"Clinical psychology training in Canada: Its development, current status, and the prospects for accreditation": Comment on Conway.

Comments on the original article, Clinical psychology training in Canada: Its development, current status, and the prospects for accreditation by John B. Conway (see record 1985-10567-001). I found that Dr. Conway provided me with a good service when he so clearly presented the case for the accreditation of Canadian clinical psychology training programmes. I am sure that many other readers join me in thanking him. My first inclination was to reject his arguments, and to regard the fact that Canadian psychology departments were giving up their academic independence to a trade association as being a prime example of Fromm's escape from freedom. But Dr. Conway's arguments were well founded, and obviously they represent the view of the majority of my colleagues. I had to ask myself a number of questions and, being biased, it was difficult for me to try to be fair in my answers. I have done this and my comments on Dr. Conway's paper will, I hope, reflect a "yes and" rather than a "yes but" approach. If this be so, then it may be a useful exercise, since it bridges a significant difference in basic attitudes within the compass of clinical psychology and I am gratified that, in a real sense, Dr. Conway is coauthor of what I wish to write in this review. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Clinical psychology training in Canada: Its development, current status, and the prospects for accreditation": Comment.

Commends John Conway for his careful record of clinical training, analysis for accreditation and particularly for his caveats concerning the wisdom of respecting regional diversity in generating and applying criteria for clinical psychology training in Canada (see record 1985-10567-001). The present author presents some caveats of his own. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical psychology training in Canada: Its development, current status, and the prospects for accreditation.

Traces the history of the development of clinical training in Canada from its beginnings after World War II, through its establishment and growth in the 1960's and 1970's, and up to its current status. Some distinguishing features of Canadian clinical training are highlighted: regional diversities, the diversity of training models, the historical lack of a national commitment to clinical training, and inadequate funding. (45 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Flashbacks in the history of psychology in Canada: Some early "headline" makers.

This paper is about the history of developmental psychology in Canada. Its focus is on individuals who made noteworthy contributions to child psychology in the late-19th and early-20th century. Reference is made to the well-documented work of James Mark Baldwin and William Emet Blatz, but the emphasis is on the careers of less well-known pioneering child psychologists and what they did to earn special recognition. Five persons are profiled: Frederick Tracy, Katherine M. Banham, Samuel Laycock, Florence S. Dunlop, and William Line. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate training and research funding for clinical psychology in Canada: Review and recommendations.

Graduate training programs for clinical psychologists in Canada have almost uniformly developed around variations of one model - the scientist-practitioner. Training in this model, as it is exemplified in Canadian universities, may not result in appropriate preparation for the manpower needs of the future. Some alternate models are outlined in terms of possible changes in the role of the psychologist working in applied settings. Research and research funding problems in clinical psychology are inextricably related to the same problems for other areas of psychology, and the great need for more "bridging" research between the separate areas of psychology is emphasized. Recommendations on research funding policies are proposed in respect to the research needs of psychology and to the research needs of the community at large. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Historically grounding the practice of psychology: Implications for professional training.

The author explores 3 ways the history of psychology can be made relevant to professional training in clinical psychology. Focusing on the practitioner-scholar model of clinical professional training, he argues that 3 central facets of historical understanding can be wedded to existing goals of professional training: (a) providing an interdisciplinary context for psychology, (b) addressing concerns about humans in the field, and (c) mediating theory-practice tensions that often exist in professional training. Suggestions are also made for encouraging historical understanding as essential to fostering critical self-reflection among students preparing for careers in professional psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical psychology specialist training in the Army.

In recent years, the problem of training the psychological worker who does not hold the doctorate has received considerable attention in the pages of the American Psychologist (3, 5). Owing to a shortage of clinicians with the PhD, the Army has utilized specialists, possessing limited but useful technical skills in clinical psychology, who work under the supervision of fully qualified psychologists. This paper is a report on the program conducted by the Army to train these specialists. It is offered as a contribution to the general discussion of subprofessional training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Graduate training...in Canada": Comment.

Comments on the original article by Dr. Park O. Davidson (see record 2007-02137-003) on "Graduate training and research funding for clinical psychology in Canada." Davidson has made some excellent recommendations regarding the nature of graduate training and research funding in psychology, and then has negated the effectiveness of such recommendations for social relevancy in community services by ignoring the spectrum of psychological services required and by restricting himself to a rather sterile Eysenckian model. Dr. Davidson's general recommendations regarding graduate training in clinical psychology are sensible and long overdue--less extreme specialization in Ph.D. programs, greater knowledge of problems of applied settings for research, more interdisciplinary training, broader methodology, more effective internship and practicum training, a community psychology program, and more effective bridging research. However when the needed spectrum of services for people is considered, there is an obvious need for psychologists who can share in the assessment and treatment of problems in human functioning beyond the technician level. Manpower needs will never be adequately met until service personnel and University personnel can share in the what, why and how of professional training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Applied training programmes of psychology in Canada: A survey.

[Correction Notice: An erratum for this article was reported in Vol 12(2) of Canadian Psychologist Psychologie Canadienne (see record 2007-02141-045). Page 49 contains an error regarding the available staff for applied training programs at the University of Victoria. The correct figure under column 7 (staff, full-time, psychology) should not be 40. Instead the correct figure for 1971-72 should be 11; under "staff, other departments", 4 should be listed; under "staff, part-time", 1 should be listed; under "staff in applied settings", 3 should be listed.] A survey of professional applied training programmes in the Canadian universities was carried out in 1969. Reported were 29 programmes: 17 in clinical psychology, 4 each in counselling and school psychology, one each in educational psychology and learning disabilities and 2 in experimental psychopathology. The number of places in the universities was related to the expected manpower requirements. Information was also given concerning the numbers of teachers in each programme, the types of applied settings utilized, and the different courses offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral training programs in clinical psychology and in counseling psychology.

A list of the APA approved training programs in clinical and counseling psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"APA-accredited predoctoral internships for doctoral training in psychology: 1996": Correction.

Reports an error in "APA-accredited predoctoral internships for doctoral training in psychology: 1996" by (American Psychologist, 1996[Dec], Vol 51[12], 1287-1305). In the original article, Central Louisiana State Hospital was incorrectly listed under Programs Withdrawing From Accreditation at the End of Training Year 1995-1996 on page 1305. The correct listing is provided in the erratum. (The following abstract of the original article appeared in record 1996-06917-011.) Lists the agencies whose predoctoral internship training programs in psychology were accredited by the American Psychological Association's (APA's) Committee on Accreditation. For each program, the date of accreditation and the date for the next regularly scheduled site visit are listed. Programs listed as accredited have been judged by the Committee to be consistent substantively and procedurally with the "Guidelines and Principles for Accreditation of Programs in Professional Psychology" in a satisfactory manner. (A correction concerning this article appears in American Psychologist, 1997[Jan], Vol 52[1], 31. On page 1305, Central Louisiana State Hospital was incorrectly listed under "Programs withdrawing from acceditation at the end of training year 1995–1996." It should have been included in the list of APA-accedited professional internships.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral training programs in clinical psychology and in counseling psychology.

"On recommendation of the Committee on Evaluation, the Education and Training Board with the concurrence of the Board of Directors of the American Psychological Association has approved the doctoral training programs in clinical psychology and in counseling psychology" conducted by the institutions listed. Under "Doctoral Programs in Clinical Psychology" 57 institutions are listed; 7 of these have interim approval while the others are undifferentiated by any rating. Under "Doctoral Programs in Counseling Psychology" 24 institutions are listed; 1 of these has interim approval. From Psyc Abstracts 36:02:2AM12A. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Community psychology training in Canada in the new millennium.

Ten years ago, Walsh-Bowers (1998) described in Canadian Psychology the marginalized status of community psychology in Canada. The purpose of this research was to investigate the current status of community psychology training in Canadian universities. The online calendars for undergraduate and graduate programs in departments of psychology in Canadian universities were reviewed for course offerings in community psychology. Subsequently, an e-mail survey of program directors was conducted to confirm and extend the findings of the online search. Results were compared with those of similar previous surveys conducted in 1980–1981 (Nelson & Tefft, 1982) and 1992–1994 (Walsh-Bowers, 1998). Findings show a small amount of growth in community psychology training at the undergraduate level since the last survey in 1992–1994, with more courses available in more Canadian psychology departments. There are also marginally more graduate courses in community psychology offered now than 15 years ago, but these are located in fewer psychology departments. Findings are discussed in the context of contemporary professional psychology and future directions for growing community psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral training programs in clinical psychology and in counseling psychology.

"On recommendation of the Committee on Evaluation, the Education and Training Board with the concurrence of the Board of Directors of the American Psychological Association has approved the doctoral training programs in clinical and in psychology that are conducted by the institutions listed… ." Of the 47 institutions indicated in the clinical psychology list, six are asterisked to indicate that the institutions have recently developed programs which meet minimum standards. Of the 25 institutions in the counseling psychology list, seven have been asterisked. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical psychology graduate students' perceptions of their scientific and practical training: A Canadian perspective.

The scientist-practitioner model is the most commonly used training modality in Canadian clinical psychology graduate programmes. Despite pervasive endorsement throughout Canadian psychology programmes, there is a paucity of data available on Canadian student opinions of the model's implementation. The current study assessed 134 students from 9 provinces with a 38-item questionnaire developed by the Council of University Directors of Clinical Psychology for assessing students' perceptions about the quantity, quality, and breadth of science training in their clinical psychology doctoral programmes. Most students described their programs as providing a mix of research and clinical focus, with slightly more weight given to research. Science training was reported as very important to students, with indications they receive a good amount of high-quality training in science. Moreover, there was a high level of agreement between desired levels of science training and the science training received. Implications for future research and training are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Canadian graduate training in psychology.

As a result of a questionnaire sent to all Canadian graduate training schools in psychology, a tabulation was made of a) qualifications for admission to each programme, b) graduate training specialty in each department, c) broad numerical comparisons of size of university with number applying and accepted for study. Overall the results indicate that the minimum qualifications for entry are a B average in 7 or 8 undergraduate psychology courses including basic experimental psychology and statistics. Qualifying years are usually offered to those who do not reach these minima. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The crisis in clinical psychology training.

"The directors of university clinical-psychology training programs and state-level psychologists of the 10 northeastern states met in Princeton in June 1962 to consider joint responsibilities, focusing particular attention on the nature of internships. Analysis of fact sheets, completed by both university and state participants prior to the meeting, indicated an acute shortage of doctoral clinical-psychology candidates and of qualified students accepting internships." Suggestions of participants "included (a) expansion of present doctoral training programs, (b) additional training programs including retooling of current masters' programs, (c) and experimental development of professional schools." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Essential tension: Specialization with broad and general training in psychology.

The practice fields of psychology develop through specialization in training and education. The recognized specialties play a major role in developing new opportunities for professional psychology and providing quality services for the public. The essential tension comes from the balance of innovation and tradition and, in professional psychology, from the balance of fragmentation and unification. As an example, specialization in clinical child psychology is integrated within the broad and general traditions. The greater degree of focused science and practice in a specialty is the logical consequence of advances of the discipline and profession of psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A survey of training in rehabilitation psychology practice in the United States and Canada: 2007.

Objective: Examine the structures, processes, and outcomes of training for rehabilitation psychology practice in the United States and Canada during 2007. Methods: Public data sources provided 947 potential training sites and programs, with 635 meeting selection criteria, from which 328 unique sites were identified. Of these, 117 sites (36%) reported providing training in rehabilitation psychology practice, and were sent a survey. Eighty percent (80%) returned the survey (n = 94). Results: There were nearly equal numbers of intern and resident training sites. Of the resident training sites, 46% had a complete rehabilitation focus, and 41% had faculty with American Board of Rehabilitation Psychology (ABRP) certification. Resident training sites ranged from 73% to 100% in meeting the Patterson and Hanson (1995) training guidelines, and ranged from 7% to 100% in formally teaching the current ABRP required competencies. Discussion: Many rehabilitation patients receive psychological services from practitioners whose professional emphasis is not in rehabilitation psychology, and many trainees involved with rehabilitation populations do not receive comprehensive training in rehabilitation psychology. There is a need for increased structure in and funding of training programs for rehabilitation psychology practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An introduction to ten years of psychology in Canada: 1970 to 1980.

The notion of a 1970s Decade Review of Psychology in Canada was first discussed in April of 1979. The main goal was to have as thorough a coverage as possible of Canadian-based research. This article introduces the nine papers which will appear in the Canadian Psychology/Psychologie Canadienne Decade Review. The first six articles will appear in this issue of the Journal; the last three will be published in the next issue. It seems apparent that Canada has provided a fertile atmosphere for scientific progress of which all who live here may be proud. (PsycINFO Database Record (c) 2010 APA, all rights reserved)