Modest beginnings in continuing education for psychologists.

Responds to N. F. Jones (1975), noting that it is encouraging to see that continuing education (CE) is beginning to be requested for certificate renewal. CE will have to be given a broader definition to ensure success. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

National priorities for the continuing education of psychologists.

Discusses 4 principles for the development of continuing education programs: (a) program planning based on psychology manpower and educational resources; (b) development of leadership experts in continuing education; (c) high-priority content areas, e.g., alcohol and drug abuses; and (d) research in basic and applied fields, e.g., learning and communications. Interdisciplinary and interorganizational exchange of knowledge and techniques is stressed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

HIV/AIDS training and continuing education for psychologists.

The HIV infection and AIDS pandemic presents professional disciplines, including psychology, with unique challenges. The authors review the literature on education concerning HIV/AIDS in doctoral psychology programs, internships, and continuing education efforts in psychology and other disciplines. Recommendations are offered regarding the process and content of continuing education for psychologists regarding HIV and AIDS. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mandated continuing education: Impact on Maryland psychologists.

71% of Maryland's 1,001 certified psychologists returned a questionnaire describing their continuing education (CE) activities and attitudes before and after the state mandated CE for recertification. Results suggest that psychologists vary greatly in the amount and kind of CE activity they pursue; they value most highly activities relevant to their specific interests; amount and type of CE are influenced by work setting and job activities, and mandated CE is associated with significant but nondramatic changes in patterns of CE activities. (5 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Burnout among licensed psychologists.

We examined the extent of burnout and its correlates in a national sample of 562 licensed, doctoral-level, practicing psychologists employed primarily within human service settings. Their responses to the Maslach Burnout Inventory indicated that more than a third of the sample reported experiencing high levels of both emotional exhaustion and depersonalization. The modal burned-out clinician in this sample was young, had a low income, engaged in little individual psychotherapy, experienced feelings of lack of control in the therapeutic setting, and felt overcommitted to clients. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical supervision practices of licensed psychologists.

Surveyed 232 licensed psychologists from 1 midwestern state to assess the nature of clinical supervision for experienced practitioners. Data were collected concerning type, frequency, and content of supervision; supervisor goals, techniques, assessment methods, and roles; and most and least helpful aspects of supervision. There were few significant differences in supervision as a function of supervisee experience, gender, or degree (MA vs PhD), or supervisor gender. The supervisees generally appeared to have autonomous relationships with supervisors who were clinically skilled and highly supportive. Ethical concerns regarding supervisee informed consent, supervisor accountability, and gender-role stereotyping are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Meeting current challenges in higher education: The need for more psychologists.

[Correction Notice: An erratum for this article was reported in Vol 12(1) of Review of General Psychology (see record 2008-02668-007). On page 389, right column, last paragraph, the second to last sentence should read "The goal now, however, will be to improve students' success, faculty's scholarship, and the future of their communities". On page 386, right column, third paragraph, line six, "psychologist-administrators" should appear as "psychologist administrators". On page 390, right column, the Logue 2006 reference should read "[Survey of fields of Middle States Commission accredited New York State institutions of higher education chief academic officers and presidents]".] Higher education is currently facing many serious challenges. These challenges derive from the effects of globalization, massification (the wide availability of higher education), competition, expanding technology, regulation, litigation, and tuition increases that are outpacing student aid. Many psychologists possess the skills to overcome these challenges: to facilitate the learning, creativity, and performance of each student, faculty member, and staff member; foster productive group relations; analyze human behavior qualitatively, quantitatively, and experimentally; and generate and steward funds for their institutions. Psychologists are well prepared to lead institutions of higher education through and beyond their 21st-century challenges. Relatively few higher education leaders are psychologists, however. Psychologists should be encouraged to choose administrative career paths and thus greatly benefit our colleges and universities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional preparation and continuing education for beginning, entry, midlevel, and senior consulting psychologists.

This article presents the background and key recommendations of the 2003 Professional Preparation and Continuing Education for Beginning, Entry, Midlevel, and Senior Consulting Psychologists Report approved by the executive board of the Society. Brief reactions to the recommendations within the report from four consulting psychologists, each at a differing level of professional development corresponding to the levels used in the recommendations and each involved on the task force are involved. A final section of the article provides a response to the four reaction pieces. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What do psychologists think about mandatory continuing education? A survey of Pennsylvania practitioners.

Would psychologists voluntarily participate in continuing education (CE) if it were not mandatory to do so? Does CE help make psychologists more effective clinicians? These and other aspects of mandatory CE were explored in a survey of 168 licensed psychologists in Pennsylvania. Although 75% of respondents were in favor of mandatory CE, the sample was divided over the question of whether they would obtain the required credits if not mandatory. Forty-five percent of respondents reported that attendance at CE programs often increases their clinical effectiveness, whereas 41% reported this as occurring sometimes, and 11% as only rarely. Because this survey was conducted in Pennsylvania, the results are discussed in light of varying CE requirements in other states. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Increasing sex equity in education: Roles for psychologists.

Discusses the role that psychologists play in policy development, curriculum reform, and research aimed at achieving sex equity in education. It is suggested that psychologists have made significant headway in identifying inequities in education and have provided educators with some research-based programs, practices, and policies to help counteract these inequities. Opportunities for research relating to sex equity legislation are discussed, including Title IX, the Women's Educational Equity Act and Title IV of the Civil Rights Act, the Vocational Education Act of 1963, and mathematics/science equity legislation. The need for additional sex equity research and development to serve as a guide in the creation and implementation of cost-effective public policies and to assist educators as they encounter many difficult and subtle inequities based on sex, race, ethnicity, handicap, age, or a combination of these factors. (56 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Continuing education activities for Maryland psychologists: A survey.

Data from 306 urban, doctoral-level, applied psychologists in Maryland show that the vast majority of Ss had attended meetings of the American Psychological Association and other national-level groups, but less than half had participated in workshops or seminars, and 40% did not read journals. There were few differences in experiences between speciality areas or employment settings. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behavioral medicine: Its malpractice risks for psychologists.

Psychologists are becoming increasingly involved in the management of physical disease. Although the authors applaud the application of psychological principles to ameliorate disease, they warn against certain legal hazards. Psychologists must be careful not to cross the line of practicing medicine without a license. Furthermore, health psychologists may experience greater risks of civil liability when they work in health care areas than when they provide more traditional mental health treatment. Suggestions are made to help reduce the legal risks to health psychologists. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Factors influencing the reporting of father-child sexual abuse: Study of licensed practicing psychologists.

Several studies have indicated that high proportions of practicing psychologists fail to report cases of suspected child sexual abuse despite their knowledge of mandatory reporting laws. We surveyed 279 practicing psychologists from two states, using a set of controlled vignettes. Results indicate that clinicians' decisions to report suspected sexual child abuse are affected by the accused father's admission or denial of abuse and by the clinician's expectation of what effect reporting would have on continued therapy. Results are discussed in the context of previous research and state mandatory reporting laws. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sustained and sustaining continuing education for therapists.

Thirty-eight therapists who completed a 2-year continuing education program evaluated the effect of that program on how they conducted therapy and on themselves as individuals. The program differed from most continuing education offerings both in its ongoing nature and its emphasis on an interactive and dynamic use of material rather than on a purely didactic presentation. Participants described changes that they felt improved the quality of the therapeutic alliance, increased their ability to work effectively with difficult patients, and increased their self-awareness. This evaluation of the experience of a mature (over 10 years in operation) program is significant at a point when American Psychological Association (APA) is considering a broader conceptualization of continuing education models. These results also illustrate the importance of thoroughly evaluating the effect of continuing education. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate education of Negro psychologists.

The "Council on Psychological Resources in the South was impressed with the dearth of psychologists in the South, particularly Negro psychologists" and appointed a committee "… to study the facts in this regard and to make recommendations for pertinent action." Fifty-six (98.2%) of fifty-seven graduate departments of psychology surveyed answered questionnaires concerning Negro psychologists receiving graduate degrees and the undergraduate origin of these students. "Negro personnel in psychology come in considerable proportion (one-third) from Negro undergraduate schools in the South." "In the process of bridging the gap between inadequate undergraduate training and high level graduate work, Howard University is making an exceptional contribution toward training in scientific and professional psychology." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Continuing education activities of Connecticut psychologists.

Responses to a questionnaire survey of continuing education practices were obtained from 85 members of the Connecticut Psychological Association (CPA). With the exception that a high percentage (71%) reported dual occupational affiliations, the sample accurately reflected the demographic composition of both the CPA and Division 12. Respondents indicated that on the average they read 9.9 books, subscribed to 3.8 professional journals, and attended 2.5 specialty workshops and 2.2 conventions annually. A substantial proportion (84%) reported meeting with other professionals on a regular basis. On multiple dimensions, personal contacts and books were valued more highly than journals, workshops, and large-scale conventions. Such contacts were an especially important source of personal support for younger and for female psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Opportunities for psychologists in health maintenance organizations: Implications for graduate education and training.

This article highlights current roles and functions for psychologists in health maintenance organizations in the areas of teaching, research, and clinical service. Implications for graduate education and training are detailed. The author focuses on strengths and weaknesses of current models with respect to program content, role models, and the socialization process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training school psychologists: The issue of competency-based education.

Discusses the trend toward including competency standards in certification and the subsequent increase in competency-based education in school psychology. The history of competency-based education is examined, particularly in light of criticisms about university training programs, and the advantages and disadvantages of competency-based preparation in school psychology are discussed. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)