Mainstreaming psychology of women with school psychology.

With the resurgence of the women's movement in the late 1960s, a new scholarly field, the psychology of women, developed within psychology. Scholarship on women continues today both as a separate area of investigation and study and as an area integrated into mainstream American psychology. Although this effort has been ongoing within psychology, school psychology has focused relatively little on women's issues and on issues of sex and gender. This is surprising given the many women in the field of school psychology and in the schools. Thus, the purpose of this special issue is to begin a process of enrichment, much as other psychology fields have already been enriched, by mainstreaming the psychology of women with school psychology. Three articles and a discussion are presented in the miniseries. Each of the authors explores a different topic relevant to women and school psychology and includes a literature review as well as discussion of the salience of the literature to professional school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

History of psychology.

If we accept philosophy as the search for knowledge about ourselves and the world around us by reasoning and we accept psychology as the use of science in the search for understanding the mind and behavior, we can get along without philosophy in our history courses very well. We can begin the history of psychology with the emergence of the life sciences in the early 1800s with passing kudos to the general emergence of science via Gallileo, Newton and Bacon. We can sanitize Fechner, Wundt, James and Dewey; ennoble Pavlov, Watson and Skinner; plunge into learning and psychobiology (while sanctifying logical positivism); and end amidst computers and cognition. And remain unscathed and untouched by human (and humane) reasoning and philosophy. Overall, from the perspective of a historian type, I am less and less certain about the present or the future without the sifting wisdom of history. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Education and Training Board. 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… " in a number of institutions. 43 institutions are specified in the clinical psychology approved list; 23 in the counseling psychology list. The institutions listed have been reported to the USPHS, to the VA and to the Surgeon General's Department of the U. S. Army. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School psychology: A specialty of professional psychology with distinct competencies and complexities.

School psychology at the doctoral level is recognized as a specialty of professional psychology by the American Psychological Association, with corresponding licensure as a psychologist granted by state boards of psychology. School psychology also is regulated by state boards of education; they set the credentialing standards for professional practice in public schools. The intent of this article is to enhance the understanding of this distinct and multiply influenced specialty. The need for psychological services in schools is highlighted, followed by a discussion of multiple influences and licensing/credentialing issues. Next, the specialty is delineated, its distinctiveness highlighted, and competencies for practice in the public schools elaborated. Finally, education/training models and mechanisms for program accreditation are described, as are the major professional organizations in school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hugo Münsterberg's attack on the application of scientific psychology.

No individual in the early history of American psychology is more identified with the promotion of applied psychology than Hugo Münsterberg, whose books and articles on applied topics such as industrial psychology, forensic psychology, psychotherapy, and educational psychology made him one of the most visible psychologists of his day. But there is an earlier chapter to Münsterberg's life that tells a very different story of a Münsterberg opposed to application. The story begins in 1898 when he wrote an article for an American magazine in which he told teachers that the findings of experimental psychology had no relevance for education, setting off a firestorm of controversy among his colleagues in psychology and education. This article describes Münsterberg's early denigration of applied psychology and his subsequent transformation as applied psychologist. Reasons for that transformation are discussed as well as issues involving the stigma associated with applied psychology and the popularization of psychology. (PsycINFO Database Record (c) 2011 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 and evolutionary psychology: Toward a dialogue.

The growth of evolutionary psychology as a theoretical framework for the study of human behavior has been spectacular. However, evolutionary psychology has been largely ignored by clinical psychology. This article is an attempt to encourage greater dialogue between the two. First, some of the major principles of evolutionary psychology are outlined, followed by consideration of some of the criticisms that have been made of this approach. Second, an attempt is made to trace the influence of evolutionary theory on the history and development of clinical psychology. Third, the authors describe how an evolutionary perspective has enhanced the understanding and study of autism and depression. Finally, some implications of an evolutionary perspective for etiological theory, assessment, treatment, and ethics are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counseling psychology in clinical health psychology: The impact of specialty perspective.

Not all clinical health psychologists are trained as clinical psychologists. A significant minority is trained and identifies as counseling psychologists. As a field, it is important to understand how the specialty-specific values, training context, scholarship, and parameters of practice of counseling psychology contribute to clinical health psychology. In this article, we (a) identify the core values and training context of counseling psychology, (b) review the scholarly history of clinical health psychology by counseling psychologists, (c) present the parameters of practice of clinical health psychology as identified from the extant counseling psychology literature, and (d) examine American Psychological Association membership status to investigate joint membership in the Division of Health Psychology and the Society of Counseling Psychology. Conclusions indicate that (a) an identifiable set of core values guides the training of counseling psychologists, (b) scholarly literature by counseling psychologists has contributed to the growth and development of clinical health psychology, and (c) parameters of practice reflect the specialty-specific perspective of counseling psychology. As professional psychology continues to grow as a health care profession, clinical health psychology will benefit from the knowledge, values, attitudes, competencies, and practice parameters of counseling psychology, and counseling psychology will benefit from recognizing what it brings to the practice of clinical health psychology. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Clinical health psychology: A health care specialty in professional psychology.

Clinical health psychology is a specialty recognized by both the American Board of Professional Psychology and the American Psychological Association. Clinical health psychology focuses on psychological and behavioral components of illness and health and promotes the understanding of psychology as a health profession. In this article the author reviews its definition, provides a brief overview of practice in the specialty, addresses its relevance for practitioners, and notes sample resources for further study. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Issues in the education and training of women in Canadian psychology.

The high attrition rate of female students in graduate programmes in psychology is documented. Some of the literature (largely American) on the problems of female students is explored for possible reasons for this high rate. The problem areas identified are: admissions practices, financial support, inflexibility of graduate programmes, faculty attitudes toward graduate students, scarcity of female role models, and psychology as a "masculine" discipline. Recommendations for action by the Canadian Psychological Association are made in each of the problem areas with a special plea for the inclusion, in both graduate and undergraduate psychology programmes, of courses on the female experience. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gestalt psychology today.

The background of gestalt psychology is traced and relationships of gestalt psychology to physics are indicated. The notion of insight is reformulated. Certain trends in American psychology are not fully approved: "I doubt whether it is advisable to regard caution and a critical spirit as the virtues of a scientist, as though little else counted… . Too many young psychologists, it seems to me, either work only against something done by others or merely vary slightly what others have done before." Human experience in the phenomenological sense requires study. A gestalt view of motivation is presented "in terms of… forces which operate between certain perceptual processes and processes in another part of the brain, where a need may be physiologically represented." With de?mphasis on differences in Behaviorist and Gestalt schools and more emphasis on positive contributions of each, constructive work can be accomplished together. "It would be an extraordinary experience—and one good for psychology." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Of faculties, fallacies, and freedom: Dilemma and irony in the secularization of American psychology.

In The Principles of Psychology, William James (1890) articulated an influential, boundary-setting argument against faculty psychology, subsequently dubbed the Fallacy of the Faculty Psychology. This argument was reiterated in American psychology textbooks for the next several decades, arguably solidifying and simplifying American perceptions of the "old" faculty psychology and establishing belief in the superiority of the "New Psychology." When placed in the context of American theological and philosophical history, however, the New Psychology argument appears unoriginal, somewhat unfair, and deeply (and even tragically) ironic. Despite their best intentions, a fallacy did emerge in the old psychology as they sought psychological foundations for libertarian free will. For those members of the New Psychology still committed to free will, then, the Fallacy argument cut both ways--refuting the fallacy also meant tearing down a long-standing foundation for free will in American psychology. Offering no viable alternative to fill the moral void, the New Psychology appeared at times conflicted with its new deterministic identity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Education and Training Board. 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 that are conducted by the institutions listed… ." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The two disciplines of scientific psychology.

"No man can be acquainted with all of psychology today." The past and future place within psychology of 2 historic streams of method, thought, and affiliation—experimental psychology and correlational psychology—is discussed in this address of the President at the 65th annual convention of the APA. "The well-known virtue of the experimental method is that it brings situational variables under tight control… . The correlation method, for its part, can study what man has not learned to control or can never hope to control… . A true federation of the disciplines is required. Kept independent, they can give only wrong answers or no answers at all regarding certain important problems… . Correlational psychology studies only variance among organisms; experimental psychology studies only variance among treatments. A united discipline will study both of these, but it will also be concerned with the otherwise neglected interactions between organismic and treatment variables. Our job is to invent constructs and to form a network of laws which permits prediction." (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)     

Tension and opportunity in post-World War II American psychology.

The rapid growth of post-World War II psychology in the United States led to intradisciplinary tensions and opportunities. In this article, I examine these tensions and opportunities in the context of social change from the 1950s through the present, attending specifically to the broad impact of federal funding on psychology. I argue that as psychology became a resource-rich field, it was forced to move from a narrow, parochial stance to a position as a national-level professional player that had to deal with the challenges of mixing science and practice, as well as meeting the demands of non-White psychologists at the national level. The impetus to create a more inclusive psychology has grown in the last three decades of the 20th century and has helped create possibilities for greater richness in American psychology and movement toward a truly international role vis-à-vis emergent psychologies around the world (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical and in counseling psychology: 1964.

"On the recommendation of the Committee on Evaluation, the Education and Training Board has recommended, and the Board of Directors of the American Psychological Association has approved the doctoral programs in clinical psychology and in counseling psychology that are conducted by the institutions listed." 64 institutions are listed under clinical psychology, 23 under counseling psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

You say you had a revolution: Methodological foundations of closed-loop psychology.

To the extent that a scientific revolution represents a fundamental change in a discipline, the cognitive revolution in psychology was not particularly revolutionary. What changed least in this revolution was methodology. The experimental methods used in cognitive psychology are the same as those used in the behaviorism it overthrew. This methodological continuity results from the fact that both behaviorism and cognitive psychology are based on the same paradigm, which is also the basis of experimental psychology: the open-loop causal model of behavioral organization. A truly revolutionary approach to understanding the mind has been largely ignored because it is built on a paradigm that is inconsistent with conventional research methods. This new approach to psychology, called Perceptual Control Theory (PCT), is based on a closed-loop control model of behavioral organization that is tested using control engineering methods that are unfamiliar to most psychologists. This paper introduces the methodological foundations of closed-loop psychology, explains why the closed-loop revolution has not happened yet, and suggests what psychology might look like after the revolution has occurred. (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" 52 institutions are listed; 10 of these are indicated as having received interim approval while the others are undifferentiated by any rating. Under "Doctoral Programs in Counseling Psychology" 26 institutions are listed; 7 of these have interim approval. The institutions listed "have been reported to the United States Public Health Service, to the Veterans Administration, and to The Surgeon General's Office, Department of the Army as conducting at the present time approved programs of doctoral training in areas indicated." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The neglected 95%, a challenge to psychology.

Responds to the comments of LoSchiavo F. M. and Shatz M. A. (see record 2009-13007-013); Webster G. D., Nichols A. L., and Schember T. O. (see record 2009-13007-014); Stroebe W. and Nijstad B. (see record 2009-13007-015); and Haeffel et al. (see record 2009-13007-016) on the author's original article (see record 200814338-003) regarding the assertion that American psychology focuses too narrowly on Americans while neglecting the other 95% of the world’s population. The author indicates that the four comments were well chosen in that they represent quite different reactions to his article. In this rejoinder the author addresses the issues raised in each of the comments, first the two supporting comments and then the two opposing comments. Following this, he addresses the more general problem that cuts across the comments: American psychology’s dominant philosophy of science. (PsycINFO Database Record (c) 2010 APA, all rights reserved)