Working with foreign language interpreters: Recommendations for psychological practice.

Given the growing linguistic diversity in the United States, many practicing psychologists will work with foreign language interpreters. However, few clinicians receive formal training in providing interpreter-aided psychological services. By federal law (88th Congress, 1964; PL-88-352), psychologists or their agencies are responsible for providing interpreter services. To maintain a patient-centered, rather than interpreter-centered dialogue, psychologists should initiate pre- and postsessions to orient the interpreter to the pending encounter, clarify expectations, and discuss cultural issues. Psychological testing, diagnostic interviewing, crisis intervention, family, child, and individual adult therapy present distinct challenges when an interpreter is involved. Mental health is a specialized area requiring advanced interpreter knowledge and skills. According to the American Psychological Association’s (2002) “Ethical Principles,” psychologists are responsible for ensuring that interpreters demonstrate competence and professionalism. Because there are relatively few interpreters trained specifically for mental health practice, psychologists and health care institutions may need to assist in providing specialized interpreter education. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A center for research on psychological practice.

A center for research on psychological practice was developed in order to train practitioner psychologists to do applied mental health research and provide a research resource to the provider community. The center's organization, funding, practice experiences, research opportunities, and results dissemination are described. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

International psychological research that matters for policy and practice.

After a brief history of the Committee on International Relations of the American Psychological Association, 3 points are made about international psychological research that matters. First, it matters when the definition of the research problem area and the findings can potentially be reflected in policy change, in the practice of educators or psychologists, or in the mindsets of a new generation of researchers. Person-centered analysis of adolescents’ social and political attitudes has this potential and can complement variable-centered analysis. A cluster analysis of the IEA Civic Education Study’s data in 5 Western European and 5 Eastern European countries illustrates this. The following 5 clusters of adolescents were identified: those supportive of social justice but not participative, those active in conventional politics and the community, those indifferent, those disaffected, and a problematic cluster of alienated adolescents. Second, research that matters is situated in a cultural context. It is proposed that publications using data from any single country be required to include information about the cultural context in which the research was conducted. Finally, it matters that attention be given to the dynamics of the collaborative international research process, not only to research results. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social psychological research and clinical practice: An academic paradox.

Social psychological research has not had the impact on clinical practice that the nature of its subject matter indicates is appropriate. A major reason for this lack of impact is a paradox inherent in academic life. As they climb the academic ladder, social psychologists, who presumably have chosen their field of study because of an interest in the way in which people live and think, become increasingly remote from and increasingly aloof from the everyday life of normal people. Five aspects of academic training and institutional life that reinforce and maintain this paradox are identified. Two examples of a type of research that can overcome the paradox and increase the impact of social psychology on clinical practice are described. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The coming age of telecommunications in psychological research and practice.

Rapid and far-reaching technological advances are revolutionizing the ways in which people relate, communicate, and live their daily lives. Technologies that were hardly used a few years ago, such as the Internet, e-mail, and video teleconferencing, are becoming familiar methods for modern communication. Telecommunications will continue to evolve quickly, spawning telehealth applications for research and the provision of clinical care in communities, university settings, clinics, and medical facilities. The impact on psychology will be significant. This article examines the application of developing technologies as they relate to psychology and discusses implications for professional research and practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

AIDS-related service and research, evolving federal policy, and psychological practice.

The HIV epidemic has provided multiple examples of the interrelationship of behavior to disease and multiple examples where the caregiver or policy maker has attended to the behavior as well as the virus. It is argued that those who are aware of the behavioral nature of disease, and of HIV infection and AIDS in particular, need to document what they know and share it widely with others. The behavioral sciences have much to offer in this arena. The Republican "Contract with America," the evolving scope of practice in psychology, and the importance of psychology thinking as a health care profession are also discussed. (0 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Legal and ethical aspects of nonreactive social psychological research: An excursion into the public mind.

Assessed reactions of 174 randomly selected Ss (median age 27.83 yrs) to 8 nonreactive methods used in social psychological research by I. Silverman (see record 1975-28673-001). In general, while in many cases the majority of Ss did not react negatively to the methods, substantial minorities in most cases and the majority in some cases did object. Possible interpretations of these data are discussed. It is suggested that future investigators consider the public's attitudes toward a particular nonreactive method in determining its use or nonuse. Issues raised by such a procedure are discussed, and a call is made for more critical thinking on ethical issues as well as for more data that can help to resolve ethical concerns. (38 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A competence paradigm for psychological practice.

A competence approach to clinical and preventive interventions is offered as an alternative to defect-based or cognitive-rationalist models. A competence paradigm is more securely rooted in modern evolutionary theory and receives strong empirical support from clinical psychology, preventive psychology, and developmental psychopathology. Psychology should become the science and practice of the identification and promotion of adaptationally significant competencies. By embedding individual problems in a sociopsychological matrix the construct can serve to rally psychologists around the goal of advocating for the personal empowerment of all individuals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Gender dysphoria: Development, research, management.

Reviews the book, Gender dysphoria: Development, research, management edited by Betty W. Steiner (1985). Dr. Steiner and her colleagues at the Clarke Institute of Psychiatry have presented a very valuable resource for those interested in gaining a solid, current perspective of gender dysphoria issues. Drs. Steiner, Blanchard, and Zucker have provided an excellent introductory chapter which provides a very brief historical overview followed by a useful section on terminology. Having read and digested this book I am left wondering about several minor issues. One is the title of the book. In many respects it would seem that Gender Identity Issues rather than Gender Dysphoria would be more appropriate. The inclusion of transvestite issues in Chapters 10 and 11 may for some readers blur some relevant distinctions. Definitions remain consistent throughout this text but as might be expected are not always in agreement with the views of other writers. I would very much like to have seen more attention given to the psychological management of gender identity concerns--perhaps in another volume. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Gender dysphoria: Development, research, management.

Reviews the book, Gender dysphoria: Development, research, management edited by Betty W. Steiner (1985). The term gender dysphoria is attributed to Fisk (1973) and is described in the introductory chapter as a diagnostic label much broader than transsexualism. It refers to those who, "at one time or another, experience sufficient discomfort with their biological sex to form the wish for sex reassignment". However, when one compares the DSM-III definition of transsexualism as "a persistent sense of discomfort and inappropriateness about one's anatomic sex and a persistent wish to be rid of one's genitals and to live as a member of the other sex", one is left bewildered as to how the concept of gender dysphoria is broader than the diagnostic category of transsexualism. One's bewilderment is more likely to wax than wane when, in subsequent chapters (including two by the editor herself), the term gender dysphoria is rejected in favour of such terms as transsexualism, cross-gender identification, gender disorder, and gender-identity disturbance. Even in the final "personal perspective" chapter, the editor asserts that "This book has been an attempt to bring together in a cohesive whole some of the recent work that has been, and continues to be, done in transsexualism and gender identity". The book, however, is not altogether without merit. There are two noteworthy chapters. One is an intriguing, thought-provoking treatise by Hoenig on the aetiology of transsexualism. The other is Zucker's impressive literature review of crossgender-identified children. Those two chapters, interestingly, are alloted one-fourth of the entire book. The remaining thirteen chapters are left to vie for the remaining pages. The disappointments I encountered with this book reminded me of a Bahamian cruise I was recently fortunate enough to enjoy. At one of the midnight buffets I eagerly chose a pastry that looked somewhat like a cream puff. It was not until I bit into it that I discovered it was void of whipping cream. The shell itself was tasty, but I had expected so much more. Perhaps it is appropriate to compare Steiner's volume to a buffet. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Misguided assumptions of DSM-III-R: Implications for school psychological practice.

Reviewed and critiqued the relevance of the DSM-III-R for school psychological practice. Five misguided assumptions on which the use of the DSM-III-R system is based are presented. These assumptions deal with (1) medical model conceptualization of behavior, (2) reliability, (3) validity, (4) relevance for special education placement, and (5) treatment validity. Based on a critical analysis of each assumption, it was concluded that the DSM-III-R is largely irrelevant for the practice of school psychology. The absence of treatment validity was judged to be the most substantial deficit of the DSM-III-R. An alternative classification system based on a functional analysis of behavior was proposed as being more relevant for assessment, classification, placement, and intervention with students who are behaviorally disordered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prison rape and psychological sequelae: A call for research.

Prison rape is a pervasive and serious problem affecting many male inmates in U.S. prisons. We review the literature on prison rape prevalence, victimization risk factors, and the psychological and nonpsychological sequelae of prison rape. We address several areas of inquiry needed to guide research and facilitate solutions to the problem of prison rape, especially given the context and intent of the Prison Rape Elimination Act (PREA) passed in 2003 by the U.S. Congress. Mental health correlates remain to be studied; for example, the complex postrape symptoms of prison rape survivors do not appear to be captured by current diagnostic nomenclature. To date, psychology has been largely silent on the issue of prison rape but may have much to offer in terms of describing and treating the psychological impact of victimization, documenting the personal and situational risk and protective factors associated with prison rape, and in designing programs and policy to reduce prison rape. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Beyond “ESTs”: Problematic assumptions in the pursuit of evidence-based practice.

There has been much confusion in the literature of psychotherapy between the broad concept of evidence-based practice and the narrower set of criteria that have been employed in designating certain treatments as “empirically validated” or “empirically supported.” In contrast to the appropriate concern with examining the evidence for the efficacy of various approaches to therapy and for the theoretical assumptions that underlie them, the “empirically supported treatments” movement has been characterized more by ideology and faulty assumptions than by good science. This paper examines in detail the scientific and logical limitations of the “EST” movement and aims to place the empirical investigation of theory and practice in psychotherapy on a sounder basis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluation research: A psychological perspective.

Presents a model for evaluation research from a psychological perspective that incorporates various concepts and methods, and indicates the roles in which psychologists trained in more traditional areas can contribute to evaluation research. Analysis reveals evaluation research to be a complex set of feedback processes monitoring various aspects of social change processes. These feedback mechanisms vary greatly in their level of precision and pose numerous challenges and opportunities for psychologists trained in more traditional areas. (37 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The practice of psychological science.

Replies to comments made by Tebes (see record 2007-12413-003) and Guyll and Madon (see record 2007-12413-004) on Sue's original article (see record 1999-15532-003), which noted the the paucity of publications and funding for research on ethnic minority populations. It is my belief that theories, models, and assessment instruments should all be rated according to adequacy with different populations. Those that have been used and found to be appropriate and applicable to many different populations should be considered as being more adequate, meeting more stringent requirements, and having greater goodness of fit to human beings than those that have been applied to only a few populations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Current practice of psychological assessment.

A survey was conducted to evaluate current psychological testing practice in acute care inpatient settings. Findings indicated that psychologists typically continue to use the standard test battery developed by Rapaport, Gill, and Schafer in the 1940s. We outline an alternative problem-oriented approach to assessment that seems better suited for short-term care settings. In this model the primary assessment strategy emphasizes rapid assessment of symptoms and problem areas rather than comprehensive personality assessment. (PsycINFO Database Record (c) 2010 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)     

Social psychological aspects of computer-mediated communication.

Describes some of the issues raised by electronic communication, including time and information-processing pressures, absence of regulating feedback, dramaturgical weakness, paucity of status and position cues, social anonymity, and computing norms and immature etiquette. An empirical approach for investigating the social psychological effects of electronic communication is illustrated, and how social psychological research might contribute to a deeper understanding of computers and technological change in society and computer-mediated communication (CMC) is discussed. A series of studies that explored how people participate in CMC and how computerization affects group efforts to reach consensus is described; results indicate differences in participation, decisions, and interaction among groups meeting face to face and in simultaneous computer-linked discourse and communication by electronic mail. Findings are attributed to difficulties of coordination from lack of informational feedback, absence of social influence cues for controlling discussion, and depersonalization from lack of nonverbal involvement and absence of norms. (103 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)