail (n?=?36). Program characteristics were also examined. The majority (71%) of the total sample had a predominantly clinical orientation, and these students intended to spend, on the average, four times as many hours on clinical work as on research. Research orientation covaried with program and adviser characteristics and declined with number of years in training. The possibility of integrating scientific research with clinical practice is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

PhDs, PsyDs, and real-world constraints on scholarly activity: Another look at the Boulder Model.

We report the results of a random sample survey of the scholarly activities of PhD and PsyD-trained clinical psychologists. Like past researchers, we found that practicing clinicians produce few publications, although they are active in research in many other ways and are active consumers of research. The best predictors of scholarly activity are measures of the resources and incentives available in the worksite for engaging in such activities, but a positive attitude toward research was also a good predictor. In general, PhDs report more scholarly involvement than do PsyDs. But this difference diminishes in settings where fewer resources and incentives are available, to the point at which no differences in scholarly activity exist between PhDs and PsyDs in private practice or in settings where no paid hours are allowed to be devoted to research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Boulder model's fatal flaw.

The author argues that the Boulder model contained a fatal flaw that has distorted and damaged the development of clinical psychology ever since. It is suggested that the uncritical acceptance of the medical model, the organic explanation of mental disorders, with psychiatric hegemony, medical concepts, and language was the fatal flaw. The author contends that after World War II, psychologists were needed to provide psychiatric services for the vast number of veterans needing interventions for mental and emotional disorders. He maintains that by placing psychology graduate students in psychiatric settings for training and service, psychologists lost their students to the invalid, ideological tattered, often incompetent psychiatric worldview. In addition, the author suggests that there are major political differences between a medical/organic/brain-defect model to explain mental disorders and a social-learning, stress-related model. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contradictions in clinical psychology training: A trainees' perspective of the Boulder Model.

Since its introduction, there have been discussions of the viability of the scientist-practitioner model of training clinical psychologists. A recurring issue is that there exist contradictions in teaching students about the limitations of psychological knowledge while at the same time familiarizing them with the skills demanded by clinical practice. Contradictions may be seen as detrimental, or they may be seen as fuel for the continued development of a discipline. In this article we elaborate on the perspective that there are benefits in the diversity and tension posed by scientist-practitioner training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Compared to what? A frank discussion of the Boulder Model.

Criticizes an article by G. Frank (see record 1984-27011-001) in which the scientist–practitioner model (SPM) for training clinical psychologists is challenged. It is suggested that Frank's focus on attributes of research vs those of clinical psychologists is not optimally targeted and that a comparison of greater interest would be between low- and high-research productive clinicians trained in the SPM. The present authors conclude that the question of relationship between personality and research productivity is a legitimate one, but the conclusions reached by Frank are not warranted by the data reviewed. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Constructivism and rational-emotive therapy: A critique of Richard Wessler's critique.

Agrees with R. L. Wessler's (see record 1994-06609-001) view that the theory of rational-emotive therapy is constructivist but takes issue with his view that its practice is still rationalist. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The affirmation of the scientist-practitioner: A look back at Boulder.

Discusses the coming professionalization of psychology after World War II with the synthesis of the Boulder Conference on Graduate Education in Clinical Psychology in 1949. The major outcome of the Boulder conference was the endorsement of the scientist-practitioner model of training in professional psychology. The article discusses the contributions, motivations, and the events that led up to this conference. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The postmodern turn in psychoanalysis: A critique.

In the recent literature, legitimate criticisms of some traditional psychoanalytic views have been transformed into untenable philosophical positions that do not constitute an adequate basis for psychoanalytic theory or practice. For example, skepticism toward the therapeutic value of insight and self-knowledge has been transformed into a philosophical position that rules out the very possibility of discovering truths about the mind. According to this view, rather than uncovering and discovering what is in the patient's mind, the mind is "interpretively constructed." The author argues that all of the difficulties of traditional theory identified by "new view" theorists do not obviate the need to recognize the existence of the patient's psychic reality independent of interpretive constructions and to attempt to understand that reality as fully and as accurately as possible. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Sleep Heart Health Study: design, rationale, and methods

The Sleep Heart Health Study (SHHS) is a prospective cohort study designed to investigate obstructive sleep apnea (OSA) and other sleep-disordered breathing (SDB) as risk factors for the development of cardiovascular disease. The study is designed to enroll 6,600 adult participants aged 40 years and older who will undergo a home polysomnogram to assess the presence of OSA and other SDB. Participants in SHHS have been recruited from cohort studies in progress. Therefore, SHHS adds the assessment of OSA to the protocols of these studies and will use already collected data on the principal risk factors for cardiovascular disease as well as follow-up and outcome information pertaining to cardiovascular disease. Parent cohort studies and recruitment targets for these cohorts are the following: Atherosclerosis Risk in Communities Study (1,750 participants), Cardiovascular Health Study (1,350 participants), Framingham Heart Study (1,000 participants), Strong Heart Study (600 participants), New York Hypertension Cohorts (1,000 participants), and Tucson Epidemiologic Study of Airways Obstructive Diseases and the Health and Environment Study (900 participants). As part of the parent study follow-up procedures, participants will be surveyed at periodic intervals for the incidence and recurrence of cardiovascular disease events. The study provides sufficient statistical power for assessing OSA and other SDB as risk factors for major cardiovascular events, including myocardial infarction and stroke.     

The new history of psychology: A review and critique.

In the past 30 years, the "new history of psychology" and its adherents have advocated a critical approach to scholarship, increased use of primary sources, a focus on sociopolitical forces, and the active inclusion of psychologists from underrepresented groups. This article argues that many scholars exaggerate the differences between old and new history of psychology, and that where the differences are indeed large, those discrepancies reveal certain limitations unique to the new history approach. These limitations, presented in the form of 5 questions posed to new historians, lead to a discussion of professional issues in the history of psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Filial therapy: Description and rationale.

Filial therapy involves training parents, in groups of 6 to 8, to conduct play sessions with their emotionally disturbed young children, using an orientation and methodology modeled after client-centered play therapy. After training, the parents conduct their play sessions at home while continuing their weekly group meetings. Parents' sessions with their therapist begin with discussion of the play sessions, but may extend to any other areas that are emotionally relevant. Preliminary experience with 2 groups suggests that this type of method is deserving of further exploration as a method of increasing leverage of professional resources, and as a tool for gaining further insight into children's fantasy and parent-child relationships. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Boulder at 50: Introduction to the section.

The "Boulder conference" was the first national meeting ever held in the United States to discuss standards for doctoral training in psychology, despite the fact that psychology doctoral programs in America had been around for more than 60 years by that time. On this, the 50th anniversary of the Boulder report, we offer this special section of articles beginning with a look back at professional psychology before Boulder, a history of the Boulder conference, and a set of commentaries on the aftermath of Boulder. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychiatric diagnosis: A critique.

An analysis of the problems involved in psychiatric diagnosis, its validity, reliability, purpose, and achievement in light of the authors' own opinions and empirical evidence. They conclude that a classificatory system in psychiatry serves the same essential purpose as taxonomy in science in general, and that a simple, coherent, and meaningful system of classification based on behavioral correlates of psychiatric syndromes is possible. (77 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Constructivism and rational-emotive therapy: A critique.

Comments on the work of M. J. Mahoney and T. J. Gabriel (see record 1989-12682-001) by (1) addressing the claim that rational-emotive therapy (RET) is rationalistic, (2) examining the technical language of A. Ellis's (published 1962–1989) RET and A. T. Beck's (1976) cognitive therapy as a source of confusion about their epistemology, and (3) proposing a view of the constructivistic vs rationalistic dichotomy as an attempt to discriminate a humanistic orientation in counseling and psychotherapy from one that seems more scientific in its aims and methods. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The maintenance of self- and drug-attributed behavior change: A critique.

Suggests that the contention that attributing the cause of one's behavior change to oneself instead of a drug yields greater behavior maintenance after drug withdrawal has been uncritically accepted by numerous authors. The supporting research is reviewed, and it is concluded that the phenomenon has not been documented. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Education and training in health psychology: Boulder or Bolder.

Reviews previous conferences on graduate education and training in health psychology (HP) as background for a 1983 conference on career and training issues in the field. Criteria characterizing professions are presented. Expected topics at the conference include societal need for orderly development of HP, work functions and roles of health psychologists, predoctoral specialty training, appropriateness of specializing in HP, official sanctioning, education and training settings, model doctoral programs emphasizing HP within a clinical psychology track, apprenticeship, and pre- vs postdoctoral training in HP. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attributions in marriage: Review and critique.

The prevailing behavioral account of marriage must be expanded to include covert processes. This article therefore examines the attributions or explanations that spouses make for marital events. A review indicates that dissatisfied spouses, compared with satisfied spouses, make attributions for the partner's behavior that cast it in a negative light. Experimental, clinical outcome, and longitudinal data suggest further that attributions may influence marital satisfaction. Rival hypotheses for these findings are examined. Because continued empirical development in this domain depends on conceptual progress, a framework is presented that integrates attributions, behavior, and marital satisfaction. This framework points to several topics that require systematic study, and specific hypotheses are offered for research on these topics. It is concluded that the promising start made toward understanding marital attributions holds considerable potential for enriching behavioral conceptions of marriage. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Computerized psychological testing: Overview and critique.

We present an overview and a critique of computerized psychological testing and assessment. Emphasis is placed on describing computer testing systems currently in place, discussing considerations (factors) in developing a computerized psychological testing system, examining the research on potential benefits and problems associated with computerized psychological testing, and discussing the need for the adoption of a set of guidelines, both scientific and ethical, for computerized psychological testing. We conclude that computerized psychological testing systems have the potential of being practical, cost-effective, and psychometrically sound means of assessing individuals. The potential of computerized psychological testing can be realized if proper considerations are made in designing, developing, and implementing these testing systems, and if professional standards (guidelines) are adhered to by computer test service providers and users. Before the adoption of computerized psychological testing becomes widespread, a number of serious issues deserve the attention of professionals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)