Management in psychology.

Many psychologists spend much or all of their time in administrative and managerial activities that involve supervising other psychologists in the delivery of psychological services. Although hard data are lacking, it appears that a significant proportion of these psychologist-managers may lack effective management skills because they are products of graduate training designed to produce scientists and individual practitioners, training that does not anticipate managerial careers. Four areas important to success as a manager are discussed: cognitive abilities, administrative skills, interpersonal skills, and motivation for advancement. Because good management in psychology is critical to the profession, recommendations are offered for evaluating and advancing its effectiveness. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists as managers: Overcoming old guilts and accessing innovative pathways for enhanced skills.

Management roles for psychologists now offer promising career opportunities for using psychological techniques for enhancing the health as well as the productivity of organizations and their employees. Although many psychologists recognize this, they lack more specific information about bridging the gap between the desire to become a manager and the taking of concrete steps to actually become one. Emerging practice arenas, support systems, and training opportunities for psychologists who want to become managers are discussed. Psychologists can learn to be better managers and can benefit by tying into managerially oriented, educational, and professional networks. At the same time, old guilts about being a managerial or entrepreneurial psychologist may linger and need to be overcome. Specific opportunities for psychologists in innovative areas of practice, research, and consultation that require managerial knowledge and skills are identified. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A behavioral pain-management program: Expanding the psychologist's role in a medical setting.

Describes the development of a psychologist-operated pain management program carried out within the context of a pain control clinic in a general medical hospital. The techniques used by the program are presented along with some preliminary outcome data. Additionally, the normal clinical and research skills of most professional psychologists, which are of use in the pain clinic setting, are discussed, as are some of the unique training needs of psychologists working in such a setting. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Education reform: Challenges for psychology and psychologists.

National, state, and local education reform agendas have been on a fast track for more than a decade. Although some psychologists have been active in promoting psychology and psychological services in education reform initiatives, knowledge about their efforts is fragmented. In order to educate psychologists about education reform, this article highlights the impetus for the recent education reform movement, briefly reviews the latest waves of education reform, and discusses the development of the National Education Goals. Then, an argument is made for the integration of education, health, and social reform initiatives; state-level education reform principles and initiatives are highlighted, illustrated by the systemic education reform mandate in Kentucky. Next, progress toward the development and implementation of an APA-sponsored response to the National Education Goals is discussed. Finally, objectives and roles for psychologists in advancing education reform are presented, and guidelines for the education and training of future psychologists are introduced. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologist administrators in community mental health organizations.

We studied 52 psychologists who are managers in public-sector, community-level mental health systems. Data included biographical, work history, and role characteristics; job responsibilities, activities, skills, and problems; and career, affective, and perceptual variables. Primary activities include working with people and budget. Reflecting this, general management skills are those most needed, yet almost no subjects had such formal training. Comparisons made with a managerial sample of social workers (MSWs) revealed few differences. Implications for organizations and individuals are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The professionalization of English prison psychologists.

Currently, about 90 psychologists are employed in the English prison service. Their major tasks are to (a) advise the prison governor and senior managerial staff on such topics as staff morale, inmate management, and communication; (b) train the staff; (c) diagnose, assess, and interpret psychological test information to match treatment to the inmate in allocation decisions; (d) provide treatment (e.g., individual and group counseling and psychotherapy, social skills training, and behavior modification); and (e) conduct research, especially on the effectiveness of treatments, the prediction of behavior after release, and validity of psychological tests and other assessment techniques. Major professional problems facing prison psychologists are (a) ethical issues (e.g., confidentiality, informed consent, and whether their clients are the prison staff or the prisoners; (b) restrictions on communication with professional colleagues; (c) lack of a recognized training course; (d) their status as specialist advisers rather than as part of the management structure; and (e) their lack of influence on governmental committees dealing with penal policy. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Passages: Career ladders for college counseling center psychologists.

Uses the stages of adult development set forth by G. Sheehy (1976) as a model for analyzing the careers of counseling psychologists. The careers of counseling center personnel are traced from graduate school days to the period Sheehy refers to as resignation or renewal, and the following conclusions are made: (a) The counseling center career ladder is short, forcing many psychologists in their early 30's into other job avenues; (b) the flexibility provided by counseling center positions is a 2-edged sword, producing disadvantages in later career stages; (c) reward systems should be developed to keep competent therapists in the counseling center; (d) administrative training should be provided during graduate school for future counseling psychologists; and (e) renewal alternatives need to be developed for burned-out counselors and counseling center directors in the midlife transition. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Family Stories and the Life Course: Across Time and Generations.

In this review of "Family Stories and the Life Course: Across Time and Generations" (see record 2004-13618-000), the reviewer states that many psychologists will want to read this book from cover to cover because it is excellent. It will create excitement for developmental psychologists who are open to extending their perspectives on individual functioning to include more of a focus on whole family systems. It will also challenge family psychologists to deepen their understanding of how the functioning of each family member at different stages of the life span is related to interactions and meaning-making in the group. Clinical psychologists will glean new ideas about the accounts of family life they hear from their clients and the transformative power of having family members jointly engage in reconstructing problematic family stories. The range of topics and the overall quality of the research and theorizing are truly impressive. This book draws together in one volume conceptual development and recent research findings about family narratives. The reader will gain an understanding of how family stories and story telling are related to acquisition of language, regulation of affect, attachment processes and socialization of children, development of identity in adolescents, cognitive functioning in older persons, and interactions between children, parents, and grandparents. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training school psychologists: Some perspectives on a competency-based behavioral consultation model.

A behavioral consultation training model is presented that articulates training competency and service goals in school psychology. The model promotes evaluation of the competencies of school psychologists and their impact on the settings in which consultation services are provided. It also focuses on learning and adjustment problems in the socialization process and works on specific target behaviors. Problem-solving strategies are developed in 4 stages: (a) problem identification, (b) problem analysis, (c) intervention, and (d) evaluation. Difficulties encountered in implementing the model are discussed. (60 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Issues in the training of school psychologists in program evaluation.

Program evaluation is becoming increasingly important to all professional psychologists, including school psychologists. Despite a burgeoning of information about program evaluation principles, little attention has been given to program evaluation training, especially the utility of that training for program decision making. Five issues pertinent to the training of school psychologists in program evaluation are discussed: need for training, extent of training, goals of training, methods of training, and evaluation of training experiences. The material presented is based on the authors' experiences in program evaluation training at the Rutgers School Psychology Training Program. (43 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The territory ahead for multicultural competence: The "spinning" of racism.

Multicultural competence has become a mainstay within the training of professional psychologists, yet important areas within this framework remain to be more fully addressed. In particular, the dynamics of contemporary forms of racism have largely gone unexplored, depriving psychologists of clear direction in exploring the deepest levels of racist influences in their work. This qualitative analysis sought to shed light into this area by studying White people's experiences of race and racism. Although most affirmed the existence of racism, it was "spun" by most White participants--in other words, interpreted to their own advantage-into a problem that lies outside the scope of their own lives and responsibilities. Implications and resources for the practice and training of professional psychologists are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Research training for clinical psychologists: Point–counterpoint.

Reviews the history of the controversy over training models for clinical psychologists. The arguments against research training and a research dissertation (e.g., research training dilutes clinical training, costs more than clinical training, and is not relevant or needed) are presented, and rebuttals are offered. The importance of such training for the professional psychologist and for the vitality of the field is emphasized. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Opinions about industrial psychology by different groups of psychologists.

"In general, the findings provide a partial sketch of how industrial psychology is perceived and evaluated by different groups of psychologists. The most common criticism is that industrial psychology is not sufficiently concerned with its ties to basic psychology… . In addition, serious questions are raised concerning the areas of research that are emphasized or slighted, the professional qualifications of many practitioners, tendencies to offer psychological judgments that reach beyond scientific results, frequent overselling of industrial applications, and an excessive accent on the practical in training industrial psychologists. Many psychologists also charge that industrial psychology is too management oriented, that it operates too much within a management frame of reference… . Finally, it should be noted that our results reveal wide differences of opinion among the psychologists questioned, not only between the industrial psychologists and the other professional groups but strikingly also within the ranks of each group." (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)     

2002 Award winners: Distinguished Contributions to Education and Training.

Presents the 2002 Award winners for the American Psychological Association Awards for Distinguished Contributions to Education and Training. These awards are given by the Board of Educational Affairs in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. These contributions might include important research on education and training; the development of effective materials for instruction; the establishment of workshops, conferences, or networks of communication for education and training; achievement and leadership in administration that facilitates education and training; or activity in professional organizations that promote excellence. Each year one of these two awards is presented. The Distinguished Career Contributions Award recognizes continuous significant contributions made over a lifelong career in psychology; the Distinguished Contributions Award recognizes a more specific contribution to education and training. This year the Education and Training Awards Committee nominated two psychologists for the Award for Distinguished Contributions to Education and Training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychological consultation with primary care physicians: Obstacles and opportunities in the medical setting.

This article discusses the relationship between psychologists and primary care physicians and describes the training and practice of physicians in the areas of mental and behavioral health care. Issues affecting the relationship between psychologists and primary care physicians are then reviewed. Different models of psychological consultation are discussed, and an integrated behavioral systems model of psychological consultation is presented as a potentially effective model for consultation with primary care physicians. This model provides a framework for psychologists to function as coproviders of primary health care services. Practical strategies to enhance collaboration between psychologists and primary care physicians in private practice are discussed. The need for more research on primary care and for the inclusion of psychologists in managed care and health care reform are also highlighted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Studying community psychology as a community of professionals: An empirical approach.

Based on the seminal work of T. S. Kuhn (1970, 1977), an ecological and developmental conceptual framework is formulated to guide empirical inquiry on the stature of community psychology. An overview of the framework is presented, specifying "stages" of disciplinary growth and parameters for defining those stages. Data from 2 empirical studies, operationalizing aspects of the framework through a questionnaire survey (of 53 members of American Psychological Association Division 27) and archival methodologies (478 journal articles produced by Division 27 members), are presented. Results show (a) a lack of consensus among community psychologists, (b) continuing ties of community psychologists to clinical psychology, and (c) structural deficits within the discipline that may impede professional development unless rectified. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attitudes of academic and applied clinical psychologists toward training issues: 1969–1984.

Assessed the attitudes of 379 applied and 207 academic clinical psychologists toward key training issues and compared the current (1984) attitudes with those that were held at earlier (1969) surveys conducted by the 1st author and D. R. Ewing (see PA, Vols 44:18793 and 51:1172). Attitudes toward 10 programs for training clinical psychologists and ratings of various clinical psychology activity areas are presented. Findings reveal that more 1984 than 1969 Ss supported training in psychotherapy and diagnosis and expected to be useful. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethical pitfalls for managers.

Maintains that psychologists who are American Psychological Association (APA) members and who hold managerial, administrative, or supervisory positions bear responsibility for adhering to APA's ethical principles. These principles bind all of the manager's behavior, not merely those behaviors that can be regarded as psychological in nature. The nature of managerial work is briefly reviewed, and ethical pitfalls encountered by psychologist/managers are analyzed. Examples of psychologist/managers who have violated the APA code are presented, and suggestions for avoiding such problems are offered. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of a clinical child psychology training program.

Growing interest in clinical child psychology has led to concern for appropriate training for the field. An example is presented of a graduate-level specialty training program that is heavily based on a scientist–practitioner model, that integrates clinical and developmental psychology perspectives, and that responds to expanded roles for clinical child psychologists. Issues to be considered in the development of such a program are noted. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)