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. 相似文献
The proliferation of journals and the escalation of journal prices have made it difficult for psychologists, especially those in rural areas without access to comprehensive libraries, to obtain journal articles. A traditional source of otherwise unavailable papers is to request a reprint directly from the author. Although previous researchers found this method to be 60%-80% successful, there have been major changes in journal operations and alternative media since this research was conducted. In the present study, reprints were requested from 473 corresponding authors from 10 American Psychological Association journals. The compliance rate was 84% and reprints took, on average, 32 days to arrive. There was no difference in the rate or in the speed of response due to the requestor's status as an academic or applied psychologist. Although functional, the traditional reprint request method was slow, uncertain, and costly. It is suggested that a demand still exists for reprints, but that electronic reprints should replace the traditional paper format. 相似文献
Supervisor development theories typically give focus to growth of the supervisor via practice. But in what ways does the foundational psychotherapy supervision seminar stimulate and first set in motion the supervisor development process? That question is subsequently considered. Based on personal experience in training supervisors via seminars and ongoing reflection about that learning process, five seminar-induced themes that potentially reflect beginning tensions of supervisor development are proposed, and their seeming evolution over the course of the supervision seminar is considered. Points that are raised include the following: (a) the supervision seminar is the first, primary stimulus of supervisor development and sets the stage for later growth via practice; (b) early themes that are identified in supervisor development theories also make appearance in the supervision seminar experience; (c) to best understand the full arc of supervisor development, the seminar as both developmental initiator and intervention preparedness foundation merits more careful scrutiny; and (d) through more completely understanding the seminar as instigator of supervisor development, supervisor educators might be better positioned to develop seminars that most constructively affect the very beginnings of the supervisor development process. 相似文献
We contend that a particular form of self-efficacy beliefs — specifically referred to as relation-inferred self-efficacy beliefs — often gets activated in beginning supervisees, can potentially pose supervision problems from the outset and, consequently, is best addressed by supervisors early on. Relation-inferred self-efficacy beliefs refer to what supervisees think or infer that their supervisor is thinking about their therapeutic efficacy; because beginning supervisees often have doubts about their own therapeutic efficacy, they can make incorrect inferences about what their supervisor is thinking of them, and supervision can be accordingly affected. In this brief report, relation-inferred self-efficacy beliefs are elaborated upon, their significance for the trajectory of beginning supervisee development is considered, and some supervisor actions that can aid in alleviating the impact of those beliefs on beginning supervisees are identified. We view it as important that supervisors (a) hold supervisee problematic relation-inferred self-efficacy beliefs in mind as a likely supervision reality, (b) strive to proactively address their possible emergence through supervisee education at supervision’s onset and through including the topic in the body of the supervision agreement, (c) be sensitive to cues that may indicate the emergence of such problematic inferred beliefs during the course of supervision, (d) sensitively inquire about those cues and, if confirmed, be open to discussing their implications with beginning supervisees, (e) fully carry out discussion about those beliefs so as to allay supervisees’ inference concerns, and (f) because addressing those problematic beliefs is not a one-and-done affair, be ready to re-address them as need arises.
Short-term memory for the timing of irregular sequences of signals has been said to be more accurate when the signals are auditory than when they are visual. No support for this contention was obtained when the signals were beeps versus flashes (Experiments 1 and 3) nor when they were sets of spoken versus typewritten digits (Experiments 4 and 5). On the other hand, support was obtained both for beeps versus flashes (Experiments 2 and 5) and for repetitions of a single spoken digit versus repetitions of a single typewritten digit (Experiment 6) when the subjects silently mouthed a nominally irrelevant item during sequence presentation. Also, the timing of sequences of auditory signals, whether verbal (Experiment 7) or nonverbal (Experiments 8 and 9), was more accurately remembered when the signals within each sequence were identical. The findings are considered from a functional perspective. 相似文献
Theoretical models and empirical evidence suggest that brooding, the maladaptive sub-component of depressive rumination, is associated with a sub-set of depressogenic interpersonal difficulties characterised by submissive interpersonal behaviours and rejection sensitivity. This study tested whether these cognitive and interpersonal vulnerability factors independently predicted future depression and investigated their interdependence in predicting depression. A heterogeneous adult sample completed self-report measures assessing depressive symptoms, brooding, reflection, rejection sensitivity and maladaptive interpersonal behaviours, at baseline and six months later. When examined separately, brooding and an interpersonal component reflecting submissive, (overly-accommodating, non-assertive, and self-sacrificing) interpersonal behaviours each prospectively predicted increased depressive symptoms six months later, after controlling for baseline depressive symptoms and gender. When examined together, the submissive interpersonal style but not brooding predicted depression, indicating that this maladaptive interpersonal style may mediate the effect of brooding on future depression. Thus, the effects of brooding on depression may in part depend on its association with an interpersonal style characterised by submissiveness. 相似文献