Collaborating for social change: the black psychologist and the black community

Several prominent Black scholars have argued that the predicament of Black intellectuals is inseparable from that of Black communities (C. West, 1994), and that Black psychologists should be at the forefront in developing culturally relevant psychological interventions (J. A. Baldwin, 1989). Yet, for Black psychologists there are a number of challenges to conducting successful interventions in Black communities, including historical abuses of Black communities by the helping professions and divergences in values, goals, and behaviors of professionals as compared to community members. In order for community psychologists to design interventions that are respectful of the cultural traditions and norms of Black communities, these obstacles to collaboration need to be addressed. This paper outlines some of the challenges faced by Black community psychologists, as well as the unique strengths they can mobilize when collaborating on research and interventions in Black communities. The paper also addresses methods of empowering Black communities and improving the training of community psychologists.     

The school psychologist as program evaluator

School psychologists are being required to evaluate educational programs. This paper discusses the role and responsibilities of a program evaluator, the programs of measurement, and the staff fear of evaluation. A model for program evaluation is then described with an illustrative example.     

The school psychologist as behavioral ecologist

Some psychologists involved in the implementation of applied behavioral psychology in educational systems must increasingly attend to the ecological impact of such interventions. An ecological orientation emphasizing system-like interdependencies among environment, organism, and behavior suggests several substantial additions to conventional role functions of behavioral school psychologists. Such functions involve taking an active part in evaluating and assessing second-order consequences of behavioral interventions. Recommendations for functional and procedural changes are provided within this framework.     

Pavlov as a psychologist

American psychologists are informed on Pavlov’s work on conditional reflexes but not on the full development of his theory of higher nervous activity. This article shows that Pavlov’s theory of higher nervous activity dealt with concepts that concerned contemporary psychologists. Pavlov used the conditioning of the salivary reflex for methodological purposes. Pavlov’s theory of higher nervous activity encompassed overt behavior, neural processes, and the conscious experience. The strong Darwinian element of Pavlov’s theory, with its stress on the higher organisms’ adaptation, is described. With regard to learning, Pavlov, at the end of his scholarly career, proposed that although all learning involves the formation of associations, the organism’s adaptation to the environment is established through conditioning, but the accumulation of knowledge is established by trial and error.     

The coach as sport psychologist: An alternate view

Abstract

The issue of the coach also serving as a sport psychologist for his/her team is addressed by examining the advantages and drawbacks of this dual role. Measurement considerations including the ability of the coach to isolate intervention strategies for validation, response distortion by athletes on personality inventories, and developing an objective assessment of trust are discussed and recommendations are suggested. Finally, personal and professional ramifications of this dual role relationship are explored.     

The school psychologist as an organizational boundary role professional

An organizational perspective on the school psychologist's role can provide a basis for integrating disparate activities, reduce ambiguity produced by lack of role consensus, and facilitate more effective role behavior. The school psychologist is herein described as an organizational boundary role professional. Relevant theory and research on this conception are presented and parallels to school psychological practice are drawn. Implications for practice, training, and research in school psychology are also discussed.     

The school psychologist as expert witness in due process hearings

As a consequence of the Consent Agreement reached between the Pennsylvania Association for Retarded Children and the Commonwealth of Pennsylvania in the United States District Court for the Eastern District of Pennsylvania, school of psychologists are finding themselves increasingly in the role of expert witness in due process hearings. The paper identifies a number of problems regarding the witness behavior of psychologists in these hearings and proposes some recommendations and resolutions.