Search

The authors of the Major Contribution have developed a complex and elegant three-level training model on which they suggest advanced microskills may be built. Prior to the description of their model, they have built a case that current microskills training has proved foundationally important but insufficient to training needs. They then invite colleagues to evaluate their model for viability and utility. This reaction suggests that the model could be enriched by incorporating survey data regarding how doctoral programs are currently teaching advanced psychotherapy/counseling skills, outcome data from common factors and master therapists' research, and the APA Competency Benchmarks work. In addition, the contribution contains a detailed, very useful teaching application, and some similarly detailed research suggestions would be helpful to encourage research on the model.

The authors present the findings of a special task group (STG) organized to explore effective training strategies for the practice guidelines focused on diverse populations. They provide a brief literature review and summarize survey data from academic training directors regarding current use of practice guidelines. The authors then describe the Integrative Training Model (ITM), developed by the STG, as a framework for students and professionals to incorporate the complex array of information contained in each set of guidelines. Unique challenges associated with incorporating the ITM are described, as well as pedagogical considerations for both students and current professionals. The authors believe the ITM may help students and professionals increase their diversity competence by developing a more holistic understanding of the various dimensions and social group experiences that affect their clients and themselves. (Contains 1 figure and 2 notes.)

This article presents the presidential address delivered by Roberta L. Nutt during the 114th annual meeting of the American Psychological Association last August 12, 2006. In her address, Nutt talks about that despite of the contributions of the many counseling psychologists who have advanced the current knowledge and training in the field of counseling, there is one particular opportunity that psychologists have neglected--adding an emphasis on family systems. Nutt explains that family systems is an important factor in providing a foundation for expanding cross-cultural and multicultural expertise in the field of counseling. Emphasis on family systems has great potential in foreign cultures as 70% of them are collectivistic, which means that they tend to have a much greater emphasis on persons embedded in family and larger social systems than is the tradition in western cultures. Nutt suggests that in order for get the most from emphasizing family systems, those involved in advancing the field of counseling must add more training in family systems, and systemic thinking in general, to programs, practice, and research as a foundation for understanding and working with collectivistic cultures. This can be done by introducing a specific course that focuses on systemic perspective, cyberkinetics, and so forth.

Investigates whether goodness of fit between teachers' and students' backgrounds is associated with subjective grading and objective achievement at school. One hundred one seventh graders and twenty of their teachers completed the Self-Report Family Inventory. Similarity between teachers' and students' work-culture variables was associated with the subjective grading practices of teachers. (Contains 35 references.) (Author/GCP)

As a profession we are committed to maintaining and enhancing our competence as psychologists in order to most effectively serve the public throughout our careers. While this is a widely shared commitment among psychologists, there is considerably less consensus regarding how best to accomplish this goal. This dilemma is examined from the ethical, educational and legal perspectives. The American Psychological Association (APA) Ethics Code clearly articulates that competence is an ethical duty, although there is little guidance provided in the code as to how to meet this standard. As a profession we have tended to focus on the construct of life-long learning and we have incorporated this principle into our education and training standards. In fact, APA accreditation requires that doctoral programs inculcate this value into our foundational training. The majority of Psychology Licensing Boards have addressed this issue through the endorsement of mandatory continuing education requirements that primarily focus on hours and the content or structure of approved programs. Potential limitations to our ability to effectively self-assess our professional training needs are discussed and several innovative models are DOI: 10.1037/a0020424

The authors present the findings of a special task group (STG) organized to explore effective training strategies for the practice guidelines focused on diverse populations. They provide a brief literature review and summarize survey data from academic training directors regarding current use of practice guidelines. The authors then describe the Integrative Training Model (ITM), developed by the STG, as a framework for students and professionals to incorporate the complex array of information contained in each set of guidelines. Unique challenges associated with incorporating the ITM are described, as well as pedagogical considerations for both students and current professionals. The authors believe the ITM may help students and professionals increase their diversity competence by developing a more holistic understanding of the various dimensions and social group experiences that affect their clients and themselves. Keywords: multiculturalism; training; diversity

The specialty of family psychology prepares practitioners to work systemically with individuals, couples, families, and larger social organizations. The specialty is defined, and a rationale is provided for its relevance to professional practice. Key concepts, competencies, and practice dimensions (e.g., assessment, case conceptualization, and intervention) are detailed, as are training and board certification in the specialty. Applications to specific problems and specialty niches are described. Keywords: family psychology, specialty, systems therapy, systems theory, professional practice

ABSTRACT Little is known about the relationship between teachers' family-of-origin variables, impacting their work attitudes and interpersonal skills, and students' academic outcome. This study investigated whether goodness of fit between [...]