On Setting for Clinical Training.

Comments on "A postdoctoral residency program in clinical psychology" by J. Matarazzo (see record 1965-13326-001). Matarazzo describes an interesting postdoctoral training program in clinical psychology in a medical school setting. A major feature of this program is the intent to train young psychologists to assume "full professional responsibility for patients and clients." The assumption of "full professional responsibility" is incompatible with an extension of the professional's formal training period into the postdoctoral years. The multiple-consultant and highly institutionalized approach characteristic of the medical setting actually attenuates the degree of responsibility that any one professional is required and able to assume, rather than to intensify it. A final objection could be directed at the basic concept of the desirability of one person's assuming "full responsibility" for another. It would seem to me that the use of this concept in Matarazzo's report may in itself be an indication of how a medically based idea can inadvertently infiltrate the thinking of those who had been exposed for years to such a setting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Serious Satire.

It is a pleasure to have two humorous pieces in one issue of the usually sober American Psychologist. I enjoyed the article "Adventures in Implied Psychology" by Frank Landy (see record 1979-24949-001), but I was much more amused by the seemingly serious piece, "Humanistic Psychology and the Humane but Tough-Minded Psychologist," by Michael Wertheimer (see record 1979-22531-001). It is instructive to us all to see satire masked as scholarship pretending to take a serious look at a major area of American psychology. Those of us in the field, of course, were most amused by the tacit assumption that real psychology is something that is rigid and undertakes no interior change, but it may be necessary to point out to same of the other readers that although the article was vastly amusing, it was totally irrelevant to the several thousand members of the Association of Humanistic Psychologists. Keep up the good work. We are looking forward to a similar silly piece on behaviorism that will, of course, suggest that the initial definitions of Watson and Skinner are now made hopelessly vague and diffuse by the meanderings of later writers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Journal of Research Proposals.

Comments on the article by Stuart Cook (Amer. Psychologist, 1958, 13, 635-644) regarding the situational obstacles that frustrate the "professional" psychologist and Cook's suggestion that the thwarted practitioner seek partial compensatory gratification through the assumption of a heuristic "question posing" function. In order to meet the unfulfilled research aspirations of the practicing psychologist who finds himself relegated in a position of scientific unproductivity, the present author poses the creation of a newsletter or journal devoted exclusively to the publication of unexecuted research proposals. The proposals published in the projected journal will be considered to be in the scientific public domain and available for execution by anyone who has the time, the interest, and the facilities for carrying them out. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reply to Tryon.

The author responds to Tryon's article, "Psychology in Flux: The Academic-Professional Bipolarity" (American Psychologist, 1963, 18, 134-143; see record 1964-01637-001) in which Tryon writes, "It is doubtful that academic psychology does or should have much direct [sic] applicability to real life situations [p. 142]." The present author takes issue with this, stating that the fallacy inherent in such statements must be recognized, as well as how these only serve to perpetuate a straw man in psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Research Problems for Psychologists.

In the hope of finding some new areas where psychologists might do research, I decided to question some individuals in fields which are distant from psychology. To locate such individuals who could represent their field broadly, the past five presidents of certain professional groups were selected. The fields included art, architecture, chemistry, engineering, economics, geography, mathematics, and physics, plus other more specialized groups. They were asked to describe problems in their fields to which psychology might make a contribution. Psychology's wish to learn of new areas for research was emphasized. A number of these answers pointed out problems of a general nature of which psychology is already aware; such as how to improve interpersonal relations, how to make people more creative, and so on. There were, however, a number of suggestions which it seems worthwhile to describe here. Generally, as one might expect, there was some relation in this study between the nearness to psychology and the usefulness of the suggestions made. Those fields which are quite closely associated with behavior supplied most of the material which has been presented. Understandably, the fields less concerned with behavior, such as the physical sciences, could only offer problems which concerned the scientist as a person and not the actual science. Possibly this situation is indicative of a limiting factor in psychological research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Future Psychologists: Scientist and Teacher.

Comments on Stuart W. Cook's (Amer. Psychologist, 1958, 13, 635- 644) discussion of psychology in the future, noting that Cook ignores the teaching of psychology as a rightful professional endeavor. Van Liere argues that many excellent researchers are poor teachers, and many excellent teachers have no wish to research or publish. He concludes that the teaching of psychology is important to advancing the profession, so excellent teachers should be considered important and held in as high esteem as researchers who publish but cannot teach. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Awards for Distinguished Professional Contributions 1986: Nadine Lambert.

Nadine Lambert, one of the 1986 recipients of the Distinguished Professional Contributions Award, is recognized for making "numerous contributions to the professional practice of psychology. In 1960, Dr. Lambert was among the first to advocate and support multilevel legislation for children with learning and mental health problems in California. In 1965, she initiated and developed the first doctoral level professional school program in California. She is also responsible for the adaptation, validation, and standardization of the AAMD-SE Adaptive Behavior Scale. Dr. Lambert's research on the social and the psychological antecedents of various childhood and adolescent mental health problems, as well as her work with hyperactive children, has contributed significantly to the improved treatment and understanding of many childhood and adolescent behavioral problems." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the expansion of professional psychology.

"My aim has been to discuss some of the effects which present-day training in clinical psychology may have upon the role and identity of professional psychologists; how the consequences of professional expansion and the interaction with other groups affect training programs in psychology; and how in turn the circumstances of the latter, by determining the range and quality of experiences, may affect the intellectual and professional orientation of clinical psychologists." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction: Diversity Within Unity.

Provides an introduction to the Clinical Psychology section of the current issue of Professional Psychology. This issue, as a whole, focuses on the future of professional psychology. This section, in particular, reflects the diversity of practitioners as well as their clients, describes a few settings in which clinical psychology is practiced, presents some of the external and internal conflicts and problems that affect both the present and future of clinical psychology, and offers some possible solutions. The first three articles use specific settings to describe some of the problems encountered by psychologists who work with underserved populations. The last four articles in this section depart from specific settings and focus on issues that affect the goals of psychology, the provision of services, the role of psychologists in training settings, and the hospital practice of psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Tragedy of growing isolation.

Reply to the article by G. W. Albee (see record 1971-08263-001) discussing the conflict between scientific and professional psychology. The current author believes that Albee's article implies medicine and sociology have resolved their similar problems. He believes that with small changes in wording, the article could describe the difficulties between sociologists and social workers or between hospital staff physicians and the American Medical Association. Rather than institutionalize our differences in permanent and separate scientific and professional programs and societies, we should make another attempt at unity and cross-fertilization. The tragedy of growing isolation between scientific and professional areas of psychology should be remedied, not encouraged. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ensuring the future of professional psychology.

The future of professional psychology will be ensured if the profession collectively addresses several key issues critical to its success. This address focuses on ways to guarantee patients' rights, expand our visions for professional psychology, remain a doctoral profession, and make science an ally of practice. It urges us to use the resources of APA and our state and provincial psychological associations to accomplish the goal. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Response to Dr. Hall's letter.

A reply by Arlene Carsten regarding the letter by Judy Hall on the Professional Examination Service exam. The points Dr. Hall raises only serve to reaffirm the points made in my Forum article, namely, (a) the need for an objective mastery score and (b) the desirability of uniform licensing procedures in the various states. (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)     

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)     

News & notes.

Members may read the latest information about the Society for the History of Psychology on the division’s website. News and Notes welcomes personal and professional news of Division 26 and its membership, as well as items of interest to the history of psychology community. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Epilogue.

Discusses the state of industrial/organizational psychology, particularly focusing on the interface between pure and applied psychology. For example, the editors argue that the basic theoretical understanding of human motivation has been advanced more by industrial psychologists than by laboratory studies. They seek to assert the unity of the science and the profession and the desirability of including training for both pure and applied aspects in graduate programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Letter to the Editor and a Response.

A response by Judy Hall to some of the challenges that Arlene Carsten enumerated in her Forum letter of November 1978 concerning the licensing exam for psychology. I am pleased to see consumer representatives on a licensing board for psychology take such an active interest in the exam. However, it appears that serving on such a board has not sensitized her to the need for interpretation of her scores. Being psychologists, the Executive Committee of AASPB and the professional members of state boards are painfully aware of any imperfections in test construction methods available to date. Knowing that there are no easy, available answers to some of Carsten's challenges makes us proceed carefully and do what we are best at doing-systematically collect data in order to answer the questions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Foreword.

Presents an introduction to the current issue of Professional Psychology. This issue, which is the last one for the present editor, is intended to reflect some concerns and problems in the various fields of applied professional psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Humanistic–existential psychotherapy competencies and the supervisory process.

There has been an increasing focus in recent years on articulating foundational and functional competencies for practice in professional psychology and how a competency-based approach might inform psychology training. With the aim of contributing to the dialogue in this area, the discussion herein explores psychotherapy competencies through the lens of a humanistic–existential perspective and describes implications for psychotherapy training and supervision. Specifically, competencies pertaining to facilitating the client’s experiential awareness and use of the psychotherapy relationship to engender client change are described. Next, the foundational and functional competencies within professional psychology that are particularly salient to a humanistic–existential psychotherapy framework are discussed. Finally, the ways in which a humanistic–existential supervision framework contributes to the development of psychotherapy competencies in trainees is considered. A brief vignette is presented to illustrate the supervision process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology and Theology Schools.

The present author comments that the Gilmer and Mensh report on psychology in other professional schools (American Psychologist, 1956, 11, 676-679, see record 1958-01113-001) contains the statement, "The picture of psychology in schools of theology is most difficult to obtain." Gilmer has apparently explained to the author that the main point of this statement is the fact that fewer than 5% of the teaching personnel appear to be members of the APA. The present author reports that there is information from 54% of the country's 200 theological schools, however, and, with the permission of the editor of "Pastoral Psychology", abstracts from the October 1956 issue. (PsycINFO Database Record (c) 2010 APA, all rights reserved)