Innovations in training: The University of Florida Rural Psychology Program.

Following the devastating effects of Hurricane Andrew in South Florida, a unique set of partnerships at the University of Florida (UF) was formed between the Department of Clinical and Health Psychology, the Florida Cooperative Extension Service, and the North Florida Area Health Education Center. The partnership resulted in the creation of the UF Rural Psychology Program, which is intended to proactively address the needs of rural communities with psychological and behavioral health services and programming. This article describes the initiation and ongoing activities of the UF Rural Psychology Program and the innovative roles and collaborative relationships of rural psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology in the Schools Training Program at the University of Minnesota.

Describes the 30-yr history of the Psychology in the Schools Training Program at the University of Minnesota in Minneapolis. It is reported that a stable base of local professional support and national trends in favor of school psychology combined to create a healthy climate for training school psychologists as scientists and practitioners. The model includes assessment, intervention, research and evaluation, and applied experiences. The nature of the curriculum, the roots of current beliefs, and changes in future directions are explored. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology at St. Thomas University.

The history of psychology at St. Thomas University can be viewed in two distinct phases which co-incide with the period from its foundation in 1910 until 1964 when it moved to a new campus in Fredericton. The first phase saw psychology as a branch of philosophy. The second phase, commencing in 1965 has manifested rapid development of the psychology department which seems to indicate the continued interest in psychology by students of the small liberal arts school in Canada. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Innovations in the Teaching of Psychology": Erratum.

Reports an error in the December 1968 issue of American Psychologist. On page 879, a presentation by Lorraine Nadelman, entitled, "Training Laboratories in Developmental Psychology," (see record 1969-09498-001) was omitted in the Paper Session chaired by Lawrence E. Murphy, "Innovations in the Teaching of Psychology." In the same issue, on pages 926-927, there is an omission in the list of Presidential Addresses. There should also be: PHILIP ASH, University of Illinois at Chicago Circle. The Parties to the Grievance. Stanley K. Seashore, University of Michigan, Chairman. (Division 14.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sources: The Center for the History of Psychology at the University of Akron.

The Center for the History of Psychology (CHP) was founded as the Archives of the History of Psychology (AHAP) in 1965 at The University of Akron in Akron, Ohio. In 2010, the Board of Trustees at The University of Akron approved the renaming of the Archives as the Center for the History of Psychology to reflect this increased scope of activities and offerings. The AHAP continues to operate as a unit with the larger Center. This article discusses the history of the CHP, its collections, research and accessibility initiatives, education and public programming initiatives, and the many ongoing projects and future plans for the CHP. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Television Instruction in Child Psychology.

The October 1955 issue of the "American Psychologist" was devoted principally to educational television. The need for research on the effectiveness of television instruction in psychology was emphasized. This is a report of an attempt to assess the impact of a series of television programs in child psychology on an audience of parents and teachers in the Denver (Colorado) area. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Recent Books in Child Psychology.

This review covers 14 books that fall into five classes: First, four volumes on child and developmental psychology, two volumes of human development, and a single volume on adolescence. All seven books are designed as texts. A second class has to do with exceptional children. Third, three volumes can be classified as being clinical or other applications of child psychology. Two of the volumes deal with children's fantasy and one with their Rorschachs. The fourth class, one volume, is a research monograph and would be classed as child psychology. The fifth class, two volumes, might be labeled psychoeducation. It is true that physical growth, anthropological, and sociological material is included in all the texts, but the ultimate intention of such inclusion is to increase the understanding and control of behavior. The reviewer would like to present a tentative distinction between child development and child psychology. There are certain indications that the authors of these volumes have not even entered into a marriage with general psychology, let alone being at the divorce stage. Their preoccupation appears to be with the child as a special subject of study in his own right; it is not with the child as an organism whose behavior, studied systematically, will add scope and precision to the subject matter of the science of psychology. These goals are not mutually exclusive. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Creative Talent Awards Program in Psychology.

In order to reward young psychologists who show promise of making creative inroads to the science of psychology, the American Institutes for Research in the Behavioral Sciences (AIR) has attempted to discover creativity through the assessment of doctoral dissertations. To do this, AIR sponsors the Creative Talent Awards program, with the purpose of identifying creativity, acclaiming it to the profession, and in so doing, rewarding promising young scientists for their research effort. After completing its fourth year of operation, the Creative Talents Awards program has expanded to include an increasing number of participants, all of whom have been considered, either by their department chairman, major dissertation advisor, or a member of APA, as having made an original contribution to psychology. Awards are presented in each of three fields: Perception, Learning, and Motivation; Development, Counseling, and Mental Health; and Measurement and Evaluation: Individual and Group Behavior. The winners and honorable mention recipients of the Third and Fourth Annual Creative Talent Awards are listed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Innovations in Health Psychology: The Psychosocial Care of Adults With Implantable Cardioverter Defibrillators.

Professional psychologists often work collaboratively with physicians on the comanagement of psychological distress and cardiac disease. This article reviews the biopsychosocial assessment and treatment of implantable cardioverter defibrillator (ICD) patients. The ICD automatically delivers lifesaving electrical shocks to prevent sudden cardiac death, the leading cause of death in the United States. Recent clinical trial data indicate increasing future use. The overall benefit of the ICD, however, may be diminished by the significant psychological distress of receiving a shock. Psychological theories such as classical conditioning, operant conditioning, and cognitive appraisal theories provide significant guidance to the prescribed psychological care of ICD patients. ICD-specific education, ICD-specific behavioral therapy, and traditional clinical strategies are recommended to deliver tailored care to ICD patients and their families. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Manual of Child Psychology": Erratum.

Reports an error in the review by Roger G. Barker of the L. Carmichael edited book, Manual of Child Psychology (Psychological Bulletin, 1955, Vol 52[3], 263-267). The sentence on page 266, right-hand column, should read "However, this reader found intriguing the world view so boldly sketched." (The following abstract of this article originally appeared in record 2005-10141-002). This book is a good picture of child psychology in 1954. The weaknesses of the Manual are largely the weaknesses of the science it surveys. A good manual of child psychology awaits a more mature science of child behavior. In the meantime this book and, it is to be hoped, its future editions provide an important aid in achieving this maturity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology training in emergency services.

Describes the training of psychology interns and postdoctoral fellows in the Emergency Department of the University of Rochester Medical Center. The psychiatric service receives almost 4,000 patient visits a year. The primary focus of the emergency service is psychological first aid. There is also a follow-up clinic for hard-to-reach patients. The clinic requires students to learn short-term crisis intervention therapy and uses the services of a wide range of mental health professionals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology postdoctoral training: A developmental perspective.

Postdoctoral training for psychologists has increased. This article provides an overview of postdoctoral fellowships, including information regarding training opportunities and requirements for licensure and employment. A developmental perspective on the postdoctoral training experience is offered, focusing on negotiating the tasks of individuation and self-definition. Special attention is paid to personal issues. As the postdoctoral fellow's professional identity solidifies, he/she develops expertise in focused areas of interest, experiences a deepening commitment to the work, develops an increasing sense of self-efficacy and self-acceptance as a psychologist, and gains respect from others as a competent professional. This enables the postdoctoral fellow to develop more collegial relationships with former mentors, teachers, and supervisors and shift toward the practice of professional psychology and the teaching of more junior professionals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology in Canada one hundred years ago: James Mark Baldwin at the University of Toronto.

Modern academic psychology began in Canada once J. M. Baldwin accepted a professorship at the University of Toronto in the fall of 1889, more than 100 yrs ago. After the death of the professor of metaphysics at the University of Toronto, G. P. Young, a lengthy controversy arose over who would be his replacement. In the end, both J. G. Hume (1892) and Baldwin obtained appointments. Baldwin managed to establish a laboratory in which he supervised a small amount of psychophysical research beginning in 1891. His own academic interests, however, shifted increasingly to mental development. In 1893, Baldwin resigned primarily because the university failed to provide him with a laboratory instructor. He arranged to have the university hire A. Kirschmann (1892) who continued the psychophysical laboratory. Also through Baldwin's influence, another successor, F. Tracy (1893), became interested in child psychology and taught the subject for many years. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The utility of interdisciplinary training and service: Psychology training on a psychiatry consultation-liaison service.

Increasing numbers of psychologists work in medical settings because of the growing acceptance of a biopsychosocial approach to illness. Do training programs prepare sufficient numbers of graduates to function effectively in medical settings? The authors describe the process of adding an inpatient medical-surgical consultation-liaison (C-L) service to a psychology internship's training rotations, the learning objectives used, and issues in the preparation of trainees for work in medical settings. Psychology trainees added significant capacity to the C-L service. These data may help facilitate the development of C-L training experiences for other programs (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Admission to the PhD program in the Department of Psychology at the University of Oregon.

Describes the graduate admissions process at the University of Oregon and presents analyses of data from over 1,000 applicants. Included in this report are some characteristics of accepted (9%) and rejected (91%) applicants and the probability of an invitation as a function of the applicant's undergraduate GPA and Graduate Record Examination scores. Some conclusions and recommendations are presented, the most important of which is a plea for the rapid development of a centralized application system for all graduate programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School psychology training at the University of North Carolina-Chapel Hill.

Summarizes the development of a school psychology program at the University of North Carolina, Chapel Hill and presents principles that have influenced the model and components of training doctoral and specialist level school psychologists. The program was begun with a commitment to the scientist practitioner training model and has evolved to the conceptualization of the school psychologist as scientific problem solver. The current and future emphases of the program to prepare school psychologists for diverse professional roles also are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

University Psychology Students Having Had Psychology in High School.

Does a high school course in psychology influence students to take further work in the subject? Is high school psychology of assistance to those who take psychology in a university? In an attempt to answer these questions, 13 university departments of psychology (Denver, Florida State, Indiana, Iowa, Kentucky, Missouri, North Carolina, North Dakota, Oklahoma, Purdue, Southern California, Texas, Vermont) were contacted and asked to administer a very short questionnaire to students in their introductory courses who had had a course in psychology in high school. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Accelerated Medical Program and the Liberal Arts at Boston University

Since September 1961, fifteen classes have matriculated in Boston University's Six- Year College of Liberal Arts--Medical Education Combined Degree Program. The applicant pool is approximately three to four times larger now than in the earlier years, with classes averaging 50 students. Academic qualifications (high-school class rank and Scholastic Aptitude Test and College Board Achievement Test results) of the entering classes have been at a consistently high level. Fifty percent or more of the graduates receive the BA degree with honors; 10% or more receive the MD degree with honors. The degree of flexibility in the liberal arts component of the program has increased and currently exceeds that of the traditional four-year premedical curriculum. These data, together with additional information concerning postgraduate professional activities, indicate that the combined accelerated program has been successful.     

Internship recruitment and the VA Psychology Training Program.

A survey of 13 accredited and 12 nonaccredited VA internship centers indicates a flexible and varied administration of the program at the local level as to stipends, training hours, and training rotations. Responses to an anonymous questionnaire by 115 intern applicants who rejected VA internship offers indicated that the rejecting interns had a positive image of the VA, but they wanted a more heterogeneous patient population and a greater academic atmosphere for their internship than they thought the VA could provide. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Child teacher relationship training: A phenomenological study.

This article examines the findings from a phenomenological study of 10 early childhood and Pre-Kindergarten teachers who participated in Child Teacher Relationship Training (CTRT). Results present the essence of the participants' largely affirmative experience of CTRT in regard to general applicability and interrelatedness between the CTRT model and the teachers' views on the importance of the child-teacher relationship. Implications for early childhood education and the impact of the child-teacher relationship are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)