Productivity ratings of psychology programs based on publications in clinical journals.

Sought to identify the relative standing of clinical psychology programs by evaluating their frequency of publication in the major clinical journals. In addition, the relative contribution of university programs, hospital programs, medical centers, and other institutions to the clinical literature was investigated. It was found that although American Psychological Association (APA)-approved university clinical programs are responsible for the largest number of articles in the sample examined, (14 journals for the years 1975, 1976, and 1977), 6 of every 10 articles were published either by non-APA-approved academic programs or by individuals in other institutional settings. The general reputation of universities did not reflect their productivity in the clinical journals. The article includes an analysis of the major sources of publication in the clinical literature and an evaluation of the meaning of these findings for clinical psychology. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Productivity Ratings of Psychology Programs Based on Publications in Clinical Journals": Correction.

Reports an error in the original article "Productivity Ratings of Psychology Programs Based on Publications in Clinical Journals" by Charles J. Golden, Sally Kuperman, and David Osmon (Professional Psychology, 1980, Vol. 11, No. 5, pp. 797-806). In Table 10 on page 804, Larue D. Carter Hospital, Indianapolis, Indiana, is incorrectly listed as a general hospital. It is a state mental hospital. (The following abstract of this article originally appeared in record 1981-28771-001.) Sought to identify the relative standing of clinical psychology programs by evaluating their frequency of publication in the major clinical journals. In addition, the relative contribution of university programs, hospital programs, medical centers, and other institutions to the clinical literature was investigated. It was found that although American Psychological Association (APA)-approved university clinical programs are responsible for the largest number of articles in the sample examined, (14 journals for the years 1975, 1976, and 1977), 6 of every 10 articles were published either by non-APA-approved academic programs or by individuals in other institutional settings. The general reputation of universities did not reflect their productivity in the clinical journals. The article includes an analysis of the major sources of publication in the clinical literature and an evaluation of the meaning of these findings for clinical psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate school origins of authors in the Journal of Consulting and Clinical Psychology.

Reviewed the graduate school origins of authors who published articles in the Journal of Consulting and Clinical Psychology from 1960-1969. There were no striking regional differences in terms of where authors received their graduate training. Although the graduates of no single university dominated the clinical research, the 10 leading institutions granting degrees to authors in this journal did account for over 1/3 of the articles published during the decade. 97% of the leading degree-granting institutions had clinical training programs approved by the American Psychological Association (APA), and graduates of APA-approved programs accounted for 80.1% of the articles published. It is concluded that the results are consistent with those in related studies and that the major university producers of articles also tend to be training students that publish in this journal. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction to the special section on neuropsychology and rehabilitation: The view from New York University.

30 yrs prior to this article, psychologists at the New York University Medical Center addressed issues at the interface of clinical neuropsychology and rehabilitation. The work gave rise to programs for interventions with people with cognitive deficits after brain damage, stroke, and traumatic brain injury. The expansion of this early work is discussed in reference to articles about instrument development, cognitive remediation programs, issues of program outcome, and problems in delivering neuropsychological services to individuals with brain trauma. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On context and training.

Our initial reaction to this collection of articles was to exclude the Berger and Jurkovic (see record 1989-12730-001) offering on the grounds that it dealt with clinical practice rather than training psychologists in family systems approaches. However, we did realize a unifying theme in all these articles: that family therapists must consider the importance of context in accomplishing their goals, whether their context is a clinical or training setting. The authors showed an expertise in adapting their methods and concepts to different contexts, modifying goals as appropriate, and gaining in perspective, knowledge, and effectiveness through their openness to a synergistic process. Using case studies, Berger and Jurkovic illustrated the need to analyze and manage the institutional context of therapy in clinical practice. They demonstrated good, if somewhat routine, agency policies, joining with the other agency by using its language or concepts. In reading Lebow's and Ribordy's articles, we reflected on the need to train family psychologists to recognize and intervene on these different contextual levels. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Educational facilities and financial assistance for graduate students in psychology: 1959-1960.

This report is similar to previous articles on educational facilities and financial assistance for graduate students in psychology. Institutions with graduate programs in psychology are listed, with information supplied by the respective departments. Schools not returning up-to-date information are not included, for no listing is based on information of previous years. There is no evaluation of these programs and no implication of approval of them by the American Psychological Association, except those doctoral programs in clinical psychology and in counseling psychology that are indicated by the phrase, "PhD in clinical and counseling APA-approved." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Report of conference on an ideal training program for psychotherapists.

32 representatives of the fields of clinical psychology, social work, psychiatry, and psychoanalysis discussed a set of 14 working papers. The 3 principal preparations for psychotherapeutic practice today are psychiatric residency, doctoral and postdoctoral programs in clinical psychology, and social work school, plus supervised work in a social work agency. Each has valuable contributions to make. Several types of pilot plans for improved training were proposed as being worth trying. Several kinds of potential institutional settings for such programs were considered. Regarding curriculum, "there was unanimous agreement that supervised experience in doing psychotherapy was of primary importance." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluations of organizational effectiveness in mental health programs

We present a conceptual framework derived from organizational theory for understanding the evaluation of the effectiveness of mental health services. We postulate that organizations are deemed "successful" by their constituents when they conform to institutional demands and expectations that are both internally and externally generated. We empirically assess institutional conformity by examining evaluations of effectiveness by 269 mental health providers in 29 different mental health programs. Specialist programs responded to institutional demands by targeting services to those considered most in need: clients with severe mental illnesses. The formal structure and program philosophy of these programs clearly reflected this emphasis; consequently, levels of goal incongruence were low and evaluations of effectiveness were high. Generalist programs continued to provide care to diverse client groups, had more professionals, offered traditional services (such as psychotherapy), and exhibited higher levels of goal incongruence; these factors resulted in lower evaluations of effectiveness. This research is important because it demonstrates that organizational processes of institutional conformity (program objectives meet the demands of external constituents) and goal congruence (program objectives meet with expectations of internal constituents) are critical to positive evaluations of effectiveness. With the current institutional demand for effective, efficient services, it is critical that researchers have a conceptual framework for analyzing those factors which influence evaluations of effectiveness.     

"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)     

A descriptive analysis of the Journal of Manipulative and Physiological Therapeutics, 1989-1996

BACKGROUND: Two previous reports have summarized the content, institutional affiliations, academic training and funding sources for articles published in the Journal of Manipulative and Physiological Therapeutics (JMPT) from 1978-1986 and 1987-1988. OBJECTIVES: (a) to quantitatively assess the types of articles published in the JMPT from 1989-1996; (b) to identify the affiliations of contributors to the JMPT during this period; (c) to identify the academic backgrounds of contributors to the JMPT from 1989-1996; (d) to identify funding sources for scholarly works published in the JMPT during this period; (e) to identify the proportionate contributions of female authors; (f) to assess the proportion of articles contributed, i.e., foreign vs. domestic sources; and (g) to compare findings for the JMPT from 1989-1996 with similar data for 1978-1988. STUDY DESIGN: Survey of the contents of the JMPT from 1989-1996. METHODS: The contents of the 69 issues of the JMPT from 1989-1996 were reviewed by all authors. Characteristics extracted included category of the article, academic backgrounds of authors, institutional affiliations of authors, funding sources, gender of authors and nation(s) of origin of articles. RESULTS: The annual rate of published contributions to the Journal has more than doubled compared with its first 11 yr of publication, and the proportion of original data reports has grown slightly. Controlled and quasicontrolled clinical trials were 7 times more numerous (n = 28 articles) during the past 8 yr. Chiropractic colleges were the most frequently mentioned affiliation of authors, followed by private practice and nonchiropractic colleges. Collaborative articles submitted by authors at two or more chiropractic colleges grew from only 4 articles from 1978-1988 to 31 articles from 1989-1996. As in previous years, the National College of Chiropractic continued to be the most frequently mentioned academic affiliation of authors. The numbers of articles contributed by those holding scientific (e.g., PhD) and medical degrees have grown substantially. The number of articles mentioning financial support grew from 78 from 1978-1988 to 179 from 1989-1996, and 58 new funding sources were identified. The Foundation for Chiropractic Education and Research continues to be the most frequently mentioned source of funding. Of all articles published in the JMPT from 1989-1996, 21% were authored or coauthored by women. Of 1050 articles, 286 (27%) were authored or coauthored by individuals residing outside the United States of America. CONCLUSIONS: Substantial increases in scholarly activities within the chiropractic profession are suggested by the growth in scholarly products published in the discipline's most distinguished periodical. Increases in controlled outcome studies, collaboration among chiropractic institutions, contributions from nonchiropractors, contributions from nonchiropractic institutions and funding for research suggest a degree of professional maturation and growing interest in the content of the discipline.     

Guidelines for gay/lesbian/bisexual-affirmative educational practices in graduate psychology programs.

How can professional psychology graduate programs foster gay/lesbian/bisexual (GLB)-affirmative educational practices? In this article, we develop and make recommendations on such practices with respect to (a) institutional climate and support and (b) education about GLB issues. We find that there is a relationship between the institutional climate and the quality of education about GLB issues; it thus behooves programs and their institutions to attend to both aspects of GLB-affirmative strategies. Institutions and programs that actively embrace such strategies will be rewarded with a more stimulating, accepting, and affirming environment for all members of their community. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction.

The development of effective interventions that focus on the manipulation and utilization of behavioral and psychological variables to influence health outcomes is an important component of health psychology. Investigators in clinical health psychology make important contributions to our basic understanding of the role of behavioral and psychological factors in disease and contribute to improved patient care in primary, secondary, and tertiary prevention programs. The purpose of the present series of Health Psychology articles is to provide readers who may not be familiar with research in clinical health psychology with a sample of research in this area and to emphasize that the journal is an outlet for research in clinical health psychology. This series of articles represents some of the diversity and strengths of research in clinical health psychology. The investigations range from controlled laboratory investigations to worksite field interventions. The scope of outcome and process measures encompasses behavioral, subjective, and physiological changes. The studies utilize both hypothetico-deductive and inductive theoretical models to generate hypotheses. Finally, several of the studies provide outcomes that clinically benefit the study participants. It is hoped that identification of Health Psychology as a resource for clinical health psychology research will stimulate the submission of more high-quality articles in this area. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Institutional sources of articles in the Journal of Counseling Psychology, 1962-1973.

Surveys and tabulates institutional affiliations of authors of articles published in Vol 9-20 of the Journal of Counseling Psychology. Trends are reported within this 12-yr period, and comparisons are made with earlier surveys. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behavioral Science and Change.

A conventional wisdom often bandied about is how responsive the behavioral sciences are to change. I contend that this is bordering on a delusion and that clinical psychology training programs epitomize the intransigence in higher education. I am obliquely referring to that anachronism entitled a dissertation submitted in partial fulfillment of the Doctor of Philosophy degree. The Boulder scientific-practitioner is still very much with us despite some verbalizations that would lead us to believe otherwise. Numerous articles have decried just how archaic this model is, but this insight has not resulted in many actual changes. Most clinical training programs continue to mold their neophytes in this traditional model and then ponder why they produce so few really good scientists or practitioners. Clinical psychology has got to do away with this hydraheaded concept of training and allow the individual student more responsibility for his final course. I would like to see a program in which the student and his doctoral committee could responsibly select between his doing a dissertation, postdoctoral training, a PSiD, etc. Numerous alternatives have been proposed over coffee and drinks, but directors of programs seem to be fearful of trying to implement them. It is disquieting and ironic to note just how many tenets of individual growth are violated in training programs. No wonder psychotherapy is still an art! (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction.

In the articles presented in this issue, developments in professional psychology following World War II are described. Elizabeth B. Wolf recounts her experiences as a graduate student in clinical psychology in the period just before the "psychotherapy revolution" and gives us a glimpse of clinical psychology in action during the 1940s and how she bartered her way into an internship. Dr. Wolf, still active in clinical psychology training, also discusses the early evolution of clinical psychology training programs. Milton F. Shore chronicles the rise and fall of the community mental health movement in our country and addresses the strengths and weaknesses of these programs and psychology's contributions to them. Robert Perloff, who characterizes himself as an "applied generalist," relates how his training in industrial psychology set the stage for his role in the development of consumer psychology and led to his interest in knowledge utilization. Each of these reminiscences catches the enthusiasm and optimism that pervaded professional psychology in the postwar years. These articles challenge us to recapture that optimism and commitment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reputation, halo, and ratings of counseling programs.

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)     

"Psychodiagnostic Training in the Academic Setting: Past and Present": Erratum.

Reports an error in the original article by Kenneth Shemberg and Stuart Keeley (Jowrnal of Consulting and Clinical Psychology, 1970, 34, No. 2, pp. 20S-211).the name M. H. Thelen has been misspelled. It should appear as Thelen rather than Thelan. (The following abstract of this article originally appeared in record 1970-10740-001). Surveyed all schools granting the PhD in clinical psychology to investigate the current practices regarding academic training in diagnostic techniques and how these practices are different from 5 yr. ago. 70% of the population responded. Former training practices were compared with current training practices. Findings indicate shifts away from training in projectives with a corresponding increase in emphasis on objective approaches. Newer programs are deemphasizing training in diagnostics in general, with marked decreases in training in projectives relative to older programs. However, a significant overall emphasis on diagnostic training in current PhD programs remains. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction to the Special Section on Dissemination: Dissemination Research and Research Dissemination: How Can We Close the Gap?

One of the greatest challenges facing health promotion and disease prevention is translating research findings into evidence-based public health and clinical practices that are actively disseminated and widely adopted. Despite the tremendous strides made in developing effective disease prevention and control programs, there has been little study of effective dissemination of evidence-based programs to and adoption by community, public health, and clinical practice settings. This special section provides a venue in which to highlight exemplary dissemination research efforts while also identifying limitations in research to date and framing important future research questions. This issue establishes a resource for investigators interested in dissemination research, with relevance to health psychology. In this sense, it can serve as a benchmark by which to examine subsequent progress. The 6 articles reflect the state of the science in dissemination research for the promotion and adoption of health behavior change interventions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Transition from graduate school to internship: A potential crisis.

Notes that the transition from graduate school to a professional internship provokes considerable unexpected turmoil in the lives of psychology graduate students. Some individuals may display symptoms often associated with an emotional crisis. The clinical, institutional, and personal stressors created by this transition are discussed. Personal stressors involving the loss of meaningful relationships and difficulties in mourning are perceived to be of paramount importance. Because of the instability experienced in this transition, new interns may not function at their best, and supervisors should be wary of establishing base rates of competency for interns. Recommendations are presented on how graduate programs and professional internships can help students deal with the turmoil of this period. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Thematic Apperception Test (TAT) interpretation: Practice recommendations from a survey of clinical psychology doctoral programs accredited by the American Psychological Association.

Surveys of academic psychologists have suggested that the Thematic Apperception Test (TAT) is a diminished aspect of graduate training despite its popularity in practice. The authors surveyed training directors of clinical psychology doctoral programs accredited by the American Psychological Association to determine how the TAT was taught. Results indicated that TAT interpretation is a modest aspect of most respondents' programs. The only widely used resource was L. Bellak's psychoanalytic textbook (1986, 1993). Numerous chapters available and the entire journal canon appeared to be unaccessed. The authors pose a partial solution to the apparent disparity: Profession-wide recommendations are provided followed by a syllabus of recommended books, chapters, and articles. (PsycINFO Database Record (c) 2010 APA, all rights reserved)