Psychologists in medical schools in 1997. Research brief

The activities, income, and medical staff membership and limitations on that membership for psychologists working in U.S. medical school settings in 1997 were examined. A total of 1,938 psychologists responded to a survey conducted by the Research Office of the American Psychological Association, in conjunction with the Association of Medical School Psychologists. Some of the most salient findings were that (a) the largest number of psychologists was involved in research activities, (b) just over half of medical school psychologists were required to generate all or part of their own income through clinical work and research, and (c) the majority of these psychologists were members of a medical staff but were not extended full medical staff privileges. These and other results are discussed in the context of academic rank, tenure status, and other relevant factors.     

Psychologists in secondary schools: Training and present patterns of service

Psychologists serving randomly selected secondary schools were surveyed regarding actual and preferred patterns of service and training. Though a small sample was employed, the random sampling procedure and high response rate attained were viewed by the investigators as effective means for controlling the sampling error that often occurs in survey research. As a group, respondents indicated little specialized training for working with the secondary school population. Traditional assessment and report writing activities occupied the main portion of respondents' working time although nearly all reported involvement in the design and implementation of intervention plans for a variety of client groups. The psychologist-to-student ratio was found to be 1:6180, and more than 60% of those surveyed reported plans for a career change out of school psychology. One-fourth of the districts surveyed reported that psychological services were not regularly available.     

Prophetic Words for Psychologists: Particularity,Ethics and Peace

This essay seeks to consider the implications of the prophetic voice of Abraham Joshua Heschel. We argue that Heschel’s work offers important correctives to some of modern psychologies’ universalizing and reductive assumptions and activities. Specifically, we show that Heschel argues for an anthropology characterized by particularity, with a unique emphasis on the person’s standing in relation to God. Relatedly, we show how Heschel’s understanding challenges us to recognize that ethics is to precede ontology. Lastly, this primacy of ethics leads to a prophetic challenge toward becoming people of peace, systemically as well as individually. We conclude by applying Heschel’s admonishment to recent, specific activities of injustice and violence within the field of psychology. Heschel’s arguments are reviewed in a spirit of ecumenism, to pursue the ends of peace as a profession and as a society.

Professional Ethics of Psychologists and Physicians: Mortality,Confidentiality, and Sexuality in Israel

Clinical psychologists' and nonpsychiatric physicians' attitudes and behaviors in sexual and confidentiality boundary violations were examined. The 171 participants' responses were analyzed by profession, sex, and status (student, resident, professional) on semantic differential, boundary violation vignettes, and a version of Pope, Tabachnick, and Keith-Spiegel's (1987) ethical scale. Psychologists rated sexual boundary violation as more unethical than did physicians (p<.001). Rationale (p<.01) and timing (p<.001) influenced ratings. Psychologists reported fewer sexualized behaviors than physicians (p<05). Professional experience (p<.01) and sex (p<.05) were associated with confidence-violating behavior. Overall, 78% of the sample reported attitudes or behaviors associated with boundary violations. The behavior violations were correlated (r=.49). Actual violators rated vignette violators more leniently than did nonviolators (p<.01).     

Psychologists in Academic Health Centers: Traditions and Innovations in Education,Science, and Practice

Psychologists, interns, and postdoctoral fellows convened in Minneapolis May 3–5, 2007 for the 3rd National Conference of the Association of Psychologists in Academic Health Centers (APAHC): “Psychologists in Academic Health Centers: Traditions and Innovations in Education, Science, and Practice.” This paper reviews the development and organization of the conference, which built upon the two previous conferences of the Association of Medical School Psychologists. The articles in this special issue are based on a selected number of the 32 conference presentations, covering a range of timely topics that reflect the conference theme. Participants’ positive perceptions and satisfaction with the conference reveal the value of such conferences focused on the activities, interests, opportunities, and challenges of psychologists who work in academic health centers (AHCs) and teaching hospitals. Moreover, the content and success of the conference underscores the importance of APAHC as an organization serving the needs and promoting the interests of psychologists affiliated with AHCs.

Health Care Reform and Psychologists in Medical Schools: Stress, Challenge, and Change

Psychologists from 45 academic health science centers throughout the United States and Canada gathered at Georgetown University for a national conference November 2–5, 1995 organized by the Association of Medical School Psychologists. This paper introduces the proceedings of that conference described in the next four articles in this issue of the Journal of Clinical Psychology in Medical Settings[Volume 4, number 1]. Papers prepared by the working groups focus upon clinical services, education and training, research, and governance and administration within the academic medical setting.     

Learning Experiences Contributing to Service-Delivery Competence in Applied Psychologists: Lessons for Sport Psychologists

The purpose of the present study was to compare learning experiences perceived to contribute to service-delivery competence in sport, clinical, and counseling psychologists. Twenty psychologists (11 female, 9 male; 28–70 years of age) participated in semistructured interviews. All participants emphasized the role of client interactions in learning service-delivery processes. In addition, clinical and counseling participants reported personal therapy and supervision as influential experiences. Applied implications for training include (a) regional supervision networks comprising peers and elders, (b) university-based sport psychology clinics, and (c) personal and professional development groups.     

Psychology in Venezuela: Perceptions and Opinions of Research Psychologists

On décrit dans cet article le développement de la psychologie en tant que discipline universitaire au Venezuela. Les résultats d'une étude empirique de 1978 servent de base de comparaison avec des données plus recentes récueillies lors d'une enquête réalisée en 1995. Cette investigation portait sur les opinions de psychologues universitaires à propos de la recherche en psychologie au Venezuela. Les résultats quantitatifs et qualitatifs de cette étude furent analysés et comparés a ceux d'autres recherches dans ce domaine. l'examen de ces données est suivi d'une discussion où l'on essaie de préciser la situation actuelle et à venir de la recherche en psychologie au Venezuela.
In this article the development of psychology as an academic discipline in Venezuela is reviewed. The results of an empirical study in 1978 are described to set the basis for comparison with more recent data. The results of a survey completed in 1995 are reported and discussed. This survey was aimed at obtaining the opinions of academic psychologists about psychological research in Venezuela. The quantitative and qualitative results of this study were assessed and compared to other research in this area. Consideration of these data are followed by discussion to clarify the present status and future prospects for psychological research in Venezuela.     

Psychologists in Academic Health Centers and Medical Centers: Being Visible,Relevant and Integral

Psychologists play key roles in academic health centers. This article is an outgrowth of a presentation at the 2015 Conference of the Association of Psychologists in Academic Health Centers addressing various strategies by which psychologists can effectively adapt to and develop successful careers in medical schools, academic health centers, and teaching hospitals. The authors encourage early career and mid-career psychologists in academic health centers to be active, engaged members of their institutions and to participate in multiple aspects of the research, educational, and clinical missions.