Lessons from the experiences of White antiracist activists.

What can the experiences of White antiracist activists teach psychologists about social justice training, practice, and advocacy? Not only have the perspectives of these individuals received little in the way of scholarly exploration, their activities are largely unknown to mainstream society. In this qualitative analysis, we studied the views, actions, turning points, and challenges reported by 18 adults whose self-reported antiracist activities ranged from organization and leadership to speaking out in everyday situations. Participants demonstrated a complex structural conceptualization of race and racism, and considered their antiracist activities to be rewarding and meaningful despite the interpersonal conflict that had accompanied them. The results of the analysis are tied to suggestions regarding the multicultural/social justice training of applied psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Clinical child psychology: A practice specialty serving children, adolescents, and their families": Correction to Jackson et al (2010).

Reports an error in "Clinical child psychology: A practice specialty serving children, adolescents, and their families" by Yo Jackson, Fred L. Alberts Jr. and Michael C. Roberts (Professional Psychology: Research and Practice, 2010[Feb], Vol 41[1], 75-81). The following sentence on page 79 is incorrect: “As evidence of the growing recognition of board certification, many institutions providing services to children, adolescents, and families are requiring their psychologists to become certified by ABPP (e.g., Mayo Clinic) and some insurance companies now mandate this for their panels (e.g., Group Health in Seattle).” In fact Group Health in Seattle does not mandate ABPP certification for psychologists. The sentence should not contain the example in the second set of parentheses. (The following abstract of the original article appeared in record 2010-02467-010.) Clinical child psychology is a growing and vibrant field of practice and research within professional psychology. The purpose of this article is to contribute to the recent series of articles on specialties in Professional Psychology Research and Practice and delineate the development, design, and purpose of clinical child psychology. The article describes the current trends in the specialty and the challenges clinical child psychologists face in tending to the mental health needs of youth and their families. The need for the specialty and the definition of the scope of the work of clinical child psychologists is described. The parameters of training are also discussed, with a focus on the distinctiveness of the role of the clinical child psychologist. Outlined are applications of the work with children, adolescents, and their families including types of professional practice and collaborations with other professionals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Protecting confidentiality rights: The need for an ethical practice model.

All psychologists must uphold the same ethical standards about confidentiality even though each state imposes different legal limits on their ability to protect clients' confidences. The resulting ethical-legal confusion is exacerbated by legally based confidentiality training that treats legal exceptions as if they were the rule and fosters the impression that attorneys are now the only real experts about this aspect of practice. This article provides an ethics-based confidentiality practice model that clarifies the ethical rule and puts its legal exceptions into ethical perspective. Like the Confidentiality section of the American Psychological Association's (2002) Ethical Principles of Psychologists and Code of Conduct, this outline would apply to all psychologists regardless of state laws, but the details of its implementation would vary according to role and setting. It can be used as a universal training outline, a consultation and supervision tool, a guide to professional practice, and a basis for clearer ongoing conversation about the ethics of "conditional confidentiality." Psychologists can use this practice model to regain their status as experts about the confidentiality ethics of their own profession. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-reported multicultural supervision competence of White predoctoral intern supervisors.

This study assessed the self-reported supervision practices, experiences, and multicultural competence of White intern supervisors (n = 211). White training directors and staff psychologists who were currently supervising predoctoral interns completed a 2-page survey regarding their multicultural supervision. Female supervisors reported higher multicultural supervision competence and spent more time processing cultural differences with their supervisees than male supervisors. Training directors also reported higher multicultural supervision competence than staff psychologists. Further, the number of interns supervised currently and over a career significantly predicted multicultural supervision competence. Recommendations for White intern supervisors include ongoing participation in education and professional practice experiences to improve multicultural supervision competence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The perceived effectiveness of Christian and secular graduate training programs in preparing Christian psychologists to deal with experiences of sexual attraction.

Most psychologists experience feelings of sexual attraction toward clients, and for some Christian therapists this situation can be further complicated by their tendency to deny such sexual attraction. How effective are graduate training programs in teaching Christian psychologists to manage feelings of sexual attraction in professional contexts? In this survey, 258 Christian psychologists answered questions regarding their graduate training. A positive training environment was related to healthy coping responses in managing feelings of sexual attraction, and graduates of explicitly Christian training programs reported greater satisfaction with training conditions than graduates of secular programs. Those involved in training professional psychologists should consider the general training environment in addition to specific course work about managing feelings of sexual attraction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Opinions about industrial psychology by different groups of psychologists.

"In general, the findings provide a partial sketch of how industrial psychology is perceived and evaluated by different groups of psychologists. The most common criticism is that industrial psychology is not sufficiently concerned with its ties to basic psychology… . In addition, serious questions are raised concerning the areas of research that are emphasized or slighted, the professional qualifications of many practitioners, tendencies to offer psychological judgments that reach beyond scientific results, frequent overselling of industrial applications, and an excessive accent on the practical in training industrial psychologists. Many psychologists also charge that industrial psychology is too management oriented, that it operates too much within a management frame of reference… . Finally, it should be noted that our results reveal wide differences of opinion among the psychologists questioned, not only between the industrial psychologists and the other professional groups but strikingly also within the ranks of each group." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Color-blind racial attitudes and white racial identity attitudes in psychology trainees.

Is it really important to talk about race in therapy? Does discussion of societal racism have any place in the consulting room? The American Psychological Association's (2003) recent multicultural guidelines highlight the limitations of a racially "color-blind" perspective for clinical practice. This study explored the relationships between color-blind racial attitudes and White racial identity. In a sample of 177 White counseling and clinical psychology trainees, we found that higher levels of attitudes that minimized or distorted the existence of contemporary racism (i.e., color-blind attitudes) were positively related to attitudes associated with less integrated forms of racial identity. Conversely, the results indicated that greater awareness of racism was related to more integrated White racial identity statuses. Implications for assessment, treatment, training, and future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Searching for the second generation of American women psychologists": Correction to Johnston and Johnson (2008).

Reports an error in "Searching for the second generation of American women psychologists" by Elizabeth Johnston and Ann Johnson (History of Psychology, 2008[Feb], Vol 11[1], 40-72). The authors would like to indicate that Inez Beverly Prosser's academic degree was incorrectly listed as EdD in the Appendix. Prosser's correct degree is PhD. (The following abstract of the original article appeared in record 2008-04777-003.) As a consequence of the groundbreaking work of E. Scarborough and L. Furumoto (1987), the contributions of the pioneering first generation of American women psychologists are now well recognized within the history of psychology; however, the generation that followed the pioneers is less well known. The lack of recognition that most women psychologists of the interwar era experienced during the majority of their working lives resulted from sexism institutionalized through practices such as anti-nepotism rules that effectively excluded many married women from the academy, informal hiring practices operating in "old-boy network" fashion, and exclusion from certain key graduate training centers. Yet, many women were productive psychologists during this era and contributed to the growth and expansion of the discipline. Examination of published literature generated biographical information for 107 eminent women; C. A. Murchison's (1932b) Psychological Register provided a less detailed but more inclusive inventory to yield data on a total of 320 women. This article recounts our systematic search for this "lost generation" and emphasizes the extent and diversity of their contributions to psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Postdoctoral training in professional geropsychology: A survey of fellowship graduates.

Have psychologists who have pursued postdoctoral training in geropsychology viewed such training as a worthwhile professional investment? As the population is aging, psychologists are increasingly working with older adults. For many psychologists, competent practice with the elderly will require some continuing education, whereas other psychologists may choose to secure specialty-level training in the field. A survey of psychologists who completed such specialized postdoctoral training found a high level of satisfaction with the training and a sense of professional competence in most of the geropsychology competency areas set forth by the American Psychological Association. The need for increased opportunities for both proficiency and specialty-level training in applied geropsychology is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Investing the Wealth: Intentional Strategies for Psychology Training in Developing Countries.

The knowledge and skills of psychology can be useful in developing countries where indigenous mental health resources are sometimes scarce. Although it may be useful for psychologists to provide short-term training in developing countries, the potential for long-term change is best accomplished by investing in training students from developing countries, especially those committed to returning to their homeland after completing their training. Three "investment strategies" are suggested for training students from developing countries: faculty awareness, intentional mentoring, and facilitated launching. Challenges and implications for professional psychologists are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

In pursuit of wellness: The self-care imperative.

The practice of psychology can be demanding, challenging, and emotionally taxing. Failure to adequately attend to one's own psychological wellness and self-care can place the psychologist at risk for impaired professional functioning. An ongoing focus on self-care is essential for the prevention of burnout and for maintaining one's own psychological wellness. Salient aspects of self-care are discussed, including the ethical imperative of addressing self-care throughout one's career. Three invited expert commentaries provide additional insights and recommendations on positive actions, preventive strategies, and steps to be taken by individual psychologists, by those training the next generation of psychologists, and by professional associations. Realities of the current state of psychology and a clear call for action are highlighted, with the overarching goal being the ethical and effective treatment of clients and the successful management of the challenges and stresses faced by practicing psychologists. Baker, Elman, and Schoener provide commentaries on the initial article by Barnett. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Concerning nonconformity in the "psychological value systems" of the several divisions of APA.

A method is applied to the data presented in Thorndike's "The psychological value systems of psychologists" (see 29: 5009) for examining the degree of conformity of the "professional value structure" of psychologists from the several divisions of APA. "At long last we find a point of agreement between the experimentalists and SPSSI. They both agree in disagreeing with their fellow psychologistsp" (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Is psychologists' involvement in the prescribing of psychotropic medication really a new activity?

How involved in the process of prescribing psychotropic drugs is the average practicing professional psychologist today? The answer is "far more than most people realize." Five hundred ninety-six practicing psychologists responded to a survey reporting the types of professional activities in which they regularly engage. Virtually all responding psychologists reported they were involved in making recommendations for medication evaluations, consulting with physicians about which medications to use with specific patients, and discussing medication-related issues with patients. A generally agreed-on model of psychopharmacology training for professional psychologists should emerge over the next 5 to 10 years. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Longitudinal examination of the psychosocial costs of racism to Whites across the college experience.

This longitudinal investigation adds to the growing body of scholarship on the psychosocial costs of racism to Whites, which refer to the consequences of being in the dominant position in an unjust, hierarchical system of societal racism. We examined how White students' affective costs of racism (i.e., White empathy, guilt, and fear) changed across the college experience and how gender, colorblind racial ideology, and diversity experiences were associated with those costs. Findings indicated that White empathy, guilt, and fear each had a distinct trajectory of change across the college experience. Moreover, patterns of change for each cost were moderated by colorblind racial attitude scores at college entrance. We also found that participation in college diversity experiences (e.g., diversity courses) was associated with the costs; moreover, different types of diversity experiences were linked to particular costs. These findings provide insight into the affective experiences of White students across college and thus may be useful to counseling psychologists and educators who design and implement programs and policies to enhance diversity education. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Beyond law and ethics: A proposal for collaboration in psychological practice.

Few below-standard activities result from deliberate choice. Psychologists in practice should have regular contact with some of their colleagues; the level of performance will be higher if psychologists do not operate in isolation from professional colleagues. Institutionalizing small collaborating groups of psychologists is desirable on the assumption that the groups would take up at the point where training procedure left off. Other advantages are increased opportunities for discussing problems, clarifying issues, getting help, checking judgments with others, and a continuous re-examination of one's own professional technique. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Licensing and Professional Function.

It is shocking to summarize the ongoing debates on licensing of psychologists and on the relations between psychologists and psychiatrists. We psychologists seem chiefly to place the blame on the psychiatrists for the slow progress in gaining recognition of the professional function of psychologists. I offer a dissent which declares that a restrictive block must be removed from the thinking of psychologists before we are going to get anywhere on the problems of licensing and recognition of professional function. The block is manifested by the efforts of psychologists to imitate psychiatrists and beat them at their own game. This game is the diagnosis and treatment of mental and emotional disorders, illnesses, aberrations, etc. Such diagnosis and treatment involves a mechanistic and concretistic thinking which is proving itself powerless to deal with the behavioral functioning of human individuals in interactive contexts. I am tempted to say "has proven," but there is a sad lack of experimental evidence, for which psychologists must shoulder their share of the blame. For my part, I don't blame psychiatrists for opposing the licensing of psychologists to treat "mental and emotional illnesses." Without realizing it, the psychiatrists are doing us a big favor in warning us away from this fruitless endeavor in which they are themselves experiencing so much heartbreak. We are wasting our time in seeking to crowd with them into a theoretical structure which will not support intense scientific effort. No psychologist should discuss with any citizen the relief of symptoms which are now manifest in the citizen's organic functioning. The psychologist's function should be to teach his interested fellow human beings how to perceive an interpersonal world and interact within that social realm on a more efficient and harmonious basis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On "The Negro psychologist in America.'

Comments that some aspects of the article "The Negro Psychologist in America" by L. Wispé et al (see record 1969-08899-001) are misleading. Some statements leave a more negative impression of the training of Black psychologists than the data warrant. The article should have been devoted to suggestions about how to reduce racial barriers within the psychology profession. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional role modeling by faculty: The neglected child in doctoral training.

Are faculty members in doctoral training programs in professional psychology expected to model practice? According to the American Psychological Association (APA) Criteria for Accreditation, the answer is yes. According to what actually happens within most doctoral programs, the answer is no. Some of the problems that relate to this discrepancy and some suggested solutions to those problems are discussed in this article. Faculties of professional psychology can make a substantial improvement in how they serve as role models for their doctoral students. First, they can consistently practice what they teach. Second, they can practice exclusively through their own psychological service centers. Third, they can organize their professional work through faculty practice plans. Fourth, they can fully integrate their research, practice, teaching, training, and supervision while increasing the financial support for students. Last, they can routinely model the best of contemporary practice. The broad adoption of these five suggestions would represent a marked departure from what has been modal practice in doctoral programs, but it would greatly strengthen the quality of graduate education and training, improve students' satisfaction with their doctoral training, and advance professional psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)