3. Understanding Organizational Behavior.

Introduces the articles in this section, which relate primarily to what is labeled as organizational behavior or organizational diagnosis, as distinguished from organizational change and development. The editors asked the authors in this section to address several questions: What basic principles of psychology can be detected in the functioning of organizations? How does the observer modify the organization? (Is it possible to observe and diagnose an organization without modifying it?) What is the significance of the labor as a component of any effort to develop a diagnosis of any industrial enterprise? In addition, an article by Richard Walton has been included on the quality of work life movement, because it represents a linkage between the processes of observation, taxonomy, and categorization and the processes of intervention, change, and development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relationship between research productivity and perceptions of doctoral program quality.

Research productivity in the Journal of Applied Psychology (JAP) was assessed for 39 universities offering a doctoral program in industrial/organizational (I/O) psychology. Productivity ratings were subsequently compared with perceptions of I/O program quality obtained by Greenberg et al. in 1978. The results indicate that there is a very strong relation between such subjective opinions of program quality and the number of articles that a university had published in JAP before 1978. The results also reveal some changes in productivity ratings during the past 8 yrs (i.e., 1978–1985), suggesting that concurrent changes in perceptions of I/O program quality might likewise have occurred in recent times. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

John P. Campbell: Award for Distinguished Scientific Applications of Psychology.

Presents the citation for John P. Campbell who received Award for Distinguished Scientific Applications of Psychology "for his many different contributions to the field of industrial and organizational (I/O) psychology." A brief profile and a selected bibliography accompany the citation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preface.

Introduces this special issue of Professional Psychology, which focuses on the area of industrial/organizational psychology. In the present selection of articles, the focus is on the topics of performance and job satisfaction, and management and organization. Issues of selection and placement are also included. The present special issue is not an exhaustive study of the field; rather, it presents a snapshot of a moving process of change and development in the profession. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Continuity and change in industrial/organizational psychology: Learning from previous mistakes.

Previous predictions of changes in industrial/organizational (I/O) psychology have failed to materialize due to omissions in mainstream I/O psychology. Three of these deficiencies (ahistorical habits, failure to appreciate continuity, and implicit acceptance of a particular political–economic framework) are explored to examine I/O psychology's past and present and to better predict its future. These 3 characteristics are seen as pathologies in I/O psychology, and their consequences for predictions are regarded as symptoms of the pathology. The analysis suggests that the future will be more like the present than is currently assumed and that I/O psychologists need to better understand the position of their field in history, the historical context of organizational evolution, and the ongoing political economy. (37 ref) (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)     

Introduction: The Future of School Psychology.

Provides an introduction to the current issue of Professional Psychology's School Psychology section. Predicting professional psychology's future is difficult. All of professional psychology will be influenced by immediate external factors, such as national and world economic and social stability, and by rapid social change. However, school psychology is also influenced, perhaps to a greater extent than other professional specialties in psychology, by its own internal conflicts and its particular developmental history. School psychology's current status and problems provide an especially complex set of concerns that must be understood if any reasonable assessment of its future is to be made. To highlight these concerns, I have organized this section around proposals for major changes in school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Workshops in Neuropsychological Assessment.

A past issue of Professional Psychology (February 1982) dealt with peer review and quality assurance. These issues are of particular interest to clinical neuropsychology, as evidenced by several articles in Professional Psychology. Over the past 5 years, clinical neuropsychology has rapidly emerged as an important diagnostic and treatment specialty within psychology. Unfortunately, from the standpoint of peer review and quality assurance, this growth has not been appropriately governed. The intention of writing this letter is to bring attention to this particular problem. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Editor’s column.

Presents a brief introduction to this issue of Consulting Psychology Journal. This is the first of two special issues devoted to organizational development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethical dilemmas in sport psychology: A dialogue on the unique aspects impacting practice.

[Correction Notice: An erratum for this article was reported in Vol 41(3) of Professional Psychology: Research and Practice (see record 2010-11935-001). Due to a production error, the name of Amy B. Stapleton was substituted for the name of Jeffrey E. Barnett as the editor of the Focus on Ethics section in the April issue of Professional Psychology: Research and Practice, 41, 2, 143–152.] The multidisciplinary field of applied sport psychology, a specialty area of psychology practice, has been acknowledged as a proficiency area by the American Psychological Association (APA, 2007). This unique discipline often requires the psychologist to work outside the realm of traditional practice. In doing so, sport psychologists frequently encounter unique ethical dilemmas. In an effort to promote awareness and dialogue, this article describes some of the more commonly faced ethical considerations in applied sport psychology. Issues related to developing and maintaining competence in the field, confidentiality, and boundary issues are discussed, and case examples are provided to illustrate the relevant ethical consideration. Subsequently, three applied sport psychology experts respond to the lead article’s discussion and offer poignant reflections on ethical issues presented. In addition, suggestions for successfully resolving ethical dilemmas related to competence, confidentiality, and boundary issues in sport psychology are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Use of Knowledge From Outside I/O Psychology by I/O Psychologists: A Critique.

The aim of the present paper was to comment on three different I/O initiatives involving the transfer of knowledge from outside I/O psychology into the workplace. Overall, it is concluded that the authors have been quite successful at demonstrating that knowledge of theory and research in other fields have enabled them to make some original contributions of their own to I/O psychology. However, it is noted that they draw techniques and constructs from different sources regardless of their conceptual bases, and without the support of a functional analysis of the factors affecting the situation they wish to address. To avoid being left with unenlightened technical eclecticism, it is suggested to them to ground their ideas in a comprehensive and unified theory of human functioning, to ascertain their assumptions about the factors governing human functioning in a work situation through a functional analysis of these factors, and to consider the whole body of knowledge on one issue before choosing a technique to intervene. They are also encouraged to work closely with psychologists in other subdisciplines so as to choose more wisely what knowledge to apply from what field to deal with a given issue in the workplace. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Guidelines for Education and Training at the Doctoral and Postdoctoral Levels in Consulting Psychology/Organizational Consulting Psychology.

The purpose of these "Guidelines for Education and Training at the Doctoral and Postdoctoral Levels in Consulting Psychology/Organizational Consulting Psychology" is to provide a common framework for use in the development, evaluation, and review of education and training in consulting psychology/organizational consulting psychology (CP/OCP). The intent of these guidelines is to improve the quality of teaching and learning in the area of the practice of CP, especially OCP, within the scientific discipline and profession of psychology. Towards these ends, this document is intended as guidance for psychologists who teach or plan curricula for teaching CP/OCP at doctoral or postdoctoral levels of professional education and training in psychology. The guidelines are structured in the form of overarching principles, general competencies, and domain-specific competencies that are ideally obtained by persons receiving training at the doctoral or postdoctoral level in CP/OCP. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

4. Organizational Development and Change.

Introduces the articles in this section, which focus on the issue of power. The authors in this section address such issues as the analysis of the industrial power structure and its relevance for organizational development interventions, approaches to organizational interventions, the sociotechnical framework for organizational change, and the blind spots industrial/organizational psychologists might have about power and about the distribution of rewards in their efforts at organizational restructuring. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Industrial/organizational psychology as applied to human resources management.

Argues that the issue of increasing productivity in the use of human resources while providing equality of opportunity to minorities and women will be a major concern of industrial/organizational (I/O) psychologists in the 1980's. A primary short-term goal of I/O psychology must be to change The Uniform Guidelines on Employee Selection Procedures, which are inconsistent with current research knowledge and professional practice. I/O psychology will increase its use of cognitive ability tests and job simulations for selection and promotion. However, this renewed interest in cognitive ability tests may also force the use of quotas or different cutoffs until the differences between groups on cognitive ability tests decline or disappear. It is hoped that organizations will make long-range personnel decisions that will have a significant impact on I/O psychology in performance appraisal and career management areas. (50 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Up close and personal: An inside look at university training programs in school psychology.

This issue of Professional School Psychology marks the third in-depth presentation of a major school psychology training program. While reading these accounts of the development of graduate training programs, one raises the "what if" questions. Raising such questions highlights the complex nature of graduate program development. As we continue to present programs, we will attempt to look further for threads of similarity that connect these unique training settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

History of Psychology new editor statement.

Two astute and creative editors have guided History of Psychology through its first 12 volumes. Michael Sokal, Founding Editor, and James Capshew have done marvelous work in making the journal must reading for scholars in the history of the human sciences. I feel honored to serve as the third editor of the journal and will continue the excellent editorial standards set for the journal. Over the course of the next year, readers will see several new features in the journal. Each year, we plan to have either one full issue or a special section devoted to a particular topic. A second new feature is Teaching the History of Psychology, with Barney Beins, a past-President of the Society for the Teaching of Psychology, serving as Section Editor. While the journal will continue to cover all eras of psychology, I will seek more submissions on the history of psychology after World War Two. For American psychology, this has been the period when it has grown most dramatically, not only in numbers, but in worldwide influence, concurrent with the growth of American political, economic, and military influence. My goal as editor is to make the journal indispensable reading and to have the kind of quality that will make it necessary to expand the number of pages we print each year. (PsycINFO Database Record (c) 2010 APA, all rights reserved)