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.     

Conceptualization and Development of the Behavior Analysis Programs at the Florida Institute of Technology

We describe the conceptualization and development of the Behavior Analysis programs at the Florida Institute of Technology (Florida Tech). From its beginnings as a small master’s program in applied behavior analysis (ABA), the Behavior Analysis programs at Florida Tech have now grown to include three Master of Science programs across two campuses, a Ph.D. program in Behavior Analysis, an undergraduate degree (B.A.) in ABA, an online certificate program that has attracted students internationally, and a hybrid (live and online) Master of Arts in Professional Behavior Analysis program at several sites around the USA. These programs are now housed in the first ever School of Behavior Analysis at a Tier 1, nationally ranked private university.     

Trends in Graduate Training in Social Psychology: Training Social Psychology's Trainers

We examine social psychology graduate training in the United States by analyzing the faculty members in doctoral degree-granting programs, using archival sources. About 500 full-time faculty work in the 105 social psychology doctoral programs in the United States. These faculty hold Ph.D.'s from 74 different U.S. (and 11 non-U.S.) social psychology programs, with a median degree receipt date of 1983. Increasing numbers of women faculty attain positions in doctoral programs in social psychology; in our sample, 48% of women received Ph.D.'s after 1990, compared to 30% for men. We examine 29 programs that provided 2 or more training faculty, from 1950–1990 and 1991–2004. The data demonstrate both stability and change in graduate training—programs that produced the majority of graduate trainers during the post-WWII period continue to produce new graduate trainers (ρ = .40, p < .05), though the creation of graduate trainers currently spreads across a larger array of programs. Average GRE scores of a training program's students does not predict a given program's likelihood of placing students in training positions.     

Training and credentialing in forensic psychology

The number of training programs in forensic psychology has grown considerably in the past 15 years. Numerous opportunities exist for individuals interested in pursuing careers in the forensic area. Interdisciplinary training in several forms is discussed: J.D. -Ph.D. Programs, specialist Ph.D. Programs, predoctoral internships, and postdoctoral fellowships. Continuing professional education, credentialing, and board certification in forensic psychology are also addressed. Despite the face validity of these various types of training and credentialing, little is known about their relative utilities.     

Sex differences in ADHD: Conference summary

Clinical samples of attention deficit hyperactivity disorder (ADHD) have been dominated by males. Consequently, female manifestations and sex differences have been relatively neglected in the extensive ADHD research. Because ADHD is so common (3% to 5% of school children) and chronic (lifelong in many cases), even a small proportion of females multiplied by such a large base means hundreds of thousands of girls and women with ADHD, a significant public health problem. An NIMH conference concluded that research is needed not only on sex differences related to ADHD, but also on manifestations of ADHD in females as such. Areas of focus should include differences in life course (sex-differential age effects); effects of hormones; effects of ADHD parenting (in utero and postnatal) on the next generation; response to and implications for design of psychosocial treatment; effects of differential comorbidity; normative background sex differences that influence the manifestation of ADHD; differences in development of verbal fluency and social behavior; possible interactions of sex and ethnicity; a prospective study of both sex offspring of ADHD adults; and such methodological issues as appropriate instruments and diagnostic thresholds, power to prevent false negatives, valid impairment measures, validity and reliability of child self-reports, and more inclusive samples (all three subtypes: inattentive, hyperactive-impulsive, and combined).The following participants in the November 16–17, 1994, NIMH Conference on Sex Differences in ADHD may be considered ghost co-authors of the contents in this summary. Special thanks are due to Euthymia Hibbs, Ph.D., co-organizer of the conference; Peter Jensen, M.D., who suggested the successful format; Delores Parron, Ph.D., who gave much helpful advice on the conference arrangements; Emily Areia, Ph.D., who thoroughly critiqued the summary; Joan Cole, who helped abstract the recorded proceedings; and Jose Bauermeister, Ph. D., F. Xavier Castellanos, M.D., Stephen Hinshaw, Ph.D., and Mark Stein, Ph.D., who helped with referencing. Other participants, in alphabetical order, included Russell Barkley, Ph.D.; Joseph Biederman, M.D.; Caryn Carlson, Ph.D.; C. Keith Conners, Ph.D.; Monique Ernst, M.D.; Miranda Gaub; Jay N. Giedd, M.D.; Michael Gordon, Ph.D.; Jeffrey Halperin, Ph. D.; Betsy Hoza, Ph.D.; Hans Huessy, M.D.; Jean King, Ph.D.; Kathleen Kiely; Rachel Klein, Ph.D.; Benjamin Lahey, Ph.D.; Jan Loney, Ph.D.; Elizabeth Lorch, Ph.D.; Spero Manson, Ph.D.; Keith McBurnett, Ph.D.; Richard Milich, Ph.D.; Douglas Novins, M.D.; Daisy Pascualvaca, Ph.D.; Linda Pfiffner, Ph.D.; Jane Steinberg, Ph.D.; James Swanson, Ph.D.; Marcus Thomeer, Ph.D.; Lillie Williams, M.D.; Alan Zametkin, M.D.The opinions expressed herein are the views of the author and conference participants and do not necessarily reflect the official position of the National Institute of Mental Health or any other part of the U.S. Department of Health and Human Services.     

Ministers’ Perceptions of Depression: A Model to Understand and Improve Care

While depression is a significant worldwide health problem, fewer than half of individuals seek care. Faith-based communities may play an important role in improving the knowledge of and linkage to depression care. Focus groups of Caucasian and African-American clergy were conducted to explore these issues. Using a grounded theory approach five themes emerged, including explanatory models of depression, barriers and facilitators to care, and recommendations for involving religious communities. A model of depression care pathways was constructed that integrates secular and spiritual approaches. The findings highlight the need for targeted interventions to build trust between clergy and mental health professionals. Teresa L. Kramer, Ph.D., is Chief Psychologist and Associate Professor of Psychiatry in the College of Medicine, University of Arkansas for Medical Sciences in Little Rock. She has conducted research in child, adolescent and adult mental health assessment, outcomes, and quality of care. Her current research on adolescent depression is funded through a Research Career Development Award from the National Institute of Mental Health. She is currently developing faith-based programs to educate ministers and their congregations about depression-related illness. Dean Blevins, Ph.D., teaches in the Department of Psychiatry, College of Medicine, at the university and is associated with the Center for Mental Health & Outcomes Research, Central Arkansas Veterans Healthcare System, and the South Central Mental Illness, Research, and Clinical Center in Little Rock. Terri L. Miller, Ph.D., also teaches in the Department of Psychiatry. Martha Phillips, Ph.D., is at the Department of Human Services in Little Rock. Vanessa Davis and Billy Burris are employed at the Division of Behavioral Health Services, also in Little Rock.     

The New Focus for Career Development Programs in Business and Industry

The continuing need to deal with technological change and increased economic uncertainty has had an impact on carer development programs in business and industry. The focus of existing career development programs has changed from a shared vision of meeting both individual and organizational goals to an emphasis on fulfilling organizational needs. Although the rationale for implementing these career development programs was to promote both career planning and career management for the individual and the organization, the current programs reflect a new trend. The research on the current economic factors that affect business and industry indicates that the current career development programs tend to stress career management for the organization. This focus on organizational goals leaves the individual employee with a greater responsibility for his or her own career planning. A review of the research results also provides new information and strategies that can assist employees in their career planning.     

Evaluating Ethics Education Programs: A Multilevel Approach

Although education in the responsible conduct of research is considered necessary, evidence bearing on the effectiveness of these programs in improving research ethics has indicated that, although some programs are successful, many fail. Accordingly, there is a need for systematic evaluation of ethics education programs. In the present effort, we examine procedures for evaluation of ethics education programs from a multilevel perspective: examining both within-program evaluation and cross-program evaluation. With regard to within-program evaluation, we note requisite designs and measures for conducting systematic program evaluation have been developed and multiple measures should be applied in program evaluation. With regard to cross-program evaluation, we argue that a meta-analytic framework should be employed where analyses are used to identify best practices in ethics education. The implications of this multilevel approach for improving responsible conduct of research educational programs are discussed.     

Clinical approaches to the near-death experiencer

The literature on near-death experiences (NDEs) and their aftereffects has focused on the positive personality transformations and spiritual development that often follow an NDE, while it has neglected the emotional and interpersonal problems sometimes precipitated by the experience. We report general guidelines and specific interventions, developed at an interdisciplinary conference, to assist NDErs in coping with psychological difficulties following their experiences.This report was based on a conference on Clinical Approaches to the Near-Death Experience, sponsored by the International Association for Near-Death Studies, February 5–9, 1984, in Pembroke Pines, FL, and funded in part by a grant from the Institute of Noetic Sciences. The authors gratefully acknowledge the contributions of the other participants in that conference: Patricia Bahr, Boyce Batey, Sharon Batey, Nancy Bush, Kimberly Clark, M.S.W., Diane Corcoran, R.N., Ph.D., Elaine Durham, Linda Fleishman, Charles Flynn, Ph.D., Margaret Huddleston, Joan Kaye, Esther Knecht, Carolyn Lewis-Stone, M.S.W., Jean Marr, Ph.D., John McDonagh, Ph.D., Anne-Marie Meagher, M.D., John Migliaccio, M.Ed., Judith Miller, Ph.D., Raymond Moody, Jr., M.D., Ph.D., Leslee Morabito, Annalee Oaks, R.N., M.A., Ruth Orner, Ph.D., Carol Parrish-Harra, Madelaine Podurgiel, R.N., Ph.D., Laurie Schwartz, Joyce Strom-Paikin, R.N., M.S., Robert Sullivan, Nina Thornburg, M.S.N., Israel Topel, M.D., and Kate Wyatt, Ph.D.     

Innovation in open source communities through processes of variation and selection

This article concerns the question how innovation is achieved in open source communities. Open source communities are collections of geographically distributed individuals, who volunteer or are paid to participate in the development of highly innovative software programs. These communities are argued to be self-organizing systems in which high levels of variation are achieved. Next, this article focuses on selection as part of innovation. It is shown that selection is achieved through a rather simple principle of copying and following tags. Four tags are identified and discussed and it is demonstrated how they lead to the selection of software among the great level of variety. Ruben van Wendel de Joode is a Ph.D. student. He is part of Betade, which is one of the Delft interfaculty research centers; and the Dutch Institute of Government (NIG), the research school for public administration and political science. His Ph.D. research, scheduled to be finished mid 2004, focuses on open source. He has published numerous articles on OSS.     

中国健康城市建设的进展及理论思考

中国健康城市的建设走过了探索和实质性发展两个阶段.它以健康促进的理念为指导,以"健康社会、健康环境、健康人群"为主线,成为了当前开展健康促进的典范.健康城市能呈现实质且快速发展的势头,政府主导是其重要的特点.它既符合中国社会文化背景和现状,也是以"上游策略"来解决全人群健康问题创新性举措.中国健康城市推行的深远意义在于,它为当前公共卫生体系建设赋予了先进的内涵,与世界卫生组织倡导的"健康促进曼谷宪章"的核心精神是完全相符的,成为了引领中国公共卫生汇入国际现代公共卫生运动的领头兵.但是,它的茁壮成长仍需要有远见的政治家的呵护和支持.     

Textbooks in Accredited Marriage and Family Therapy Programs

Although choices of required textbooks are important decisions in developing a course curriculum, faculty in marriage and family therapy training programs have few convenient resources to guide curriculum development. This article presents results of a survey of textbook selections of accredited marriage and family therapy programs within a regional affiliate of AAMFT. The five programs surveyed listed 108 different titles used in their curriculum. Only 12 texts were used by two programs, and only one text was used by more than two programs. This article presents the textbook selections by the six curricular areas of COAMFTE accreditation standards. The wide variety of textbooks used by programs leads us to conclude that no consensus exists about what textbooks best represent the core knowledge of marriage and family therapy. The body of knowledge taught in accredited marriage and family training programs reflects a distinct and autonomous body of knowledge.     

School-Based Substance Abuse Prevention Programs

Substance abuse has been identified as a significant problem among adolescents. Personal and social coping skills training programs implemented in school settings have shown evidence of effectiveness as a primary prevention approach. Early intervention programs for students most at risk are also needed, however, few have been adequately evaluated. Special services providers possess training and skills that are well suited for planning and implementing school-based programs that address the substance abuse issue.     

Ethical Training in Sport Psychology Programs: Current Training Standards

Ethical training in graduate programs is an important part of the professional development process. Such training has taken a position of prominence in both counseling and clinical psychology but seems to be lagging behind in the field of sport psychology. A debate exists about whether such training is necessary and, if so, how it should be provided. An important step in better understanding these issues is to identify how such training is currently taking place. This study surveyed the program directors of sport psychology programs listed in the Directory of Graduate Programs in Applied Sport Psychology (Burke, Sachs, & Schrader, 2002) about the ethical training that takes place in their programs and their perceptions of the preparedness of the students in their programs. Of those contacted, 54% (n = 47) responded to the e-mail based survey. The results from these respondents indicated that 64.4% of programs require training in ethics and that the training was most commonly integrated into other nonethics courses. Overall, respondents did not feel as if students were completely prepared for either the ethical or legal issues that they will face in their professional careers. The importance of ethical training and suggestions for improving ethical training are discussed.     

Devenir chercheur : rapport au savoir et engagement dans la recherche des doctorants en histoire et en mathématiques

The following qualitative research questions the specialization of students at university and their motives for committing themselves to a Ph.D. The authors show how the specialization of these students, beyond their commitment to achieve their doctoral work, is first a matter of relation to knowledge, remote from any professional integration strategy. The “Alceste” lexical analysis of a corpus of 16 semi-structured interviews reveals the significant presence of syntagms which show the preference of eight Ph.D. students specialized in history and eight Ph.D. students specialized in mathematics for a given type of knowledge. Committing oneself to research is first a question of pleasure and appeal. It cannot be dissociated from the subjective functions that such active knowledge fulfils for a subject.     

The Effect of Religion-Supported Programs on Health-Related Behaviors in Adolescence

Much research has found a relationship between religion and teens?? health related behaviors. The majority of this research focuses on personal religious beliefs and behaviors. But, many religious organizations also sponsor nonreligious activities. There is reason to think that nonreligious programs sponsored by religious organizations will be more likely than school and community-based extracurricular programs to be associated with healthier behaviors, even for youth who are not personally religious. The current study compares the influence of involvement in nonreligious activities that are supported by religious and other organizations for teen health outcomes. Using two waves of longitudinal data from the National Study of Youth and Religion the current study finds that involvement in religion-supported programs is associated with feelings of well-being, better physical health, less alcohol use, and delayed initiation into first sex. Conversely, involvement in activities sponsored by nonreligious organizations is associated with more alcohol use and initiation into sex.     

Theory of Change Projects in MFT Programs

Taibbi (1996) suggests that therapists who have clear ideas of their personal models of therapy will be better therapists. This study attempted to learn more about how marriage and family therapy (MFT) programs use theory of change projects to assist students' development of their personal models. Questionnaires were sent to MFT master's, doctoral, and post-degree programs accredited by the Commission on Accreditation for Marriage and Family Therapy. Nearly 60% of responding programs indicated that they do include theory of change projects in their programs. Data were analyzed for similarities and differences in both the contents and processes of the projects.     

Economic Utility of Training Programs

In economic terms, training projects represent a major outlay for many corporations. In spite of the growing need to evaluate the cost-effectiveness of training programs in organizations, such cost-benefit analyses are rarely conducted. Moreover, the extant conceptual approaches and mathematical formulas typically used for this purpose produce inaccurate estimates of the economic utility of training programs for organizations.An amended approach to this procedure is elaborated and its benefits demonstrated. The proposed model regards any potential plan as an investment project that should be evaluated in a similar way to the assessment of other investment options. Thus, it is recommended that a training project be considered only if its potential real, post-tax rate of return exceeds the real, post-tax cost of capital to the firm, subject to the unique features of investment in human capital. This process could improve the potential financial benefits to the firm, from investment in training.     

Preventive Programs in Action

This article provides an overview of primary prevention in the community by offering illustrations of model programs from across the county     

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.