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This paper addresses many theories of learning and human development which are very similar with regards as to how they suggest learning occurs. The differences in most of the theories exist in how they treat the development of the learner compared to methods of teaching. Most of the major learning theories taught to educators today are based on decades of research; thus, they are decades old. The time has come to unify many of the theories of learning and development into one that takes into account a modern approach utilizing technology and its effect on learning.Active-Passive-Intuitive (API) Theory takes into account several ideas that the great educational psychologists of the twentieth century neglected. Piaget, Erikson, Vygotsky and Gardner have their ideas modernized and combined to include the technological advances of the late twentieth century. API Theory defines an effective modern classroom. It also largely incorporates the ideas of multiple intelligences as differing active processes.

This monograph summarizes research about the assessment of academically gifted students and addresses the kinds of advocacy a psychologist can offer. The components of a comprehensive assessment are described, noting that many tests developed for the age or grade of gifted students will fail to reflect their advanced abilities and skills. Assessment issues include group versus individual testing, the recency of the standardization, out-of-level testing, test basals and ceilings, and the effects of timing on performance. It points out that the reliability of ability tests is inversely correlated with the level of IQ, resulting in greater discrepancies among abilities for gifted than non-gifted students. Gifted students may also present some special personality concerns, such as a view of their abilities as outside of their control, which leads to fragility in the face of challenge, realistic anxiety about high stakes testing, perfectionism and meticulousness, and reluctance to give up on difficult items. Special situations are considered, such as testing the highly gifted, testing the very young, testing the coached student, and assessment of children from underserved minorities and/or ethnically isolated families. Appended are a reading list for school psychologists and a resource list for educators. (Contains 46 references.) (DB)

While more and more psychologists criticize managed care companies, most must depend upon them in order to maintain their practices. In this study, psychologists were surveyed and asked to identify activities in their own independent practice that fall outside of the purview of managed care. A total of 180 specific activities were identified that were rationally grouped into 10 separate categories. These included: (1) Business Psychology; (2) Consultation to Organizations; (3) Fee-for-Service; (4) Forensic Psychology; (5) Group Therapy; (6) Health Psychology; (7) Psychoeducational Services; (8) Services To Government; (9) Teaching and Supervision; and (10) Miscellaneous. Implications of these data for psychologists in their practices are discussed. (Contains 31 references.) (Author/JDM)

This manuscript presents a chronological interview recently conducted with Dr. C.H. Patterson, a pioneer in the area of person-centered counseling and counselor education. It details many of the serendipitous events that led him from a child of poverty to a life rich in academic achievements and social rewards. This interview details many of his contributions to the counseling and educational literature, as well as his early life influences, including that of Carl Rogers. Dr. Patterson's views on person-centered counseling and psychotherapy, based on Rogers' philosophy, are still widely debated. This chronicle of the life experiences of C.H. Patterson provides a context for understanding his support of the person-centered approach, as well as an insight into his significant life events. (JDM)

This paper discusses current issues regarding assistive technology devices and services, especially in relation to the roles and responsibilities of the rehabilitation psychologist. Following an introductory section which defines an assistive technology device and an assistive technology service, the following sections discuss: (1) past developments and current trends--increasing use of microprocessors, more health care delivery in the home, and movement from the medical model of rehabilitation to a social model; (2) the impact of assistive technology on quality of life--there have been few studies on this topic; and (3) needs of older users of assistive technology--there may be discomfort and lack of understanding of technology by the user or caretaker. The final section offers practical suggestions for rehabilitation psychologists when assessing characteristics and preferences of the person with a disability, when assessing the context, when assessing activities and desired features of technologies, and when assessing outcomes of assistive technology device and service utilization. Also included are suggestions for obtaining training in assistive technology. Two attached tables offer examples of assistive technologies within major product categories and a classification of complexity of assistive technologies for personal care. (Contains 12 references.) (DB)

Counseling psychologists have a place on professional development school (PDS) leadership teams at local schools working with universities to train teachers and improve schools. They can help team members to create healthy relationships, to function more effectively, and to develop a healthy educational environment. Two critical functions that counseling psychologists can perform in a PDS are remediation (i.e., problem resolution) and development. Semi-structured, open-ended interviews were conducted with administrators, teachers, graduate students, and teacher educators who worked in PDSs. These interviews were designed to capture perceptions of the actual and potential role of counseling psychologists in PDSs in three areas: remediation, prevention, and development. Examples of remediation activities that were cited included changing negative sterotyping, easing anxiety generated by change, and intervening in dysfunctional professional relationships. Responses from interviewees indicated that a valuable developmental function of counseling psychologists was the counselors' ability to model, facilitate, and promote better communication. The preventive function is demonstrated when counseling psychologists' explore, in advance, such issues as shifts in power and participatory decision making so that PDS faculty are more prepared to understand and function in an evolving school environment. (IAH)

This paper summarizes the experiences of a teaching psychologist who is frustrated with the lack of resources for research at rural colleges. Rural college administrators often reject proposals for psychological research, choosing to commit their institutions purely to teaching. Because psychological laboratories are too expensive for marginally funded rural institutions, instruction too often degenerates into watching, listening, and endless trivial pursuits. Similarly, collegial relationships are often isolated, adversarial, or competitive. The paper discusses the call for a return to "psychology's empirical heritage" by working in and with problem-laden local rural communities. His suggestions include: (1) assigning research projects to student teams; (2) emphasizing the use of library skills, writing, data analysis, problem-solving, and computers; (3) fire the textbook vendors; (4) exposing students to classic psychological literature; and (5) modeling psychology's admirable traditions by reading, writing, computing, learning, and working cooperatively with colleagues. (TES)

This paper addresses the potential for the practice of psychology (i.e. therapy) to be politically subversive: to challenge and attempt to change the status quo. More specifically, it raises questions for feminist psychologists and therapists about the possibility, the value, and the morality of implementing a style of therapy designed to impel women clients to take political action and challenge the patriarchal status quo, in order to better the condition of women. The paper offers the view that a potential implication of the finding that peer counselors working in a radical feminist social change movement rely on an individualized, psychologized, and humanistic approach to counseling is that it may be professionally trained feminist psychologists who can, and do more often, offer a political-social action type of counseling. The paper expresses the fear that theory and collective commitment to liberate women from the oppression of the patriarchy is becoming lost at the very interstice where personal lives can generate political awareness and action, when feminist counselor meets another woman. (ABL)

People are beings that seem to have, and to think about, spiritual, transcendent experiences. But some are psychologists who have historically found it very difficult to integrate their spiritual, yearning selves, or the spiritual selves of those they see. Psychologists may want to understand the processes involved in complex transcendent, spiritual, new-paradigm understanding, and how such thinking becomes part of the skills and experience of the normal, non-pathological developing human. Four sample hypotheses could test some relations between postformal cognition and high-level spiritual development: (1) individuals who report a unitative state of consciousness show postformal operations; those not reporting unitative states may or may not show postformal operations; (2) those reporting unitative states have highly efficient styles of processing large amounts of conflicting information and function better in the face of overload than those not reporting such states; (3) middle-aged and older persons are more likely to describe spiritual searches which link them with others and which operate to give a unity and meaning to their lives than younger persons; and (4) choice of exposure to life events or workshops or psychotherapy where one challenges the meaning of one's life or the grounds of one's life or the grounds of one's "self" are likely to allow the person to transition to both postformal thought and spiritual development. (ABL)

Adherence to a variety of conceptual frameworks in psychological treatment has resulted in technical and theoretical eclecticism. Therapy techniques have become reduced to a set of tactics in which the therapist juggles conceptual frameworks in an attempt to maximize constructive behavior change. The practitioner must conceptualize his therapeutic philosophy and client approach because such conceptualization affects how the problem is formulated, what the therapist's role and responsibilities are, and the specifications of therapeutic tactics. Most importantly, a consistent conceptual framework assures that the therapist will not behave in mutually incompatible ways from one session to the next, ultimately risking limited success rates. Finally, theoretical eclecticism limits the therapist's intellectual growth by discouraging critical analysis of the theoretical tenets of one philosophy. Given that a thorough understanding and commitment to one consistent conceptual viewpiont is beneficial, a behavioral-analytic conceptual viewpoint offers still further advantages over other equally acceptable frameworks. A behavioral framework can be used in understanding and dealing with all people and any kind of behavior. Behavioral intervention has good potential for corrective feedback since it focuses on empirical events and pushes the therapist to consider alternative strategies and tactics when therapy fails. (BL)

Professional competency in psychologists wishing to treat children and families is an area of considerable concern and disagreement. Three types of practitioners comprise the bulk of the problem: clinical psychologists, who lack specific child-oriented training; developmental psychologists, who wish to serve children but lack traditional clinical training; and developmental psychologists, who lack clinical training but are currently serving children. The American Psychological Association's (APA) Standards for Providers of Psychological Services recognizes the single route theory to competency, which maintains that retraining in a formal program integrating formal classroom and experiential preparation, is the only true road. Recently, however, representatives of APA and its divisions have recognized that psychologists may become health care providers by a variety of routes, adopting a broader, three-component definition of clinical psychologist which includes state licensure, doctoral degree in psychology from a regionally accredited institution of higher learning, and a 2-year internship in a health service setting. Training deficits or competence gaps currently exist either in classroom or experiential preparation; single route theorists believe that these must be acquired simultaneously in an integrated fashion. However, many graduates of APA approved programs lack either theoretical or clinical training in developmental psychology. To ameliorate the competence gap, the credentials and competencies of individual psychologists should be reviewed and specific goal-oriented remedial work should be undertaken. To assist in this endeavor a new organizational division within APA is recommended: the Bureau of Academic Retraining Facilities. APA-approved internship sites are also recommended, designated as Technical Uniform Retraining Facilities. (BL)

A perspective on artistic creativity developed by an artist and a psychologist is presented. The artist approaches art as a semiotic system built upon relations between visual isomorphisms. The psychologist is concerned with the origins of analogical thought in children's symbolic play and its possible maturation into a component of adult creativity. The paper is divided into two parts. In the first part the artist presents his aesthetic rationale and outlines the creative process. The focus is on the role of isomorphisms in visual art, both historically and in the artist's own work. In the second part of the paper, the psychologist discusses the artistic manipulation of isomorphisms as a theoretical construct in psychology. The concept of isomorphisms is placed into a larger theoretical perspective that studies creativity as a maturation of children's symbolic play. It is suggested that the ability to perceive and manipulate isomorphisms originates in children's symbolic play and matures into an important component of adult creativity. Preliminary findings of an instrument designed to measure creativity and aspects of symbolic play are presented. (RM)

For the process leading to the publication of one's professional work to be equitable, all authors must understand why and how publication decisions are made. Psychologists must understand how editors and reviewers look at manuscripts, and how the author's own attitudes and skills may affect the acceptance of manuscripts. These four papers are based on presentations at the American Psychological Association symposium, "Understanding the Manuscript Review Process: Increasing the Participation of Women." The papers are intended to inform all psychologists, no matter in which area they may wish to publish. "An Editor Looks for the Perfect Manuscript," by Sandra Scarr, is presented from the perspective of a journal editor. "Overcoming Common Barriers to Publishing Psychological Work," by Stephanie B. Stolz, is an author's view. "Manuscript Faults and Review Board Recommendations: Lethal and Non-Lethal Errors," by Kathryn M. Bartol, is based on a survey of review board members. "Another Voice on the Publishing of Manuscripts," by Jacqueline Goodchilds, looks at the publishing system. (CM)

B. F. Skinner's influence on various applications of psychology in education has been greater than J. R. Kantor's, the founder of interbehaviorism. However, the field of education might benefit from a greater input of Kantorian, as opposed to Skinnerian, theory. Policymakers, administrators, and teachers have failed to totally adopt Skinner's educational proposals, which focus heavily on programmed instruction and do not consider how teaching is actually practiced or how educators discuss educational goals. Two examples of interbehavioral educational approaches are presented. One, based on "The Psychology of Learning and Techniques of Teaching" by J. M. Thyne, explains learning as the adoption of a new response to a situation. The second example, the EXRIB System of Analyzing Teaching, was developed as an indisciplinary endeavor and as part of the Classroom Interaction Project (CIP) at Jordanhill College. Project participants analyzed statements about teaching and observations of actual teaching situations and devised a model based on teaching as a goal-oriented activity. Appendices include an explanation of the EXRIB system and a report entitled "An Interbehavioral Perspective on Applied Behavior Analysis." Figures and tables are included. (JHP)

Despite the assumptions some have naively made about various stresses and the quality of life associated with rural settings, most who have studied people residing in rural areas would acknowledge the strong need for mental health services. However psychologists, like most other health care professionals prefer the amenities of more metropolitan settings, and rural dwellers have traditionally had less access to psychological services than metropolitan citizens in many parts of the country. Professionals desiring to work in rural settings must obtain realistic expectations about rural life if they are to find satisfaction from their work there. Regrettably, only a handful of programs at any level have expressed interest in preparing psychologists who will be committed to rural settings. Training for work in rural settings must prepare students to become community-oriented generalists, fulfilling four basic roles: (1) individual and interpersonal assessment; (2) community problem assessment; (3) individual and group behavior change; and (4) community change. The status of master's level psychology graduates is currently under assault from within the profession and by legislation and policy that favor doctoral-level psychologists. The profession may be following short-term financial interests rather than asking if rural and other less advantaged clients may be better served by a multilevel profession that assures wide access to psychological services. (ABL)

In recent years, clinical and developmental psychologists have been practicing in health care settings, including public health programs and hospitals. Psychologists have struggled to develop an identity in the health care setting and a medical-psychological theory for practicing as a consultant with medical patients. Because consultation/liaison practice requires practitioners to leave their offices and come into hospital wards and because of uncertain payment for this kind of practice, the participation and status of psychiatrists in this role is uncertain. In addition to preventing and treating psychological symptoms, the liaison psychologist or psychiatrist provides continuing education programs to help medical and nursing personnel handle patients' psychological needs. Psychiatrists and hospital administrators have developed a delivery system staffed by social service employees at a less expensive rate than paid to psychiatrists. Recent legislation in several areas allows hospital privileges for psychologists, who enter the hospital as autonomous and competent agents, rather than being employees under the supervision of psychiatrists or other physicians. A training model for psychologists that embraces the autonomous practitioner in the health care setting is needed. (SW)

Barlow (1981) lists nine reasons why clinical psychologists do not undertake research and why traditional research does not influence clinicians. These reasons focus on: (1) lack of access to a large subject pool; (2) manpower costs of conducting research; (3) financial costs of conducting research; (4) ethics; (5) research's overreliance on statistical significance; (6) difficulty in predicting a treatment's effectiveness with an individual from nomothetic research; (7) the practitioner's awareness that each client is different; (8) the practitioner's resistance to using factorial designs; and (9) the view that research may thwart clinician's effort to get clients better as quickly as possible. Intensive local observation, a series of single case studies using each patient seen by a therapist as a self-contained experiment, may be one solution to closing the researcher-practitioner gap. A more basic underlying reason that clinicians do not engage in research, are not trusted by the public, and are ineffective is that graduate schools are training the wrong people to be clinical psychologists. Too much emphasis is placed on psychometric and standardized intelligence tests. Students in experimental psychology perform well because experimentation and statistics can be taught and learned. Psychotherapy is more difficult to teach and learn. If clinical psychology is to improve its effectiveness, it must put less emphasis on abilities like memorization and social conformity and must attract students who are emotionally mature, have lived less sheltered lives, and have some knowledge of the world. (NB)

A former Fellow briefly describes in this presentation at a symposium "Scholars Working in Congress: The Impact of the Congressional Science Fellowship Program on the Field of Child Development" the knowledge/skill-based and socialization-based approaches designed to teach developmental psychologists to operate as professionals at the interface of child development and social policy formation. Integration of these two approaches in a course of instruction is discussed, and themes around which such instruction can be organized are delineated. Teachers are urged to recognize that (1) they are training developmental psychologists to make choices different from those of the traditional graduate student; (2) the role of the traditional mentor is often not appropriate in the context of training students to effectively influence policy decisions; (3) they should not pretend to know everything about social policy; (4) they should instill realistic expectations about the role of scientists in the policy arena without promoting cynicism; and (4) they should make sure students appreciate the special value of their "traditional" training as psychologists. Concluding remarks focus on the lack of publishing opportunities for developmental psychologists who want to write about social policy; recommendations for addressing this problem are made. (RH)

Although the contributions made by counseling psychologists to nursing homes has been marginal, there are several services that can be provided to long-term care facilities by psychologists. Once familiar with the pattern of nursing home life, the psychologist will be able to provide services indirectly as a consultant or trainer, and directly in the delivery of mental health services. As consultants and trainers, psychologists can influence continuing education programs often required of nursing home personnel to include training on mental health needs of nursing home residents. Four workshops developed to provide such education include: (1) Crisis Management in Older Persons; (2) The Family of the Nursing Home Resident: Adversary or Advocate; (3) Using Volunteers in the Nursing Home and Making It Work; and (4) Brief Interventions for Problem Behaviors of Residents. The most frequently requested direct service is for assessment of residents' mental status and treatment recommendations. If diagnostic reports and recommendations are used for care planning, the counseling psychologist can have input into the management of such predictable resident behavior problems as oppositional and noncompliant behavior, depression, agitation and anxiety, social withdrawal, and cognitive disorientation. Although the magnitude of mental health problems in nursing homes and the inadequacy of current services concern counseling psychologists, the problems of adequate and legitimate financial reimbursement must be addressed at a national level if professionals are to be attracted to the field of geriatric mental health in long-term care settings. (NB)

Recent evidence suggests that the 1982 American Psychological Association nuclear freeze resolution is reflective of a consensus among psychologists. The evidence also suggests that while the expressed attitudes of psychologists are supportive of the freeze, the attending demonstrative behaviors are not present. To facilitate overcoming this behavioral impasse and to emphasize that one psychologist can make a difference, a blueprint to action was developed at the individual, family, local, community, national, and international levels and in the areas of education, research, practice, and organizations. A broad array of options is presented ranging widely in time commitment and level of influence. Options are available at several levels: (1) individual (reflection, prayer, and voting); (2) family (nonviolence, conversation, and books); (3) local community (civic participation, school interest, and establishment of nuclear free zone); (4) national (letter writing and peace initiatives); (5) international (cultural exchange and letter writing); (6) education (support local peace center, teach conflict resolution, and encourage students to write visions of peace papers); (7) research (role of mutual ignorance, mental health aspects of war, and conflict resolution); (8) practice (deal with clients' fears); and (9) organizations (join groups such as Psychologists for Social Responsibility). (Author/ABL)

In spite of the large amount of work done by other psychologists on peace issues, organizational psychologists have not been using the knowledge and methods of their field to help peace organizations. Organizational psychologists could contribute to peace organizations by studying research questions of concern to peace groups and by examining career patterns of peace activists, activist burnout and burnout prevention, and peace group effectiveness. Organizational psychologists could help peace groups through organization development training or career counseling. At the same time, organizational psychology has much to learn from working with peace groups. The field of organizational psychology can learn about decision making in large democratic organizations from innovative peace groups such as "Beyond War," which makes decisions in large groups spread out over the country which simultaneously communicate via video. Organizational psychology can learn about motivation through common vision from peace groups where many workers are extremely motivated by the organization's mission, even in the absence of pay. Also, studies of organizations (such as peace groups) that are anomalous in terms of existing theory have led to innovative and broader theories of organizational effectiveness. There is a need for organizational psychologists to become involved in the peace movement. (NB)

Issues associated with the lack of statistical skills among educational and psychological researchers are discussed. Issues are associated with accreditation standards, faculty positions for psychometric specialists, measurement curricula, and licensing organizations. The Test User Qualification Working Group has produced a model test user qualification system to serve as a tool for identifying competent test users regardless of educational background or title. The group identified 86 generic subelements or knowledge, skills, abilities, and other characteristics relevant to preventing misuse of the more than 50 sample commercial tests used in a test user study. Eight empirically derived clusters of tests were also identified. Other suggested aids for improving measurement literacy address instruction; methods for assessing program compliance with accreditation rules; participation in national conferences on graduate and continuing education; integration of measurement instruction into proposals for reform in teacher education; review of the content of national examinations for practitioners; establishment of state guidelines for school testing specialists; and creation of fellowships, academic chairs, and prizes for promising measurement students. (TJH)

The growth of media counseling or psychology has been at times spectacular and at times sporadic. People are taking the phenomenon of media counseling seriously. The potential of radio to reach large audiences is overwhelming. There is an opportunity in the 1990s to allow top professionals in every field to reach the public directly with positive messages. There will never be enough mental health professionals to allow one-to-one counseling to be a major source of information to people seeking assistance. Members of the public can ask intelligent questions and can provide additional information through personal experience, regardless of the mental health issues under discussion. The difficulties with media counseling include the fact that very few mental health professionals have any knowledge of media complexities and difficulties. Media counseling has the potential for research. Media counselors should see their roles as educators. They should neither advise major life or lifestyle changes on air nor accept personal referrals, and they should promote the profession. Media counseling will not flourish if psychologists and psychiatrists attempt to solve every problem before embarking on experimental ventures. (ABL)

Despite recent efforts to encourage federal funding of psychological services for underserved populations such as the elderly and residents of rural areas, ample evidence suggests that rural areas are underserved by psychologists. Drawing on data from rural and urban areas in Pennsylvania, this paper argues that master's level training can provide a means for filling significant gaps in psychological services, especially in rural areas, which are not currently filled by doctoral-level providers. Despite the profession's opposition to subdoctoral training for practitioners, the National Institute of Mental Health in the mid-1980s supported several master's programs with specific rural training goals, but such funding was terminated by the Reagan Administration. As a consequence, the present trends in both federal policy and the training and licensing of psychologists will lead to a large number of rural areas lacking access to even minimum levels of psychological services. The psychological profession should therefore recognize and support various levels of complementary psychological functions, so that appropriately supervised high quality psychological services could more readily be provided to rural communities. (References are included.) (TE)

Depicts the obstacles and opportunities that face students and consumers who are deaf and who interface with the profession of psychology. The rapid evolution of scholarship, specialized education and service programs, and related professional endeavors, including the emerging professional standards and ethics, is described. The American Psychological Association's potential effects on this emerging discipline are considered. (GR)

Presents the text of the American Psychological Association's Statement on the Disclosure of Test Data. Areas addressed by the statement include access to data; informing the test's taker of the purpose, use, and results; data dissemination; copyright interests; conforming to regulatory statutes and mandates; and the role of psychologists in forensic contexts and in obtaining test data and materials. (GR)

Suggests that integrating both principle ethics and virtue ethics into the professional standards of the counseling profession will provide a coherent structure for enhancing the ethical competence of psychologists and counselors. Virtue ethics, rooted in the narratives and aspirations of specific communities, can be particularly helpful to professionals in multicultural settings. (JPS)

Responds to Meara et al.'s (1996) article concerning virtue ethics on the issue of applying ethical standards as a means of responding sensitively to minority groups. Questions the definition of community and reliance on community values as a guiding principle, and suggests that psychologists generally choose theoretical orientations based on their own values. (JPS)

Although British psychologist Francis Galton lost the battle for the definition of intelligence in his own time, his views live on in the work of Richard Herrnstein and Charles Murray. They argue that the Intelligence Quotient (IQ) is an adequate measure of intelligence, and that IQ is highly heritable. They contend that there are racial and ethnic group differences in intelligence, and that these matter for society. They further believe that tests have been and should be a gating mechanism because they tell who will be better and who will be worse in a variety of pursuits. Their ideas, however, deserve more scrutiny than influence. Herrnstein and Murray ignore the large body of research that says IQ is not the be-all and end-all that they make it out to be. They imply that psychologists are in fundamental agreement on what intelligence really is, but, in fact, psychologists continue to debate the nature of intelligence. There are racial differences in IQ, but are these really differences in intelligence? Herrnstein and Murray vastly underestimate the socialization effects of schooling, home, and community. Even if intelligence does have a degree of heritability, as it most likely does, this does not mean that it cannot be increased. It is regrettable that the main message of "The Bell Curve" is so intellectually corrupt, because there are points in the book that are worthy of discussion. These include society's undervaluing of the intellectually gifted, the degrading of textbooks as opposed to the raising of standards, and the failure of affirmative action to accomplish all it promised. (SLD)

Nine one-hour counseling interviews were examined for the relationship between counselor forward lean and client-perceived rapport. Results indicated that more extreme forward lean was significantly more common during minutes rated as "very high" in rapport. By contrast, less acute forward lean was significantly less frequent during such high-rapport minutes. (Author/FC)

Responds to previous articles (Mintz, 1992; Watkins, 1992; Mintz, 1993; Stabb, 1992; Weigel and Lamb, 1992) on new professional in academia. Adds to information discussed in previous articles by focusing on issues of age, competency, role boundaries, dual-career couples, parenthood and tenure, and mentoring from colleagues. Provides recommendations of how new academics may approach and cope with these issues. (NB)

Presents "In Memoriam" article on Leona Tyler following her death in 1993. Describes Tyler, who published "The Work of the Counselor," a book that in its three editions (1953, 1961, 1965) was major influence shaping counseling psychology. Briefly highlights events from Tyler's life and reflects on her contributions to fields of counseling and psychology. (NB)

Responds to article by Bagnato and Neisworth on social and treatment "invalidity" of intelligence testing for early intervention with preschoolers. Contends that "intelligent" testing as part of appropriate assessment practice with young children will avoid many problems with "intelligence" testing as outlined by Bagnato and Neisworth. (NB)

Responds to article by Bagnato and Neisworth on social and treatment "invalidity" of intelligence testing for early intervention with preschoolers. Agrees with Bagnato and Neisworth that psychologists should employ wide variety of procedures and practices in their assessment of preschool children. Disagrees with conclusion that intelligence testing should be discontinued with this population. (NB)

Notes that Donald Super, who died in 1994, was member of National Career Development Association for 60 years. Structured around five stages in Super's life stage model and narrated in language of vocational development tasks that he identified and researched, tells story of Super's career development and extrapolates themes in his career as vocational psychologist and career counselor. (Author/NB)

Discusses the conflict, both conceptual and practical, for mental health professionals who are expected to be involved in the investigation and adjudication of child sexual abuse claims rather than treating the victims and offenders. The author argues that these roles should be separated and suggests a few roles that mental health professionals might beneficially play in legal proceedings. (GLR)

Notes that role of psychologist on palliative care unit is to be there for terminally ill, their friends, and their families, both during the dying and the bereavement and for the caregiver team. Focuses on work of decoding ordinary words which for many patients hide painful past. Stresses necessity to remain open to unexpected. (Author/NB)

Discusses partnerships between early childhood teachers of children receiving therapy and the children's therapists. Offers suggestions on ways for teachers to work with the children's parents and deal with the children's acting-out behaviors in the classroom. (BB)

Credentialing for psychology in North America will constitute an increasingly important concern in the development of the mental health professions, regardless of specific discipline. This article highlights some major milestones in credentialing in psychology in North America and some of the credentialing issues that health care professionals may face in the future. (LKS)

Prospects for improving social policy affecting families are brighter now than they have been in several years. For psychologists to contribute significantly in this area, they must form a broader coalition of children's groups as well as a lobby encompassing both political parties and representing the interests of all children and families. (GC)

Considers the proper or effective roles that behavioral scientists can play in the policy domain and the problems and disadvantages inherent in assuming these roles. (Author/CMG)

This paper, written for mental health professionals, focuses on learning, teaching, and professional issues in radio talk show psychology. The discussion focuses on the educational aspects of media psychology, including learning about others' behaviors and problems and alternative points of view, the role and behavior of professionals, how to handle problems and make better decisions, and the availability of help for problems. Teaching issues of importance to the program host, such as maintaining variety in the show's format, keeping topics and comments concrete and less abstract, maintaining enthusiasm and effective timing, confronting irrational beliefs, and dealing with role conflict, are presented. Professional issues including appropriateness of the radio format for principles of psychology, the seriousness of callers' concerns, the potential dangers in giving advice to anonymous callers, and professional image are individually addressed. The paper concludes with a discussion of the implications of radio talk show psychology for the domain of undergraduate courses, in which students are taught self-help skills. (BL)

Although all practicing psychologists share common ethical concerns, the industrial/organizational (I/O) psychologist has additional concerns which are unique to his discipline. The institutional setting of his practice both isolates him from role models and professional colleagues and threatens his identity as a psychologist. In the organization, various stakeholders may place pressure on the psychologist for particular outcomes in personnel selection, job design, and organizational change. The absence of consequences associated with behavior is an ethical concern for the I/O psychlogist, particularly where organizational values may influence behaviors. Threats to informed consent exist in industrial settings, where interventions often involve the entire organization. Confidentiality may be compromised under the demands placed on the psychologist by managers wanting information from or about their employees. The I/O psychologist tends to view the organization as his client, ignoring individuals and their right to feedback in organizational decisions. A fine ethical line exists between organizational and individual interests. Although I/O psychologists' behaviors may vary from other settings in which psychologists practice, the American Psychological Association (APA) code of ethics can be adapted for use by I/O psychologists by appending the code with illustrative case studies. Practical steps to further ethical development in I/O psychologists include teaching ethics in formal coursework, recognizing the I/O psychologist, and reporting ethical violations. In conclusion, the I/O psychologist must become more active in the application of the APA code and in developing a case law. (BL)

A number of problems exist in society which require the cooperation of physical and social scientists. One of these problems is the current crisis in science education. There are several aspects to this problem, including the declining interest of students in math and science at a time when functioning in our society requires more, not less, working knowledge of basic math and science. Another aspect is the declining attractiveness of teaching careers in math and science, leading to a severe teacher shortage in these areas and inadequate competency of some of the teachers now available. Several factors might explain the shortage, including declining esteem for public school teachers, relatively low salaries, and increased opportunities for women who leave the teaching field for careers in business and industry. Psychologists can play an influential role in establishing, in quantitative terms, the reasons for these changes, and can focus on developing methodologies for stimulating student interest in math, science, and computer literacy. More technological changes can be expected, and opportunities will increase for psychologists and social scientists to help people adjust to them. The increasing national need for physical scientists and engineers has implications for women in these fields. Psychologists should be encouraged to study social impediments inhibiting women from considering physical science careers, and to develop ways of motivating women students to take the necessary courses. The need for support mechanisms for women and minority students in these fields is increasing. The time has come for increased interaction between physical and behavioral scientists. (JAC)

As many of the physical problems of space travel are solved, scientists are beginning to address the psychological needs of the astronauts. While the last decade has produced technological advances making space travel and work a definite possibility, psychologists and the public are largely unaware of the psychological and socio-psychological implications of space travel. Space psychology is a new field offering numerous applied and research opportunities for psychologists including personnel selection and in-flight and post-flight counseling. Counselors will be faced with new difficulties which only time and experience can solve. Additional training and skill development will be needed. Lessons learned from working with returning veterans and submarine sailors can be useful. Current National Aeronautics and Space Administration (NASA) psychologists and those in parallel areas, e.g.,the armed services, should pool their expertise and begin training new students for work in this area. If psychologists and educators begin now to prepare for some of the changes brought about by space travel, human adjustment to space will proceed smoothly. (JAC)

Intensive psychotherapy is principally limited to the middle class and the affluent population. Working class individuals utilize individual psychotherapeutic services at a low rate, and members of American ethnic groups (including "white ethnics") probably have even lower utilization rates. The reasons that therapists and ethnic clients avoid each other is that their values and cultural assumptions are often so different as to preclude an effective therapeutic relationship. The therapist assumes that a patient is there to work through his or her problems as an independent individual, motivated by the belief that all problems lend themselves to solutions. Ethnic patients, on the other hand, have often been socialized in subcultures in which the values of independence and individualism and the idea that people control their own lives are missing or irrelevant. Therapists must be able to take distance from their own world views and understand patients' ways of ordering their own psychological realities. If an ethnic patient's problems are due to conflict between his/her traditional social values and the values of dominant middle class America, the therapist should be able to help the patient to clarify the discrepancy and resolve the conflict. (Author/GC)

The Social Sciences have a conceptual framework that is outside of cultural pluralism and hence, beyond a respect for the dignity of all individuals. There is a continual need to balance the control function of science with its function as a potential agent of social change. However, the scientific method is a controlled inquiry based on a particular value orientation. As long as the value system of the social scientist generates concepts and models that abuse, deny or dehumanize, there is little hope for such scientists to voluntarily change the nature of their activities. Since all scientists carry their values with them into their research, black scholars must continue to search for a social reality where cultural and psychological bonds are expressed through blackness. Blackness is a manifestation of a specific form of behavior which enables Afro-Americans to enhance self-determined mastery over those political and social institutions which impair socially relevant behavior. (Author/RLV)