From the editor.

The author discusses his mixed emotions regarding the end of his second term as Editor of Psychotherapy: Theory, Research and Practice. He expresses appreciation to colleagues and shares his perceptions of the exceptional vigor and preciousness of this publication. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Editorial.

With the current issue, Psychotherapy is again providing book reviews as a service to readers of the Journal. The books to be considered for review will deal with some aspect of the psychotherapeutic process, including theoretical approaches, research/evaluation, educational issues, and all aspects of service delivery. Our aim is to provide fair and objective reviews which will assist the readership in their educational, research, and therapeutic efforts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Editorial policy of the Consulting Psychology Journal: Practice and Research.

This issue marks the beginning of my editorship of Consulting Psychology Journal: Practice and Research. Each incoming editor of a journal puts a new stamp on it, emphasizing continuity in some areas and undertaking new directions in others. In this statement of editorial policy for my tenure as the journal's editor I identify planned changes and new directions for the journal as well as editorial policies. I base these approaches both on my sense of the journal's needs and on issues I consider important for advancing the intellectual vitality of the field of consulting psychology. Outgoing editor Richard Diedrich's stewardship of this journal for the past 10 years is recognized. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Erratum.

The correct title of the book that was reviewed by P. Bieling (see record 2003-00482-009) is "Perfectionism: Theory, Research and Treatment." The book was edited by G. L. Flett and P. L. Hewitt and was published by the American Psychological Association (Washington, D.C.). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rapports annuels.

Presents annual reports (1985) from the Canadian Psychological Association, including reports from the Constitution and By-Laws Committee; the Continuing Education Committee; the Convention Committee; the Elections Committee; the Committee on Ethics; the Committee on Fellows and Honorary President; the International Relations Committee; the Nominating Committee; the Professional Affairs Committee; the Publications Committee; the Scientific Affairs Committee; the Committee on Sections; and the Committee on the Status of Women. Sections reports are also provided, including reports from the sections on Brain and Behaviour; Community Psychology; Educational Psychology; Health Psychology; Industrial/Organizational Psychology; Programme Evaluation; Psychology and Religion; Psychopharmacology; Social Psychology; and Women and Psychology. The sections reports are followed by division reports, including reports from the Applied Division and the Experimental Division. Journal reports are then presented, including reports from Canadian Psychology; Canadian Journal of Psychology; and Canadian Journal of Behavioral Science. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Editor’s introduction.

Following consultation with the Council of Editors and with approval from the Publications and Communications Board of the American Psychological Association (APA), it was agreed that in recognition of the appearance of Volume 100 in 1986, Journal of Comparative Psychology (JCP) would publish a set of discussions about our topic. The discussions, contributed in response to the following letters, written last year, appear in this issue. These discussions illustrate the richness and variety of some of the perspectives on the field of comparative psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Research Financing Committee.

Presents a series of recommendations by the Research Financing Committee of the Canadian Psychological Association. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Secretary/Treasurer’s report.

Presents a summary report of the American Psychological Association's Division 13 Annual Meeting (August 21 and 22, 1993), including incoming and outgoing Executive Board meetings and the Division 13 business meeting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rapport Annuel Comite Sur Le Financement Des Recherches.

Presents, in French, a series of recommendations by the Research Financing Committee of the Canadian Psychological Association. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

New members and associates of the American Psychological Association.

The Board of Directors announces that the following 1,831 persons were elected to initial membership in the American Psychological Association by the Membership Committee, effective as of July 1, 1988. Of these, 1,553 were elected as Members, and 278 were elected as Associate members. Though not all of them have validated their election by payment of initial dues, all but a few will eventually do so. The list of new members is included. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

New members and associates of the American Psychological Association.

The Board of Directors announces that the following 2,001 persons were elected to initial membership in the American Psychological Association by the Membership Committee, effective as of July 1, 1987. Of these, 1,630 were elected as Members, and 371 were elected as Associate members. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Proposed bylaws amendments: Nominations and elections committee and election of the board of directors by and from the previous council.

At the meeting of August 27 and 30, 1973, the Council of Representatives voted to establish a Nominations and Elections Committee to make nominations for vacancies on standing boards and committees of the Association, rather than the Board of Directors which makes such nominations under the current Bylaws. These proposed amendments are outlined. The approval of recommendations from the Board of Directors at the meeting of January 18-20, 1974 is also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Committee on the Practice of Clinical Psychology: A brief review of activities.

The first meeting of the new Committee on the Practice of Clinical Psychology (CPCP), held on October 22, 1962, served to clarify its mission and to develop ideas as to the critical issues in its area of responsibility. There was immediate agreement that, during its first year of operation in particular, the Committee should serve as a clearing house to assemble and organize information and to open channels of communication. Additionally, the Committee developed 23 areas of interest that seemed to warrant study and clarification. That the Committee has been effective in establishing channels of communication is attested by the fact that it has been in contact with 35 national, state, regional, and local groups, and some 60 individual psychologists have expressed views which also have been included in the Committee's deliberations. A 2-day meeting held April 12 and 13 resulted in a plan to direct attention to the following: (1) Standards of competence for clinical practice; (2) Clinical training aspects of the doctoral program as they relate to practice; (3) Postdoctoral training; (4) Training and competence for the practice of psychotherapy; (5) The place of psychological assessment techniques in clinical practice; (6) The content and conditions of institutional and private practice; (7) Involvement of clinical practitioners in training programs; (8) Local clinical groups and their relation to the growth of clinical practice; (9) Communication among practitioners and other psychologists; and (10) Evaluate whether a need exists for an APA journal for professional issues in practice and contribute ideas concerning the contents and nature of such a journal. CPCP also made plans to produce an initial report within 10 months on the training needs of the areas of clinical application and practice. It designated subcommittees to prepare initial reports for the August meeting on: (1) The Content and Conditions of Practice; (2) A Model of Competence for Clinical Practice; and (3) Problems of Postdoctoral Training. During the year, the Committee members were John J. Brownfain, Robert C. Challman, Seymour B. Sarason, Max Siegel, and Theodore H. Blau, Chairman. The Committee on the Practice of Clinical Psychology invites communications from all interested individuals and organizations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction to the Special Issue: The Division 16 Task Force on Psychopharmacology, Learning and Behavior.

Welcome to this Special Issue of School Psychology Quarterly (SPQ), which is intended to disseminate the findings of the Division 16 Task Force on Psychopharmacology, Learning and Behavior. It has been my good fortune to have chaired this productive Task Force and to serve as Guest Editor for this Special Issue. In this introduction I will summarize the Division's history of interest in pediatric psychopharmacology, review the activities of this Task Force over the last three years, and orient you to the six articles that comprise this Special Issue. In the early 2000's the Division's Executive Committee (EC) recognized that (a) although there had been a dramatic increase in research, practice and policy interest in pediatric psychopharmacology during the previous decade, most medications prescribed for children continued to lack Food and Drug Administration indications; (b) there was a surge in polypharmacy (prescribing more than one medication to the child); (c) younger children (i.e., preschoolers) were increasingly treated with psychoactive drugs; (d) because the research literature expanded exponentially during the 1990's school psychologists needed a single, authoritative, updated resource they could access to better inform their consultations in this complex and emerging arena. In response to these realizations the EC established a Task Force on Psychopharmacology, Learning and Behavior in 2002 to address these issues. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

On Training in Engineering Psychology.

In the April 1961 issue of the "American Psychologist," the Division 21 Committee on Training in Engineering Psychology presented a report covering the scientific and professional aspects of human factors engineering, with special emphasis on training programs intended to provide adequate preparation for specialization in this area. While the underlying philosophy and specific training programs outlined in the article are, in general, satisfactory a few points need to be emphasized and a few critical remarks need to be made. Those remarks are stated in this comment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introducing the Student Editorial Board: Strengthening the future of school psychology and School Psychology Quarterly.

Introduces the new Student Editorial Board for School Psychology Quarterly. Along with the Research Design and Methodology Section and the Book Review Section, which made their inaugural appearance in the Winter 1998 issue, the Student Editorial Board is intended to strengthen both our journal and our field as we move into the next century. It is expected that the Student Editorial Board will result in symbiotic benefits for both our field and the board members themselves. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Awards for distinguished education and training contributions: 1988.

The Education and Training Board Awards were given for the first time in 1987 and include the Award for Distinguished Career Contributions to Education and Training in Psychology, which recognizes a long-continued record of accomplishments, and the Award for Distinguished Contribution to Education and Training in Psychology. These awards are given to recognize psychologists who make traditional contributions to education and training in psychology, "who provide innovations or who are involved in developmental phases of programs that influence education and training," who are engaged in important research on education or training, the development of effective materials for instruction, or the establishment of workshops, conferences, or networks of communication for education and training; who exhibit achievement and leadership in administration that facilitates education and training; or who are active in professional organizations that promote excellence. The 1988 award for Distinguished Career Contributions to Education and Training in Psychology was presented to Stanley F. Schneider. Leonard Bickman and Joseph Grosslight were jointly honored for a Distinguished Contribution to Education and Training in Psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)