A medical conflict in 1871

The first medical strife in Chile occurred in the city of Valparaiso. The intendant protested to the examining board of physicians because 5 doctors refused to give emergency medical care to a patient late at night. "Is fair that both the authority and the public have the right to demand those services and it is not natural that their fulfillment depend on the good or bad will of the physicians". The intendant proclaimed a decree establishing a weekly obligatory nocturnal medical services of two physicians under police control and fine threaten. The 14 doctors of the city menaced to resing to their profession considering that the decree "violates constitution and laws." The medical corps of Santiago made common cause with their colleagues "profoundly irritated". The conflict was finally resolved.     

Evaluation of United States of America psychology by the "four-years-absent" method.

Criticisms are leveled at psychology in the United States: (a) psychology, both as a discipline and as a profession is vague; (b) psychology lacks goals; (c) psychology is fragmented—the specialities are isolated from each other with little effective inter-communication; (d) psychology appears to be angry—the profession lacks harmony; (e) psychology is insecure—we have a status problem; (f) psychologists suffer from inbreeding—their views are often narrow; (g) psychology lacks tradition; (h) psychology has no modern heroes; and (i) psychologists have surrendered—not only do we lack a concept of self, but "we do not seem to seek one within the framework of our profession." Remedies are suggested. (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)     

Psychology applied to education: A specialty in search of an identity.

Proposes that a revision of doctoral school psychology be considered within the American Psychological Association that better meets standards for specialty status in professional psychology. School psychology as it currently exists has become a nondoctoral profession of a highly applied nature that is not really a product of psychology. A new professional specialty concerned with the application of psychology to education should be commensurate with accepted goals of professional psychology education and practice and meet at least 3 additional requirements: movement from concern for schools to concern for schooling, greater emphasis on an educational orientation than on mental health, and greater reliance on educational psychology as the knowledge base for professional practice. What is presently called school psychology is moving toward a doctoral specialization that is trying to decrease the gap between assessment and intervention. An impetus for this movement has been the use of behavioral psychology in educational settings. Educational psychology has expanded due to the development of cognitive psychology and decreased reliance on the laws of learning. (97 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counseling psychology, clinical psychology, and human services psychology: Where the twain shall meet?

Comments on the proposal by L. H. Levy et al (see record 1984-27507-001) for a new charter for clinical psychology—human services psychology. Current trends suggest that both clinical and counseling psychology are becoming eclectic and health oriented. Clinical psychology appears to be becoming more involved in community psychology and to be tempering its remedial role with the preventive role. Counseling psychology appears to be becoming less involved in its vocational and preventive roles and more involved in the remedial role. It is concluded that clinical and counseling psychology have come to be increasingly similar and could be integrated into a human services psychology. (38 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prominent schools or other active specialties? A fresh look at some trends in psychology.

Past studies investigating trends in psychology have reported some conflicting and surprising results. This article critiques and reevaluates these reports, with a particular focus on those related to the cognitive revolution and the place of neuroscience in psychology. Based on a wide variety of indicators, the following trends are demonstrated: (a) Although cognitive psychology has grown in importance, it has not come to dominate psychology; (b) contrary to prior findings, attention to neuroscience in psychology has grown in a pattern similar to that of cognitive psychology; and (c) there are many signs that cognitive neuroscience is in the process of emergence. Trends are interpreted in light of the argument that psychology is a disunified discipline allowing for many different interests, schools, and approaches. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The current impact of Freud upon psychology.

The impact of Freud's ideas on contemporary psychology are evaluated for several subfields on a scale of from 0 (none) to 6 (very great). Physiological psychology and intelligence are rated 0; learning, thinking, perception, comparative psychology and vocational psychology 1; drive, feeling and emotion, memory, child and adolescent psychology 2; social psychology and industrial psychology 3; imagination 4; abnormal psychology 5; clinical psychology and personality 6. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology at Windsor.

The development of academic psychology at the University of Windsor is traced through four stages: (1) psychology within the realm of philosophy (1857-1943), (2) the beginning of modern psychology (1944-1955), (3) psychology comes of age (1956-1962), and (4) the growth of branches (1963- ). It is observed that this growth of psychology parallels the growth of the institution from a Roman Catholic junior college to a provincial university. Implications for the history of psychology in Canada as well as other countries are also considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical psychology seen some 50 years later.

Important developmental aspects of the history of clinical psychology over the past 50 yrs are considered, beginning with the author's own early Jamesian orientation toward viewing psychology (experimental and clinical) as a unity. Several reports influencing the development of clinical training in psychology are described, including the 1945 report of the Subcommittee on Graduate Internship Training to the Committees of the American Psychological Association (APA) and the American Association for Applied Psychology, "Recommended Graduate Training in Clinical Psychology," written in 1947 by the Committee on Training in Clinical Psychology, and that committee's subsequent progress reports written in 1948 and 1949. A report by F. H. Sanford to the APA Committee on Relations between Psychology and the Medical Profession, with its 13 aspirations of psychology, is seen to provide the basic principles guiding the relationship between psychology and other professions and a code of ethics still governing the present field of psychology. In summary, several pleas are directed at departments of psychology, divisions of psychology, and clinical psychology students to improve the effectiveness, validity, and standards of clinical training programs and to clarify the issues within clinical psychology and between different fields of psychology. (36 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Applied social psychology: A partial response to Sarason's suggested divorce.

S. B. Sarason (see record 1977-06620-001) has recently called for a divorce of community psychology from clinical psychology and community mental health, and has proposed as an alternative a loose confederation among community psychology, ecological psychology, and the social sciences. Sarason's rejection of social psychology as having little to offer community psychology is countered by a call for the rejuvenation and full development of applied social psychology, involving a creative integration of theory, research, and practice at all levels of human social functioning. Examples of useful concepts, research, and practice skills are given for 8 levels of interaction, and the advantages of approaching the community from an applied social psychology perspective are made clear. (French summary) (44 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction to community psychology in Canada: Past, present, and future.

The introduction to the special section on community psychology in Canada provides background information about the field in Canada and provides summaries of the four articles and the commentary that comprise the issue. The articles address (a) theory, research, and practice in community psychology; (b) training in community psychology; (c) community psychology practice; and (d) a vision for the future of community psychology in Canada. These articles highlight the many contributions of Canadian community psychologists to a field that is growing throughout the world to address pressing social problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Health psychology training in doctoral psychology programs.

Presents the results of a Division 38 (the health psychology division of the American Psychological Association) survey of graduate training programs in psychology, along with facility-specific information on doctoral training opportunities in health psychology as of Fall 1981. 310 questionnaires were returned from psychology programs; 53 indicated that doctoral training in health psychology was available at their institution. It was found that established subspecialty programs were expanding to include health psychology, and new programs were developing in that area. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A decade of psychological publications relevant to Greece: Reflections on the state of Greek psychology.

Reviews the literature on the state of Greek psychology, classifying the publications listed in Psychological Abstracts from 1973 to 1983 into the following 4 major areas: clinical psychology, child psychology, social psychology, and psychohistoric psychology. It is concluded that the low number of psychological publications reflects the lethargic state of Greek psychology. It is argued that the lack of research in academic psychology is to a great degree responsible for the inadequate provision of efficient services, such as modernized basic education, mental health care, and social work in Greece. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What Is a Psychologist?

Comments on I. McCollom's original article (see record 1972-21933-001) which examined the reading preferences of psychology students. This author states that in contrasting contrasting general interest psychology with academic psychology, the original article strikes a common truth: that students' innate interests in psychology often go unmet due to the rigors and technicalities of academic psychology. Although less appealing and lacking in consensus, the "good" psychology of the classroom has the support of a few academicians, each sharing a common goal of "psychologist." While "good" psychology may be less enticing, it continues not from popular demand but out of the complexities of defining the profession, psychology, and the professional psychologist. The current author hopes that this comment stimulates more academic support toward assisting students in becoming self-educative, creative individuals, and not stereotypes of whatever happens to be the current vogue. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An empirical analysis of trends in psychology.

The present research examined trends in the prominence of 4 widely recognized schools in scientific psychology: psychoanalysis, behaviorism, cognitive psychology, and neuroscience. The results, which replicated across 3 measures of prominence, showed the following trends: (a) psychoanalytic research has been virtually ignored by mainstream scientific psychology over the past several decades; (b) behavioral psychology has declined in prominence and gave way to the ascension of cognitive psychology during the 1970s; (c) cognitive psychology has sustained a steady upward trajectory and continues to be the most prominent school; and (d) neuroscience has seen only a modest increase in prominence in mainstream psychology, despite evidence for its conspicuous growth in general. The authors use these findings as springboard for discussing different views of scientific prominence and conclude that psychologists should evaluate trends in the field empirically, not intuitively. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Iowa tradition.

Psychology at the University of Iowa began in 1887, when George R. W. Patrick started a psychology laboratory. Since its inception, Iowa psychology has passed through four stages, each with a distinctive emphasis: (a) the establishment of psychology as an independent discipline, (b) the development of psychology as an experimental science, based on natural science methodology, designed to yield reliable knowledge, (c) the formulation of a comprehensive theory, and (d) the current reorientation designed to benefit from the lessons of the past. The Iowa tradition in psychology, most indebted to the efforts and achievements of Carl E. Seashore and Kenneth W. Spence, represents the strivings for a synergistic relationship between experimental and applied psychology, a close and intimate bond between research and comprehensive theorizing, and a continuing methodological clarification of psychology. In line with the tradition of methodological surveillance, some of the major trends of Iowa psychology, during its third stage, are assessed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Men's issues in doctoral training: A survey of counseling psychology programs.

The study of men and masculinity is an important clinical competency that needs to be integrated into psychology training. The extent to which the psychology of men has been integrated into applied psychology training programs is unclear. Using counseling psychology as an example of one discipline's integration, the authors examined current training in the psychology of men. One hundred 60 faculty members participated in this study. Results suggest that training practices in the psychology of men are limited in counseling psychology doctoral training programs; faculty interest in the psychology of men was positive, and faculty members viewed psychology of men as an important area of research and training in counseling psychology; and approximately 80% of the participants regard the psychology of men as a multicultural issue. A case vignette illustrates implications for training and practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The emperor's used clothes.

Presents a fairy tale that illustrates concerns regarding the consequences of the removal of school psychology from the generic house of psychology and the unreality of creating a "separate but equal" nondoctoral profession. Questions of semantic confusion in defining differences between professional psychology and school psychology are raised. It is postulated that the split suggested by J. I. Bardon (see record 1983-24212-001) may result in the extinction rather than the salvation of school psychology. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward a viable community health psychology: Caveats from the experiences of the community mental health movement.

Discusses opportunities and pitfalls in the development of a health psychology, with particular reference to the community mental health movement and community psychology. Health psychology in its preventive rather than curative aspects is stressed. Health psychology should adopt a community or public health perspective rather than an individual disease or individual treatment model. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)