Science Fairs.

Comments on the original article by R. Perloff and L. S. Perloff (see record 1977-28555-001), which suggests that to broaden traditional procedures for educating the public, psychologists should display behavioral phenomena at fairs of all sizes-- rural, local, regional, national, and international. The present author notes that there are other "fairs" that should be added to the list: the science fairs of elementary and secondary schools. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Awards for Distinguished Contributions to Psychology in the Public Interest: 1989.

The awards for Distinguished Contributions to Psychology in the Public Interest recognize persons who, in the opinion of the Committee on Psychology in the Public Interest Awards, have advanced Psychology as a science and/or profession by a single extraordinary achievement or a lifetime of outstanding contributions in the public interest. These contributions might include the identification or solution of significant social problems; unusual initiative or dedication to activity in the public interest; or the integration of the science and~or profession of psychology with social action in a manner beneficial to all. Each year the Committee presents two of these awards. The first is given to a senior psychologist," the second recognizes an outstanding psychologist who has made a significant contribution to the public interest in the early stages of his or her career. For purposes of the second award, recipients may not have held a PhD for more than 15 years. Members of the 1989 Committee are George Albee (Chair), Julia Ramos-Grenier, Vera Paster, Bonnie Strickland, Logan Wright, and Raymond Fowler. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On Training in Engineering Psychology.

In the April 1961 issue of the "American Psychologist," the Division 21 Committee on Training in Engineering Psychology presented a report covering the scientific and professional aspects of human factors engineering, with special emphasis on training programs intended to provide adequate preparation for specialization in this area. While the underlying philosophy and specific training programs outlined in the article are, in general, satisfactory a few points need to be emphasized and a few critical remarks need to be made. Those remarks are stated in this comment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Committee on the Practice of Clinical Psychology: A brief review of activities.

The first meeting of the new Committee on the Practice of Clinical Psychology (CPCP), held on October 22, 1962, served to clarify its mission and to develop ideas as to the critical issues in its area of responsibility. There was immediate agreement that, during its first year of operation in particular, the Committee should serve as a clearing house to assemble and organize information and to open channels of communication. Additionally, the Committee developed 23 areas of interest that seemed to warrant study and clarification. That the Committee has been effective in establishing channels of communication is attested by the fact that it has been in contact with 35 national, state, regional, and local groups, and some 60 individual psychologists have expressed views which also have been included in the Committee's deliberations. A 2-day meeting held April 12 and 13 resulted in a plan to direct attention to the following: (1) Standards of competence for clinical practice; (2) Clinical training aspects of the doctoral program as they relate to practice; (3) Postdoctoral training; (4) Training and competence for the practice of psychotherapy; (5) The place of psychological assessment techniques in clinical practice; (6) The content and conditions of institutional and private practice; (7) Involvement of clinical practitioners in training programs; (8) Local clinical groups and their relation to the growth of clinical practice; (9) Communication among practitioners and other psychologists; and (10) Evaluate whether a need exists for an APA journal for professional issues in practice and contribute ideas concerning the contents and nature of such a journal. CPCP also made plans to produce an initial report within 10 months on the training needs of the areas of clinical application and practice. It designated subcommittees to prepare initial reports for the August meeting on: (1) The Content and Conditions of Practice; (2) A Model of Competence for Clinical Practice; and (3) Problems of Postdoctoral Training. During the year, the Committee members were John J. Brownfain, Robert C. Challman, Seymour B. Sarason, Max Siegel, and Theodore H. Blau, Chairman. The Committee on the Practice of Clinical Psychology invites communications from all interested individuals and organizations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introducing the book review section of School Psychology Quarterly.

As Section Editor, it is my pleasure to provide readers of School Psychology Quarterly with excellent reviews of two books that offer complementary but different perspectives in the broad area of developmental psychology as it relates to research and practice in School Psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

National Training Conference in Community Psychology.

This article describes the National Training Conference in Community Psychology, which marked the culmination of several years of planning, starting in 1970, by the Executive Committee of the Division of Community Psychology (APA Division 27). The Conference was held in Austin, Texas, April 27-May 1, 1975, and was sponsored by the Community Psychology Training Program of the University of Texas at Austin Department of Psychology. The Conference served to bring together for informal meetings and discussions the older and newer community psychologists, especially those who had entered the field during the last 5 years, to critically assess the many problems facing community psychology and to examine community psychology's conceptual independence from both clinical psychology and community mental health. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology, the Science Talent Search, and High School Teaching.

Based on their visit to the twelfth annual Science Talent Search, the authors note that few, if any, exhibits could be classified as psychology and suggest two hypotheses: (1) that psychology is of little interest (or is not challenging) to bright students; and (2) that they have had no opportunity to become acquainted with the science outside of Sunday supplement sob columns. The authors reject the first hypothesis and suggest that the second hypothesis has much greater attraction and likelihood. They believe that it is high time that the whole membership of the American Psychological Association (APA) consider seriously the problem of training and recruitment at the high school level. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

American Psychological Association Division of Consulting Psychology: By-laws.

Presents the by-laws of the American Psychological Association Division of Consulting Psychology, and notes segments that are to be eliminated, replaced, or added. The by-laws cover the following topics: (1) Name and Purpose, (2) Membership, (3) Officers, (4) Executive Board, (5) Nominations and Elections, (6) Meetings, (7) Committees, (8) Dues, (9) Amendments, and (10) Dissolution. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School Psychology Quarterly: A vision for the future from the new editor.

It is both a great honor and an exciting professional challenge to take on the responsibility of Editor for School Psychology Quarterly. My motivations for serving in this capacity stem from my fundamental belief that high-quality scholarship is essential to the health and vigor of school psychology. The mission I envision for the Quarterly is to be out in front of our field breaking new scientific, intellectual, and professional ground for the future, helping school psychology to "be all that it can be." At the macro-level, I have two clear objectives. First, I want to build on the very best accomplishments of my predecessors, Tom Kratochwill and Joe Witt, reinforcing foundational elements crucial to the journal's success. Second, and perhaps more importantly, I want to raise the Quarterly to a new level of excellence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology and Slycology.

On the basis of his experience with his class, who were required to read "What Makes Sammy Run" in an effort to develop values, the author wonders if differentiation between psychology which is science centeredm, and Slychology which is technique centered is not long overdue. He argues that Slychologist rather than psychologist would seem the more fitting appellation for word-smart, jargon-wise, technique happy Sophists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology Course in High School.

Engle and Bunch (Amer. Psychologist, 1956, 11, 188-193) indicate that the teaching of psychology at the high school level is increasing. Implicit in the Engle and Bunch statement is a certain measure of gratification with recent developments in this sphere. A sobering note appears, however, in a letter by Engle (Amer. Psychologist, 1956, 11, 206) in which the APA contacts of secondary school psychology teachers are cited. Engle concludes his letter by urging that some form of APA affiliation be established for high school teachers of psychology. This writer believes that the qualification of the teacher is secondary to the more basic question of whether the teaching of psychology at the secondary school level is in the best interests of the intellectual development of the college preparatory student. It is the contention of this writer that psychology can be fitted into the secondary school curriculum only at the sacrifice of more basic disciplines. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social and Industrial Psychology.

From time to time, there is presented evidence on who did what first in psychology. In this column, I should like to submit five entries dating back from 2000 B.C. to 400 B.C. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Empirically supported interventions: Announcing a new standing section of School Psychology Quarterly.

We are delighted to introduce a new standing section of School Psychology Quarterly entitled "Empirically Supported Interventions" (ESI). This section will be devoted to publishing (a) reviews of the empirical literature on prevention and intervention; (b) reports of original empirical work that enhance our knowledge of empirically supported programs; (c) empirically supported practice parameters or best practices guidelines aimed at improving the clinical behavior of school psychologists and related professionals; (d) methodological approaches or technologies for advancing empirically supported interventions; and (e) scholarly analyses of criteria used to identify empirically supported interventions. The inauguration of the ESI section of School Psychology Quarterly represents a new era in research for our profession that we hope will usher in advancements for both the science and practice of school psychology. The former will be addressed by applying rigorous empirical standards to evaluate intervention research. For the latter, we hope to provide research data that are directly relevant to the application of psychology in school and community settings, thus strengthening the ties between science and practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Task Force on Organizational Renewal report.

Presents a report from the APA's Division 13 (Consulting Psychology) Task Force on Organizational Renewal. The report includes priorities for maintaining progress on goals established during the 1991 midwinter meeting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introducing the Student Editorial Board: Strengthening the future of school psychology and School Psychology Quarterly.

Introduces the new Student Editorial Board for School Psychology Quarterly. Along with the Research Design and Methodology Section and the Book Review Section, which made their inaugural appearance in the Winter 1998 issue, the Student Editorial Board is intended to strengthen both our journal and our field as we move into the next century. It is expected that the Student Editorial Board will result in symbiotic benefits for both our field and the board members themselves. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

High School Teachers of Psychology and APA.

Comment on the lack of high school teachers of psychology being members of the American Psychological Association. With so few high school teachers of psychology being members of APA and with so few using journals published by APA, there is danger that many thousands of students will be introduced to psychology in a manner not in accord with the best interests of psychology as a science and as a profession. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Division of Rehabilitation Psychology: Roots, guiding principle, and a persistent concern.

What is now known as the Division of Rehabilitation Psychology was formally recognized as the 22nd Division of the American Psychological Association in September 1958. It took 10 years of persistent effort by its founders to bring that about. The first formal arrangement with APA took place in 1949 when "The National Council on Psychological Aspects of Physical Disability" became a special interest group. Now, on the occasion of the centennial celebration of the American Psychological Association, the Division of Rehabilitation Psychology honors more than 40 years of its commitment to the pursuit of knowledge and understanding of disability problems as applied to real-life issues. The author profiles the development and professional history of Division 22 of the American Psychological Association. (PsycINFO Database Record (c) 2010 APA, all rights reserved)