Clustering, seriation, and subset extraction of confusion data.

The study of confusion data is a well established practice in psychology. Although many types of analytical approaches for confusion data are available, among the most common methods are the extraction of 1 or more subsets of stimuli, the partitioning of the complete stimulus set into distinct groups, and the ordering of the stimulus set. Although standard commercial software packages can sometimes facilitate these types of analyses, they are not guaranteed to produce optimal solutions. The authors present a MATLAB *.m file for preprocessing confusion matrices, which includes fitting of the similarity-choice model. Two additional MATLAB programs are available for optimally clustering stimuli on the basis of confusion data. The authors also developed programs for optimally ordering stimuli and extracting subsets of stimuli using information from confusion matrices. Together, these programs provide several pragmatic alternatives for the applied researcher when analyzing confusion data. Although the programs are described within the context of confusion data, they are also amenable to other types of proximity data. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Selected characteristics of counseling psychology applicants, training programs, and host departments as a function of administrative housing.

We explored differences in students, applications, and acceptances of accredited counseling psychology programs and host departments that are housed in schools or colleges of education and those that are housed elsewhere. Information related to departmental location and program accreditation status was obtained from Guide to Graduate Study in Psychology and Associated Fields (American Psychological Association, 1985). The data indicated that there were no significant differences between mean Graduate Record Examination scores and mean grade point averages of students admitted to departments housed in education and those housed elsewhere. The programs that are housed in education accepted significantly more students than did those housed elsewhere. In addition, these programs tended to receive fewer applications and consequently admitted a significantly higher percentage of applicants. The implications of these data for counseling psychology are discussed, and ideas for future inquiry are suggested. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical, counseling, and school psychology: 1979.

The Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology. In the institutions listed in this article, the approved programs are directed by the department of psychology unless otherwise indicated. Programs that have not requested evaluation, and programs that have been evaluated but not approved, are not included in the list. Readers desiring information on training goals and approaches of specific programs are encouraged to write directly to the department in which the programs are offered. The criteria for evaluating these programs can be obtained from the Accreditation Office. Inclusion of an institution in this list indicates approval of doctoral programs in clinical, counseling, school, and combined professional-scientific psychology only, Inclusion or noninclusion carries no implications for other graduate programs in psychology or for programs of graduate education in other disciplines. Combined professional-scientific psychology is a new area of accreditation for programs that do not clearly fit the model for separate programs in clinical, counseling, and school psychology. This area of accreditation is defined as a combination of clinical, counseling, and/or school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Family, work, and access to health insurance among mature women

We use a life course approach to address much ignored variation in access to health insurance. Using data from the National Longitudinal Survey of Mature Women, we reinterpret the role of both family and employment characteristics in shaping coverage. Mature women are more likely to be insured as wives than as workers, but that safety net is only available to married women. As a result, unmarried women are two to three times as likely to be uninsured or to rely on public programs such as Medicaid. And because they are significantly less likely to be married to a covered worker, Black women are two to three times more likely to be uninsured or to rely on public programs. Given rising instability in employment and marital status across the life course, stable health insurance coverage can only be attained by universal rather than employment-based or family-based schemes.     

The relationship between body dysmorphic disorder and depression, self-esteem, somatization, and obsessive-compulsive disorder

Voice disorders are thought to be one of the major occupational hazards of school teaching. The resulting symptoms can affect teachers' ability to function in the classroom and prevent them from developing effective working relationships with other staff and students. Sick leave, speech pathology management, and surgical intervention can be costly. Severe voice problems can also result in a teacher permanently leaving the classroom. Despite the significant implications of voice disorders for teachers, this review of published research demonstrates that findings concerning the prevalence of voice problems in teachers and the causes and contributing factors of those voice problems are inconclusive. Similarly, previous research on the efficacy of prevention programs and treatment of voice problems in teachers provide few firm conclusions. Further research based on sound empirical data is needed, as many past studies have relied on anecdotal or self-report data. More operational definitions of what constitutes a voice disorder and the associated contributing factors should be adopted, along with the use of more instrumental measures and careful attention to methodology and appropriate statistical analyses. Only then will we have a sound basis for the development of effective prevention and education programs for teachers.     

APA-approved doctoral programs in clinical, counseling, and school psychology: 1974.

The Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed below. In the institutions listed, the approved programs are directed by the department of psychology unless otherwise indicated. Programs that have not requested evaluation, and programs that have been evaluated but not approved, are not included in the list. The criteria for evaluating these programs can be obtained from the Educational Affairs Office. The Committee on Accreditation has dropped the "initial" category of accreditation. Therefore, programs that meet all of the criteria, including newly approved programs, are classified as fully approved. Inclusion of an institution in this list indicates approval of doctoral programs in clinical, counseling, and school psychology only. Inclusion or noninclusion carries no implications for other graduate programs in psychology or for programs of graduate education in other disciplines. The institutions listed below 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 the areas indicated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-Approved Doctoral Programs in Clinical, Counseling, and School Psychology: 1976.

The American Psychological Association Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed below. In the institutions listed, the approved programs are directed by the department of psychology unless otherwise indicated. Programs that have not requested evaluation, and programs that have been evaluated but not approved, are not included in the list. Inclusion of an institution in this list indicates approval of doctoral programs in clinical, counseling, and school psychology only. Inclusion or noninclusion carries no implications for other graduate programs in psychology or for programs of graduate education in other disciplines. The institutions listed below have been reported to the U.S. 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 the areas indicated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate study in psychology, 1970–1979.

Used 4 editions of Graduate Study in Psychology published in the 1970's to determine changes in graduate psychology departments and students. General department characteristics indicate that number of departments increased 52% (mostly in master's programs). Application and acceptance data are presented, as are the characteristics of 1st-yr students. There has been a decline in mean number of applications to programs. The effect of American Psychological Association accreditation was assessed by comparing accredited and nonaccredited doctoral programs. Results show that accredited programs received more applications than nonaccredited ones. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical, counseling, and school psychology: 1978.

The Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed below. In the institutions listed, the approved programs are directed by the department of psychology unless otherwise indicated. Programs that have not requested evaluation, and programs that have been evaluated but not approved, are not included in the list. Readers desiring information on training goals and approaches of specific programs are encouraged to write directly to the department in which the programs are offered. The criteria for evaluating these programs can be obtained from the Accreditation Office. Inclusion of an institution in this list indicates approval of doctoral programs in clinical, counseling, and school psychology only. Inclusion or noninclusion carries no implications for other graduate programs in psychology or for programs of graduate education in other disciplines. The institutions listed below have been reported to the U.S. 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 the areas indicated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA approved doctoral programs in clinical, counseling, and school psychology: 1972.

The Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed in this article. In the institutions listed, the approved programs are directed by the department of psychology unless otherwise indicated. Programs that have not requested evaluation and programs that have been evaluated but not approved are not included in the list. The criteria for evaluating these programs can be obtained from the Educational Affairs Office. The Committee on Accreditation has dropped the "initial" category of accreditation. Therefore, programs which meet all of the criteria, including newly approved programs, are classified as fully approved. Inclusion of an institution in this list indicates approval of doctoral programs in clinical, counseling, and school psychology only. Inclusion or noninclusion carries no implications for other graduate programs in psychology or for programs of graduate education in other disciplines. The institutions listed below 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 the areas indicated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical, counseling, and school psychology: 1982.

The Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed in this article. In the institutions listed, the approved programs are directed by the department of psychology unless otherwise indicated. Programs that have not requested evaluation, and programs that have been evaluated but not approved, are not included in the list. Inclusion of an institution in this list indicates approval of doctoral programs in clinical, counseling, school, and combined professional-scientific psychology. Combined professional-scientific psychology is a new area of accreditation for programs that do not clearly fit the model for separate programs in clinical, counseling, and school psychology. This area of accreditation is defined as a combination of clinical, counseling, and/or school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Detecting small taxa using simulated comparison data: A reanalysis of Beach, Amir, and Bau's (2005) data.

On the basis of taxometric analyses of data sets that they created to pose interpretive challenges, S. R. H. Beach, N. Amir, and J. J. Bau (2005) cautioned that using comparison data simulated by J. Ruscio's programs can lead to inaccurate conclusions. Careful examination of S. R. H. Beach et al.'s methods and results plus reanalysis of their data fails to substantiate this concern: Using comparison data identified the taxonic structure of S. R. H. Beach et al.'s data sets, even when the taxon base rate was very low. The authors show that J. Ruscio's simulation programs generate comparison data appropriately and that analyzing these data provides a useful interpretive aid. Additionally, the authors discuss and illustrate the effective use of the inchworm consistency test to disambiguate taxometric results for small taxa and dimensional constructs with positively skewed indicators. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Admission requirements, acceptance rates, and financial assistance in clinical psychology programs: Diversity across the practice-research continuum.

129 directors (80% response) of APA-accredited clinical psychology programs provided information pertaining to admission requirements, acceptance rates, financial assistance, and theoretical orientations. Summary data are presented and comparisons are made among 4 types of clinical programs: PsyD programs, practice-oriented PhD programs, equal-emphasis PhD programs, and research-oriented PhD programs. Clinical doctoral programs held similar expectations for undergraduate preparation in psychology, but robust differences emerged on preferred Graduate Record Examination scores, acceptance rates, and financial assistance. In the most extreme comparison (PsyD vs research-oriented PhD programs), students were 4 times more likely to gain acceptance but 6 times less likely to receive full financial assistance in PsyD programs. Implications of these results for potential graduate students and for the future of applied psychology programs are briefly discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Abortion training in obstetrics and gynecology residency programs in the United States, 1991-1992

According to a 1991-1992 survey of program directors of obstetrics and gynecology residency programs in the United States, the overall percentage of programs providing any training in first-trimester (70%) or second-trimester abortion (66%) has changed very little since 1985. However, the proportion of programs providing routine training in first-trimester abortion decreased from 23% in 1985 to 12% in 1991-1992, and the proportion providing routine training in second-trimester abortion declined from 21% to 7%. The majority of the programs that dropped routine abortion training continued to offer optional training, but residents in programs with optional training were less likely to receive training. More than 80% of programs in private, non-Catholic hospitals and public hospitals provided some form of abortion training in 1991-1992, but only 6% of programs in Catholic hospitals and no military programs did so. In 45% of programs offering abortion training, residents performed one or fewer abortions per week.     

"Reputation, halo, and ratings of counseling programs": Erratum.

Reports an error in the original article by R. W. Thoreson et al (Journal of Counseling Psychology, 1975[Sep], Vol 22[5], 446-450). On page 448, an error appears in Table 1. George Peabody College for Teachers, Nashville, Tennessee, is incorrectly listed as George Peabody University. It should also have an asterisk to indicate that the program was an APA-approved program in counseling psychology at the time the data for the study were collected. Peabody continues to have an accredited program under a new category called "Programs in Combined Scientific-Professional Psychology," which is characterized by a combination of "clinical, counseling, and school psychology." (The following abstract of this article originally appeared in record 1975-31894-001.) Tested the hypothesis that previous ratings of programs in psychology reflect both an experimental psychology and general institutional halo bias. A questionnaire similar to one used in an earlier study of graduate programs by H. D. Roose and C. J. Andersen (1970) was used to survey the responses of 598 professionals in the field of counseling psychology. Respondents were furnished with a listing of 70 doctoral programs in counseling psychology and other closely related programs and were asked to rate each of the programs. It was found that applied programs in counseling psychology received ratings that differed from overall ratings of psychology in general. Programs ranked as strong, good, and adequate are listed. Ratings were related to institutional halo, program age, rater knowledge of program, geographic location, and approved status by the American Psychological Association. Implications for program evaluation are discussed, and users of reputational ratings are cautioned about the need for supplemental information. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Survey of Sustainable Building Design Practices in North America, Europe, and Asia

Sustainable design should be applied in all phases of the life cycle of a building, including programming, design, building construction, building operation, and finally demolition. This paper compares and contrasts sustainable design programs based on the life cycle of a building in North America, Europe, and Asia. Tables comparing programs from these three regions are provided for each phase in the life cycle of a building. These tables can be used by building design professionals as a reference guide to sustainable design around the world. The tables also highlight specific requirements or concerns that are applicable in a particular region. The similarities between different programs and regions can be taken into consideration during the planning of sustainable design work, regardless of the region of construction. Finally, references to more detailed program documents are provided so that interested readers can determine specific requirements that apply in a region of interest.     

Skovholt, Stone, and Hill's (1984) "Institutional affiliations of contributors to scholarly and professional activities in counseling psychology: 1980–1983": A critique.

Contends that, in the study by T. M. Skovholt et al (see record 1984-29784-001), in which they analyzed professional and scholarly contributions to counseling psychology according to institutional affiliation, a method was used that resulted in some programs being ranked higher and other programs being ranked lower than they might have been had all the data been used in generating the rankings. Alternate rankings are presented with a caution to future scholars to carefully consider the methods they use for these ratings and to present full data so that readers know all the limitations of the analysis. (1 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

L'amorce du virage préventif en santé mentale au Québec: Enquête sur les politiques, les structures et les programmes de prévention en santé mentale.

This study represents the Quebec contribution to a Canada-wide survey that sought to determine the status of mental health prevention programs as health services undergo major restructuring. Similar to the Canada-wide survey, data on prevention policies, resources and programs were collected from provincial authorities who were responsible for mental health promotion. Data were also obtained from regional health and social services boards (Régies régionales de la santé et des services sociaux) which were in the process of being formed and from other departments which offered mental health services. Although the data support the vitality of prevention programs within government departments they also suggest that those prevention programs may need greater administrative structure and that there are gaps between government promises and commitments, notably with respect to ongoing financing for prevention programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dynamics of social interactive behavior: A computerized procedure for analyzing trends, patterns, and sequences.

Describes procedures that use detailed and sequential observations of monkey mother-infant interactive behavior to make a coordinated analysis of development. Computer programs provide for (1) organizing the behavioral data into frequency tables and developmental curves, (2) making analyses of variance and trends comparing groups of Ss, and (3) determining statistically the patterns of simultaneous behavior and the sequences of patterns that characterize individual Ss and groups. This treatment of a large volume of data is economically feasible. The computer programs have been generalized for application in various kinds of behavioral research. Analyses provide bases in concrete behavioral terms for deriving hypotheses about the dynamics of social behavior and development. This approach promises a more complete and developmental view of complex interactive processes. Greater sophistication in the use of computer capabilities and in the application of mathematical models and treatments can increase its effectiveness. (19 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)