Professional psychology and deaf people: The emergence of a discipline.

This article depicts obstacles and opportunities that face students and consumers who are deaf and who interface with the profession of psychology. The rapid evolution of scholarship, specialized education and service programs, and related professional endeavors regarding psychology and deaf individuals is described. The emergence of a field of professional psychology and deaf people as a discipline in its own right is posited. Professional standards and ethics in this emerging discipline are discussed, especially those pertaining to fluency in American Sign Language (ASL) and to the accessibility of deaf people to the profession of psychology as well as to the services of the profession. The potential for the American Psychological Association to further or hinder this emerging discipline and the advancement of all psychologists with disabilities are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Awards for Distinguished Contributions to Psychology in the Public Interest: Patrick H. DeLeon.

The Awards for Distinguished Contributions to Psychology in the Public Interest recognize persons who have advanced psychology as a science and/or profession by distinguished contributions in the public interest. For 1984, Patrick H. DeLeon is cited for his leadership role in empowering the field of psychology with a strength of public purpose and public responsibility. Through his efforts as psychology's most dedicated colleague on Capitol Hill, DeLeon has contributed his professional effectiveness to improved federal support for research, education and training, and service delivery. Within psychology, he has contributed to its involvement with the legal system, to its public image and message, to its growth as a scientific and professional discipline, and to its professional status. Through his own example, he has charted psychology's course as a discipline and profession in making important contributions to human welfare, social justice, and economic growth. Along with the citation, a biography and bibliography of DeLeon's works are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Guidelines for Education and Training at the Doctoral and Postdoctoral Levels in Consulting Psychology/Organizational Consulting Psychology.

The purpose of these "Guidelines for Education and Training at the Doctoral and Postdoctoral Levels in Consulting Psychology/Organizational Consulting Psychology" is to provide a common framework for use in the development, evaluation, and review of education and training in consulting psychology/organizational consulting psychology (CP/OCP). The intent of these guidelines is to improve the quality of teaching and learning in the area of the practice of CP, especially OCP, within the scientific discipline and profession of psychology. Towards these ends, this document is intended as guidance for psychologists who teach or plan curricula for teaching CP/OCP at doctoral or postdoctoral levels of professional education and training in psychology. The guidelines are structured in the form of overarching principles, general competencies, and domain-specific competencies that are ideally obtained by persons receiving training at the doctoral or postdoctoral level in CP/OCP. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology: The core discipline.

Because it deals with fundamental understanding of behavior, psychology is a core discipline for other social sciences concerned with human behavior. Its founders viewed psychology as integrating knowledge from many sources and disciplines. This diversity has posed problems in finding unifying themes and principles and has contributed to a discontinuity in psychology as a science and as a profession. As a core discipline, psychology contains scientific knowledge about human behavior and methods of applying that knowledge. There is a need for cooperation and integration between academic and applied psychology, with both serving to benefit society. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Essential tension: Specialization with broad and general training in psychology.

The practice fields of psychology develop through specialization in training and education. The recognized specialties play a major role in developing new opportunities for professional psychology and providing quality services for the public. The essential tension comes from the balance of innovation and tradition and, in professional psychology, from the balance of fragmentation and unification. As an example, specialization in clinical child psychology is integrated within the broad and general traditions. The greater degree of focused science and practice in a specialty is the logical consequence of advances of the discipline and profession of psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Three decades of professional psychology: Reflections and future challenges.

Presents the author's observations, from both a public and personal viewpoint, on those factors and events that have affected professional psychology in Canada. The personal viewpoint was gained from over 30 yrs of professional practice as a scientist practitioner. During this same time, he was a psychology department head in an adult general then a pediatric hospital. Concomitant with this experience he held academic and clinical appointments first in a university department of psychiatry and then in a school of psychology with a cross appointment in a department of pediatrics. The public viewpoint was gained from experience with provincial and federal granting agencies, from governance issues with service on the Canadian Psychological Association's Board of Directors and with issues of accreditation, licensure and credentialing. There are lessons to be drawn from the experience. Within the same personal and public perspective, a number of issues as diverse as the unification of psychology as a discipline and a profession, academic entry level requirements, psychology's place in the health care system and mobility are identified and discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology in Latin America.

Psychology in Latin America began as a practical discipline related to medicine, education, and philosophy. Scientific psychology started in 1898 with the foundation of the 1st laboratory of experimental psychology in Buenos Aires. Today there are departments of psychology in the majority of the Latin American countries, the main areas of interests being clinical psychology, cross-cultural research, psychometrics, operant conditioning, etc. Clinical psychology is growing as a profession, and in most of the countries there are professional associations of psychologists. Most psychological journals are devoted to general and applied psychology. Research and its applications are in progress, showing that psychology is a growing science and profession in Latin America. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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)     

Women and school psychology: Professional training, practice, and affiliation.

Considers research concerning women in psychology in general and school psychology in particular, with respect to professional training, professional practice (including its components of employment, research, publications, and editorial activities), and professional affiliation in national organizations. Parallel trends for psychology and school psychology indicate that women are less educated, less visible, and are in the lower academic level of the profession. These trends raise the issue as to whether women have equal access to education and careers in psychology in general and school psychology in particular. Factors involved in these trends are considered. It is concluded that consideration should be given to the multiple forces that reinforce and maintain sex discrimination in academe. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Some unresolved challenges facing psychology's entrance into the health care field.

Psychology has recently attempted to broaden service, research, and training opportunities. However, major differences between psychology and medicine over paradigms, training approaches, and organizational and professional practice issues may impede psychology's growth in the health science field. The hospital setting for physicians and for university and community training environments for psychologists foster the development of different analytic abilities and attitudes regarding disciplinary primacy and approaches to patient care. As such, total medical authority over all health-related professions is sought. This medical dominance is inimical to the emergence of psychology as an independent health-related discipline. These differences are further magnified at a professional level, as psychology expands the scope of its practice and threatens the economic and organizational control that medicine exerts over health care. Concern is expressed over the ability of psychology to establish itself as a major force in a field that is structurally dominated by the medical profession, which would probably resist any change that is not in its own best interest. (42 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Proposals for a revolution in the preparation and regulation of professional psychologists.

Presents 20 proposals designed comprehensively to overhaul the system by which professional psychologists are educated, trained, identified, licensed, and certified for specialty practice. Though many of the proposals are controversial and revolutionary (e.g., the appropriate professional degree is doctor of psychology [PsyD]), it is argued that it is only through such a comprehensive change that the profession will be able to achieve maturity as an independent discipline worthy of the support and the sanction of society. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Velvet totalitarianism on Canadian Campuses: Subverting effects on the teaching of, and research in, the discipline of psychology.

Canadian campuses have proved particularly hospitable to political correctness (PC), so that although the label "velvet totalitarianism" may be tactless and even offensive, it is applicable to these Canadian "islands of repression in a sea of freedom". Areas of psychology such as developmental and individual differences are particularly, but not uniquely, vulnerable to the totalitarian, anti-epistemic principle that the soundness of a view has to be evaluated in terms of subjective comfort rather than of evidence and logic; "harder" areas like physiological psychology and neuroscience are also vulnerable. This paper discusses recent Canadian examples of gross abuses of academic freedom in the teaching of and research in psychology, as well as considering some more subtle but nevertheless influential abuses. A final point of discussion is the relation between these developments and recent problems of fragmentation in Canadian psychology as a discipline and as a profession. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rehabilitation Psychology, Medical Psychology, Health Psychology, and Behavioral Medicine.

In their recent article, "The Distinctiveness of Rehabilitation Psychology," Shontz and Wright (see record 1981-26520-001) attempt to differentiate rehabilitation psychology from other areas of applied and professional psychology in health settings. Although the authors' historical recounting of early research and theory in rehabilitation psychology is informative, too little emphasis is placed on the relationship between rehabilitation psychology and "mainstream" professional psychology, particularly with regard to its health-setting applications. There appear to be more similarities than differences. The authors' argument runs full circle, namely, that rehabilitation psychology is distinct because of its philosophy, but its philosophy and "principles are valuable to psychologists in many specialties" (p. 919). The notion of involving a patient in his/her care and treatment planning also is not unique to rehabilitation psychology. Shontz and Wright state that rehabilitation psychology is not medical psychology; however, instead of defining medical psychology, they go on to talk about medical care. Medical care is not medical psychology. Further confusion is added by the statement that medical psychology should be a component of rehabilitation psychology. The authors are using medical psychology, health psychology, and behavioral medicine as if they are synonymous, when they are not. Each discipline is made distinct here. Shontz and Wright do not address what the majority of psychologists in rehabilitation do, that is, provide services. In short, although the authors complain about the unfamiliarity of rehabilitation psychology relative to the profession as a whole, their article does little to promote rehabilitation psychology as an area of interest important to professional psychologists in health care and/or rehabilitation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Regulation and accreditation in professional psychology: Facilitators? Safeguards? Threats?

Suggests that regulation and accreditation in professional psychology are complementary to each other and beneficial to the profession. Regulatory boards exist for the protection of the public. Accreditation of psychology programs, when implemented objectively, can contribute to the evolution of programs by insistence on self-assessment and external peer review. The argument that any regulatory processes are a threat to academic freedom is addressed. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Promotion of Academic Careers in School Psychology: A Conceptual Framework of Impact Points, Recommended Strategies, and Hopeful Outcomes.

School psychology is facing a major shortage of faculty in graduate training and education programs. To deal with this shortage and the issues that surround it, we propose a conceptual framework that incorporates a number of impact points that graduate training programs can use to educate and sustain individuals in academic careers. The impact points include: selection of students, program-related training variables, post-program transition variables, and sustainability of academic careers. Each of these impact points is discussed within the context of the role that current faculty and practitioners in the profession can play in graduate education and training of academic scholars. Among the variety of potential solutions to the shortage, we introduce the concept of the "virtual university" to promote future education and sustainability of faculty within our graduate training programs. A case scenario from graduate students at the University of Wisconsin-Madison is presented as a context for the impact points raised in the article. We argue that those of us in the profession think systemically and lead the way into a new era of collaborative work across our graduate programs and among our colleagues in clinical, counseling, and related areas of applied and professional psychology graduate training. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The education and training of clinical psychologists in the Netherlands.

With the reduction of the doctorandus program in the Netherlands to 4 yrs, a graduate program has been created that is significant to clinical psychology because it separates the research and applied orientations. The research orientation leads to the PhD, the applied orientation to a certificate of professional registration. This distinction has effectively ended the scientist–practitioner model underlying the training of clinical psychologists. In moving clinical psychology from its scientific research base, psychology has become more fragmented, and in a way that has far-reaching implications for the discipline and the profession in the Netherlands. These developments are of interest due to the debate in the US and elsewhere on training and licensure of clinical psychologists and concern about the unity of psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology and the status quo.

There is little doubt that psychology has left its imprint on 20th century society. There should also be little doubt that socioeconomic, cultural, and political trends have shaped the methods and content of the discipline to a large extent. However, an alleged immunity to ideological influences within the profession has obstructed an in-depth examination of the interaction between social forces and psychology. The penetration of the prevalent ideology in the realm of psychological knowledge often results not only in an uncritical acceptance of the status quo but also in an active endorsement of it. Desiderata for a psychology at the service of social change are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

State psychological associations, licensing criteria, and the "master's issue."

The psychological associations in the 50 states and the District of Columbia were surveyed with regard to their membership structure and the status of master's-level members. Most (31) of these associations closely follow the membership criteria established by the American Psychological Association, allowing associate membership for master's-level personnel, whereas 15 associations provide full membership for such personnel. A minority (17) of the state psychology boards provide some form of licensing or certification for master's-level personnel, and 5 more states provide for registration of such personnel. It is argued that the structures of state psychological associations reflect a tension between two views of psychology: as a scientific discipline or as a profession. The scientific emphasis encourages associations to include all individuals interested in a field of scientific endeavor; the professional perspective motivates associations to exclude those ineligible to join a profession of self-regulated, highly qualified, health service providers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Statement by the Joint Subcommittee on Human Rights.

This statement on human rights was produced by the joint subcommittee of the Committee on International Relations in Psychology (CIRP) and the Board of Social and Ethical Responsibility for Psychology (BSERP). It summarizes and codifies existing Central Office and committee practice in the human rights area. Drawing on the 1969 Tyler report and fundamental statements by the Council and by the International Union of Psychological Science (lUPsyS) for their basic orientation and authority, the members of the joint subcommittee distinguished three broad categories into which human rights cases have fallen in the past and can be expected to fall in the future. Of equal importance and centrality to psychologists, these categories are (a) professional ethics in psychology, (b) human and scientific/professional rights of psychologists and others, and (c) broader issues of the fate of psychology as a science and profession, or of academic or professional freedom. Graded scales of possible responses to violations falling within each of the three categories were elaborated by the subcommittee. These, too, summarize and clarify existing practice and are in accordance with existing statements and guidelines. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School psychology's dilemma: A proposal for its resolution.

School psychology (SP) is at an impasse: Sharp differences exist within the field about its nature and about entry level for its independent practice. This article proposes that SP be acknowledged as a profession apart from professional psychology and that a revision of the specialty concerned with the professional practice of psychology in education be undertaken within the American Psychological Association. (48 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)