Health care psychology and graduate education.

Contends that health care (HC) psychology should be more strongly emphasized in graduate clinical psychology training programs so that clinical psychologists can better meet demands for services that come from society, the HC field, clinical psychology itself, practicing clinical psychologists, and clinical psychology graduate students. The relationship of clinical psychology to HC psychology and the efficacy of training in HC psychology to meet those sources of demand are described. Various means of implementing graduate programs that stress or include HC psychology are discussed. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology applied to education: A specialty in search of an identity.

Proposes that a revision of doctoral school psychology be considered within the American Psychological Association that better meets standards for specialty status in professional psychology. School psychology as it currently exists has become a nondoctoral profession of a highly applied nature that is not really a product of psychology. A new professional specialty concerned with the application of psychology to education should be commensurate with accepted goals of professional psychology education and practice and meet at least 3 additional requirements: movement from concern for schools to concern for schooling, greater emphasis on an educational orientation than on mental health, and greater reliance on educational psychology as the knowledge base for professional practice. What is presently called school psychology is moving toward a doctoral specialization that is trying to decrease the gap between assessment and intervention. An impetus for this movement has been the use of behavioral psychology in educational settings. Educational psychology has expanded due to the development of cognitive psychology and decreased reliance on the laws of learning. (97 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counseling psychology, clinical psychology, and human services psychology: Where the twain shall meet?

Comments on the proposal by L. H. Levy et al (see record 1984-27507-001) for a new charter for clinical psychology—human services psychology. Current trends suggest that both clinical and counseling psychology are becoming eclectic and health oriented. Clinical psychology appears to be becoming more involved in community psychology and to be tempering its remedial role with the preventive role. Counseling psychology appears to be becoming less involved in its vocational and preventive roles and more involved in the remedial role. It is concluded that clinical and counseling psychology have come to be increasingly similar and could be integrated into a human services psychology. (38 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rehabilitation psychology: We zigged when we should have zagged.

Rehabilitation psychology is more broadly based than we historically have acknowledged. Rehabilitation psychology should be viewed as the application of psychological constructs and principles to the care of individuals with chronic health conditions that are often, but not necessarily, disabling. In addition, the type of care provided by rehabilitation psychology constitutes a primary care psychology. Primary care psychology has a distinct focus on the care of individuals with chronic conditions. Four issues important to understanding rehabilitation psychology's development and future are reviewed: (a) the factors that have driven the growth of rehabilitation, (b) future trends that will shape the development of rehabilitation, (c) the implications of the emergence of "organized delivery systems" for rehabilitation, and (d) the visibility of rehabilitation psychology as a model for primary care psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The state of the art (and science) of school psychology.

Examines factors influencing the practice of school psychology and suggests that school psychology may serve as a basis for determining what lies ahead for all of professional psychology. Trends in training, manpower needs, and practice are discussed. It is concluded that professional schools offer one important way to solve the entry-level problem in psychology; that the current disruptions in effective practice may lead to new ways of functioning not possible before; and that the dissolution of specialty practice in psychology is probable sometime in the future. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A decade of psychological publications relevant to Greece: Reflections on the state of Greek psychology.

Reviews the literature on the state of Greek psychology, classifying the publications listed in Psychological Abstracts from 1973 to 1983 into the following 4 major areas: clinical psychology, child psychology, social psychology, and psychohistoric psychology. It is concluded that the low number of psychological publications reflects the lethargic state of Greek psychology. It is argued that the lack of research in academic psychology is to a great degree responsible for the inadequate provision of efficient services, such as modernized basic education, mental health care, and social work in Greece. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prominent schools or other active specialties? A fresh look at some trends in psychology.

Past studies investigating trends in psychology have reported some conflicting and surprising results. This article critiques and reevaluates these reports, with a particular focus on those related to the cognitive revolution and the place of neuroscience in psychology. Based on a wide variety of indicators, the following trends are demonstrated: (a) Although cognitive psychology has grown in importance, it has not come to dominate psychology; (b) contrary to prior findings, attention to neuroscience in psychology has grown in a pattern similar to that of cognitive psychology; and (c) there are many signs that cognitive neuroscience is in the process of emergence. Trends are interpreted in light of the argument that psychology is a disunified discipline allowing for many different interests, schools, and approaches. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction to community psychology in Canada: Past, present, and future.

The introduction to the special section on community psychology in Canada provides background information about the field in Canada and provides summaries of the four articles and the commentary that comprise the issue. The articles address (a) theory, research, and practice in community psychology; (b) training in community psychology; (c) community psychology practice; and (d) a vision for the future of community psychology in Canada. These articles highlight the many contributions of Canadian community psychologists to a field that is growing throughout the world to address pressing social problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Men's issues in doctoral training: A survey of counseling psychology programs.

The study of men and masculinity is an important clinical competency that needs to be integrated into psychology training. The extent to which the psychology of men has been integrated into applied psychology training programs is unclear. Using counseling psychology as an example of one discipline's integration, the authors examined current training in the psychology of men. One hundred 60 faculty members participated in this study. Results suggest that training practices in the psychology of men are limited in counseling psychology doctoral training programs; faculty interest in the psychology of men was positive, and faculty members viewed psychology of men as an important area of research and training in counseling psychology; and approximately 80% of the participants regard the psychology of men as a multicultural issue. A case vignette illustrates implications for training and practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology requirements for admission to counseling and counseling psychology programs.

The number of courses and the credit hours required in psychology for admission to the various programs were analyzed. Data were obtained from catalogs or from the Graduate Studies in Psychology 1980–1981. Results show that psychology counseling programs required considerably more psychology courses for admission than did other programs. Most nonpsychology counseling programs required no psychology courses for admission. (5 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Dr. Future, we presume," said school psychology.

Notes that the American Psychological Association and the National Association of School Psychologists have recently proposed new guidelines and revised standards for training and practice in school psychology. It is argued that school psychologists are seeking avenues for nondoctoral independent practice in an environment unlikely to be supportive of such efforts. The intersection of school psychology and American psychology is discussed. It is suggested that school psychology organizations and educators should cooperate to hasten a transition of school psychology to a doctoral specialty. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hugo Münsterberg's attack on the application of scientific psychology.

No individual in the early history of American psychology is more identified with the promotion of applied psychology than Hugo Münsterberg, whose books and articles on applied topics such as industrial psychology, forensic psychology, psychotherapy, and educational psychology made him one of the most visible psychologists of his day. But there is an earlier chapter to Münsterberg's life that tells a very different story of a Münsterberg opposed to application. The story begins in 1898 when he wrote an article for an American magazine in which he told teachers that the findings of experimental psychology had no relevance for education, setting off a firestorm of controversy among his colleagues in psychology and education. This article describes Münsterberg's early denigration of applied psychology and his subsequent transformation as applied psychologist. Reasons for that transformation are discussed as well as issues involving the stigma associated with applied psychology and the popularization of psychology. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Psychology at Windsor.

The development of academic psychology at the University of Windsor is traced through four stages: (1) psychology within the realm of philosophy (1857-1943), (2) the beginning of modern psychology (1944-1955), (3) psychology comes of age (1956-1962), and (4) the growth of branches (1963- ). It is observed that this growth of psychology parallels the growth of the institution from a Roman Catholic junior college to a provincial university. Implications for the history of psychology in Canada as well as other countries are also considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On Ardila's "International psychology."

Argues that although R. Ardila (see record 1982-29234-001) provides some relevant information and intended to set out an international perspective for psychology, he inadvertently confirmed the provincialism that characterizes much of the North American enterprise by emphasizing the number of its practitioners, its linguistic predominance, and its general pervasiveness. It is argued that Ardila missed significant developments in German-language psychology, and that a one-language psychology may have more disadvantages than advantages for an international psychology. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Why clinical psychology does not need alternative training models.

Current evidence suggests that the Boulder (scientist-professional) model of training in clinical psychology is eminently successful and widely accepted. The author argues that (a) alternative models of training that deemphasize research or general psychology and those programs not based in a university are unnecessary and undesirable, and (b) regardless of the type of model used, the highest level of quality is essential for the profession and the discipline of psychology. It is contended that ultimate control of the quality of education and training rests with psychology. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An empirical analysis of trends in psychology.

The present research examined trends in the prominence of 4 widely recognized schools in scientific psychology: psychoanalysis, behaviorism, cognitive psychology, and neuroscience. The results, which replicated across 3 measures of prominence, showed the following trends: (a) psychoanalytic research has been virtually ignored by mainstream scientific psychology over the past several decades; (b) behavioral psychology has declined in prominence and gave way to the ascension of cognitive psychology during the 1970s; (c) cognitive psychology has sustained a steady upward trajectory and continues to be the most prominent school; and (d) neuroscience has seen only a modest increase in prominence in mainstream psychology, despite evidence for its conspicuous growth in general. The authors use these findings as springboard for discussing different views of scientific prominence and conclude that psychologists should evaluate trends in the field empirically, not intuitively. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward an organizational psychology for organizational psychology.

Pursuit of the goal for organizational psychology postulated by M. D. Dunnette (1976) is viewed as being analogous to the task accomplishments by formal organizations. This perspective suggests that organizational psychologists might improve their collective effectiveness by applying the substance of organizational psychology to themselves. Six elements are considered: (a) domain and task requirements, (b) required diversity, (c) stimulus variability and search processes, (d) problem definition, (e) resource allocation, and (f) requirements for a self-designing system. Analysis of these dimensions suggests that many aspects of the structure of contemporary organizational psychology are in conflict with the achievement of Dunnette's goals. It is concluded that the way many current processes (e.g., searching for solutions and processes and defining problems) are managed by organizational psychologists stimulates closed-systems approaches for tasks that require creative, open-systems approaches. Potential benefits of an organizational psychology of organizational psychology are suggested. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional psychology internships in school psychology: Fact or fiction?

We investigated the types of training options for school psychology students in internship settings accredited by the American Psychological Association (APA). Survey results were obtained from APA-accredited programs in school psychology and APA-accredited predoctoral internships that accept school psychology applicants. The results suggested a discrepancy between the number of accredited programs and the number of accredited predoctoral internships available to the prospective school psychology intern. These findings are reviewed in light of recommended internship components obtained from survey information and guidelines approved by the Council of Directors of School Psychology Programs (1983) and the American Psychological Association (1986). Recommendations for development of school psychology rotations within APA-accredited predoctoral internships for doctoral training in psychology are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Defining our common ground to reach new horizons.

There are 4 broad propositions concerning behavioral science that rehabilitation psychology shares with other applied branches of psychology: (a) rehabilitation psychology research is science, (b) rehabilitation psychology research is part of a larger effort to understand human behavior, (c) practice grounded in rehabilitation psychology research is designed to alleviate human suffering and promote well-being, and (d) all scientific tools are acceptable in these quests. A model encompassing the major elements in rehabilitation research and practice is presented, and several gaps in the current knowledge base are delineated. Implications and remedies for these gaps, and for changes in professional alliances and role definitions, are discussed so that the field can pursue a consumer-based, empirically driven health care service delivery agenda for persons with chronic disease and disability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)