Journal articles: 'Psychologists Psychology'

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Larson, Paul C., and Albert A. Agresti. "Counseling Psychology and Neuropsychology." Counseling Psychologist 20, no. 4 (October 1992): 549–55. http://dx.doi.org/10.1177/0011000092204001.

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This article introduces a special issue of The Counseling Psychologist on the increasing involvement of counseling psychologists in neuropsychology. The rationale for this special issue is based on the dual premises that preparing counseling psychologists in neuropsychology is consistent with the historical emphases of the specialty and that changing professional responsibilities require the acquisition of new knowledge and skills to enable counseling psychologists to continue their involvement in traditional settings and clinical activities. The experience of counseling psychologists actively involved in providing neuropsychological services within traditional counseling psychology employment settings and clinical actvities leads them to argue that to meet changing professional responsibilities and expectations counseling psychologists need to develop minimal competency in neuropsychology.

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Good, Glenn E. "New and Early Professionals in Counseling Psychology." Counseling Psychologist 20, no. 1 (January 1992): 5–9. http://dx.doi.org/10.1177/0011000092201001.

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The type of employment setting chosen by counseling psychologists has been in flux during recent years. This issue of The Counseling Psychologist examines the issues encountered by new and early counseling psychologists employed in five settings. The settings examined are those that counseling psychology graduate students indicate they most prefer for their initial employment. In this issue, the authors, all of whom are new and early professionals, responded to the same set of stimulus questions about the professional and personal issues they encountered. This article provides an overview of the issues faced by new and early counseling psychologists, regardless of their employment setting.

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Morawski, Jill. "Psychologists’ psychologies of psychologists in a time of crisis." History of Psychology 23, no. 2 (May 2020): 176–98. http://dx.doi.org/10.1037/hop0000140.

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Bernard, Carole B. "Counseling Psychologists in General Hospital Settings." Counseling Psychologist 20, no. 1 (January 1992): 74–81. http://dx.doi.org/10.1177/0011000092201011.

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Veterans Administration (VA) hospitals can provide rich and varied work experiences for psychologists. Long an employer and standard bearer for counseling psychologists, VA settings have markedly eased our way into the behavioral medicine, neuropsychology, and health psychology arenas. Additionally, they have maintained our traditional role of vocational assessment, with added specialization for different populations. Affiliation with medical settings can offer opportunities for academic and research involvement. However, VA psychology positions are generally geared heavily toward providing clinical coverage, and the scientist-practitioner model may be difficult to establish and/or maintain. Advancement beyond a staff psychologist designation is unusual, and salaries have not kept pace with psychologist salaries in the private hospital sector.

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Caillaud, Sabine, Valérie Haas, and Ewa Drozda-Senkowska. "Social representations of psychology: When paradoxes become a strength." Social Science Information 60, no. 1 (February 12, 2021): 131–53. http://dx.doi.org/10.1177/0539018420982543.

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This article investigates the understanding by different groups of what psychology is and what psychologists do. We first recall some of the tensions that fuelled the discipline and underpinned its institutionalization in France. Then, drawing on social representations (SR) theory and on the wind-rose model, we explore how SR of psychology and of the psychologist are developed in two different groups and when these groups come together. The first study shows how future psychologists construct, during their studies, a paradoxical understanding of the discipline and of the profession, which echoes some historical tensions: they neither abandon common-sense ideas, nor do they integrate the different psychological dimensions to develop a global approach to the person. The second study, conducted in a context of legal innovation faced by multi-professional teams in charge of assessing disabilities, shows how very different representations of the discipline and of the profession are developed in order to serve local power relationships. Finally, the third study looks at SR constructed through psychological practices by analyzing reports written by psychologists and addressed to these teams. Through their writings, psychologists reconstruct historical tensions, but they also strategically emphasize the different facets of the discipline depending on the issue at play. Thus, when they address these teams with various representations of the discipline and diverse expectations of psychologists, the tensions structuring psychology may become a strength and serve their legitimacy. All in all, the social representations of psychology and of the psychologist appears as a dynamic and interactive process.

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Melton, Laura, Diana Krause, and Jessica Sugalski. "Psychology Staffing at Cancer Centers: Data From National Comprehensive Cancer Network Member Institutions." JCO Oncology Practice 16, no. 11 (November 2020): e1343-e1354. http://dx.doi.org/10.1200/op.20.00087.

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PURPOSE: The field of psycho-oncology is relatively undeveloped, with little information existing regarding the use of psychologists at cancer centers. Comprising 30 leading cancer centers across the United States, the National Comprehensive Cancer Network (NCCN) set out to understand the trends in its Member Institutions. METHODS: The NCCN Best Practices Committee surveyed NCCN Member Institutions regarding their use of psychologists. The survey was administered electronically in the spring/summer of 2017. RESULTS: The survey was completed by 18 cancer centers. Across institutions, 94% have psychologists appointed to provide direct care to their cancer center patients. The number of licensed psychologist full-time equivalents (FTEs) on staff who provide direct patient care ranged from < 1.0 FTE (17%) to 17.0-17.9 FTEs (6%). Regarding psychologist appointments, 41% have both faculty and staff appointments, 41% have all faculty appointments, and 18% have all staff appointments. Forty-three percent of institutions indicated that some licensed psychologists at their centers (ranging from 1%-65%) do not provide any direct clinical care, and 57% indicated that all licensed psychologist on staff devote some amount of time to direct clinical care. The percent of clinical care time that is spent on direct clinical care ranged from 15%-90%. CONCLUSION: There is great variability in psychology staffing, academic appointments, and the amount of direct patient care provided by on-staff psychologists at cancer centers.

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Werth, James L., Karen Kopera-Frye, Dean Blevins, and Brian Bossick. "Older Adult Representation in the Counseling Psychology Literature." Counseling Psychologist 31, no. 6 (November 2003): 789–814. http://dx.doi.org/10.1177/0011000003258391.

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The increasing older adult population has implications for the training and practice of counseling psychologists because of the field's avowed dedication to lifespan development. The present study examined the degree to which older adults were represented in articles in the Journal of Counseling Psychology and The Counseling Psychologist from 1991 to 2000. Several issues were examined: age-based characteristics of samples reported, changes in these characteristics over time, whether articles including multiple studies involved older participants, and degree of attention to older adults in theoretical articles. Results are discussed in context of the traditional definition of counseling psychology, what counseling psychologists have to offer older adults, and the implications for the training of counseling psychologists with expertise in older adult issues.

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Litvinenko, Irina, and Olga Tribuhina. "The attitude of students of psychology to the phenomenon of «death»." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Psychological Sciences, no. 2 (21) (2021): 26–31. http://dx.doi.org/10.33310/2078-2128-2021-21-2-26-32.

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Attitude of students-psychologists to the phenomenon of «death».The article discusses the attitude of students- psychologists to social phenomenon «death». The views of prominent personalities on this phenomenon are analyzed, it is emphasized that this event has a purely individual impact on the picture of the world, the life of any person.The importance of the attitude to death as an inevitable event in the training of future psychologists is emphasized. The effectiveness of the psychologist, in this particular type of work – psychological assistance to those who have experienced the loss-death of a loved one, depends not only on his knowledge, practical skills, competence, but also, perhaps primarily on his psychological readiness for this type of work, his attitude to the phenomenon of «death». Unfortunately, practice shows that among practicing psychologists, there is a group that refuses to work with clients who have survived the death of loved ones and offer to see another psychologist or their psychological help is not effective, but they are well versed in the appropriate amount of knowledge, practical skills on this issue. The reason is the topic of «death» for the psychologist itself, which is traumatic, and the term itself is too stressful. From this follows a clear mismatch between the huge demands of clients for this type of psychological care and the psychological readiness of the psychologist for this type of work. This problem is urgent, relevant, has great practical significance, its solution will provide better training of psychologists in providing quality psychological assistance to those who have experienced a crisis of loss – the death of a loved one, to meet the demand for this type of psychological services. It is this problem has become in our field of vision and led to the choice of research topic. We set a goal to investigate the attitude of student psychologists to the social phenomenon of «death» (personal aspect). In the course of the study we conducted: psychodiagnostic techniques that showed a negative attitude towards death and fear of it. Which involves systematic, individual work and the formation of the most favorable for the individual attitude to the rubbish to its inevitability.

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Dutke, Stephan, Helen Bakker, Lenka Sokolová, Iva Stuchlikova, Sergio Salvatore, and Ioulia Papageorgi. "Psychology curricula for non-psychologists? A framework recommended by the European Federation of Psychologists' Associations' Board of Educational Affairs." Psychology Learning & Teaching 18, no. 2 (November 14, 2018): 111–20. http://dx.doi.org/10.1177/1475725718810929.

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This paper argues that teaching psychology for non-psychologists influences psychology's public image and the basis of collaboration between psychologists and non-psychologists. Therefore, designing psychology curricula for non-psychology students and professionals is an important task of psychology departments that deserves attention. For guiding the design process, we propose considering five criteria. Curricula for non-psychologists should be (a) specific to the profession of the target group, (b) specific to the needs and (c) work processes of the target group and (d) limited to the professional field of the target group. Although psychology curricula for non-psychology students need to be limited regarding its breadth, they should (e) maintain the depth and multi-perspectivity required for understanding psychological phenomena. Discussing these criteria should help raise awareness for the role of teaching psychology to students of academic disciplines and professions other than psychology.

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Zirima, Herbet, and Elliott Nkoma. "Perspectives of psychology graduates on the registration of psychologists in Zimbabwe." Global Journal of Psychology Research: New Trends and Issues 8, no. 3 (September 29, 2018): 97–106. http://dx.doi.org/10.18844/gjpr.v8i3.3262.

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This study sought to explore the views of psychology graduates on the process of registration as a psychologist in Zimbabwe. Specific areas of interest to the researchers were the views of psychology graduates on the academic qualifications required for registration, the post graduate internship programme, continuing professional development and the board examinations. An interpretative phenomenological analysis (IPA) was done by conducting semi-structured in-depth interviews to twelve purposely selected psychology graduates. All participants had a master’s degree of which five were registered psychologists and the rest were not registered. Three major themes were generated from the analysis of the participants’ interviews and these were: academic qualifications for registration, post graduate internship, board examinations and continuing professional development. Generally, the results reveal lack of choices at masters’ degree programmes resulting in participants embarking on counselling and community psychology degrees. They also showed dislike on the continuing professional development points due to barriers such as localisation of workshops and lack of time to do research. The board of examination was viewed positively. The study recommends that the Allied Health Practitioners Council of Zimbabwe needs to collaborate with universities, psychology interns and registered psychologists in the best way forward in registration and practice of psychologists. Key Words: Registration; Internship; Psychologist; Qualification; Board Examination

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Davidson, Graham. "Toward an Applied Aboriginal Psychology." South Pacific Journal of Psychology 5 (1992): 1–20. http://dx.doi.org/10.1017/s0257543400001486.

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This essay discusses some impediments to, and prospects for, the development of applied Aboriginal psychologies from the perspectives of cross-cultural and cultural psychology. Aboriginal psychologies are said to differ from mainstream scientific psychology in terms of their research priorities, world views, problems to be addressed, methodologies, ideological commitments, and perceived usefulness. Aboriginal and nonaboriginal people's perceptions of mainstream psychology and psychologists and of priority community needs are reported to provide evidence for such differences.

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Negri, Attà, Claudia Zamin, Giulia Parisi, Anna Paladino, and Giovanbattista Andreoli. "Analysis of General Practitioners’ Attitudes and Beliefs about Psychological Intervention and the Medicine–Psychology Relationship in Primary Care: Toward a New Comprehensive Approach to Primary Health Care." Healthcare 9, no. 5 (May 19, 2021): 613. http://dx.doi.org/10.3390/healthcare9050613.

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The biopsychosocial paradigm is a model of care that has been proposed in order to improve the effectiveness of health care by promoting collaboration between different professions and disciplines. However, its application still faces several issues. A quantitative–qualitative survey was conducted on a sample of general practitioners (GPs) from Milan, Italy, to investigate their attitudes and beliefs regarding the role of the psychologist, the approach adopted to manage psychological diseases, and their experiences of collaboration with psychologists. The results show a partial view of the psychologist’s profession that limits the potential of integration between medicine and psychology in primary care. GPs recognized that many patients (66%) would often benefit from psychological intervention, but only in a few cases (9%) were these patients regularly referred to a psychologist. Furthermore, the referral represents an almost exclusive form of collaboration present in the opinions of GPs. Only 8% of GPs would consider the joint and integrated work of the psychologist and doctor useful within the primary health care setting. This vision of the role of psychologists among GPs represents a constraint in implementing a comprehensive primary health care approach, as advocated by the World Health Organization.

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Tybur, Joshua M., Angela D. Bryan, and Ann E. Caldwell Hooper. "An Evolutionary Perspective on Health Psychology: New Approaches and Applications." Evolutionary Psychology 10, no. 5 (December 1, 2012): 147470491201000. http://dx.doi.org/10.1177/147470491201000508.

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Although health psychologists' efforts to understand and promote health are most effective when guided by theory, health psychology has not taken full advantage of theoretical insights provided by evolutionary psychology. Here, we argue that evolutionary perspectives can fruitfully inform strategies for addressing some of the challenges facing health psychologists. Evolutionary psychology's emphasis on modular, functionally specialized psychological systems can inform approaches to understanding the myriad behaviors grouped under the umbrella of “health,” as can theoretical perspectives used by evolutionary anthropologists, biologists, and psychologists (e.g., Life History Theory). We detail some early investigations into evolutionary health psychology, and we provide suggestions for directions for future research.

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Brozek, Josef, and Vid Pecjak. "Distinguished Psychologists on Psychology." American Journal of Psychology 98, no. 4 (1985): 645. http://dx.doi.org/10.2307/1422519.

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Van Der Veer, R. "Vygotsky's Developmental Psychology." Psychological Reports 59, no. 2 (October 1986): 527–36. http://dx.doi.org/10.2466/pr0.1986.59.2.527.

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Contemporary child psychologists make increasing use of ideas formulated by the Soviet psychologist Lev S. Vygotsky. Only part of his work, however, has been Translated into English. This makes our impression of Vygotsky's developmental psychology incomplete. The present paper seeks to provide additional relevant information, as yet unknown in Anglosaxon countries. The purpose is to complete our knowledge of Vygotskian ideas and to show that part of his theory is still relevant to present research in developmental psychology.

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Malherbe, Nick. "Expanding conceptions of liberation: Holding Marxisms with liberation psychology." Theory & Psychology 28, no. 3 (April 15, 2018): 340–57. http://dx.doi.org/10.1177/0959354318767757.

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By considering how psychologists are able to hold (that is, support distinctive ontologies) Liberation Psychology (LP) with Marxisms, this article interrogates psychological approaches to liberation in two ways. First, against the foundations of LP and Marxisms, as well as attempts to formulate psychological Marxisms and Marxist psychologies, the paper examines how holding LP with Marxisms facilitates a necessarily expansive, innovative, and democratic conception of liberation. Second, by exploring matters related to history, epistemology, reflexivity, and the State, a theoretical holding of this kind is shown to permit psychologists nuanced ways of engaging complex psychosocial phenomena in their work. It is concluded that by holding LP with Marxisms, psychologists employ a sensitivity towards a local–global nexus of interlocking liberation struggles, while taking seriously matters of power, space, time, identity, violence, and freedom.

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Anshel, Mark H. "The Case against the Certification of Sport Psychologists: In Search of the Phantom Expert." Sport Psychologist 6, no. 3 (September 1992): 265–86. http://dx.doi.org/10.1123/tsp.6.3.265.

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The primary purpose of this article is to provide a rationale against the certification of sport psychologists. The paper centers on two main issues. First, certification in sport psychology is overly exclusive and does not recognize the unique contributions that individuals with related skills can offer the profession. Instead, the field should develop a consensus about the competencies of its practitioners, researchers, and educators. Second, professionals in sport psychology must rethink this preoccupation of using the clinical psychology model to gain respect and certification. Unless a person is a registered psychologist, he or she cannot engage in clinical practice with athletes or anyone else. Rather than the preoccupation with clinical practice, the field of sport psychology would better serve the public by continuing to scientifically validate its cognitive and behavioral techniques, recognizing the necessary role of clinical psychologists, and educating the public about the required skills of sport psychologists.

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Bingham, Rosie Phillips. "Setting the Counseling Psychology Agenda." Counseling Psychologist 33, no. 5 (September 2005): 676–82. http://dx.doi.org/10.1177/0011000005278144.

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This reaction to the Major Contribution in the September 2005 issue of The Counseling Psychologist highlights the implied threats to the survival of academic training programs in counseling psychology. Counseling psychologists are urged to analyze the historical roots of the profession and current market realities and to make principled commitments to determine where, when, and how training programs will fit into the culture of any given college or department.

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Gill, Diane L. "Women’s Place in the History of Sport Psychology." Sport Psychologist 9, no. 4 (December 1995): 418–33. http://dx.doi.org/10.1123/tsp.9.4.418.

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Women and women’s issues have a place in sport psychology today, but women have no place in most histories of the field. Some women sport psychologists, particularly Dorothy Harris, were instrumental in the development of sport psychology as a subdiscipline in the 1960s and 1970s. Re-searching the historical foundations reveals that the notable contributions of Harris and other women sport psychologists have roots in earlier work in both psychology and physical education. Pioneering women psychologists conducted research and challenged sexist assumptions and practices since psychology’s earliest days. At the same time, prominent women leaders developed women-oriented programs and contributed to the professional literature in physical education. Women and women’s issues have a place in sport psychology today, but too often that is an “other” or special interest place. By taking steps to re-place women in history and by engendering current research and practice, sport and exercise psychology will be a stronger science and profession.

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Thomas, Alex, Michele L. Orf, Edward M. Levinson, and Dennis Pinciotti. "Administrators' Perceptions of School Psychologists' Roles and Satisfaction with School Psychologists." Psychological Reports 71, no. 2 (October 1992): 571–75. http://dx.doi.org/10.2466/pr0.1992.71.2.571.

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Elementary and secondary school administrators ( N = 512) were surveyed regarding their perceptions of the amount of time school psychologists spent in 15 role-functions and satisfaction with the school psychologist. Stepwise multiple-regression procedures were used to examine the extent to which administrators' perceptions of the time spent by school psychologists in various role-functions accounted for administrators' satisfaction with school psychologists. Three role-functions were significant predictors of administrators' satisfaction: percentage of time school psychologists were perceived to be spending (a) consulting with teachers and providing instructional or remedial recommendations (positively related), (b) administering and interpreting psychoeducational tests (positively related), and (c) performing strictly administrative duties (negatively related). Implications for training and role functioning of school psychologists are mentioned.

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Schmidt, Gordon B., and Richard N. Landers. "Strengthening Shared Identity in I-O Psychology Through Online Social Networks." Industrial and Organizational Psychology 3, no. 3 (September 2010): 286–88. http://dx.doi.org/10.1017/s1754942600002431.

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Central to the argument of Ryan and Ford (2010) is that the identity of “industrial-organizational (I-O) psychologist” is at a number of tipping points that could lead to major changes in the field. The two tipping points that we will focus on are (a) the increasingly blurry distinctions between current I-O psychologists and HR/OB professionals and (b) the growing number of new I-O psychologists who do not have a deep-structure I-O identity because they are ultimately employed in fields outside of I-O psychology.

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Boccio, Dana E., and Andrea M. Macari. "Using the Dead to Teach the Living." Teaching of Psychology 44, no. 2 (February 9, 2017): 165–68. http://dx.doi.org/10.1177/0098628317692633.

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The American Psychologist did not regularly publish the obituaries of prominent psychologists until 1979. The objective of the obituary section was not to canonize the deceased, but rather to respond to the field’s budding interest in the history of psychology. This article argues that the obituary, when viewed as a historical document, offers great pedagogical value in the psychology classroom. With distinct advantages over traditional instructional approaches, the obituaries of preeminent psychologists (1) include anecdotes that are often not covered in typical psychology textbooks, (2) present biographical information that has the potential to increase personal relevance to students and capitalize on the self-reference effect, and (3) reflect the zeitgeist of the field. Specific recommendations for how to incorporate obituaries into the psychology curriculum are suggested.

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Polišenská, Veronika A. "EFPA’s Support for Psychology as a Science." European Psychologist 16, no. 2 (January 2011): 118–20. http://dx.doi.org/10.1027/1016-9040/a000089.

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This article describes the European Federation of Psychologists’ Associations’ (EFPA) support for psychology as a science. Scientific research is an important part of the discipline of psychology, which aims to improve, develop, and help clients. EFPA’s support of psychology as a science is achieved through the European Congresses, awards for scientific excellence, this journal (European Psychologist), and the work of the Standing Committee on Scientific Affairs. All these aspects will be discussed here.

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FREITAS, Sylvia Mara Pires de. "Psicólogo do trabalho no mundo das práxis capitalista: reflexões fenomenológico-existenciais." PHENOMENOLOGICAL STUDIES - Revista da Abordagem Gestáltica 15, no. 2 (2009): 157–68. http://dx.doi.org/10.18065/rag.2009v15n2.11.

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This article, primarily and in a brief, contextualizing the Industrial Psychology, Organizational Psychology and Psychology of Work, through its historical constructions and grounds of their philosophical hegemonic theories, which underpin the knowledge and the practices of psychologist in the work. As a central focus, has a further reading for this sub-area of psychology, through phenomenology and existentialism of Sartre, thus enabling the expansion of the practice of psychology in the relations in the work, surrounded by capitalist praxis. Finally, raising issues and considerations on the experience of the psychologist's work, when, to help the worker to transcend the tensions between its internal and external world, as well as employee has their values marked its own tensions in that context. Then focuses on the need for psychologists to be aware of their limitations and prejudices with everyday phenomena, which can block changes in the way in which live the world of work.

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Ricou, Miguel, Silvia Amado Cordeiro, Amanda Franco, and Cristina Costa Lobo. "The Identity of Psychology." Psychologist: Practice & Research Journal 1, no. 1 (June 18, 2018): 15. http://dx.doi.org/10.33525/pprj.v1i1.25.

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Background: Today, psychology benefits from widespread acknowledgement, being taken into account and used in a growing number of spheres of society. Nonetheless, not always does this profession follow such acknowledgment, which becomes a real employabilityproblem for psychologists who are looking for a job in Portugal. Moreover, in an ever more specialized and flexible world in what concerns professional identities and careers, the development of psychology as a profession demands the establishment of guidelinesand limits, besides an introspective attitude about the current psychological practice. Otherwise, psychology as a profession risks losing its identity, shrinking with the pressure that is imposed on it by its different specialties and areas of action.Goals: We characterized the perceptions of Portuguese psychologists about the exclusive goal of psychological intervention, the tasks that are exclusively performed by psychologists and, also, the tasks that are performed by psychologists but which may also be performedby other professionals who are not psychologists. This analysis aimed to reveal if psychologists share a common and clear standing on this matter.Methods: We used a three open-answer question questionnaire, which was specifically designed for this study. Data analysis was performed using thematic categorical content analysis.Results: Our results stress that psychologists lack agreement concerning the three questions under study, which created a significant number of subcategories. Furthermore, we found answers that are clearly incorrect regarding these three issues, as well as a lack ofresponse from a few participants.Discussion: We discuss the potential implications of the results for psychologists’ professional practice, as well as for the construction of a solid identity that may promote the general public’s trust in psychologists. Also, we reflect on the need to define a single andexclusive goal for psychological intervention, one that is able to integrate the diversity of interventions in the field of psychology.

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Oltarzhevskaya, L. E., A. V. Krivenko, and R. A. Kurbanov. "Assessment of the Professional Competencies of Pedagogue-Psychologists on the Basis of the Professional Standard «Pedagogue-Psychologist (Educational Psychologist)» as a Modern Tool for Human Resources Management of the СРЕА." Psychological-Educational Studies 9, no. 3 (2017): 71–82. http://dx.doi.org/10.17759/psyedu.2017090308.

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The results of monitoring the evaluation and self-assessment of the competencies of the pedagogue-psychologist according to the content of the labor functions of the professional standard "Pedagogue-psychologist (educational psychologist)" are given. 340 pedagogues-psychologists participated in the monitoring, working in the City Center of Psychological and Educational Assistance. The toolkit consisted of: a self-assessment questionnaire of professional competencies, a test task for psychological knowledge, a colloquium based on a semi-structured interview with pedagogues-psychologists on their professional activities. Based on the results obtained, the psychology teachers working in the City Psychological and Pedagogical Center were divided into four groups, depending on the results of the interview and the fulfillment of the test task. In relation to psychologists who received low scores in the interview and poor test results, management decisions were proposed to develop their professional competence.

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ISHIKUMA, Toshinori. "SCHOOL PSYCHOLOGISTS AND SCHOOL PSYCHOLOGY." Annual Report of Educational Psychology in Japan 33 (1994): 144–54. http://dx.doi.org/10.5926/arepj1962.33.0_144.

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McKnight, Katherine M., Lee Sechrest, and Patrick E. McKnight. "Psychology, Psychologists, and Public Policy." Annual Review of Clinical Psychology 1, no. 1 (April 2005): 557–76. http://dx.doi.org/10.1146/annurev.clinpsy.1.102803.144130.

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Gallagher, James J. "Psychology, Psychologists, and Gifted Students." Journal for the Education of the Gifted 38, no. 1 (February 10, 2015): 6–17. http://dx.doi.org/10.1177/0162353214565548.

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Dohrenwend, Bruce P. "Psychology, psychologists, and psychiatric epidemiology." Acta Psychiatrica Scandinavica 90, s385 (December 1994): 13–20. http://dx.doi.org/10.1111/j.1600-0447.1994.tb05908.x.

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Hill, Peter C. "Living on the Boundary: Scriptural Authority and Psychology." Journal of Psychology and Theology 33, no. 2 (June 2005): 98–112. http://dx.doi.org/10.1177/009164710503300203.

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For Christian psychologists to move from their marginalized position with mainstream psychology, they must be able to substantively demonstrate the unique insights that the integration of psychology with Christian theology offers to the discipline. To do this, Christian psychologists must be able to show, not just claim, the authority of Scripture by demonstrating its explanatory power on psychology's terms. Three factors in psychology's new zeitgeist provide both opportunities and challenges to demonstrating Scriptural authority: a growing cultural interest in spirituality, postmodernism, and novel approaches to cognitive science. Cognitive-Experiential Self Theory (CEST) is provided as a concrete example where Christian thinking provides greater understanding of an emerging psychological theory, thus demonstrating explanatory power and providing Scripture a more authoritative position.

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Hartnett, Jack, Leo Simonetta, and John Mahoney. "Perceptions of nonclinical psychologists toward clinical psychology and clinical psychologists." Professional Psychology: Research and Practice 20, no. 3 (1989): 187–89. http://dx.doi.org/10.1037/0735-7028.20.3.187.

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Borghese, Natalina, and Ester Cole. "Psychoeducational Recommendations: Perceptions of School Psychologists and Classroom Teachers." Canadian Journal of School Psychology 10, no. 1 (December 1994): 70–87. http://dx.doi.org/10.1177/082957359401000109.

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This study is a qualitative examination of the perceptions of school psychologists and regular classroom teachers on various issues regarding the implementation of recommendations from psychoeducational assessments. Fifteen school psychologists and 25 teachers were interviewed for the study. Findings indicated that recommendations can be categorized into four main types that vary in terms of their implementability as perceived by psychologists, and their helpfulness and ease of implementation to teachers. Findings also revealed that participants found it difficult to provide a valid estimate of the proportion of recommendations actually implemented. Both teachers and psychologists identified the following factors that affect recommendation implementation: practical considerations, consultation practices, teacher personality, knowledge and attitudes, format for presenting recommendations, and type of referral problem. Psychologists also identified psychologist variables, quality of relationships and rapport, and teacher theoretical orientation as factors. Teachers stated that child variables, specificity of recommendations, and support from colleagues, parents, and the psychologist are key factors influencing implementation.

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Shoenfelt, Elizabeth L. "How Much Do We Really Know About Employee Resilience? More, If We Include the Sport Psychology Resilience Research." Industrial and Organizational Psychology 9, no. 2 (June 2016): 442–46. http://dx.doi.org/10.1017/iop.2016.36.

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Britt, Shen, Sinclair, Grossman, and Klieger (2016) present an argument for consolidation and conceptual unification of the resilience research. As one of the few industrial–organizational (I-O) psychologists who regularly work in the sport psychology field, I was compelled to note the omission by Britt et al. of any reference to the resilience research in the sport psychology domain. As an I-O psychologist practicing sport psychology, I have stood on the shoulders of giants in applying with athletes and coaches our I-O theory and knowledge in areas such as motivation (e.g., Locke & Latham, 2002), training (e.g., skill acquisition, automaticity, deliberate practice, expertise, adaptive expertise, error based learning; e.g., Chen, Thomas, & Wallace, 2005; Ericsson, Krampe, & Tesch-Romer, 1993; Ericsson, & Lehmann, 1996; Logan, 1988; Lorenzet, Salas, & Tannenbaum, 2005), leadership, and group and team dynamics (e.g., Colquitt, Noe, & Jackson, 2002; Salas, Cooke, & Rosen, 2008). I-O psychology tends to be on the vanguard in these areas, whereas sport psychology lags somewhat behind (compare Locke & Latham, 2002, with Gould, 1993, and Weinberg & Weigand, 1993; compare Vroom & Yetton, 1973, with Chelladurai & Haggerty, 1978). However, resilience has been a central research focus for sport psychologists for some time; it is a relatively recent area of interest for I-O psychologists. Interestingly, Britt et al. did not include even a single reference from the sport psychology literature. I strongly encourage I-O psychologists studying resilience to review, borrow, and build on the sport psychology research in this area.

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Bolshunova, N. Y. "Sociocultural component of the modern practice of psychological assistance." Psychological-Educational Studies 6, no. 1 (2014): 220–28. http://dx.doi.org/10.17759/psyedu.2014060125.

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We consider sociocultural component of the activities of practical psychologist by analyzing the level of demand of psychological care in the population, formulate an actual professional request to the socio-cultural self-determination of psychologist, and show the problems of training psychology students at the university. The author believes that among reasons of low demand for psychologists, the most important are the mentality, traditions, culturally conditioned values, specifics of communication between people. Meanwhile, in Russian practical psychologists, the most popular are techniques designed for a different type of mentality, and even in an adapted form they often are at odds with the system of values, traditions, and the image of a man inherent in the Russian world outlook. Feeling that the techniques used by psychologists are "foreign", and resistance to feeling oneself as a client are major causes of cautious attitude of the respondents to visit to a psychologist. Adequate sociocultural self-determination of a psychologist suggests that the psychologist is working with the person, taking into account not only the uniqueness of the individual, but also his culture specific.

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Chamberlain, Ronald B. "Sport Psychology in a Collegiate Athletic Department Setting." Journal of Clinical Sport Psychology 1, no. 3 (September 2007): 281–92. http://dx.doi.org/10.1123/jcsp.1.3.281.

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The author shares his experiences as a sport psychologist working for the Athletic Department at Brigham Young University. He describes both his educational background and the training experiences that prepared him for a career as a psychologist in a collegiate athletics department. The development and evolution of the sport psychologist role at Brigham Young University is also described, and a model for conceptualizing sport psychology with student-athletes is provided. The methods for delivering psychological services to student-athletes are detailed, and a typical daily, weekly, and semester schedule for a sport psychologist is presented. The author concludes by sharing what he finds challenging about working as a sport psychologist in a collegiate environment and what he has found most enjoyable about this career alternative for professional psychologists.

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Pilisuk, Marc, and Ines-Lena Mahr. "Psychology and the Prevention of War Trauma." Journal for Social Action in Counseling & Psychology 7, no. 1 (June 1, 2015): 122–42. http://dx.doi.org/10.33043/jsacp.7.1.122-142.

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The role of professional psychology in providing assistance to soldiers and veterans was highlighted by an issue of the American Psychologist devoted to a program for using positive psychology for resilience training. Shortcomings of that approach led to AP agreeing to publish another issue on alternative perspectives. This article reviewed for that issue but was not accepted by their reviewers. Since it is critical of the relation between the American Psychological Association and US military, readers deserve the opportunity to see what was rejected. Psychologists have an obligation to provide a full measure of options for addressing soldier distress including those that might encourage release from service. Psychologists also have an ethical obligation to question the rationale by a sponsoring organization, the armed services, for exposing the soldier recipients of psychological services to unwarranted risks of preventable wars. Application of positive psychology to resilience training in the current military system fails to meet these responsibilities.

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Cuskelly, Monica, and Lisa Gordon. "Educational psychology: Establishing a role." Australian Educational and Developmental Psychologist 15, no. 2 (December 1998): 62–73. http://dx.doi.org/10.1017/s0816512200027942.

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AbstractAccording to Farrell and Lunt (1995), educational psychology is in danger of becoming a second class profession in applied psychology. Controversies about the role and training of educational psychologists need urgent attention for the profession to prosper. A clear view of roles that educational psychologists are expected to fill and of roles that are best filled by educational psychologists will improve the content and nature of training programs. Graduate training programs are likely to be where change is either resisted or nurtured. Six issues facing educational psychologists in Australia and ways that training programs may contribute to their resolution are canvassed.

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Moore-Lobban, Shavonne, Anneliese A. Singh, and Mary O’Leary Wiley. "Introduction to the Special Issue: Integration of Practice, Advocacy, and Research in Counseling Psychology." Counseling Psychologist 49, no. 7 (August 30, 2021): 946–57. http://dx.doi.org/10.1177/00110000211019667.

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In this article, we introduce the special issue of The Counseling Psychologist on the integration of practice, advocacy, and research in counseling psychology. This special issue was driven by Dr. Shavonne Moore-Lobban’s project as a member of the Society for Counseling Psychology Leadership Collaborative. The aim of the special issue is to highlight the unique practice, advocacy, and research contributions of practitioners, and specifically focus on the integration of the three roles of everyday counseling psychologists. There are six practitioner-led manuscripts that strengthen a focus within counseling psychology of the integration across the three roles, and through the diverse lens of counseling psychologists as therapists, supervisors, educators, researchers, program developers, and advocates. The development of this special issue is reviewed. We provide a brief summary of the manuscripts and discuss implications for continued integration.

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Gilmore, Sarah, Christopher Wagstaff, and John Smith. "Sports Psychology in the English Premier League: ‘It Feels Precarious and is Precarious’." Work, Employment and Society 32, no. 2 (August 21, 2017): 426–35. http://dx.doi.org/10.1177/0950017017713933.

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This article gives a rare account of the working life of a sports psychologist in the English Premier League, the elite division in English professional football. It shows how members of emerging professions such as sports psychology are a new precariat. John is more successful than many sports psychologists, but his job security is dependent on his continued ability to navigate managerial change: using his skills as a psychologist in the defence of his own employment but simultaneously keeping the (potentially sensitive) ‘psychology’ label of the work he does hidden until circumstances are propitious.

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Barinova, L. "PSYCHOLOGICAL COMPETENCE IN THE STRUCTURE OF PERSONALITY OF A MILITARY PSYCHOLOGIST." Ukrainian Psychological Journal, no. 1 (11) (2019): 38–49. http://dx.doi.org/10.17721/upj.2019.1(11).3.

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The article analyzes of the results of an empirical research on psychological competence of military psychologists. The current state of military psychology requires innovative approaches to studies of personalities of not only military personnel, but also military psychologists, who perform an important social and professional function. The article shows that psychological competence plays an important role in professional development and practical work effectiveness of military psychologists counselling military personnel in various situations of combat and service task execution. A psychologically competent military psychologist, due to his/her personal and professional skills, is able to reduce risks to be caught up in a trouble situation for him/herself and his/her service members, and if such a situation arises, to propose intensive actions to overcome them. The author’s definition of a military psychologist’s psychological competence, considered as a personality trait, is: this competence is a holistic construct characterizing an individual’s ability to minimize problem situation severity and frequency of their occurrence for this individual and to maximize active actions aimed at life organization and such situation overcoming. The operationalization of the desired construct have lead the author to the conclusion that a military psychologist’s psychological competence is a complex personal trait consisting of four components: psychological competence in the family relations, in professional work, in the material and social area, and in the area of values. As for formal-dynamic qualities, speed and agility of a military psychologist’s nervous system serve as the basis for psychological competence formation; and on the contrary, high emotionality acts as a negative precondition for this construct development. The performed research has shown that psychological competence as a factor of military psychologist’s professional formation promotes formation of attitudes, empathy and a see through capability of empathy, but somewhat reduces the empathy role an as emotional channel.

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Holowinsky, Ivan Z. "Developmental and Preschool Psychology in the Ukrainian SSR." Nationalities Papers 15, no. 2 (1987): 184–93. http://dx.doi.org/10.1080/00905998708408054.

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In the past decade we have witnessed increased interest on the part of psychologists and educators in developmental and preschool psychology, as well as in the application of psychological findings to the problems of learning disorders. The realization that cognitive development depends upon continuous interaction between the developing organism and the environment gave impetus to the current research on preschool children.Even a superficial review of psychological literature will reveal worldwide interest in developmental and preschool psychology. Names like Piaget and Inhalder in Switzerland, as well as Bruner and Kagan in the USA, are internationally recognized. Very few Western psychologists, however, will recognize Kostiuk, Zaporozhets or Zinchenko as Ukrainian psychologists. Among Western psychologists they are simply recognized as “Soviet” psychologists. While most Western psychologists recognize that the Soviet Union as a political entity is not identical with Russia, some unfortunately identify psychologists in the Soviet Union as Russian psychologists.

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Kozlova, N. V., T. V. Rogacheva, T. E. Levickaya, E. A. Tsehmeistruk, and D. G. Nazmetdinova. "Clinical Psychologist in the System of Complex Rehabilitation." Bulletin of Kemerovo State University 22, no. 1 (March 31, 2020): 131–38. http://dx.doi.org/10.21603/2078-8975-2020-22-1-131-138.

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The research substantiates the role of clinical psychologists in the system of comprehensive rehabilitation within the conditions of bio-psychosocial model of rehabilitation. Practical experience and the analysis of scientific literature made it possible to describe peculiarities of modern complex rehabilitation and the problems experienced by clinical psychologists. The authors determined difficulties and characteristics of professional work of rehabilitation psychologist within modern legal terrain. One problem is the lack of professional standard for the profession of clinical psychologist. The other problem is the inconsistency in the use of terms denoting professional specifics. Тhe paper focuses on the specificity of psychodiagnostic and rehabilitative work of a psychologist in the light of changing theoretical basis of rehabilitation and the transition from the International Classification of Disability Disorders and Social Insufficiency to the International Classification of Functioning, Disability, and Health. The authors showed the discrepancy between the theoretical approaches of domestic and foreign psychology to the assessment of mental disorders. New professional tasks of the psychologist are defined taking into account multidisciplinary orientation of rehabilitation process. The paper describes the problems of professional training of clinical psychologists and specifies new educational tasks are specified proceeding from the modern approach to rehabilitation. Positive dynamics in the solution of the declared problem can be found in new legislative initiatives, development of General clinical recommendations for rehabilitation psychologists, scientific publications on psychological rehabilitation, update of educational programs for training clinical psychologists.

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Ferencz-Kaddari, Michall, Annie Shifman, and Meni Koslowsky. "Modeling Psychologists’ Ethical Intention." Psychological Reports 118, no. 3 (May 19, 2016): 691–709. http://dx.doi.org/10.1177/0033294116647691.

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At the core of all therapeutic and medical practice lies ethics. By applying an expanded Ajzen’s Theory of Planned Behavior formulation, the present investigation tested a model for explaining psychologists’ intention to behave ethically. In the pretest, dual relationships and money conflicts were seen as the most prevalent dilemmas. A total of 395 clinical psychologists filled out questionnaires containing either a dual relationship dilemma describing a scenario where a psychologist was asked to treat a son of a colleague or a money-focused dilemma where he or she was asked to treat a patient unable to pay for the service. Results obtained from applying the expanded Ajzen’s model to each dilemma, generally, supported the study hypotheses. In particular, attitudes were seen as the most important predictor in both dilemmas followed by a morality component, defined here as the commitment of the psychologist to the patient included here as an additional predictor in the model. The expanded model provided a better understanding of ethical intention. Practical implications were also discussed.

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Chandler, Charlotte, Martin Eubank, Mark Nesti, and Tim Cable. "Personal Qualities of Effective Sport Psychologists: A Sports Physician Perspective." Physical Culture and Sport. Studies and Research 61, no. 1 (June 1, 2014): 28–38. http://dx.doi.org/10.2478/pcssr-2014-0003.

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Abstract Previous literature within applied sport psychology offers little detailed discussion regarding the personal qualities of sport psychology practitioners and the impact of these qualities on practice. This paper presents an exploration of the views of sport physicians regarding the personal characteristics and qualities of applied sport psychologists deemed necessary for effective practice. Five UK-based physicians and one Head of Medical Services, working in a range of elite and professional sports, were interviewed about their experience and perceptions of working with sport psychologists. The interview transcripts were content analysed and trustworthiness criteria applied. Four key themes emerged from the data, labelled ‘Personal qualities’, ‘Relationship Building’, ‘Professionalism in Practice’, and ‘Similarities between Psychologist and Physician’. The findings within each theme offered interesting insights into the impact of personal qualities on effective sport psychology practice. This study extends the existing literature on sport psychologists’ characteristics and effectiveness and offers new insights into their personal qualities and how these interact with the practice environment. The findings supported the growing emphasis within the field on the importance of the person behind the practitioner. Suggestions are offered with reference to the need to consider how literature from counselling psychology and medical training could assist the development of practice and education and training in sport psychology.

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ADNAN, ADNAN. "PEMIKIRAN PSIKOLOGI ISLAM DALAM IMPLIKASI PENDIDIKAN SOSIAL." Al-Din: Jurnal Dakwah dan Sosial Keagamaan 5, no. 1 (January 6, 2020): 62–83. http://dx.doi.org/10.35673/ajdsk.v5i1.572.

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Abstract Development of psychological thought in the contemporary Islamic world background by Islamization movement science and technology. This wave is sweeping across the region, including Indonesia Muslims. Particularly in Indonesia, recent decades among Indonesian Muslim psychologists appear on the psychology of Islamic discourse. The emergence of Islamic discourse psychology can be viewed from two sides. On the one hand, this is an indication of the influence of the waves and the spirit of Islamization of science and technology that have started to emerge since the 1980s. On the other hand, is a reflection of the consciousness of most Indonesian Muslim psychologists are beginning to understand the limitations of psychology in explaining the reality of human existence in the plenary. Enthusiasm for the emergence of Islamic Psychology encourages the implementation of various symposia, seminars, and publishing a book on the psychology of Islam. But this movement is still periferial, although it should be recognized that these discourses have led to fundamental problems, or in other words, some psychologists Muslim Indonesia began in earnest to realize the limitations of psychological theories that have been established in expressing real human existence. Thus the need to conduct a study of alternatives in discussing human. To realize this, of course not impossible though not without obstacles. Some of the main inhibiting factor is the attitude of Muslim psychologists are not uniform, namely: apathy, fanatical, secularists, and idealistic antagonist. Other inhibiting factors are partially psychologist Muslim fascination with theories that have been established and developed that does not come from Islam. Keywords: Psychological of Islamic, social-education

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Friedman, Harris L. "Everyday Heroism in Practicing Psychology." Journal of Humanistic Psychology 58, no. 4 (March 14, 2017): 397–414. http://dx.doi.org/10.1177/0022167817696843.

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Heroism requires acting altruistically in the face of considerable risk. Professions such as psychology are based on working toward a public good and accordingly provide offsetting privileges for the sacrifices expected. Consequently, psychologists occasionally face professional dilemmas that provide everyday heroic opportunities. Examples of such opportunities during one psychologist’s career path are presented and implications for others in the profession are explored. These are put into the context of heroism as a transpersonal act that can be based on self-expansiveness in which someone goes beyond identifying with their self as an isolated entity and, instead, experiences a sense of interconnectedness with others, the world, and even the cosmos.

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Tucker, Carolyn M., Julia Roncoroni, and Lydia P. Buki. "Counseling Psychologists and Behavioral Health: Promoting Mental and Physical Health Outcomes." Counseling Psychologist 47, no. 7 (October 2019): 970–98. http://dx.doi.org/10.1177/0011000019896784.

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On the occasion of the 50th Anniversary of The Counseling Psychologist, we reflect on the many contributions that counseling psychologists have made and are poised to make in the areas of behavioral health and behavioral health care. We note that psychologists’ engagement in health promotion and prevention of behavioral, mental, and emotional disorders is consistent with counseling psychology values. We provide a concise review of theories that are widely applied in behavioral health contexts and discuss ways in which counseling psychologists may apply these theories to help ameliorate health disparities, empower communities to take control of their own health, and promote social justice. In addition, we highlight the need to create interdisciplinary partnerships to conduct culturally sensitive research on the bi-directional relationship between mental health and physical health. The article ends with wide-ranging implications and recommendations for theory development, research, training, practice, and advocacy.

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Jarden, Aaron. "Positive psychologists on positive psychology: Introduction." International Journal of Wellbeing 2, no. 2 (May 24, 2012): 70–71. http://dx.doi.org/10.5502/ijw.v2i2.1.

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Berry, Sharon. "Celebrating pediatric psychology and pediatric psychologists." Clinical Practice in Pediatric Psychology 4, no. 4 (2016): 329–34. http://dx.doi.org/10.1037/cpp0000158.

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Journal articles on the topic 'Psychologists Psychology'

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