Across the Secretary's Desk: Psychology, Psychiatry, and Legislation in New York.

Item discusses the opposition of psychologists in New York State against restrictive legislation. On February 8, a bill to revise the State Medical Practices Act to include "diagnosis and treatment of mental disorders" was introduced into the Senate of New York State. The bill, as psychologists will appreciate, springs from general social and sociological developments having differential effects on psychologists and psychiatrists and impinging differentially on the social philosophies of the medical and psychological professions. The bill also springs from other more intimately political processes. The column discusses responses to the bill and the legislative process involved. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology, psychiatry, and legislation.

'The APA Committee on Relations with Psychiatry and the Psychiatric Committee on Relations with Psychology held a joint meeting on January 22 and 23 for the purpose of clarifying the earlier proposal for a joint agreement, on some legislative and other matters, between the two APA's… Each committee produced a statement." The two statements are incorporated as the main portions of this article. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On Research in Clinical Psychology.

The author's impression of the factors giving rise to the isolation of research findings from clinical practice is that they do not stem so much from an absence of scientific attitudes or research interests, as they do from qualitative features inherent in much of the research of clinical psychology which do not allow for appropriate utilization of this research in actual practice. There does not appear to be sufficient attention to the peculiar qualitative requirements of clinical research necessary for it to be of optimal value, and the question may be raised as to whether research standards are too lax. We should bring to a close the epoch of clinical research effort aimed at relating few and isolated variables even though the context of such study makes obvious the necessity for comprehensive data collection and analysis. Understanding the "inefficacy" of clinical research appears to necessitate investigation going beyond socio-professional needs and influences into the function of the research activity within the framework of personality. In view of the value and society's investment in research, investigation into the relationship between personality and research activity promises benefits broadly applicable to other professions and situations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward a Boundaryless Psychology.

This series of papers argue for the integrating of psychology as a core discipline. They show the benefit to the science and practice of psychology, of psychologists being aware of and building upon theory and research outside their subspecialty. Specifically, the three respective papers examine potential advances in industrial/organizational (I/O) psychology through knowledge of clinical, social, and neuroscience psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Joint report on relations between psychology and psychiatry.

"The members of both committees felt it essential to reestablish more effective communication… . The public need is such and the professional manpower problem is such that both parent groups cannot fail to recognize the legitimate interests of society as a third part in their negotiations and in their interprofessional relations." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationships between psychology and psychiatry: the hidden issues.

The "… underlying bases of friction between professions of psychology and psychiatry" are explored. Friction emanating from psychiatry stems from the medical pretense of omniscience, an elevated regard for the M.D. degree, and the psychiatrist's position as "… low man on the medical totem pole." Activities of psychologists entering private practice represent "… an economic threat to psychiatrists." The "psychiatrist's theoretical dogmatism… can be attributed to lack of training and sophistication in the content and methods of psychology." Friction emanating from psychology stems from a claim to omniscience, an elevated regard for the degree in psychology, and psychologists trained in areas other than clinical becoming clinical psychologists "… by fiat alone… ." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sexism in Psychology.

The author discusses a recent experience reviewing resumes for a clinical psychologist position, which led to the conclusion that since there are more male than female psychologists, and since the proportion of applicants did not reflect this, there may be a higher proportion of unemployed qualified women psychologists than men. In addition, since the men appeared to be substantially less qualified than the women, there is reason to suspect that a great deal of discrimination exists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On Professionalization in Psychology.

This column comments on an article by Drevdahl in the January, 1956 issue of the "American Psychologist". In his article, Drevdahl offers an analysis of ABEPP in its relationship to graduate training programs in clinical psychology. His basic point seems to be that if ABEPP claims for itself the ability to judge what is "good" and "competent" in psychological practice then it ought to use this knowledge to improve professional training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Madhouse and The Lobotomist.

Reviews the books, Madhouse: A Tragic Tale of Megalomania and Modern Medicine by Andrew Scull (see record 2005-06776-000); and The Lobotomist: A Maverick Medical Genius and His Tragic Quest to Rid the World of Mental Illness by Jack El-Hai (see record 2005-02343-000). In both books, the history of experimental clinical psychiatry is laid bare with devastating accounts of the efforts to conquer mental illness by any means necessary. Both books are fascinating reading and may illuminate our current context in which the biological avenues for treating mental disorders continue to traffic in hopes of a one-size-fits-all cure, while psychoanalysis ambivalently struggles with how to conduct rigorous research to demonstrate the efficacy of our treatment. Andrew Scull's book Madhouse offers a well-documented historical account of a bizarre episode in American psychiatric history. The centerpiece of Scull's investigative work is Henry Cotton, MD, the superintendent of the Trenton State Hospital in Trenton, New Jersey, from 1907-1930. Once Cotton arrived at Trenton, he was appalled by the conditions he found and instituted reforms such as eliminating the culture of violence by attendants, removing over 700 pieces of restraining equipment from the hospital, and introducing occupational therapy. Jack El-Hai gives us the next segment of psychiatric surgery in his book The Lobotomist, a biography of the neurologist, turned surgical outlaw, Walter Freeman, MD. Walter Freeman was a neurologist fascinated with science and experimentation. Settling into work at St. Elizabeth's hospital in Washington, DC, in 1924, Freeman eventually joined the faculty of George Washington University where he remained until 1954. At that time neurosyphilis was the scourge of mental hospitals producing thousands of victims who were totally disabled by the neurological sequellae of tertiary illness. Thus lobotomy became an efficient outpatient procedure that could be applied to a larger patient population. Both of these books are important reading. Of all the great medical advances of the last century, surely the one that stands out as perhaps the greatest is the Nuremberg Code of 1947, which requires a competent patient giving informed consent to treatment and to research efforts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Specialty" Licenses in Psychology.

The author discusses his concerns over the consequences of the licensing of psychologists trained in nonclinical academic specialties who present themselves to the public as licensed psychologists with the specific intention of practicing clinical psychology. Wiens and Menne (April 1981) address this issue and dismiss it by reference to a false analogy. The author states that until we face the issue of non-qualified licensed psychologists, we will be justifiably vulnerable to both consumer groups and non-psychological clinicians. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Committee on the Scientific and Professional Aims of Psychology: Preliminary Report.

"This report concerns some of the issues involved in the increasing diversification of psychology." Focus was "on problems of professionalization in clinical psychology in order: (a) to deal with the problems involving the largest number of psychologists, and (b) to make it possible to speak more specifically about issues." The "training of clinical psychologists for the practice of psychotherapy should be established as a new doctoral program within the university." Interdisciplinary training is encouraged. "Generally we favor awarding a degree other than the PhD at the end of such doctoral training." "None of the present models for training of psychotherapists, whether within clinical psychology, medicine, or social work, are satisfactory means for developing competent practitioners able to meet the needs or expectations of society." Guidelines for legislation are suggested. It was suggested that "perhaps as much as 50% of the [APA Convention] program should be composed of invited talks and papers which would be either integrative in their nature or which would open up new areas in which significant advances are being made." The Committee has proposed suggestions rather than solutions to problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical Psychology in Medical Education.

Greenfield's excellent appraisal (Amer. Psychologist, 1960, 15, 624-625) of the role of clinical psychology in medical education deserves commendation. Despite its brevity, it offers a great deal. In fact, it reads so well and makes such good sense, I was hopeful, as I neared the end, that Greenfield might have an answer to the question he raises implicitly: "What is the unique role of psychology in medical education?" To be sure, this question has plagued the now respectable number of psychologists in medical schools for some time. In my view, the clinical psychologist's "identity as psychologist" is related to his having a PhD which, in turn, is related to his unique contribution to a medical school. To me, the uniqueness is his research role. He may be a teacher, clinician, administrator, jack-of-all-trades. But, to his colleagues, though not always to himself, he is unique because he (supposedly) is prepared as an investigator in human behavior. To our medical school colleagues in the basic sciences (and also to others) the PhD degree represents scholarship, scientific background, and preparation for research. The question must remain: "What is psychology's unique role in medical education?" It happens that the greatest number of psychologists in medical schools are clinical psychologists. But, to look for the answer to the question in terms of the needs and interests of the clinician would be taking a far more narrow view of the problem than it deserves. I think Greenfield would agree. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Further Comment on "Relations with Psychiatry".

The author comments that the discussion of "Relations with Psychiatry" and the comments printed in the October American Psychologist left him somewhat disturbed. None of the contributors seemed to face what surely is the main issue in this battle of prospective psychotherapists--whether there is evidence that the effects of either type of psychotherapy, Freudian or otherwise, contradict the null hypothesis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Boundaryless Psychology: A Discussion.

Comments on the articles by G. P. Latham and P. A. Heslin (see record 2003-07215-006), G. H. Seijts and B. W. Latham (see record 2003-07215-007), and R. G. Lord et al (2003) which examined the concept of a boundaryless psychology, focusing on industrial/organizational psychology. This article is divided into three parts. In the introduction, I echo the case for breaking down boundaries. In the Article Critiques, I point out some of the good points and some concerns about each of the empirical articles in this section. In the General Comments, I design a two-dimensional matrix to help researchers decide how to best break down barriers in their research. This matrix has Order of Distance Between Fields on one axis and Theory Development on the other. In order of proximal to distal, the former axis is divided into target subdiscipline, other like-paradigm subdisciplines, other subdisciplines, other broad category sciences, and other sciences. In order of moving away from one's own discipline, the later axis is divided into statistical methodologies, philosophy of science, history of science, humanities, vicarious experience, and personal experience. Finally, I give a hypothetical example to illustrate how a researcher could use this matrix to break down barriers in psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Researchmanship or How to Write a Dissertation in Clinical Psychology Without Really Trying.

The author lists steps to writing a dissertation in clinical psychology putting forth a lot of effort. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Creating a link between research and practice.

Reviews the book, Understanding Research in Clinical and Counseling Psychology by J. C. Thomas; M. Hersen (Eds.) (see record 2003-02257-000). This is a research methods textbook written primarily for clinical and counseling students and would be useful for any students who are planning on pursuing a helping vocation, or for current practitioners. Targeted for this specific audience, it bridges the gap between research and practice by describing clear links between the two throughout the text. Even though this is an edited book, with different authors for each chapter, the writing across the chapters is similar, and thus is easy to read and understand. The authors' foci on bridging this gap sets this text apart from other available research textbooks. The most prominent difference with this text is the use of examples. The emphasis of the examples is on aspects of research that are relevant and important to the field of psychology. The 16 chapters are divided into four sections: Research Foundations, Research Strategies, Research Practice, and Special Problems. Each section has a different scope, which creates structure and links between the various topics. The gap between research and practice can be vast and difficult to close for many practitioners. The book keenly focuses on the issue of closing this gap by presenting research concepts interwoven with practice issues. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of Introduction to Clinical Psychology: An Evidence-Based Approach.

Reviews the book, Introduction to Clinical Psychology: An Evidence-Based Approach by John Hunsley and Catherine M. Lee (2006). Introduction to Clinical Psychology: An Evidence Based Approach is intended to be a textbook for a senior undergraduate or beginning graduate course in clinical psychology. This goal is easily met and the text is a welcome addition to the choices that are available. The authors are leaders within the field, advocating for the use of empirically supported treatments for children, adolescents, and adult clients. It is well organized, clear, and interesting to read, making it appealing to most students. The first chapter does a good job of emphasizing the impact of mental health issues and the need for the profession of clinical psychology. The breadth of the field is covered in Chapter 2. The next sections cover classification, diagnosis, research methods, and assessment. In Chapter 5 (Assessment Overview), the various purposes of assessment are reviewed. Chapter 6 discusses interviewing and observation. The chapter on intellectual and cognitive measures provides a good review of the concept of intelligence and of all of the Wechsler scales. The chapter on prevention is excellent and the narrowing of focus to children and youth was a good decision. The chapters on intervention are among the strongest in the text. The focus is on approaches that have the most empirical support. A broad range of interventions are included. Throughout the text, several themes appear and are embedded within all of the topics and interwoven in the discussions. These include ethical considerations, empirical findings, and the applications of these findings to clinical practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Psychological concepts and biological psychiatry.

Reviews the book, Psychological concepts and biological psychiatry by Peter Zachar (see record 2000-16870-000). Almost from the very beginning of its disciplinary history clinical psychology has sought to align itself philosophically and methodologically with the natural sciences, particularly medicine and neurology. Contradicting the common-place assumption that common sense or folk psychology has been proven uninformative and futile, Zachar provides explicit philosophical and psychological arguments that demonstrate why such accounts are not only vital to proper scientific explanation but inevitable as well. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dimensions of Folk Psychiatry.

This article presents a social-cognitive model of laypeople's thinking about mental disorder, dubbed "folk psychiatry." The author proposes that there are 4 dimensions along which laypeople conceptualize mental disorders and that these dimensions have distinct cognitive underpinnings. Pathologizing represents the judgment that a form of behavior or experience is abnormal or deviant and reflects availability and simulation heuristics, internal attribution, and reification. Moralizing--the judgment that individuals are morally accountable for their abnormality--reflects a form of intentional explanation grounded in everyday folk psychology. Medicalizing represents the judgment that abnormality has a somatic basis and reflects an essentialist mode of thinking. Psychologizing--ascribing abnormality to psychological dysfunction--reflects an emergent form of mentalistic explanation that is neither essentialist nor intentional. Implications for psychiatric stigma and for cross-cultural variations in understandings of the psychiatric domain are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)