Canadian Psychological Research Articles

Attitudes and Motivation toward Learning the English Language among Students from Islamic Education System Background: Exploring the Views of Teachers

Research in the field of attitudes and motivation has increasingly investigated the nature and role of motivation in L2 learning process, and many are inspired by Canadian psychologists, Robert Gardner and Wallace Lambert [1]. However, in Malaysia, there has been only a meagre number of research that investigates teachers' perceptions on attitudes and motivation of students from religious school background. It is of great significance to explore the attitudes and motivation of these groups of students because the students appeared to be weak in the English language and they also held negative perceptions toward the language [2, 3]. The present study is needed to attain authentic information about possible connections between teachers' personal experiences, their perspectives and their practices regarding teaching and learning of students from the aforementioned background. This qualitative research study contains in-depth teacher interviews that document their personal perceptions, ways of dealing with students in the specified setting, and their suggestions on improving the attitudes and motivation of learning English for students from religious school background. Findings are presented according to the research questions intended for the study and several conclusions were drawn from the data.

The CPA Presidential Task Force on Evidence-Based Practice of Psychological Treatments.

In 2011, the Board of Directors of the Canadian Psychological Association (CPA) launched the Task Force on Evidence-Based Practice of Psychological Treatments to support and guide practice as well as to inform stakeholders. This article describes the work of this task force, outlining its raison d'etre, providing a comprehensive definition of evidence-based practice (EBP), and advancing a hierarchy of evidence that is respectful of diverse research methodologies, palatable to different groups, and yet comprehensive and compelling. The primary objective was to present an overarching methodology or approach to thinking about EBP so that psychologists can provide and implement the best possible psychological treatments. To this end, our intention for this document was to provide a set of guidelines and standards that will foster interest, encourage development, and promote effectiveness in EBP.Keywords: evidence-based practice, evidence-based treatment, empirically supported treatment, psychotherapy, psychological treatmentAs part of the 2011-2012 Canadian Psychological Association (CPA) President's mandate (see Dozois, 2012, 2013), the Board of Directors voted in favor of a motion (March 2011) that the CPA establish a task force on the evidence-based practice (EBP) of psychological treatments that would generate a set of criteria and develop a position statement regarding the optimal integration of research evidence into practice. The board members believed that it was important for the CPA to develop a position on EBP in psychology to support and guide practice as well as to inform stakeholders. Psychological health and psychological disorders are clearly a priority for many of Canada's stakeholder groups (e.g., the Mental Health Commission of Canada, Treasury Board, Public Health Agency of Canada), and effective psychological treatment is also an important priority for CPA.BackgroundImportant objectives in professional psychology include the generation of treatment-relevant scientific knowledge and the ap- plication of this knowledge to the development of efficacious and effective interventions for mental and behavioral health problems (Baker, McFall, & Shoham, 2009; Kazdin, 2008; Lilienfeld, 2010; Treat, Bootzin, & Baker, 2012). Such objectives arise from a growing recognition in the field that the practice of psychological treatments should be based on valid evidence regarding which approaches to intervention are most likely to be successful. Al- though there is controversy regarding what constitutes evidence, most psychologists believe in the utility of research for informing clinical practice and view EBP positively (Lilienfeld, Ritschel, Lynn, Cautin, & Latzman, 2013).In 1995, the American Psychological Association's (APA) So- ciety of Clinical Psychology Task Force on Promotion and Dis- semination of Psychological Procedures published its initial report, which listed treatments considered to be well-established or prob- ably efficacious according to a standard set of criteria (e.g., Chambless & Ollendick, 2001; Chambless et al., 1996). These criteria were subsequently adopted by the CPA Section on Clinical Psychology in their task force report, Empirically Supported Treat- ments in Psychology: Implications for Canadian Professional Psy- chology (Hunsley, Dobson, Johnston, & Mikail, 1999a, 1999b).Although many researchers and practitioners were enthusiastic about these efforts to promote empirically supported treatments, the criteria used to designate such treatments elicited considerable controversy. Concerns with the focus on empirically supported treatments have done little to narrow the gap between research and practice and to alter many clinicians' utilization of scientific liter- ature (see Hunsley, 2007a; Kazdin, 2008; Lilienfeld et al., 2013, for reviews of some of the challenges and solutions). For example, some psychologists have argued that the type of research deemed necessary to produce supportive evidence for a treatment is in- compatible with schools of psychotherapy outside of the cognitive behavioral therapy (CBT) framework (e. …

Matching need, supply, and demand in psychology: How many to do what for whom?

Matching need, supply, and demand for any skilled resource is complex, particularly in recent years when benchmarking has tended to focus more on what communities need rather than for what they are asking. The distinction between need and demand is particularly important for a discipline or profession like psychology where knowledge and expertise are both broad and deep. On November 8-9, 2013, the Canadian Psychological Association hosted a Summit on the Need, Demand, and Supply of Psychologists in Canada to address issues and opportunities related to need, supply, and demand for the discipline and profession of psychology in Canada. Over 75 participants attended to hear 16 different presenters speak on issues related to Canada's psychologist resource-both academic and practitioner. This commentary highlights some of the key learnings from presentations given at the Summit, and highlights gaps, opportunities and next steps to address this very important issue.Keywords: psychology, practitioners, academics, supply, demand, access to services, workforceResumeFaire correspondre le besoin, l'offre et la demande de toute ressource specialisee est complexe, particulierement depuis quelques annees, ou les etudes comparatives ont ete surtout axees sur les besoins des communautes plutot que sur leurs demandes. La distinction entre besoin et demande est surtout importante pour une discipline ou une profession comme la psychologie, ou les connaissances et l'expertise sont a la fois vastes et profondes. Les 8 et 9 novembre 2013, la Societe canadienne de psychologie a tenu un sommet ayant pour theme le besoin, la demande et l'offre de psychologues au Canada afin de discuter des questions et des possibilites connexes pour la discipline et la profession au pays. Les plus de 75 participants ont pu entendre 16 conferenciers presentes des sujets relies aux ressources en psychologie au Canada, tant pour les universitaires que pour les praticiens. Le present commentaire met en relief certaines des principales conclusions des presentations au sommet, ainsi que les ecarts, les occasions et les prochaines etapes en vue de faire avancer ce dossier des plus importants.Mots-cles : psychologie, praticiens, universitaires, offre, demande, acces aux services, main-d'oeuvre.Matching need, supply, and demand for any skilled resource is complex, particularly in recent years when benchmarking has tended to focus more on what communities need rather than for what they are asking. The distinction between need and demand is particularly important for a discipline or profession like psychology where knowledge and expertise are both broad and deep. Communities may ask for what they perceive or under- stand to be available. What they need, if it is undersupplied or unavailable, may not be demanded. So do need, supply, and demand match in psychology? The answer to this question is both probably not and we don't really know. As the national association for the science, practice and education of psychol- ogy in Canada, the Canadian Psychological Association (CPA) has concerned itself with the supply of and demand for psy- chologists for many years.In 2008, the CPA convened a Task Force1 to look at this issue. Key findings from the task force included: we are an aging profession, there is great need for our services, and there is a disconnect in funding and supply for applied and didactic training. Acting on the Task Force's recommendations, the CPA engaged the Canadian Institute of Health Information (CIHI), Statistics Canada, the Practice Directorate and the regulatory bodies of psychology in discussions regarding the need for common data sets about our psychological resource. We also developed new partnerships and built on existing ones such as those with Canadian Association of University Teachers (CAUT), Canadian Departments of Psychology (CCDP) and the American Psychological Association (APA). As a further follow-up, we organized and hosted a Summit in Ottawa, ON, on November 8-9, 2013. …

Let’s do something about it.

I have worked on this special issue of Canadian Psychology for quite some time now and am very pleased to finally see it in print. Clearly, the topic-access to services in psychology-is an important one. I have received more submissions for this special issue than for any other special issue of CP. Because of this enthusiasm and because so many manuscripts received were of high quality and, more importantly, because the topic covered here deserves our full attention, I have accepted more papers than I normally would for a single issue. Unlike previous issues, this one also includes many more commentaries than what readers may be accustomed to with the journal. Sure, I wanted data, and I wanted it published and available for anyone who still wonders whether greater access to services in psychology is needed, as well as for anyone who may need such data to make the case for greater access to services in their jurisdiction.It is for these reasons that this issue includes a study by Talbot and colleagues (2014, pp. 75-79) that shows that only a minority of physicians routinely refer patients with anxiety or depression for specialized mental health care; instead, these patients are often treated with a combination of pharmacotherapy and simple advice giving. In another paper, Roberge and colleagues (2014, pp. 60 - 67) report the findings of a study on 740 adults who were diagnosed with Panic Disorder, Generalised Anxiety Disorder, or Social Anxiety Disorder. Their findings show that less than half of the respondents received psychotherapy for their condition; furthermore, only a minority of respondents reported that they could receive the sessions they needed from the same health care professional. Some of the key variables that explained greater access to psychotherapy included having access to supplementary insurance, age, a university level education, and being a woman. Some of these variables are also discussed in other papers in this special issue. For example, using data from the 2009 -2010 Canadian Community Health Survey, Cox (2014, pp. 68 -74) showed that overall, women more frequently consulted all types of health professionals for a mental health reason. However, gender differences on mental health consultation have been found to vary depending on the type of service provider and the mental health concern. In another paper, it is the issue of supplementary coverage that is addressed; Walker and colleagues (2014, pp. 101-109) report the results of their survey on the extended health insurance plans available to undergraduate students at Canadian colleges and universities with regard to coverage for prescription medication and for psychotherapy. Their findings show that although the coverage for medication is adequate, this is not the case for psychotherapy. In addition, for institutions with coverage for psychotherapy services, the modal level of total coverage varied between a mere $300 and $500 per year.Sadly, access to adequate services for children and teenagers is not much better. Lee and colleagues (2014, pp. 110 -116) conducted a large survey of Canadian parents and found that few of the services offered to parents were evidence based and that access to parenting programs was often difficult. Hunsley and colleagues (2014, pp. 117-125) surveyed Canadian psychological practitioners who offer services to children and youth. Their findings indicate that approximately one third of service users had been prescribed psychotropic medication and that it was not unusual for them to receive services from multiple health care practitioners for the same problem. In another study of services offered to children and youth with anxiety disorders, Eichstedt and colleagues (2014, pp. 90 -100) found that access to evidence-based treatments is moderate, at best.All the data presented in this special issue and elsewhere (e.g., Commissaire a la sante et au bien-etre du Quebec, 2012; Mental Health Commission of Canada, 2012; Peachey, Hicks, & Adams, 2013; Sunderland & Findlay, 2013) converge: access to services is simply not adequate, and a number of different variables, including poor coverage for psychotherapy and other services in psychology in both basic and extended health insurance plans, can explain this. …

Review of Ethics for the practice of psychology in Canada (revised and expanded edition).

Ethics for the Practice of Psychology in Canada (Revised and Expanded Edition), by Derek Truscott and Kenneth H. Crook. Edmonton, Alberta: University of Alberta Press. 2013, 236 Pages (ISBN 978-0-88864-652-1, CAN $49.95)Reviewed by DAVID R. EVANSDOI: 10.1037/a0035674Psychologists-whether practitioners, researchers or aca- demics-encounter issues in their work regularly if not daily. Hence, there is a need for a system of ethics to assist them with the myriad issues they encounter. The Canadian Psychological Association Code of Ethics for Psychologists (CPA Code of Ethics) provides such a system of ethics. Over the years of teaching ethics to graduate students, the majority indicated that the CPA Code of Ethics was the most useful approach to solving issues that they encountered, rather than a prescriptive approach that had limitations. I feel this preamble is important in placing the Truscott and Crook book in context. The authors base much of the discussion of the many topics they cover in relation to the principles and prin- ciples of the CPA Code of Ethics. Given its reliance on the CPA Code of Ethics, its readability, and its thoroughness, the book is an excellent textbook or reference book for senior undergrad- uates and entry-level graduate students, as well as for practi- tioners wishing to renew their acquaintance with the range of questions they encounter in their practice.The opening paragraph of the Introduction quickly makes the case for the importance of a knowledge of ethics to the profession of psychology. After defining ethics, the authors distinguish be- tween descriptive and prescriptive ethics, and then place ethics in comparison to practice standards and the law. Next the authors argue that behaving as an professional goes beyond a set of rules because ethical standards and expectations evolve and change (p. xx), and further the rules cannot anticipate every dilemma. In the last part of the Introduction the authors outline the various learning devices they provide to help the reader get the most out of the book. These include discussion questions, reflective journaling, case studies, and recommended read- ing.The first three chapters focus on systems, professional standards, and legal expectations. An important focus in the first chapter is to place our professional ethics in the context of four foundational systems: Teleology, Deontology, Rational Ethics, and Virtue Ethics. The description of the four systems and their evaluation is very brief and may leave readers who are unfamiliar with theories a bit confounded. Following this discussion, the authors provide a history of the CPA Code of Ethics for Psychologists: its history, and the four hierarchical principles that are central to the code. The second chapter is excellent, providing a succinct, generic description of the provin- cial and territorial provisions that regulate the profession of psy- chology. Topics covered in the chapter include: entrance stan- dards, professional standards, and practice guidelines; the importance of ethics committees and provincial and territorial discipline committees in maintaining professional accountability; the anatomy of the provincial complaints process; and discipline hearings. Finally, in the chapter, the authors stress the responsi- bility placed on psychologists to regulate themselves, and to re- spond to unethical or unprofessional behaviour on the part of colleagues. In the third chapter the authors provide information about the legal system so that psychologists can avoid behaviours that might prompt others to seek legal remediation (p. 41). They describe the legal system as adversarial, visible and remedial, and they go on to distinguish between criminal and civil law. Next, they consider the important components of negligence in terms of duty of care, reasonable care, causation, and the plaintiff's con- duct. …

Forensic psychology in Canada a century after Münsterberg.

AbstractMunsterberg initially outlined the promise of psychology applied to the law in the first decade of the 20th century. This great psychologist gets at most a passing reference in textbooks (and an occasional slurred acknowledgment) yet his vision for applied psychology generally, and forensic psychology in particular, was accurate, forceful, and presented widely to the general population. The seed he planted was slow in germinating for forensic practitioners yet when it did emerge in the last quarter of the century, Canadian psychologists made disproportionate contributions to the science on which professional applications stood. To understand the development and future prospects for Canadian forensic psychologists requires a broad view of our teaching, research, and practice and the application of lessons from the genesis of our specialty.Keywords: Munsterberg, forensic psychology, state-of-the-artResumeMunsterberg a ete un pionnier de la psychologie appliquee qui a fait valoir ses possibilites dans le contexte du droit, au tout debut des annees 1900. C'est a peine si ce grand psychologue est mentionne dans les manuels scolaires (et ses travaux sont a l'occasion mentionnes en passant). Pourtant, sa vision de la psychologie appliquee et de la psychologie judiciaire en particulier s'est revelee juste et puissante, et a ete presentee a la population generale. Les graines qu'il a semees ont mis du temps a germer au sein du domaine medicolegal, mais lorsqu'elles ont pris de l'ampleur, dans les 25 dernieres annees du siecle, les psychologues canadiens ont grandement contribue a la science sur laquelle reposaient les applications professionnelles. Pour comprendre l'evolution et les perspectives d'avenir pour les psychologues judiciaires canadiens, il faut presenter un apercu elargi de l'enseignement, de la recherche, de la pratique et de l'application des lecons tirees de la genese de ce domaine specialise.Mots-cles : Munsterberg, Wigmore, psychologie judiciaire, recher- che, enseignement, formation.The genesis of forensic psychology is usually traced to Hugo whose eclectic interests in the second stage of his career led him to the forefront of many types of applied psychol- ogy (Hale, 1980; Munsterberg, 1922). Benjamin (2006, p. 421) notes that Munsterberg was a tireless spokesperson for the cause of applied psychology, telling anyone who would listen about the great potential in putting to use the mental facts that psychology had discovered yet he initially was an opponent to applied psy- chology-endorsing the views of his teacher, Wundt. is responsible for not only planting the seeds of forensic psychol- ogy, but also contributed to the beginnings of business psychology, clinical psychology, educational psychology, industrial psychol- ogy, and the psychology of cinema. Although he was the most widely recognised psychologist in the world in the first two de- cades of the 20th century-reaching an audience of millions with his articles in the popular press- his significant contributions did not receive much attention after his sudden death at age 53 from a cerebral aneurysm as he took to the lectern at Radcliffe College on the morning of Saturday, December 16, 1916. Looking back al- most a century after his death, it is easier to explain the posthu- mous neglect of his ideas due to his strong German partisanship leading up to the entry of the U.S. involvement in World War I (Moskowitz, 1977). What is harder to understand are several myths that have developed in mainstream forensic psychology textbooks about Munsterberg, suggesting that psychologists tend not to be the best historians- even of their own history. As just one example, Goldstein (2003), although acknowledging that is generally credited with founding the field of fo- rensic psychology, undercuts his importance by indicating that wrote relying on his own experience as an expert witness and although considered many legally rele- vant topics in his best-selling 269 page book On the Witness Stand (Munsterberg, 1908), it lacked any references. …

Where in the world are Canadian psychologists?

The work of psychologists overseas in developing countries often supports the international agenda to improve the health, growth, and education of children. This article describes my evaluation research conducted primarily with nongovernmental organisations, aimed at improving the health, growth, and development of young children. The focus is on programs with parents of children in the 0 to 3 age range to promote handwashing and latrine use, adequate and diverse diets, and psychosocial stimulation. One challenge of current programs arises from their insufficient use of theories of behaviour change and their need to apply these creatively in the developing country context. Another is the need to keep focused on the most critical practices for children’s development. As the Millennium Development Goals come under renewed scrutiny, it will be important to show that we have effective interventions to improve the mental development of children.

A call to arms.

AbstractThe Honourable Edward F. Ormston of the Ontario Court of Justice was asked to be the Honorary President of the Canadian Psychological Association for 2012-2013. He has long been concerned about people with health difficulties who come into contact with the legal system and as a result of his concern and compassion was instrumental in establishing the first Mental Health Court in Canada in Toronto. Justice Ormston provides a strong voice for psychological prevention and intervention services in Canada. At the 2013 CPA Convention in Quebec City, Justice Ormston gave a key note speech concerning the need to psychology to be more active in Canada's health system. His speech is recreated in this article.Keywords: access to services, justice, advocacyResumeOn a demande au juge Edward F. Ormston, de la Cour de justice de l'Ontario, d'agir a titre de president honoraire de la Societe canadienne de psychologie en 2012-2013. Depuis longtemps, ce dernier etait preoccupe par la situation des gens ayant des problemes psychologiques qui devaient traiter avec le systeme juridique. D'ailleurs, son souci et sa compassion ont ete determinants dans l'etablissement, a Toronto, du tout premier tribunal de la sante mentale au Canada. Le juge Ormston est un vigoureux defenseur des services psychologiques de prevention et d'intervention au Canada. Au Congres annuel 2013 de la SCP, a Quebec, le juge Ormston a prononce un discours liminaire sur la necessite de faire une plus grande place a la psychologie au sein du systeme de sante du pays.Mots-cles : acces aux services, justice, supervision, defense des interets.The sands are shifting in the health world, particularly in its organisation.In the current medical model the physician is in charge. The foundation of treatment is the diagnosis. Then follows the choice of medication by the doctor; then compliance with taking the medication is monitored; then entry into programs and perhaps housing is addressed as long as the patient is compliant with the medications. The goal is symptom relief, which tragically often results in a sick lonely person, spending his or her day on a coach in a comatose, drug-induced state watching the Days of our Life on TV. (I exaggerate for effect).Many things have come together to challenge this method of treatment.The United Nations Convention on the Rights of the Disabled signed by Canada, promises least restrictive, least intrusive treat- ment, patient involvement, patient choice, support systems to stay at home, housing, and stigma reduction. These are some of the topics that Canada as a nation will be judged upon by the United Nations. The Mental Health Commission of Canada adopted the Recovery Oriented Model. The Mental Health Strategies of most provinces do as well.The Mental Health Commission StrategyThe foundation of the Recovery Model is that Mental Health is different from the absence of illness, and is integral to our overall health. Mental health is a state of well-being in which an individual realizes his or her own potential and can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her own community (The Mental Health Commission of Canada, 2012, p. 11).There are many kinds of health and illnesses. They range from anxiety and depression to schizophrenia and bipolar disorder. The Mental Health Commission Strategy does not attempt to define the difference between problems and ill- nesses, or to resolve all the controversies surrounding the choice of terminology. Rather, the term mental health and illnesses has been intentionally chosen to be respectful of a wide range of views. It refers to the full range of patterns of behaviour, thinking, or emotions that bring some level of distress, suffering, or impairment in areas such as school, work, social, and family interactions or the ability to live independently. …

Some alligators in the room.

AbstractSignificant economic and interprofessional competitive challenges confront psychology's professional associations. In meeting these challenges effectively, it is argued that profession must first insure that it is not hampering itself from within its own structures by internal and external insularity, unadaptive training models producing an inadequate supply of comprehensively trained graduates, and noninclusive entry to practice standards. Advocacy goals to increase access to psychological services are critically examined, and inclusion in public health programs such as Medicare considered. It is also suggested that for advocacy for increased access to psychology to have tangible results, structural changes to psychology's training models, consistent with supply needs and entry to practice requirements, are urgently required. Professional associations, which are embodiment of our collective disciplinary consciousness, are appropriate place to debate structural foundation for psychology's future.Keywords: practice standards, access to services, training, future of psychology, professional identityResumeLes associations professionnelles de psychologues doivent relever d'importants defis sur le plan financier et de la concurrence interprofessionnelle. Pour relever avec succes ces defis, on fait valoir que la profession doit d'abord veiller a ce que ses propres structures ne lui nuisent pas, que ce soit par une insularite interne ou externe, des modeles de formation rigides menant a un nombre insuffisant de diplomes bien formes, ou des normes non inclusives pour l'exercice de la profession. Des objectifs en matiere de representation en vue d'ameliorer l'acces aux services psychologiques sont examines d'un oeil critique, de meme que leur inclusion dans des programmes de sante publique, tels que l'assurance-maladie. Il est de plus suggere que si l'on veut que les efforts de representation visant a accroitre l'acces aux services psychologiques menent a des resultats concrets, il faudrait, a tres court terme, changer les modeles de formation en psychologie, pour les adapter aux besoins en matiere de services et aux exigences relatives a l'exercice de la profession. Les associations professionnelles, symboles de la conscience collective du domaine, constituent une tribune appropriee ou discuter de la structure fondamentale de l'avenir de la psychologie.Mots-cles : normes de la pratique, acces aux services, formation, avenir de la psychologie, identite professionnelle.The John C. Service CPA Member of Year award recognizes service to profession of its John Service sym- bolizes to many of us a commitment to our (Veitch, 2012, p. 50). As I heard John Service say several years ago as then Canadian Psychological Association (CPA) Executive Director: the good ship CPA is built on volunteers. The CPA Board, committees, sections, task forces, directorates, accreditation panel, and so forth, are built on time of dedicated volunteers, a dedication fueled by a passion for psychology profession and discipline and what it has to offer. Last year's recipient of this award, Jennifer Veitch (2012), in a thoughtful article entitled Reflections on Service to CPA, noted that professional volun- teering is rewarding, and these personal rewards include influence, feelings of mastery, and belonging.I would also echo Jennifer Veitch's sentiment that it is an honour to be associated with past recipients. The list includes late Terry Hogan (awarded in 2001), which is especially gratifying for me as Terry was my graduate school Director of Training at University of Manitoba, and provided me with key guidance then and later. Another recipient is Pierre Berube (2010), Executive Director of Psychologists Association of Alberta, with whom I had pleasure of working in inaugural meetings of CPA Council of Practice Directorate in 2009, a body providing collaborative linkage between national and provincial associ- ations. …

A personal journey of volunteerism.

AbstractVolunteering one's time and expertise is more than simply 'giving back,' paying off a debt owed to others. Although we contribute to the well-being of our communities and our profession by serving others, we also receive in return many benefits, including, among others, acquiring new knowledge, developing new skills or honing existing ones, networking, advancing one's career, and making new acquaintances and friends. I share here a few anecdotes from my journey taken thus far into volunteerism in the hope that others will be inspired to develop partnerships with their communities to the benefit of all involved.Keywords: community service, public service, voluntary and community sectors, volunteerismResumeOffrir benevolement son temps et son expertise, c'est plus que simplement « redonner » ou « faire sa part ». S'il est vrai que le benevolat permet de contribuer au bien-etre de la collectivite et de sa profession, en aidant les autres, le ou la benevole tire de nombreux avantages : elargissement de ses connaissances, acquisition ou perfectionnement de competences, reseautage, avancement de sa carriere et nouvelles connaissances et amis. Je vous fais part ici de certains episodes de mon cheminement dans l'univers du benevolat dans l'espoir d'inspirer quelques personnes a etablir des partenariats au sein de leur collectivite, au profit de toutes les parties participantes.Mots-cles : service communautaire, service public, secteurs benev- ole et communautaire, benevolat.As psychologists we share a broad base of knowledge and skills that are essential to function competently as professionals, regard- less of our individually chosen area of specialization. Many of us have learned in our education and practical training a great deal about human behaviour, individual differences, research design and methodology, data analysis, the identification and treatment of psychological disorders, organisational behaviour, partnerships in its many forms, and about other areas too many to list. Whereas our knowledge and experience serve us well in our professional work, sharing it freely with individuals and organisations in our communities can be of considerable value to others who do not have our background. Most of us engage in personally satisfying and well-paying jobs, a result not only to the efforts we have put into our own training but also of the efforts of those individuals who went the extra mile to promote our success. It would be difficult, if not impossible, to compensate everyone who has in one way or another helped us along the way. Although the desire to give may be the most fundamental and common reason for volunteering one's time to public service, it is more than just doing a good deed. It is the satisfaction of paying back with our readily available and highly regarded currency of expertise an incalculable debt owed to many who have contributed to our development, both professional and personal. It is also to realise the many additional benefits that are associated with volunteerism.Reflecting on her service to the Canadian Psychological Asso- ciation, which earned her the CPA John C. Service Member of the Year Award of 2012, Jennifer Veitch (2013) noted in her essay both the indirect and direct benefits of disciplinary service. Indirect benefits come from participating in associations that act to advance our discipline and profession, whether one chooses to pursue membership on a board of directors, become a member of a convention organizing committee, or organise a professional work- shop, to name a few. One can also promote the development of the profession by reviewing article submissions to a journal, supervis- ing students in their applied training, participating on any of several committees legislated to govern the practice of psychology, or sitting on a board of a local hospital, mental health association, children's aid society, or the local chapter of a special interest group, such as a learning disabilities association. …

Mary j. Wright (1915-2014).

Mary J. Wright was the first female director of the Canadian Psychological Association (CPA, 1959), its first female president (1968), and its first honorary president (1975). She was the first female chair of a major psychology department in Canada and a strong advocate for early childhood education. She was also an avid historian of psychology, which included the writing and editing, with her long-time friend Roger Myers, of the History of Academic Psychology in Canada (1982).

Bridging divides in industrial and organisational psychology in Canada: An action-oriented collaborative framework.

This article discusses 4 divides that characterise the Canadian landscape of industrial and organisational psychology and proposes action-oriented solutions for bridging them. It is in part based on a panel discussion held at the 74th Annual Convention of the Canadian Psychological Association (Bonaccio, 2013). This article draws on theory on collaboration and knowledge transfer to discuss divisions in science and practice, language, geography, and psychology and business academic settings. Furthermore, the article draws on the analysis of 7 authors who happen to represent these various groups and who, in most cases, have already bridged these divides. The ultimate goal of this article is to generate a boundary-spanning conversation and to provide a roadmap that will unite industrial and organisational psychology enthusiasts.Keywords: industrial psychology, organisational psychology, IO psychology, knowledge transfer, trainingTo effectively collaborate requires people to shift their mind-set (or mental models) from one of control to one of learning. But collaboration is often psychologically threatening because of what the solutions should be in order to find solutions that take full advantage of the collaboration itself. And under conditions of threat, we cling to the very mind-set that makes effective collaboration less likely. In short, our thinking undermines the outcome we say we want.-Schwarz (2006, p. 283)Industrial and organisational psychology is a complex field of knowledge and practice. It is fuelled by the contributions from academics in psychology departments and business schools, consultants, and graduate students in specialized programs and internships. Research and practice is conducted in close partnerships with large and small public or private organisations. These organisations are forced to ever-increasing levels of efficiency and productivity while str ving for the well-being of their workforce. In Canada, tho ;e passionate about industrial and organisational psychology are spread out geographically. Of course, both French- and English-speaking industrial and organisational psychology enthu ;iasts benefit from a deep and rich history. Although the Canadian industrial and organisational community's diverse landscape is an asset for meeting the difficult challenges of organisations, teams, and individuals, we will argue that the consequences of current divides causes its full potential to not yet be rea i sed. Despite differences and divides, individuals and organisa ions enthusiastic about the field share a common goal: fostering the advancement of industrial and organisational psychology. As such, any lingering divides within the industrial tnd organisational psychology community is detrimental to tfe field itself. Divides stifle the advancement of knowledge, which, in turn, slows down scientific progress. Divides also limit the development of new practices focused on improving employee wellbeing and the productivity of organisations, teams, and team members.These issues were discussed in a panel session organized at the 74th Annual Convention of the Canadian Psychological Association (CPA; Bonaccio, 2013). The panel brought together members of the industrial and organisational psychology community to discuss several divisions that characterise our field. In organizing this panel, our hope was to have a frank discussion on these divisions, but more importantly, we wanted to generate solutions for bridging them. The panel members were recruited because they represented a cross-section of industrial and organisational psychology enthusiasts. Both science and practice were represented, as were business school and psychology scholars, Francophones and Anglophones, and junior faculty and full professors. Our panel also included members able to examine the issues with a focus on historical trends in the Canadian industrial and organisational psychology landscape. Further, they represented a variety of geographical locations: different provinces and different city sizes. …

Hospital psychology in Canada: An update.

This study updates the state of knowledge regarding hospital psychology in Canada. Since 1982, two surveys have examined psychology and the role of psychologists within Canadian hospital settings; the most recent information was collected in 1999. Since 1999, the structure of Canadian health care has continued to change and develop, and the resulting impact on the status of hospital psychology remains unknown. This article presents information collected from 76 acute care facilities across Canada with respect to the provision of psychological services within the hospital setting, education levels, scope of practice, salary range, organisational structure, and criteria for hiring employees and accepting residents. Results indicate that the range of services offered by hospital psychologists has not undergone expansion since 1999, although changes in employee remuneration, theoretical orientation, and administrative models are evident.Keywords: hospital, health care, professional psychology, education, salary, professional practiceSince 1982, two surveys have been conducted on the roles of psychologists within hospital settings in Canada. In the original survey, Arnett, Martin, Steiner, and Goodman (1987) identified that psychologists had begun to make significant and recognised contributions to health care in a wide range of clinical, educational, and research areas (p. 168). Humbke et al. (2004) replicated and extended the initial survey almost two decades later; demonstrated that psychology had continued to expand its presence within Canadian health care; and had undergone changes in educational requirements and standards, treatment orientations, and level of autonomy within hospital systems. However, the evolving nature of psychology and the Canadian health care system has meant that these survey results are quick to become obsolete. More current information on the status of hospital psychology in Canada is due.As discussed by Humbke et al. (2004), a number of developments took place following the publication of the original survey (Arnett et al., 1987), and these developments have continued to impact the practice of psychologists in Canadian health care settings. Hearns and Evans (1993) described these developments as (a) the introduction of licensing requirements in every Canadian province; (b) the addition of a psychology department review for hospital accreditation; (c) the introduction of standards for internship program accreditation by the Canadian Psychological AssoThis ciation; (d) the implementation of measures to improve cost efficiency of psychological services, including workload tracking systems; and (e) ongoing changes in administrative organisation of psychologists in health care settings to enhance clinical, research, and organisational functions. Another more recent development that may have changed the landscape of hospital psychology in Canada was the development of the Mental Health Commission of Canada (Mental Health Commission of Canada, 2009). Part of the Commission's strategy is to move toward community-based mental health care and to rely less on the provision of mental health services through hospitals or acute care facilities. Currently, it is unclear whether the goals of the Commission have slowed down or even reversed the pattern of growth for psychologists working in hospitals.Given the ongoing development of the Canadian health care system and mental health care in particular, it is essential to continuously update our knowledge regarding the roles and responsibilities of psychologists practicing in Canadian hospital settings. First, as psychology continues to move away from the traditional focus on mental health and toward nontraditional specialties in general health care settings, it may become increasingly difficult for the discipline to maintain its identity (Goodman, 2000). The expanding role of psychology in health care has resulted in a challenge for psychologists, health care professionals, administrators, and the general public, to identify and understand the services that psychologists are providing in hospital settings. …

Quebec psychologists and continuing education.

Continuing education is an integral ingredient in the maintenance and development of essential competencies in professional psychology. However, there is a lack of knowledge and investigation into the continuing education practices, needs, interests, attitudes, and modality preferences among practicing psychologists, particularly those practicing in Canada. Essential aspects of continuing education among a sample of 418 licensed psychologists in clinical practice in Quebec were examined. Professional reading, case discussion groups, and private courses and workshops were the most frequently used continuing education activities. In terms of continuing education needs, related to intervention and assessments were rated most frequently, and information pertaining to adult psychopathologies, assessment of mental illness, comorbidity, and medication were the most highly rated continuing education interests. Preferred modalities for continuing education include those that are offered by psychology associations and those offered by the local regulatory body (Ordre des Psychologues du Quebec). Findings are discussed in the context of their value to psychology licensing and regulatory boards.Keywords: continuing education, psychologists, psychology, training, interestsContinued professional education is engrained in the fabric of virtually all helping professions, including medicine, social work, psychiatry, nursing, and psychology. In the behavioural health fields, continuing education is classified as a second wave of education, that of the postlicensing phase, and is geared toward refinement of existing clinical skills, mastery of changes in the knowledge base and clinical techniques, and development of new skills (Daniels & Walter, 2002, p. 360). Despite the fact that continuing education and sustained competence have been topics of concern in the psychology research and clinical communities for close to 40 years (Brown & Briley, 1979; Daniels & Walter, 2002; Katahn, 1970; Jensen, 1979; Jones, 1975; Lewinsohn, & Pearlman, 1972; Neimeyer, Taylor, & Wear, 2009; Ross, 1974; VandeCreek, Knapp, & Brace, 1990), and is rooted in both the American Psychological Association's (2002) Ethical Principles of Psychologists and of Conduct and the Canadian Psychological Association's (2001) Code of Ethics for Psychologists, there has been criticism of its delayed evolution and lack of research investigating continuing education practices, attitudes, and translation into competent clinical practice (Daniels & Walter, 2002; Neimeyer et al., 2009). Although mandatory continuing education credits are now a requirement for licensure renewal in many jurisdictions, this process has developed at a much slower pace in psychology than in other professions (VandeCreek et al., 1990). In Canada, despite continuing education being an important topic within professional psychology, as evidenced in provincial codes of ethics (e.g., the of Ethics of the Ordre des Psychologues du Quebec, Article 39; Ordre des Psychologues du Quebec, 2001), mandatory continuing education credits are not required in many of the provinces, and there is a lack of research and documentation of continuing education practices among Canadian psychologists. The current era of ever-expanding technology, clinical techniques, theoretical models, client concerns, and research into evidencebased practices (Hunsley, Dobson, Johnston, & Mikail, 1999) only intensifies and highlights the responsibility that practicing clinicians, as well as their licensing bodies, have in ensuring psychologists are up-to-date in terms of their competencies.Preferences in Continuing EducationEarly research investigating preferences in continuing education participation reveals that the most preferred or valued continuing education activities include professional reading (e.g., reading journal articles or books; Allen, Nelson, & Sheckley, 1987; Brown, Leichtman, Blass, & Fleisher, 1982; Donohoe, Atkinson, Scott, & Lemoine, 1985; McNamara, 1977; Morrow-Bradley & Elliott, 1986), supervision (receiving feedback on cases) or contact with other professionals (e. …

The use of theoretical models in psychology supervisor development research from 1994 to 2010: A systematic review.

Training in supervision is becoming an increasingly important component of professional psychology programs. To assist students in developing supervisory competencies, knowledge of relevant research and effective training methods is required and, ideally, such knowledge should be derived from an empirical literature comprising good quality, theory-based research. To evaluate the nature of the empirical literature on supervisor development, a systematic review was conducted to determine the extent to which theoretical models have been used in this literature. Psyclnfo, Medline, CINAHL, and ERIC were searched for articles published between 1994 and 2010. Initially 3,248 abstracts were reviewed, 25 of which met the criteria of being empirical, focused on supervisor development, and having participants with graduate training in counselling or professional psychology. Of these studies, only half drew upon models of supervisory development in the conceptualisation, design, or interpretation of the research study. The most often used model was Watkins' Supervisor Complexity Model (Watkins, 1990, 1993, 1994). Approximately one third of studies examined the influence of past training and experience in supervision on current supervision practices. For competency-based training in supervision to advance, the theoretically informed evidence base needs to be greatly expanded, and much more research is needed that explicitly applies and/or evaluates models of supervisory development.Keywords: practicum supervision, professional supervision, clinical psychology, counselling psychology, systematic reviewClinical supervision has two main purposes: to ensure the integrity of clinical services and to develop service provision competence in the supervisee (Falender & Shafranske, 2004). Although many definitions of clinical supervision have been proposed, Milne's (2007) refinement of Bernard and Goodyear's widely cited work (2004) is the most comprehensive and detailed presented thus far in the literature:The formal provision, (i.e., sanctioned by relevant organisation/s) by senior/qualified health practitioners (or similarly experienced staff), of an intensive education (general problem solving capacity; developing capability) and/or training (competence enhancement) that is casefocused and which supports, directs, and guides (including restorative and/or normative topics, addressed by means of professional methods, including objective monitoring, feedback and evaluation) the work of junior colleagues (supervisees).In Canada, competency in supervision is required for licensure by some provincial or territorial regulatory bodies (see http:// www.cpa.ca/documents/MRA.pdf). Similarly, the American Psychological Association (APA) has stated that clinical supervision should be regarded as a distinct professional competency (American Psychological Association, 2006). Clinical supervision is also recognised as a key component of prelicensure training in Canada, as accreditation of professional psychology graduate programs requires doctoral students to have instruction in clinical supervision, and internship accreditation requires that interns acquire knowledge and skills in supervision (Canadian Psychological Association, 2011). As the provision of supervision is likely to be a component of future practice for many professional psychologists, graduate programs should provide training in supervision that is, ideally, built on a solid evidence base, as is the case in other areas of professional training (Hunsley & Barker, 2011).Current perspectives on graduate training in professional psychology emphasise a competency-based approach, with competency being broadly defined as the knowledge, skills, and values required to practice effectively (Falender et al., 2004). The task for educators, then, is to identify the knowledge, skills, and values that constitute a required competency such as supervision and, further, to effectively train students and professionals to develop the competency. …

Introduction to the special issue on the history of psychology in Canada.

This article begins by pointing out that history and theory of psychology is much stronger in Canada than it is elsewhere. However, the history of psychology in Canada itself tends to be neglected. This situation is linked to the dominance of American psychology and the movement to establish a distinctively Canadian psychology that differs from psychology in the United States. It is argued that this movement can help to encourage more interest in the history of psychology in Canada and vice versa. It is also suggested that addressing the neglect of the history of psychology in Canada will lead to more internationalization, not less.Keywords: history of psychology, Canada, indigenous psychology, internationalizationA special issue of Canadian Psychology on the history of psychology in Canada guest edited by someone based in Dublin might raise a few eyebrows. I am not an expatriate Canadian. 1 am British and my connection with Canada began exactly 25 years ago in 1988 when I was awarded a Canadian Commonwealth Schol- arship to do a PhD in history and theory of psychology at University under the supervision of Kurt Danziger. I lived very happily in Toronto for 5 years and was reluctant to leave, but 1 was obliged to do so under the terms of my scholarship. However, the bonds made during those 5 years have been difficult to break. I have spent a part of every summer in Canada for the last 7 years and my visit in 2013 is already planned. As a result of my former residence and my regular visits, I have come to know the position of history and theory of psychology in Canada well.Perhaps the most striking thing about this position is that Can- ada punches above its weight on the international, and especially the North American, scene. The graduate program in history and theory of psychology at University is the only one of its kind in North America, and it has attracted many students from Europe and the United States. The influence of its former and current students, and its emeritus and current faculty, on the field is such that the term York Mafia is frequently used. No less than four of the last five presidents of American Psychological Association (APA) Division 26 (History of Psychology) were or are based in Canada. One of the most important organisations in North America that include history of psychology in its mandate is Cheiron (International Society for History of the Behavioral and Social Sciences). The relative percentage of its members based in Canada and the United States is completely out of proportion to their respective populations and the influence of its Canadian members can be seen from the location of its conferences. The 2008 con- ference was in Toronto, the 2011 conference was in Calgary, and the 2012 conference was in Montreal. Journals provide another source of evidence. The journal that is associated with Cheiron is the Journal of the History of the Behavioral Sciences. It is edited by Ian Nicholson of St. Thomas University in New Brunswick. The journal of APA Division 26, History of Psychology, is edited by Wade Pickren, who was, until recently, based at Ryerson University in Toronto. In the closely related field of theoretical psychology, the journal of APA Division 24 (Theoretical and Philosophical Psychology), the Journal of Theoretical and Philo- sophical Psychology, is edited by Thomas Teo of University, and its international counterpart. Theory & Psychology, is edited by Henderikus Stam of the University of Calgary. The inescapable conclusion is that history and theory of psychology in North America would not have anything like the profile it has without the involvement of psychologists based in Canada.Why this should be the case is an interesting question. In Europe, the Dutch exert an influence on the field of history and theory of psychology that is similarly out of proportion to the size of the country. What the two countries have in common is that they are smaller than their immediate neighbours and subject to a variety of influences. …

Reconstructing the experiences of first generation women in Canadian psychology.

To date, the historiography on women in Canadian psychology has been relatively sparse. This is especially true in relation to the much more extensive literature that documents the history of first and second generation women in American psychology. The aim of this paper is to systematically identify and analyse the personal characteristics, educational experiences, and career trajectories of first generation women psychologists in Canada. We identify this cohort as women who received their PhDs during the period 1922 to 1960. We contextualize their experiences vis-a-vis unique trends in Canadian society, paying particular attention to the common struggles faced by these women within or in reaction to the broader social, cultural, political, and institutional structures they encountered. By locating and distinguishing Canadian women in psychology, we offer an important contribution to the development of a more comprehensive history of Canadian psychology and highlight its gendered dynamics.Keywords: Canadian psychology, history, women, feminism, genderBut if I am concerned about the lack of awareness of Canadian contributions to psychological knowledge, and a general lack of awareness of the history of our discipline, I am even more concerned about the relative invisibility of our herstory. (Stark, 2000, p. 3)Written just over a decade ago, this call for increased awareness of the history of Canadian psychology and the role women have played in it is now being heeded. In this paper, we address concerns about the invisibility of our herstory by presenting the results of our systematic search for women in early Canadian psychology. In doing so, we provide a counterweight to the extensive historiography on women in American psychology that began in the 1970s and has since expanded to encompass many important historical studies (e.g., Bernstein & Russo, 1974; Cameron & Hagen, 2005; Johnson & Johnston, 2010; Johnston & Johnson, 2008; O'Connell & Russo, 1980; Rutherford, VaughnBlount, & Ball, 2010; Scarborough & Furumoto, 1987).'Although much less is known about Canadian psychology's women's history-particularly the earliest generation of women psychologists-our work does build on a small number of valuable studies (e.g., de la Cour, 1987; Keates & Stam, 2009; M. J. Wright, 1992).2 Mary J. Wright (1992) explored the effects of World War II (WWII) and its aftermath on the careers of 10 women who obtained their PhDs between 1936 and 1949 from the University of Toronto. One of the themes she identified was that women did not move into more prestigious administrative and leadership positions as easily as their male counterparts, despite having significantly outperformed them in scholarly productivity and contributions to the discipline. De la Cour (1987) provided a brief overview of the history of women psychologists at the University of Toronto from 1920 to 1945. She argued that the presence of female psychologists in both academic and applied fields in this period was far from marginal. Finally, in their recent paper, Keates and Stam (2009) analysed patterns in the educational experiences of five prominent women who received their PhDs from Canadian institutions prior to 1950: Katharine BanhamBridges (1897-1995), Magda Arnold (1903-2002), Mary NorthPelin way (1909-1987), Mary S. Ainsworth (1913-1999), and Mary J. Wright (b. 1915). The authors compared the experiences of these women to those of the first generation of American women psychologists, noting however that this cohort of Canadian psychologists entered the field later than their American counterparts due to the later institutionalization of psychology in Canada.One of the trends that Keates and Stam (2009) identified was that because of this later entry, the Canadian women psychologists did not appear to encounter the same institutional and educational barriers as the earlier American cohort. They suggested that Canadian women's comparably uncontested entrance into psychology likely resulted from the already accomplished shift in the field's orientation from primarily experimental to largely applied. …

Culture in the history of psychology in Canada.

Culture as a theoretical construct and an empirical variable evolved steadily in the history of psychology in Canada. This historical account is offered to record important contributions made by Canadian psychologists to the understanding of culture, both within the Canadian context, and internationally. The distinctive demographic, historical, political, and social contexts of Canada are examined, which provided the direction and the focus for the psychological examination of culture. Research and theory on culture are mapped across time and topic in three principal domains: intercultural, culture comparative, and indigenous approaches. Additionally, the evolution of professional associations, academic activities, and pedagogy pertaining to culture are examined. It is concluded that Canadian psychologists have made a distinct and substantial contribution to the understanding of relationships between culture and behaviour, in Canada as well as in the global context.Keywords: cross-cultural psychology, culture, history, intercultural psychology, multiculturalismHistorically, Canada has always been a culturally diverse region. At present, there are 6.2 million foreign-bom people (about 21% of the population) from 234 countries speaking 94 different languages (Statistics Canada, 2006a, 2006b). The 2010 World Migration Report has ranked Canada fifth in the world for the largest foreign-born population (World Migration Report, 2010). As this incoming migration pattern has unfolded, Canada's public policies on how best to settle the annual flow of about 225,000 immigrants and its mandate to accept refugees from troubled countries have profoundly affected the psychological experiences and daily lives of all Canadians. The original inhabitants of Canada (Aboriginal Peoples) have been most deeply and often negatively impacted by the massive migrations of Europeans who began arriving in significant numbers in the mid-18th century. Ongoing contact between Aboriginal and immigrant peoples has contributed greatly to Canada's political, cultural, and social development. With multiple cultural, ethnic, and religious groups calling Canada their home, it was inevitable that the diverse demographic features of Canada's cultural make-up, including the presence of Aboriginal Peoples, would become infused into our psychological repertoire. Beginning in the middle of the 20th century, Canadian psychologists came to examine the role of culture in psychology, responding to this continually evolving multicultural context.The rise of culture within the larger frame of the history of psychology has been examined previously (Berry & Triandis, 2006; Kashima & Gelfand, 2012); however, this present examination of culture in the study and practice of psychology is focused specifically on the Canadian context. This historical account is derived from the conceptual view that the evolution of scholarly ideas and research pursuits reflect and parallel the historical, social, and political happenings of a certain time and region (Danziger, 1990; Leahey, 1987). We explore how Canada's history, demographic trends, and related political decisions are reflected in the direction and content of Canadian research in psychology involving culture, both as an empirical variable and as a theoretical construct. Following a brief description of the Canadian context, we aim to map three broad domains of psychological research: intercultural, culture comparative, and indigenous psychology. Additionally, we examine the formalization of the CPA Section on International and Cross-Cultural Psychology and provide a brief account of culture in the curriculum of psychology departments across Canadian universities. The scope of this account covers a period from the 1930s to the start of the millennium, recognising that further growth continues into contemporary times.The Canadian ContextAboriginal Peoples provide the original source of cultural diversity in Canada. …

Review of Law, standards, and ethics in the practice of psychology (3rd edition).

Law, Standards, and Ethics in the Practice of Psychology (3rd Edition), David R. Evans, Toronto, Ontario: Carswell, 2011, 581 Pages (ISBN 978-0-7798-3834-9, CAN $101)Reviewed by PIERRE L.-J. RITCHIEDOl: 10.1037/a0032673Beginning with the first edition, this text has been the best single source for thoughtful information on the ethical, legal, and regulatory framework for the practice of psychology in Canada. As did the second edition, the latest iteration provides timely updates on essential topics as well as selected additional information and commentary. This book belongs to the relatively uncommon group of texts that serve as the go-to source for both generalists and specialists. Although especially useful for students preparing for a career in one of the branches of applied psychology and early career psychologists working on postgraduation requirements set by the regulatory system, it is a valuable resource throughout a psychologist's career path.Although Evans is the central author, with overall responsibility for the book's conceptualisation, organisation and selection of topics, the third edition again benefits from the specific expertise of other psychologists as well as lawyers. They capture both subject matter knowledge as well as an appreciation of it works in particular jurisdictions. The book is organized in 15 chapters, each with its own references and some with appendixes. The latter typically provide useful tools. For example, the chapter on Dual Relationships has an appendix offering a Framework for Ethical Decision Making and Risk-Benefit Worksheet. The chapter on Informed Consent provides Guidelines for Providing Information to Incapable Persons, and the chapter on Client Information and Records includes an appendix on Handling Clinical Records.The book's utility and contributions are best illustrated through selected highlights. In addition to a user-friendly nicely elaborated Table of Contents, there is also a very useful Table of Cases containing in a single place the jurisprudence cited in the book. Evans wrote the preface and an introductory chapter that provides both an historic perspective and also addresses current issues in most Canadian provinces (Alberta, British Columbia, Manitoba, Newfoundland and Labrador, Nova Scotia, Ontario, Prince Edward Island, and Saskatchewan). In addition, a few topics deemed especially pertinent to professional practice are included in this initial overview: complaints, quality assurance and risk management, statutory law and client well-being, and components of professional practice. Beyond the value of the information presented, the real value added for this chapter is the observations, thinking, and analysis of a senior colleague who experienced the profession's evolution over the past 40 years.Evans has his own clear sense of where we come from and how the psychologist's world in the early 21st century is different than the one he first knew. Although this can provide grist for debate on the correct interpretation and understanding of issues, it is part of what makes these aspects of the book intellectually stimulating. Given the book's purpose to provide a substantial amount of factual information, it is important to note that the commentary, analysis, and opinion components do not limit or distort presentation of basic subject matter, either by Evans or other authors.The next four chapters address the current regulation of psychology in specific provinces: Alberta, British Columbia, Newfoundland and Labrador, and Ontario. These are written by experts in the governance and regulation of the profession in the respective provinces (e.g., Registrars and others with recognised knowledge and experience together with a lawyer coauthor for Ontario). As a result, they provide well-informed, timely, and useful information. For those looking for more than it is done in their own province, taken together they provide a valuable snap-shot of the state of psychology as a regulated profession in Canada. …

Review of A chronicle of the work of the CPA 1938−2010.

A Chronicle of the Work of the CPA 1938-2010, by John B. Conway, Archivist & Historian of the CPA. Ottawa, ON: CPA, 2012, 462 pages, $30.00.Reviewed by JOHN B. CONNORSDOI: I0.1037/a003I558There are different types of history: military, social, intellectual, and organizational. This text is an organized history of the Canadian Psychological Association (CPA) and how and why it evolved to its present status today with over 4,000 members, several professional publications, task forces, alliances with other organizations, and an annual conference.Although the Canadian Psychological Association has been in existence since 1938, much of its history is unknown to psychology professors and especially their students in Canada. Formed as result of preparation for entrance into World War II, the CPA had its start with the Test Construction Committee for the Department of Defense and the National Research Council in personnel selection procedures. Founding members such as Ned Bott, John MacEachran, George Humphrey, Roy Liddy, Bill Line, George Ferguson, Whit Morton, and Chester Kellogg are little known today. An example is the famous M test given to military recruits in Canada modelled after the Army Alpha and Beta used in World War I. Even after the war, much of its early research was funded by the Defense Research Board and the National Research Council before the universities had developed separate funding sources such as the Natural Sciences and Engineering Research Council of Canada.In standard History of Psychology texts and courses almost no mention is made of Canadian contributions with minor exceptions (i.e., Donald Hebb, Wilder Penfield). Much of the organization's work and efforts go unnoticed in the wake of the larger and better known American Psychological Association. In addition, a splinter group of research psychologists called the Canadian Society for Brain and Behaviour and Cognitive Science (CSBBCS) was formed in 1990 which holds its annual conference about the same time of the year as the CPA.The mission of CPA is taken from its website http://www .cpa.ca:Mission and Mandate of the Canadian Psychological Association (CPA)The CPA was organized in 1939 and incorporated under the Canada Corporations Act, Part II, in May 1950. Its objectives are:To improve the health and welfare of all Canadians;To promote excellence and innovation in psychological research, education, and practice;To promote the advancement, development, dissemination, and application of psychological knowledge; andTo provide high-quality services to members.CPA attempts to be French-English bilingual and has 32 separate sections (two are new for 2013) covering all areas of research and applied psychology but with only about 4,000 members. CPA is also an umbrella organization for each of the provincial psychological organizations which provide collegial and regulatory support for psychology as an applied profession.The section on the History and Philosophy of Psychology has less than 50 members but manages to present papers at every conference. Its mission is as follows:The purpose of this Section is to promote the development of History and Philosophy of Psychology as a special interest area in psychology. In pursuance of this purpose, the Section:1 ) provides information to members about current activities, events, research and practice developments in the area;2) organizes sessions at the annual CPA Convention that are of interest to members;3) represents the interests of the Section within CPA through initiating such activities as position papers, policy statements, and special meetings; and4) makes representations, on behalf of its members to external organizations or agencies with the approval of the Executive Committee of the CPA Board of Directors.However, only a small portion of papers presented at the History section specifically examine the contributions of Canadian Psychology to the discipline. …