Television policy research and the social science community: An industry perspective.

Describes the activities of the Developmental and Social Research Unit at the American Broadcasting Companies. This unit consists of social scientists and other researchers, including psychologists and sociologists. They are responsible for (1) monitoring social trends in society, (2) conducting primary research to assess the impact of TV, (3) evaluating current research on the effects of TV and providing this information to management, and (4) serving as a liaison to the academic community. The author suggests that industry executives often find research results too theoretical for practical application. Suggestions are offered to academic researchers desiring to have their recommendations considered by the TV industry: (1) Emphasize unique research skills and capabilities not available in the industry; (2) develop innovative research techniques and methodologies; (3) use heterogeneous samples; (4) explore the industry's research needs; and (5) disseminate research findings as quickly as possible. (2 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The behavior of nonpsychologists on research review committees.

The power to pass on the acceptability of psychological research is being given with increasing frequency to research review committees that usually include nonpsychologists (NPs). Thus, it is important for researchers to be able to anticipate the likely reactions of NPs to the content and procedures of their experiments. This article reviews research of factors affecting the acceptability of psychological research by NPs, and suggests further research (e.g., on the role of personality and situational variables) to help clarify the behavior of NPs on research review committees. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Do mastery approach goals and research outcome expectations mediate the relationship between the research training environment and research interest? Test of a social cognitive model.

The conduct of research is inherently an achievement-oriented process, yet little research has examined the role of achievement motives relative to important research-relevant outcomes. The present study examined the role of mastery approach goals as potential mediators of the relations between the research training environment (RTE) on one hand, and research outcome expectations and research interest on the other. Participants consisted of 217 doctoral students in counseling psychology. Structural equation modeling with maximum likelihood estimation was used to test the mediational hypotheses. Results of χ2 difference testing indicated that both mastery approach goals and research outcome expectations mediated the relationship between the RTE and research interest. Sobel tests of indirect effect further indicated that (a) mastery approach goals mediated the relationship between the RTE and research outcome expectations, and (b) research outcome expectations mediated the relationship between mastery approach goals and research interest. Practical and theoretical implications for research training are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The scientific study of counseling and psychotherapy: A unificationist view.

Proposes 3 propositions that may underlie a unificationist view of research in counseling and clinical psychology and discusses contemporary questions concerning research in psychotherapy. The propositions are that (1) psychotherapy research is science, (2) psychotherapy research is part of a unified attempt to understand human behavior, and (3) all scientific tools are acceptable in the effort to understand the process of psychotherapy. These propositions advocate the integration of basic and applied research, theory, and practice and of laboratory-experimental and field-correlational methods. They offer potential answers to questions concerning the practical value of basic research, fact-finding research, laboratory studies, theory, and technological research. The unificationist view suggests that fuller development of the theoretical side of psychological science and the integration of theory with research and application are needed in the scientific study of counseling and psychotherapy. (53 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethical principles in the conduct of research with human participants.

Presents principles that describe the investigator's ethical responsibilities toward research participants over the course of research, from the initial decision to pursue a study to the steps necessary to protect the confidentiality of research data. Psychologists conducting research must consider the dignity and welfare of research participants. (0 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hypothesis validity of clinical research.

Hypothesis validity refers to the extent to which research results reflect theoretically derived predictions about the relations between or among constructs. The role of hypotheses in theory testing is discussed. Four threats to hypothesis validity are presented: (a) inconsequential research hypotheses, (b) ambiguous research hypotheses, (c) noncongruence of research hypotheses and statistical hypotheses, and (d) diffuse statistical hypotheses and tests. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The politics of empiricism: Research recommendations of the Joint Commission on Mental Health of Children.

Raises questions concerning the Joint Commission's research recommendations regarding (a) the efficacy of additional research dollars in solving the mental health problem, (b) proper research policy and administration, and (c) the dichotomy between the researcher and professional practitioner. It is suggested that the role of research in the total mental health effort must be bolstered, but not in the traditional way. The need for research both on research policy and on factors related to the implementation of already existent knowledge by the lay public as well as the practitioner is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Research training in counseling psychology: Some preliminary data.

Surveyed 35 current students (aged 21–40 yrs) and 34 PhD graduates (aged 28–52 yrs) from a graduate program in counseling psychology to assess (a) whether attitudes toward research changed during and after graduate school and (b) what activities/factors within graduate training affect research skill and interest. Using a combination of current and retrospective reports, it was found that although Ss at all levels perceived their training program's expectations for research as greater than students' own wants, students' interest in research (doing and valuing) increased as they progressed through training and afterwards. Three factors within graduate training that facilitate interest and skill in research are hypothesized: (1) social/interpersonal interaction; (2) training in applied, practical, and less traditional approaches to research; and (3) early, active involvement in research. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Consumer participation in disability research: The golden rule as a guide for ethical practice.

This article explores the value of the disability research process and outcomes, as viewed by those to whom the research is often directed-the research participants and their peers. The author discusses the "golden rule" for conducting research with people with disabilities and cites literature on participatory action research to assess research outcomes--especially the relevance of such research for those to whom it purports to benefit. The author also discusses guidelines to make disability research more participatory and empowering to those who are identified as beneficiaries of the research outcomes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Another "Malleus Maleficarum"?

Comments that research will continue as long as the payoffs for research are evident and that the major rewards of research (professional promotion and peer recognition) will be seriously affected if the proposed ethical principles for research (S. W. Cook et al, 1971) are adopted. The author suggests ways for the psychologist to help the S make an informed decision to participate in a research project. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Privacy and behavioral research: Preliminary summary of the report of the Panel on Privacy and Behavioral Research.

Studied threats to privacy (PR) and ethical aspects of human research in connection with behavioral research programs by examining relevant research in the behavioral sciences and the practices of universities, government agencies, and the scientific community. Most current practices posed no threat to the PR of research Ss. When it is not possible to obtain fully informed consent from research Ss, consent must be based on trust in the scientist and the sponsoring institution. PR must be ensured by the maintenance of confidentiality. Legislation to protect research Ss' PR is not desirable because it may discharge researchers of their responsibilities. (0 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learning styles as predictors of self-efficacy and interest in research: Implications for graduate research training.

The literature on research training in professional psychology has yet to address the role of student learning styles on training outcomes. A mail survey of graduate students (N = 132) in professional areas of psychology from 11 universities assessed four dimensions of learning styles, research interest, and research self-efficacy. Students with more active (vs. reflective) and more intuitive (vs. sensing) learning styles reported greater research self-efficacy, and students with more intuitive (vs. sensing) and more verbal (vs. visual) learning styles reported greater research interest. The authors discuss implications for improving graduate research training by encouraging student self-assessment and by providing instruction using balanced pedagogies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Further considerations on a cognitive problem-solving perspective on school consultation.

Addresses cognitive research in school consultation and critiques W. Pryzwansky (see record 1989-38304-001). Four topics are reviewed: (a) the present state of cognitively oriented research in consultation, (b) research on social-science problem solving and its extension to school consultation, (c) research on teachers' cognitions and decision making in the classroom, and (d) cognitive training strategies that can be applied to consultation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Impact of the research training environment and counseling psychology students' Holland personality type on interest in research.

We surveyed 358 counseling psychology students in 10 APA-accredited programs with regard to change in research interest and (a) research training environment, (b) J. L. Holland (1978) personality type, and (c) environment-personality interactions. Investigative and Investigative-Artistic students had the highest interest in research. Enterprising interests were related to lower levels of research interest and delay in completing training. Programs identified in a previous study as having the greatest positive impact on research interest were found in the current study to also select students with more Investigative interests. Environment, person (Holland type), and some person–environment interactions were all predictive of increased research interest, but person variables were the strongest predictors. The most impactful specific environment factors may depend on the Holland personality type of the student. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the relation of clinical research to clinical practice: Current issues, new directions.

Recent trends in clinical psychology training have institutionalized the scientist–practitioner split after observations that clinicians are unlikely to engage in research of any kind. But a more serious development is the realization that many clinicians are not even influenced by clinical research findings, resorting instead to a trial-and-error eclecticism in their clinical practice. This is due more to limitations in traditional research strategies than to inadequate training. Practical and philosophical differences between traditional research and clinical practice make it impossible for clinicians to do research and make research findings of limited relevance to clinicians. L. J. Cronbach's (1975) method of intensive local observation provides a meaningful and necessary role in the research process for practicing clinicians. It provides answers to questions that have not been forthcoming from clinical research, specifically, the effectiveness of treatments with individual clients and its generality. This would not require radical changes in clinical practice but would increase accountability and ensure the influence of research findings on practice. (54 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychological research using television.

Psychologists "… along with other behavioral scientists, have both personal and professional responsibilities for research related to telecommunications." Three main barriers to research using television and related media are (1) the lack of adequate, continuing financial aid and of available facilities, (2) the lack of highly competent research men "… motivated to investigate the complex processes of communication… ", and (3) the lack of a sound research tradition for experimental psychologists in the field of the mass media and telecommunications. "Now is the time for research and development work before the flood of students reaches our colleges and universities." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting the scholarly activity of counseling psychology students: A refinement and extension.

J. H. Kahn and N. A. Scott's (1997) model of scholarly activity was refined by integrating the mentoring relationship as an element of the research training environment and research outcome expectations as an additional mediator, as guided by social-cognitive career theory (SCCT). A national survey of 149 counseling psychology students was used to test the refined model. Results supported an indirect effect of the research training environment on scholarly activity through research interest and research self-efficacy; the student's relationship with his or her mentor did not predict these outcomes. In accord with SCCT, research self-efficacy and research outcome expectations mediated the relationships between students' investigative interests and perceptions of the research training environment (predictors) on research interest and scholarly activity (criteria). This model extends Kahn and Scott's work and suggests the value of integrating SCCT into models of student scholarly activity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The recent decline in TAT research.

TAT research references in O. K. Buros (1972, 1976, 1978) and Psychological Abstracts were counted for each year from 1970 to 1983 in order to update previous research that showed high levels of research productivity. Data show that research interest in the TAT has declined substantially despite its popularity in clinical training and practice. It is argued that the future of this classic assessment tool may depend on a renewal of interest in TAT research. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Research activities in psychology: An update.

Presents an update on research activities in psychology, based on 14,634 responses to the American Psychological Association's (APA) 1982 Human Resources Survey (J. Stapp et al, 1983). The characteristics of APA members involved in research activities and funded research are described and compared to data from the 1978 Human Resources Survey (R. P. Lowman and J. Stapp [see PA, Vol 67:12943]). There has been little change in these characteristics; over 90% of APA members involved in research hold doctorates. Women were somewhat less likely than men to report involvement in research, and minorities were slightly more likely than nonminorities. The subfields, employment settings, and types of positions of those involved in research are also described. Of the projects reported in the 1982 survey, approximately half were funded (either by intramural or outside sources). Both funded and unfunded projects were primarily applied research and secondarily basic research; the institutional bases for research projects were most likely to be universities and colleges. Funded research activities are further described in terms of sources of funding, as well as the mechanism, length, and amount of funding. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Challenges in researching racially sensitive topics in HMOs.

When research designed to close the disparities gap is conducted in real-world health care settings, unique sensitivities may arise, particularly when race is the focus of interventions. Researchers encountered this issue in the course of a randomized trial investigating the influence of ethnic identity (EI) among African American (AA) study participants. The study was conducted by the research programs at three health maintenance organizations (HMOs) and the University of Michigan Center for Health Communications Research, as described in this issue of the journal (Resnicow et al., 2009). This commentary describes the research partnership’s concerns for the racially sensitive nature of the study and the precautions undertaken to mitigate them. The research study’s experiences may be informative and insightful for health plans and research centers invested in health disparities research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)