Changes in Rorschach Teaching

To investigate recent changes in Rorschach instruction, a double postcard questionnaire was distributed to all APA-approved doctoral programs in clinical psychology asking for information about the number and type of Rorschach courses. The data were compared with 1961 and 1966 surveys. A trend toward fewer Rorschach courses per university and a decrease in courses specifically on the Rorschach is evident. Changing views toward projective techniques may be a contributing factor, but the addition of areas such as behavior modification and community psychology into the training programs is also compressing the more traditional courses.     

Family Therapy Training in Clinical Psychology Programs

In a national questionnaire survey of graduate programs offering the Ph.D. or Psy.D. in clinical psychology, the status of family therapy training was examined. With a 79 per cent response rate (102 programs), the study found that 10 per cent of the nationwide faculty identified themselves as primarily family therapy oriented, 32 per cent of the programs had no family-oriented faculty members, 18 per cent of all psychotherapy courses were family therapy courses, and 21 per cent of the schools had no family therapy course. The ratings of the importance of providing students with family therapy training were found to be unrelated to the number of family therapy courses available but positively correlated with the percentage of family therapy courses within the total curriculum.     

Psychological Assessment Training in Clinical Psychology Doctoral Programs

We surveyed American Psychological Association–accredited clinical psychology doctoral programs' (n = 83) training in psychological assessment—specifically, their coverage of various assessment topics and tests in courses and practica, and whether the training was optional or required. We report results overall and separately per training model (clinical science, scientist-practitioner, and practitioner-focused). Overall, our results suggest that psychological assessment training is as active, or even more active, than in previous years. Areas of increased emphasis include clinical interviewing and psychometrics; multimethod, outcomes, health, and collaborative or therapeutic assessment; and different types of cognitive and self-report personality tests. All or almost all practice-focused programs offered training with the Thematic Apperception Test and Rorschach compared to about half of the scientist-practitioner programs and a third of the clinical science programs. Although almost all programs reported teaching multimethod assessment, what constitutes different methods of assessing psychopathology should be clarified in future studies because many programs appear to rely on one method—self-report (especially clinical science programs). Although doctoral programs covered many assessment topics and tests in didactic courses, there appears to be a shortage of program-run opportunities for students to obtain applied assessment training. Finally, we encourage doctoral programs to be familiar with (a) internships' assessment expectations and opportunities, (b) the professional guidelines for assessment training, and (c) the American Psychological Association's requirements for preinternship assessment competencies.     

Teaching group treatment in doctoral programs for counseling psychology

We surveyed the 71 doctoral programs in counseling psychology approved by the American Psychological Association to examine whether and how group counseling or therapy was taught. Responses from 31 programs listed at least one graduate course in group counseling; over half offered more than one. In most cases the introductory course was required. Analysis also indicated that introductory courses often included an in-class or an out-of-class experiential component, focused either primarily or exclusively on outpatient therapy and used Yalom's interpersonal approach. Discussion focused on the importance of courses in group interventions in doctoral programs in counseling psychology and the differences and similarities in academic training of group interventions in programs in counseling and clinical psychology.     

TEACHING THE PSYCHOLOGY OF WOMEN COURSES IN ANOTHER DISCIPLINE

A survey of course titles in African American Studies departments and programs was conducted to examine the course offerings on the psychology of women, the psychology of African American women, and other areas of psychology as well as courses on gender from other disciplines. A total of 82 programs or departments of African American Studies and 182 courses were listed. The course discipline was stated in the majority of courses, with psychology having the most courses. Only a small percentage of the psychology courses listed gender in addition to race in the title. Of those courses listed in psychology, the majority were in social, developmental, or clinical psychology. The disciplines of English, sociology, history, and political science had listings of courses with both gender and race titles. This small survey indicates that the psychology of women has not had much influence on the curriculum of African American Studies. Possible reasons for this are discussed, as are solutions to this problem.     

Factors Predicting the Inclusion of Lesbian,Gay, and Bisexual Affirmative Content Taught in Couple and Family Therapy Courses

Abstract

This study explored the relationship between Couple and Family Therapy (CFT) faculty members’ Lesbian, Gay, and Bisexual (LGB) clinical competence and the level of LGB affirmative therapy content they teach in their courses. Hierarchical regression analyses of 117 faculty in accredited CFT programs suggest that faculty members’ own reported competence to work with LGB clients predicted their inclusion of LGB affirmative course content in the courses they teach. Important gender effects also emerged suggesting that women faculty are more likely than men to teach LGB affirmative course material. Results suggest important implications for CFT faculty, training programs, and accreditation standards.     

Personality Assessment Training in Counseling Psychology Programs

Although data about personality assessment training in clinical psychology programs have often been gathered, little comparable data have been collected about assessment training in counseling psychology programs. To collect such information, we conducted a survey of all programs identified as part of the Council of Counseling Psychology Training Programs. A two-page questionnaire was sent out to the 64 program directors, with 56 (88%) of the questionnaires being returned. Information about availability of required personality assessment courses, availability of elective assessment courses, and types of personality tests covered in the counseling curriculum is presented and discussed.     

Personality assessment training in counseling psychology programs

Although data about personality assessment training in clinical psychology programs have often been gathered, little comparable data have been collected about assessment training in counseling psychology programs. To collect such information, we conducted a survey of all programs identified as part of the Council of Counseling Psychology Training Programs. A two-page questionnaire was sent out to the 64 program directors, with 56 (88%) of the questionnaires being returned. Information about availability of required personality assessment courses, availability of elective assessment courses, and types of personality tests covered in the counseling curriculum is presented and discussed.     

Applying Research Findings to Enhance Pre-Practicum Ethics Training

Professions have a social obligation to ensure that their members’ professional behavior is morally appropriate. The psychology profession in most jurisdictions delegates the responsibility of ensuring that psychologists entering the profession are ethically competent to pre-practicum training programs. Educators responsible for teaching the ethics courses in these programs often base them on Rest’s (1984, 1994) theory that does not take into account a vast amount of contemporary psychological and neuroscientific research data on moral decision making. My aim with this article is therefore to summarize the psychological and neuroscience research findings relevant to moral decision making and consider how educators who teach ethics courses can apply them in developing ethics courses grounded in research.     

Family life education in Chicago schools: a study of programs implemented by nonschool agencies

Although nonschool agencies provide important complementary courses on family life education (FLE) in public and private schools, little is known about the scope and content of such curricula. This paper describes a study documenting the types of school-based family life education programs implemented by nonschool agencies in Chicago. Semistructured telephone interviews were conducted with professionals from 26 health care and social service agencies, identified as offering FLE courses in the metropolitan area. The surveyed organizations provided FLE programs in almost 100 public and private schools in Chicago during the 1982-83 and 1983-84 school years. Most programs were relatively short, utilized few interactive teaching techniques (e.g., role-playing, exercises), covered a wide variety of topics, and were integrated into other curricula units rather than implemented as separate courses. Agency personnel covered topics viewed as important by school administrators and teachers, most notably information on contraception and sexual decision making.     

Training Counselors for Work with Special Populations: A Second Look

Literature on the counseling needs of special populations typically has focused on the inadequate treatment those populations receive. Counselor education programs have responded by developing courses that target specific populations such as women, minorities, or disabled people. There are serious drawbacks, however, to this proliferation of specialized courses. In this article the authors discuss those drawbacks and argue that counselor education programs should include an integrated course that facilitates student self-awareness in conjunction with practical experience with a variety of clients.     

The Lack of Teaching/Study of Religiosity/Spirituality in Psychology Degree Courses in Brazil: The Need for Reflection

This study investigated the existence/non-existence of subjects on the theme of religion/spirituality, in psychology degree courses in Brazil. Data were collected from university websites and through e-mail. The data include 301 (84.6%) of all existing courses; the subject of religiosity/spirituality is incorporated into 13% of public institutions and in 16% of private institutions; 84% of the courses do not have this subject incorporated into their curricula. Actually, few programs provide formal training in religion/spirituality. We present the definition of some terms, conclusions from publications within the theme of religion/spirituality, and a brief background on the place that religion holds in the culture of the Brazilians.     

Pedagogical Practices for Teaching Addiction Counseling Courses in CACREP‐Accredited Programs

We used a grounded theory approach to investigate educational strategies for teaching master's‐level addiction counseling courses. An emergent model of pedagogical practices, factors that influence development and implementation, and suggestions for counselor education programs are presented.     

A Meta-Analysis of Ethics Instruction Effectiveness in the Sciences

Scholars have proposed a number of courses and programs intended to improve the ethical behavior of scientists in an attempt to maintain the integrity of the scientific enterprise. In the present study, we conducted a quantitative meta-analysis based on 26 previous ethics program evaluation efforts, and the results showed that the overall effectiveness of ethics instruction was modest. The effects of ethics instruction, however, were related to a number of instructional program factors, such as course content and delivery methods, in addition to factors of the evaluation study itself, such as the field of investigator and criterion measure utilized. An examination of the characteristics contributing to the relative effectiveness of instructional programs revealed that more successful programs were conducted as seminars separate from the standard curricula rather than being embedded in existing courses. Furthermore, more successful programs were case based and interactive, and they allowed participants to learn and practice the application of real-world ethical decision-making skills. The implications of these findings for future course development and evaluation are discussed.     

The MMPI: Does It Have a Place in Counseling Psychology Training?

Although a number of surveys have examined psychological assessment training in clinical psychology programs, studies about assessment training in counseling psychology programs have been all too few. This survey gathered information about the place of the Minnesota Multiphasic Personality Inventory (MMPI) in the training of counseling psychology students. A 3-page questionnaire was mailed to alt directors of APA-approved counseling psychology programs for completion by the individual primarily responsible for teaching the MMPI. Forty (85%) of the 47 questionnaires were returned, it was found that the MMPI (a) was taught in one or more courses in virtually all programs; (b) was viewed as useful by most respondents: and (c) was included, with same variability, in practicum training and on doctoral qualifying examinations. As in clinical psychology programs, the MMPI appeared to occupy a place of importance in the assessment training of counseling psychologists.     

Multicultural Training in University Counseling Center Predoctoral Psychology Internship Programs: A Survey

Research indicates that graduate programs in counseling and clinical psychology are beginning to include more courses on multicultural issues. Little data is available, however, concerning the inclusion of training in multicultural issues in predoctoral psychology internship training programs. This study examined the amount and type of such training actually occurring at predoctoral psychology internship training programs in university counseling centers.     

Using Wordle in Addictions Education

The authors of this article present a creative teaching strategy which illustrates how Wordle can be used in the addiction courses in counselor education programs. Wordle creates a representation of text where the more frequently the word is used, the larger the word appears in the form of a “word-cloud.” This method of graphically using words can illustrate meaning, perception, and change.     

Theological Distance Education

SUMMARY

Theological institutions accredited by the Association of Theological Schools with distance education courses or programs continue to increase. Theological librarians, although often overlooked, play a significant role in their use of technology to meet the needs of distance students with the support of national library guidelines and accreditation standards. The current state of support to seminary distance programs includes traditional interlibrary loans, consortium relationships, proprietary full text journals, and free Internet resources. Distance learning for graduate theological education is here to stay. The continuing efforts of pioneering distance seminary librarians will guarantee quality, passionate service to students of tomorrow.     

Teaching history and systems from a clinical perspective

There is a need to make the teaching of the history and systems of psychology course more relevant for students in professional training programs. Most typical courses and textbooks are oriented around the history of the science of psychology, giving scant and generally passing attention to the development of the profession of psychology. The author draws on his experience teaching a history and systems course in PsyD programs and provides a structure for enhancing the relevancy of such courses in professional training programs. Two frameworks are used. The author develops a conceptualization of 4 archetypes as defining of the range of roles, activities, contexts, and justification of professional psychologists: (a) the shaman/priest, (b) the physician, (c) the teacher, and (d) the scientist. Stephen Pepper's (1942) world hypothesis theory, which characterizes the epistemic approaches underlying modern science and philosophy, is used to organize the development of the science of psychology. The integration of these 2 frameworks is discussed, and the circular modifications that flow from it are outlined.     

The Academic Interests of College Women: A Factorial Study

The extent to which college programs meet the needs and goals of women students has not been established. In this study, a sample of students and alumnae of the College of Home Economics, Iowa State University, responded to a set of attitude scales concerning their reactions to courses in their core curriculum. Factor analysis of the person-course interactions revealed 6 factors which were tentatively defined in terms of the courses loading most heavily on each. Implications for improved educational planning of women are discussed.