The future of psychology practice and science.

This article reviews the 2009 APA President's initiatives and recommendations for the future of psychology practice and science. The future of psychology practice requires that we expand the focus of traditional practice; become health care providers, not just mental health providers; use evidence-based practice, assessment, and outcome measures; incorporate technology into our practices, including electronic health records; and change training and focus to meet the needs of our diverse society. The future of psychological science requires that we train and work in multidisciplinary teams, employ different methods and approaches, and shift our focus to translational science. The future of our profession requires substantial changes in graduate education to prepare our students for science and practice in the 21st century. In light of advances in science and practice that reveal the critical importance of psychosocial and behavioral factors in health and disease, I call for the creation of a department of behavioral health within the federal government. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Integrating psychology and politics.

Comments on the article "A house divided? The psychology of red and blue America" by D. C. Seyle and M. L. Newman (see record 2006-11202-001). Seyle and Newman concluded that the red and blue metaphor is inaccurate and proposed a purple America strategy to better convey that the majority of people do not align themselves with political extremes. There is interdisciplinary agreement on this. Although not cited by Seyle and Newman, the findings by Professor Fiorina of Stanford University were reported by the APA Monitor on Psychology in its coverage of the 2005 APA State Leadership Conference (Murray Law, 2005). In contrast to their social psychological analysis, Seyle and Newman were incorrect in concluding that "[a]s psychologists, we are not in a position to change either the elements of the American political system that may spur this conflict or even the decisions made by pundits, politicians, and reporters about the terms they choose to use in political discussion" (p. 579). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The psychology of politics: a reply.

Eysenck's tough-mindedness-tender-mindedness hypothesis is arbitrarily and invalidly criticized by Rokeach and Hanley (see 31: 2846). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Application of the CPA code of ethics: Towards integrating the science and practice of psychology.

Comments on S. Harvey's (see record 1994-43015-001) article on using the Canadian Psychological Association's Code of Ethics for psychologists in an organizational case. Harvey demonstrates that the Code of Ethics can be used as a metatheoretical framework that may lead to an integrated value system. The code must become part of the shared background of scientific activity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A PsyD for every practitioner: Further separation of science and practice in professional psychology.

Comments on A. E. Shapiro and J. G. Wiggins's (see record 1994-31325-001) proposal that the standard for practice in psychology be the Doctor of Psychology (PsyD) degree. Wynkoop contends that the proposal may exacerbate existing problems, such as the divisiveness between science and practice. Furthermore, Wynkoop argues that solutions already exist for the concerns raised by Shapiro and Wiggins as support for their position on the PsyD. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Health psychology: The science and the field.

Reviews scientific and professional trends in the field of health psychology. I discuss recent research on health promotion, psychological factors in the development of illness, cognitive representations of health and illness, stress and coping, social support, interventions to promote coping, and trends that will affect progress in the field, such as the need for cost containment and the aging of the population. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Values, politics, and psychology.

Comments on H. H. Kendler's positivist critique regarding the role of value in the world of psychology (see record 1999-11644-004). Smith objects to Kendler's interpretation of Smith's justification for a socially activist psychology. He argues that psychologists, as scientists and professionals, have just as much justification as anybody else, and more than many, to enter into democratic controversy about value choices. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The art and science of mentoring in psychology: A necessary practice to ensure our future.

Skillful faculty mentoring of graduate students is essential for producing the next generation of scholars. Unfortunately, the mentoring process is underappreciated and understudied. This article initially presents an overview of the extant literature. Subsequently,it borrows models from a related but more advanced field of study to stimulate the development of conceptual frameworks for guiding research on mentoring. Until the field progresses from its current state (i.e., an art) to a science, there will be few empirically informed answers regarding how to mentor effectively. Nevertheless, some suggestions are warranted and are offered in order to encourage effective mentoring. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethics training in school psychology.

Outlines topics and methods in ethical issues that can be integrated into ethics training in professional school psychology programs. These topics include professional ethical codes and regulatory schema, basic philosophical foundations of ethical principles, and models of ethical decision making. Teaching methods and processes are discussed, including teaching and modeling, practicum-based processes, and seminars in ethics. Suggestions for future training in ethics include evaluation of models of instruction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethics for psychology organizations.

Comments on K. S. Pope and V. A. Vetter's (see record 1992-25072-001) survey results on ethical dilemmas faced by members of psychology organizations. The author notes 2 specific concerns about psychology organizations accepting financial sponsorship from organizations that financially benefit from the sponsorship: the potential for a conflict of interest and the financial burden on the clients of psychology organizations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Health psychology specialty practice opportunities in a rural community hospital: Practicing local clinical science.

There is currently considerable interest in opportunities for collaboration between psychologists and primary care providers, particularly in rural settings. This article is an attempt to expand this discussion by focusing on opportunities for more specialized health psychology practices within tertiary care settings. Two examples are provided of collaborative projects recently implemented in a rural community hospital in southern New Hampshire—1 in the department of surgery, the other in the department of cardiac rehabilitation. The process of developing these practice opportunities is described within the context of the psychologist functioning as a local clinical scientist. The article concludes with a discussion of practical issues, including staffing and funding. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Philosophy of science versus psychology of science.

Comments that B. F. Singer (see record 1972-22035-001) and B. B. Wolman (see record 1972-20015-001) tacitly endorse the assumption that, in some fundamental sense, the philosophy of science may appropriately be displaced by the psychology of science. The distinction between a philosophical and a psychological approach to explanatory adequacy is illustrated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The science and politics of race-norming.

Disparate impact (racial imbalance) in employee selection constitutes prima facie evidence of unlawful discrimination. Research in personnel psychology has shown, however, that valid and unbiased selection procedures often guarantee disparate impact and that they will continue to do so as long as there remain large racial disparities in job-related skills and abilities. Employers are in a legal bind because often they can avoid disparate impact only by engaging in unlawful disparate treatment (racial preferences). Some personnel psychologists have argued that there is scientific justification for race-based adjustments in test scores that eliminate disparate impact. Analyses of their seemingly scientific reasoning illustrate how personnel selection science is being compromised in an effort to reconcile contradictory legal demands. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The science of practice and the practice of science: The scientist-practitioner model in clinical neuropsychology.

Addresses the mutual leavening of, and interplay between, science and practice in clinical neuropsychology in terms of several principles that are thought to have rather general applicability. These principles concern several types of validity; mechanism and dynamics; answers vs questions; the role of insight, model building, and theory in science; and deconstructionism and other ideological fads. An example is provided of the interactions between science and practice in the case of the development of the syndrome of nonverbal learning disabilities and the "white matter" model designed to account for its developmental manifestations and dynamics. It is concluded that clinical practice and the science of neuropsychology should continue to reap considerable benefit from the principles nascent in the scientist–practitioner model. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethics and the persuasive enterprise of teaching psychology.

Teaching is, in many respects, properly regarded as a process of persuasion. Psychologists' knowledge of these dynamics puts them in a unique position to systematically influence their students. Such potential, however, raises ethical concerns regarding the proper balance between student autonomy and "successful" teaching—concerns addressed only tangentially in the American Psychological Association's code of ethics. This article explores some of the goals and processes of psychology instruction as they relate to this dilemma and advances a democratic ethic of persuasion, centered on the concept of significant choice, as a viable standard for guiding psychologists' teaching. This democratic ethic suggests that a better understanding of the causal structure of instructional persuasion will enhance, rather than diminish, psychologists' ability to function ethically as teachers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evidence-based practice in psychology.

This article focuses on the 2005 American Psychological Association Presidential Task Force on Evidence-Based Practice in Psychology. After describing the rationale and results of this task force, the authors review the literature that has appeared following the approval of the Policy Statement on Evidence-Based Practice in Psychology by the American Psychological Association Council of Representatives, with reference to the implications for practitioners. Finally, the authors discuss the implications of the Policy Statement on Evidence-Based Practice in Psychology for graduate students and early career professionals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evidence-based practice in psychology.

The evidence-based practice movement has become an important feature of health care systems and health care policy. Within this context, the APA 2005 Presidential Task Force on Evidence-Based Practice defines and discusses evidence-based practice in psychology (EBPP). In an integration of science and practice, the Task Force's report describes psychology's fundamental commitment to sophisticated EBPP and takes into account the full range of evidence psychologists and policymakers must consider. Research, clinical expertise, and patient characteristics are all supported as relevant to good outcomes. EBPP promotes effective psychological practice and enhances public health by applying empirically supported principles of psychological assessment, case formulation, therapeutic relationship, and intervention. The report provides a rationale for and expanded discussion of the EBPP policy statement that was developed by the Task Force and adopted as association policy by the APA Council of Representatives in August 2005. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethics and psychology as a business.

Addresses the potential ethical difficulties inherent in psychology becoming a business. Attempts at clarifying major issues surrounding psychology as a business are reviewed and a recommendation for additional training of applied psychologists suggested. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethics education and adjudication within psychology.

Provides an overview of the formal ethics system within psychology. The structure of the American Psychological Association (APA) and the state ethics systems, the functions of the APA Committee on Scientific and Professional Ethics and Conduct, and the process for handling complaints, from initial inquiry to final adjudication (and appeal, if any), are described. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The psychology of politics and the personality: Similarities between fascists and communists.

This paper is a reply to the criticisms leveled by Christie (see 32: 2813) toward Eysenck's research on certain personality traits of communists and fascists. The problems raised by Christie with respect to the sampling and measurement procedures used by Eysenck are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)