On the use and misuse of psychological testing in child custody evaluations.

Examined the use of psychological testing in child custody and visitation disputes. It is argued that although psychological testing can play an important role in custody and visitation evaluations, psychologists routinely misuse test data in this type of forensic case. Possible reasons for the misuse of test data are explored in terms of the assumptions and motives of both legal and mental health professionals. Alternatives to traditional psychological testing in custody and visitation cases are examined. Finally, guidelines for responsible and ethical use of psychological testing in custody evaluations are offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Changes in medical problems and use of medical services following psychological intervention.

Important life changes and significant psychological stress occur before, during, and after episodes of physical illness in the lives of many individuals. Significant life-adjustment or developmental difficulties have been shown to be associated with high use of medical services. This article discusses the reduction in medical problems and use of medical facilities with referral for psychological services. On the assumption that psychologists can contribute significantly to reduction in patients' psychological stress levels and associated physical complaints, a new self-image for many psychologists could be that of health care professional. Furthermore, this self-image and role could be implemented by having psychologists contribute to the treatment of patients in a continuous manner, starting with the initial patient visit to a health care facility. (44 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A web-based risk management and medical-legal curriculum for graduate medical education

Although a diagnosis of gout can be confirmed by the presence of monosodium urate crystals in synovial fluid, arriving at the suspected diagnosis and managing the disease can be a challenge for primary care physicians and specialists alike. Symptoms of gout can mimic other forms of inflammatory arthritis such as rheumatoid arthritis, pseudogout, or septic arthritis. Treatment can be complicated by the patient's need for drugs that contribute to hyperuricemia. Once other diagnoses are ruled out and urate crystals are detected under polarized light microscopy, treatment to end the acute attack and follow-up treatment designed to lower serum urate levels can be undertaken.     

The use and misuse of chi-square: Lewis and Burke revisited.

Reviews the proper use of the Pearson chi-square for analyzing contingency tables. The 1949 article by D. Lewis and C. J. Burke, who cited 9 sources of error in the use of chi-square, is updated. Since the publication of that article, statisticians have addressed the question of the minimal size of expected cell frequencies. This problem has been examined from 2 perspectives: tests of association hypotheses in contingency tables and testing goodness-of-fit hypotheses. Under certain conditions, expected cell frequencies less than 5 do not substantially alter the Type I error rate. Supplementary and alternative approaches to the chi-square, including those involving log- and log-linear models, log-likelihood ratio, partitioning, comparison of individual proportions, and analysis of ordered categories, are discussed. Emphasis is placed on techniques that are of use to the practicing researcher who often deals with qualitative ordered and unordered data. (96 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The continuing use and misuse of SAT scores.

The Scholastic Aptitude Test (SAT), the most widely publicized test taken by Americans, strongly influences public opinion about the quality of American schools. Unfortunately, the SAT scores not only have no statistical validity for tracking trends in the achievement of American students but actually show a perverse relationship to the trends in achievement as tracked by statistically valid scores. Thus the scores are quite misleading indicators of the quality of schools. The College Entrance Examination Board, a nonprofit institution established to foster excellence in education, clearly understands the statistical limitations of the SAT scores yet actively seeks annual publicity around the release of national, state, and school district SAT scores. This article questions whether the decision by the College Board to continue publishing aggregate SAT scores is in the public interest. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Trondheim's new curriculum. A "New Deal" medical study

A new syllabus is to be introduced at the medical faculty at Trondheim University in the autumn term 1993. It is to take the form of an integrated studies model based on problem-oriented learning. The Trondheim syllabus is focused on environmental medicine, behavioural science and practical skills, but is also designed to provide a basis for continued work in scientific research.     

The organization of an integrated basic medical science curriculum at a new medical school, Nottingham

The detailed organization of an integrated medical sciences curriculum from its initial planning to the final stage of "automatic" administration are described. Although some reduction in departmental autonomy results, this is outweighed by the advantages of a timetable and curriculum prepared, planned and carried out in a cooperative manner. Flexibility and scope for controlled change and experiment are retained.     

The use of psychological and neuroendocrinological measurements in the study of stress.

Argues that stress is best measured by many measurements taken concurrently. The use of self-report, biochemical, behavioral, psychophysiological, and neuroendocrine measures is considered in detail. A multilevel research strategy, involving simultaneous assessment of psychological, behavioral, and physiological measurements is recommended in light of the "whole body" nature of the stress response. (99 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The use of stories in moral development: New psychological reasons for an old education method.

Contemporary approaches to moral development and moral education emphasize propositional thinking and verbal discussion of abstract moral dilemmas. In contrast, this article proposes that narratives (stories) are a central factor in a person's moral development. Support for this position comes from recent theoretical contributions of Bruner, Sarbin, Spence, Tulving, and others, who have emphasized narrative thought as a major form of cognition that is qualitatively different from abstract propositional or scientific thinking. In addition, over the last 10 to 20 years psychologists investigating and conceptualizing moral development have come to emphasize such processes as empathy (Hoffman), caring and commitment (Gilligan), interpersonal interaction (Haan), and personal character and personality (Coles; Hogan; Staub; Rushton). It is proposed that narratives and narrative thinking are especially involved in how these processes lead to moral development and therefore that narrative should be rehabilitated as a valuable part of moral education. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The need for inclusion of psychological trauma in the professional curriculum: A call to action.

An appreciable disparity exists between the need for services by professionals with expertise in psychological trauma and the availability of these services. Despite the establishment of a solid base of scientific literature on trauma and the growing attunement of society and the media to the adverse psychological impact of traumatic events, this area has yet to be decisively incorporated into the core curriculum of graduate training in psychology and other professions. This paper provides an overview of the prevalence, scope, and impact of trauma in the general population and the current lack of adequate resources to address the psychological difficulties engendered by traumatic experiences. Existing models of trauma training are discussed, and strategies for expanding the availability of trauma training are recommended. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Initiation to cannabis use: A longitudinal social psychological study of college freshmen.

Conducted a 6-mo study of social-psychological variables associated with initiation to cannabis use among 319 college freshmen. Measures of social learning and behavior variables were administered during the 1st college week and again near the year's conclusion. Ss were also given Rotter's Internal-External Control Scale. Univariate and multivariate analysis support the field-theoretical method in predicting initiation to use and in showing changes consequent upon initiation. Issues pertaining to locus of control, the escape hypothesis of drug use, and the causal direction of person-environment interaction are discussed. (French summary) (49 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The behavioral sciences in medical education: A view from psychology.

Argues that a number of unsolved issues confront the behavioral sciences in medical education and that the most pressing problem is the type of core basic science curriculum that should be provided. The behavioral sciences often seem to fail in their teaching mission because they do not provide that information which can be "converted" into specific clinical skills. Recent studies of behavioral science programs at 9 major medical schools underscore the fact that there is no unanimity of opinion about the material that should be taught to all medical students. Although diversity is valuable because it promotes experimentation with curricula, the behavioral sciences, particularly psychology, should develop a model of the doctor's job which contains the basic information required for primary patient care. Some examples of clinically applicable behavioral science content that could be included in all curricula are suggested. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Achievement motivation: A rational approach to psychological education.

Investigated the achievement motivation training component of psychological education, using 54 late-adolescent pupils as Ss. Ss were stratified and randomly placed into control and experimental groups. In addition to a reduction of test anxiety, the experimental training program had as its objectives an increase in academic achievement motivation, internal feelings of control, and school performance. Results indicate that significant differences existed between experimental and control groups in achievement motivation and internal feelings of control. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The SAFE Program: A family psychoeducational curriculum developed in a Veterans Affairs medical center.

One of the unintended positive consequences of deinstitutionalization and managed care restrictions has been an increased awareness of the impact of serious mental illness on the family. The Support and Family Education (SAFE) Program: Mental Health Facts for Families is a 14-session curriculum of monthly workshops for caregivers. In contrast to similar programs, the SAFE Program is facilitated by mental health professionals, is not diagnostic specific, and includes attention to posttraumatic stress disorder. Three years of outcome data reveal that program attendance is related to increased understanding of mental illness and enhanced awareness of Veterans Affairs resources. Workshop attendance is positively correlated with improvements in participants' self-care. The entire SAFE Program manual is available free of charge on the Internet (http://w3.ouhsc.edu/safeprogram). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A qualitative study of six medical students in a problem-based curriculum: Toward a situated model of self-regulation.

The authors followed 6 first-year medical students through their first semester in a problem-based learning curriculum to understand how they self-regulated their learning. The study, using a situated research strategy, resulted in a grounded theory built around the central phenomenon of stance. In short, learners illustrated different types of stances-proactive, reactive, retroactive, interactive, and transactive-that served to govern their perceptions of themselves and the environment, their selection of goals, and their adoption of learning strategies. Furthermore, recursive patterns of stances were longitudinally described as either evolving or shifting. Findings indicated that more successful students demonstrate an evolving, interactive-transactive stance that affected the ways they participated in the learning environment and the professional identities they were beginning to develop. (PsycINFO Database Record (c) 2010 APA, all rights reserved)