A training model for psychologists with prescription privileges: Clinical pharmacopsychologists.

Presents a training model for prescribing psychologists. Training for independent psychology practitioners is modeled after a training program drafted by the International Neuropsychological Society-Division 40 Task Force for Neuropsychology. In the proposed model, the prescribing psychologist is trained as a specialist within clinical psychology. The term used to describe this specialist, clinical pharmacopsychologist, emphasizes psychology as the underlying field and is homologous with clinical neuropsychologist. Not all clinical psychologists will have this privilege because it is a specialty in its own right, which requires specific didactic and experiential training. During the transition period before the appearance of clinical pharmacopsychologists on clinical psychology faculties, prospective prescribing psychologists will obtain specialty training primarily in medical settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Increase in assertiveness and actualization as a function of didactic training.

Investigated whether didactic training could increase level of assertiveness and actualization. 65 low assertive undergraduates were randomly assigned to 1 of 5 groups. All groups except a no-treatment control group were exposed to 3 20-min videotapes during 1 wk. Group 1 was exposed to the didactic principles of Rogerian theory; Group 2 was given the didactic principles of assertiveness theory. All Ss were given a test battery administered before treatment, after treatment, and again at a 3-wk follow-up. Both Rogerian and assertiveness training increased the level of actualization and the level of time competence at posttesting and at follow-up; the effect of didactic training was significantly greater than the increase caused by inspiration or expectation. Didactic training, however, did not affect assertiveness. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hospital privileges and the antitrust laws.

Discusses the antitrust implications of denying hospital privileges to psychologists as a class within the context of a statute currently before the District of Columbia Council. Section 8 of the statute would prohibit hospitals from categorically denying staff privileges to psychologists and certain other health-care providers and would require hospitals to make decisions on the basis of individual qualifications. The author highlights the advantages that passage of such a statute would produce. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of alternative training methods on self-efficacy and performance in computer software training.

Alternative training methods on self-efficacy and mastery of a computer software program were compared in the context of a field experiment involving 108 university managers. A behavioral modeling approach relative to a tutorial approach yielded higher self-efficacy scores and higher performance on an objective measure of computer software mastery. Participants scoring high in self-efficacy performed significantly better than participants with low computer self-efficacy scores. Participants low in self-efficacy reported greater confidence in their ability to master the software training in the modeling compared with the tutorial conditions. Participants in the modeling training reported more effective cognitive working styles, more ease with the task, more satisfaction with training, and less frustration compared with participants in tutorial training. Implications for training interventions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hospital privileges for psychologists: A legislative model.

Presents a summary of the information utilized by the District of Columbia Psychological Association in its effort to persuade legislators to pass a bill that would allow hospital privileges for psychologists. Data regarding psychologists' training, the cost-efficiency of utilizing psychologists as independent providers in hospitals, and the discriminatory nature of current legislation are provided. (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Course design: an integration of didactic and experiential approaches to graduate training of group therapy

Graduate training programs attempt to teach group therapy courses using experiential learning methods and theoretical concepts. Presently, however, these courses often maintain a rather unstructured format for fostering an experiential group process. The literature suggests that without standardized course objectives, students are vulnerable to harm and inadequately prepared for professional demands, and faculty are insufficiently prepared with guidelines for instruction. This article reviews the historical evolution of experiential courses, raises questions about the ethical integrity of such courses in their current form, and proposes a new course design that integrates essential components of learning theory. Standards for integrating a developmental approach to learning, beginning with didactic tasks and advancing to more experiential tasks, more effectively uphold ethical principles, provide an outline for comprehensive instruction, and enhance student learning.     

Department of Defense Psychopharmacology Demonstration Project: Fellows' perspectives on didactic curriculum.

Involvement in the Department of Defense Psychopharmacology Demonstration Project (PDP) was a fascinating process for those psychologists immersed in the novel health science curriculum based in a traditional model of medical education. The PDP may be viewed as the compression of several years of medical school and residency training into a 2-year postdoctoral fellowship for practicing psychologists. In this article, 2 graduates describe the evolution of the PDP didactic curriculum, characterize the PDP paradigm, contrast it with a psychological model, provide comparisons with emerging civilian programs and the American Psychological Association's model curriculum, and highlight "lessons learned" during their 1st year in the PDP. (PsycINFO Database Record (c) 2010 APA, all rights reserved)