Canadian Psychological Research Articles

Défense de la nation contre prospérité de la discipline : engagement militaire et institutionnalisation de la psychologie au Canada

This article contributes to our knowledge about the rise of the social and human sciences through an examination of military uses of psychology in Canada and this field sensibility to external demand. The national crisis caused by World War II and the Cold War were perceived by psychologists as sizeable opportunities to promote psychological expertise outside academe and to strengthen the social authority of their discipline and profession. By the way of military patronage and psychological contribution to National defense, psychological expertise then gained new symbolic and material resources. Does it mean that this field exogeneity undermine its disciplinary practices or knowledge production? It is said that this is an empirical question that bears no univocal answers.

Work-life balance for early career Canadian psychologists in professional programs.

Work-life balance for early career Canadian psychologists in professional programs.

Canadian psychology in a global context.

Canadian psychology in a global context.

History and development of industrial/organisational psychology in the Canadian Forces Personnel Selection Branch: 1938–2009.

The authors examined public and published archival documents and interviewed senior and retired Personnel Selection Officers, and influential Industrial/Organisational (I/O) psychologists in Canada to document the history of the Canadian Forces Personnel Selection Branch. The authors highlight the close working relationship between civilian and military I/O psychologists and suggest that they have been mutually influential in shaping the practise of I/O in Canada. Almost every account of the development of Industrial/ Organisational (I/O) in the United States emphasises the formative of the military and military requirements particularly during the World Wars (e.g., Salas, DeRoine, & Gade, 2007). For example, the development of selection instruments during World War I (e.g., Yoakum & Yerkes, 1920) is cited as the catalyst that brought I/O out of the closet of aca- demia (Katzell & Austin, 1992, p. 805) and into the workplace. Similarly, accounts of the development of I/O in the United Kingdom highlight the demands of the military during wartime, as a formative (e.g., Warr, 2007). In contrast, histories of the development of I/O in Canada largely ignore the role of the military (e.g., Latham & Sue-Chan, 1998) or explicitly deny any such influence. Warr (2007, p. 94), for exam- ple, suggests that (c)ontrary to patterns in other countries. World War II . . . did not provide a strong impetus to I-O psychology in Canada. We suggest that this is a substantial understatement of the relationship between military and I/O psychology. In particular, although not very accessible to the civilian reader, partial histories of the Personnel Selection Branch of the Canadian Forces present a dramatically different account (e.g., Anderson, 1992; Eggenberger, 1992; Lamerson, 1995; Northey, 1992; Pinch, 1992; Prociuk, 2001). Our objective in this article was to expand upon these histories and provide a comprehensive account of the relationship between I/O and the Personnel Selection Branch of the Canadian Forces. In doing so, we take the position that such a history is of value in and of itself as documenting the development of one of the largest employers of I/O psychologists in Canada (S. Eyres, per- sonal communication, November 30, 2007). However, we also go beyond this view to suggest that the practise of I/O both shaped, and was influenced by, developments in the Canadian Forces. In doing so, we find evidence for a pattern of spiraling influence in which the personnel demands of the military shape the focus of I/O at some points while at other points advances in I/O led to enhanced personnel practises within the military. It is our hope that reflecting on the past relationship between the Canadian Forces and the profession of I/O will help to foster an appreciation of the mutual benefits of this relationship and help us to understand how this association can be strengthened in the future. We examined public archival documents and interviewed senior and retired Personnel Selection Officers and influential I/O psy- chologists in Canada. We provide a review of the chronological development of the CF Personnel Selection Branch from its offi- cial inception in 1938 to the present, noting the significant events that have contributed to its development during the last 70 years. We conclude by noting the overarching themes and commenting on the reciprocal relationship between the Personnel Selection Branch and the civilian I/O community and how this relationship can continue to be fostered in the future.

Socioeconomic status and class: A challenge for the practice of psychology in Canada.

Socioeconomic status and class: A challenge for the practice of psychology in Canada.

Supreme Court of Canada addresses admissibility of posthypnosis witness evidence: R. v. Trochym (2007).

In February of 2007, the Supreme Court of Canada issued its ruling in R. v. Trochym, a case in which the Court addressed the admissibility of posthypnosis witness testimony. The holding by a majority of five Justices establishes a presumption of inadmissibility for posthypnosis evidence that is very unlikely to be overcome. Although not a clear bar against this form of testimony, this ruling makes it extraordinarily difficult for such testimony to be admitted in the future. The authors discuss the case, the relevant empirical literature, and implications for the Canadian psychology community, including some general recommendations for improved integration of psychology and law.

“The disadvantaged psychological scene”: Educational experiences of women in early Canadian psychology.

“The disadvantaged psychological scene”: Educational experiences of women in early Canadian psychology.

Accreditation of Canadian psychology programs: Obstacles and opportunities.

Accreditation of Canadian psychology programs: Obstacles and opportunities.

Scholarship in Teaching and Learning: An Interview with John Mitterer

John Mitterer earned his PhD in cognitive psychology from McMaster University. Like many teaching professors, his career took an unexpected turn early on when he was hired to teach introductory psychology at Brock University, near Niagara Falls, in Ontario, Canada. It was love at first lecture. He never left the course and now, as a full professor some 25 years later, has taught well over 20,000 students. Along the way he has participated in the development of a wide variety of learning materials, including textbooks, videodiscs of support materials, student-learning CD-ROMs, online learning objects, Web sites, test banks, PowerPoint slides, study guides, and instructor's manuals. Mitterer now thinks of himself as a scholar of teaching and learning with a special interest in the educational potential of digital technology. He is a frequent presenter at conferences devoted to teaching and learning and currently holds a Brock University Chancellor's Chair for Teaching Excellence. He is the recipient of the 2003 Brock University Distinguished Teaching Award, a 2003 Ontario Confederation of University Faculty Associations (OCUFA) Teaching Award, a 2004 3M Teaching Fellowship, and the 2005 Canadian Psychological Association Award for Distinguished Contributions to Education and Training in Psychology. David B. Daniel is involved with forging reciprocal links between cognitive-developmental psychology and teaching practices and pedagogy. He is the coordinator of the Society for Research in Child Development's (SRCD) Teaching of Developmental Science Institute as well as chair of the SRCD Teaching Committee, and the managing editor of Mind, Brain, and Education. He chaired the Society for the Teaching of Psychology's task force on pedagogical innovations. His interest in the development of effective teaching has informed his current efforts to develop effective pedagogical techniques that positively impact both student learning and teacher performance.

Literacy development in Canada.

Literacy development has been found to have a considerable influence on individuals' lives, modern society, and its economy. As a consequence, a great deal of attention has been devoted to facets of literacy, conditions that facilitate its development, and its impact. This special issue of Canadian Psychology provides a sample of current research programmes carried out on development by Canadian researchers in psychology and education. The topics addressed include emergent literacy, longitudinal prediction of reading development, development of oral reading and reading comprehension, development amongst French immersion students, importance of culturally and developmentally appropriate practices in instruction, and prevention of reading difficulties. The concluding article provides an overview of current definitions of learning/reading disabilities in Canadian provinces and territories. Keywords: development, emergent literacy, prediction and prevention of reading difficulties, development of oral reading and reading comprehension, reading instruction The Universal Declaration of Human Rights adopted in 1948 set forth principle of education for all and universal literacy. Still today, it is estimated that over 770 million adults around world are illiterate, including 130 million young people (ages 15 to 24), and these estimates are expected to remain unchanged in 2015 (United Nations Educational, Scientific, and Cultural Organization [UNESCO], 2004, 2005). The factors responsible for illiteracy or insufficient are numerous and complex. They include limited access to schooling (e.g., in developing countries) and inadequate preparation for reading instruction (e.g., in disadvantaged areas; Magnuson, Meyers, Ruhm, & Waldfogel, 2004). Recent surveys rank amongst top five industrialized countries around world for its high rate. Yet 2003 survey results indicate that skills of 40% of Canadian adults (ages 16 to 65) fall below level that is considered necessary for an entry-level job in modern and economy (Statistics Canada, 2004, 2005). The consequences of illiteracy or low skills are broad ranging: They include lower school achievement (e.g., persistence, competence), poorer physical and mental health (e.g., life expectancy), and lower employability and work productivity. Several national and international organisations have urged decision makers to take action to foster development for all. The Canadian Council on Learning (2007) emphasized that Canada cannot afford to be complacent about literacy (p. 121) as there are still significant challenges to be addressed. Because nearly all countries around world face similar challenges, United Nations Educational, Scientific and Cultural Organisation (2002) has called period of 2003 to 2012 Literacy Decade. The practise of equating with alphabetization is now viewed as inadequate to address illiteracy as a sociopolitical problem that affects lifelong learning, personal and cultural identity, citizenship, equality of opportunities, governance, and civil society. A broader perspective has led to increasingly encompassing definitions of term literacy. For instance, UNESCO experts now define as the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society (UNESCO, 2004, p. 13). In an attempt to reconcile different perspectives, UNESCO experts broke down concept of into four facets. First, can be viewed as set of cognitive skills that are necessary to read and write. …

Ethics in Psychotherapy and Counseling

Ethics is a critical issue in every helping profession, in which the clients—patients—are in trouble and seeking help. This is especially the case in psychotherapy, for which the focus of intervention is targeting the most internal, sometimes hidden and intimate world of an individual. Since its first edition (1991),1 Ethics in Psychotherapy and Counseling: A Practical Guide has served as one of the most comprehensive texts providing practical guidance regarding ethical behavior for therapists and counselors. The book insightfully highlights the ethical values of respect, responsibility, integrity, confidentiality, competence, and concern in detail. It helps clinicians to be thoughtful about ethical principles, potential challenges, and dilemmas as well as about getting appropriate training and supervision that can help them better navigate these challenging waters. The strength of the current edition is that it deeply discusses the competence of a human therapist as well as the critical thinking on how to create strategies for self-care and—in general—how to help without hurting. It puts the codes and complaints into historical and empirical context and guides clinicians in how to respond to ethics, licensing, and malpractice complaints. The issues of beginnings and endings in therapy, absences and accessibility, and the use of informed consent are also explored in detail. One of the most important parts is the guidance on how to respond to suicidal risk and how to recognize the early warning signs when a supervisory consultation is required. Boundary issues and sexual relationships with clients are also very important aspects of ethical behavior discussed in the text. Although it is striking that the majority of disciplinary actions taken against practitioners by licensing boards are due to sexual misconduct, and civil suits against a therapist for incompetence account for only a minority of all claims, I have the impression that the issue of sexual misconduct is overwhelmingly discussed here and that the disproportionately large amount of discussion of the topic rather reflects the authors' research interest. Sexual abuse of clients is just the tip of the iceberg, but the vast majority of the ethical issues related to incompetence and other hurts usually and probably do not reach the threshold of legal claims. Although ethical principles and guidelines are common in all forms of psychotherapy, some fine tuning, distinction, and focus on special features would have been useful; e.g., detailed discussion of individual versus group therapy and of behavioral versus dynamic approaches could have highlighted the important aspects of ethical behavior related to the applied psychotherapy approach per se. Case vignettes or case reports also could have been helpful to illustrate the practical issues of some complex situations, especially since this is a “practical guide.” For those who would like to read extensive case studies that provide illustrative guidance on a wide variety of topics in ethics, I would recommend Gerald Koocher and Patricia Keith-Spiegel's Ethics in Psychology: Professional Standards and Cases.2 The appendices of Ethics of Psychotherapy and Counseling contain useful codes of conduct and ethical principles for psychologists as well as guidelines for ethical counseling in a managed care environment, all prepared by the American Psychological Association and Canadian Psychological Association. Although this book was probably intended to be used globally, and the ethical principles are general in every culture, comparisons of the different cultural environments and the codes and guidelines of ethics created by many respective associations in the field are slightly lacking. The text is easily readable, engaging the attention even for outsiders. I definitely recommended it for every practicing clinician, psychotherapy training program, primary care physician, residency program, and psychology course, and it is even worth reading by patients to increase their awareness of what they can expect if they meet a professional, ethical therapist.

Neuropsychology as a (psycho)social science: Implications for research and clinical practice.

CPA Gold Medal Award for Distinguished Lifetime Contributions to Canadian Psychology - 2007/Prix de la medaille d'or pour contributions remarquables a la psychologie canadienne au cours de l'ensemble de la carriere - 2007 Abstract Many early investigators of brainbehaviour relationships focused their investigative efforts on the psychiatric implications of brain damage and dysfunction. Descriptions of emotional dyscontrol and other psychosocial difficulties appeared frequently in their writings. Although dimensions of perception, memory, and cognition dominate the current neuropsychological literature, the psychosocial implications of patterns of neuropsychological assets and deficits retain their importance (e.g., in the study of the dementing diseases of adulthood). Our investigations of brain-behaviour relationships and their impact on psychosocial functioning have attempted to expand upon and chart a somewhat different (subtypal) course for this area of study. One clearly evident conclusion of these efforts is that neuropsychology is a psychosocial science. Some implications of our findings for research and clinical practice are outlined. Keywords: neuropsychology, social science, neuropsychological science, neuropsychological practice, clinical neuropsychology Some of the most important research in the early years of neuropsychology focused on the psychosocial-almost exclusively, psychiatric-implications of brain lesions in humans. The investigations of the psychological impact of traumatically induced brain injuries in soldiers by Goldstein and his associates, for example, were principally concerned with the so-called catastrophic that afflicted them (Goldstein, 1939, 1940). This involved not only deficiencies in higher-order concept formation and problem solving but also the grave problems faced by these men in dealing with psychosocial relations following their brain lesions. Indeed, Goldstein noted that this reaction was especially apparent when these men faced novel problem-solving situations, thereby establishing an apparent link between their deficient novel problem solving and their most prominent psychosocial deficit. (And, of course, there is the KluverBucy syndrome, and many other brain diseases with psychosocial consequences.) Unfortunately, these effects were deemed by most to be permanent and sufficient to render those who suffered them not amenable to any form of psychotherapy. Coincidentally, the notion of organicity took hold in psychiatric parlance. That said, it is one thing to be a card-carrying organicist (i.e., one who ascribes all mental disorders to lesions), and quite another to believe that one who has a mental disorder that is brain-related is doomed: that is, incapable of changing for the better with or without psychotherapeutic intervention. Coincident with this notion arose the myth that disorders were to be treated organically, and other mental disorders to be treated behaviourally. Indeed, these early investigators seemed not to appreciate the illogicality of such positions. Today, we realise that many brain-related disorders are amenable to behavioural intervention. At the same time, whether behavioural disturbances (e.g., ADHD) should be treated organically, even when the basis is known or unknown, is quite another matter. The notion of organicity became enshrined as organic brain syndrome in several nosologies. The absolute uselessness of the term seems to have occurred to too few of the early investigators. It became clear that a new paradigm was necessary if progress were to be made in this investigative area. Studies in the Windsor Laboratory We have taken on this challenge directly in several studies of adults and children. One dealt with a 40-year follow-up of soldiers who had suffered penetrating missile wounds to the brain and had, subsequently, developed a seizure disorder resulting from these (Tellier, Adams, Walker, & Rourke, 1990). …

Adaptation and Validation of the German Sensitivity to Befallen Injustice Scales into French

Adaptation and Validation of the German Sensitivity to Befallen Injustice Scales into French

Review of Work motivation: History, theory, research, and practice.

GARY LATHAM Work Motivation: History, Theory, Research, and Practice Sage Publications, 2006, 376 pages (ISBN: 9780761920175, US$99.95 Hardcover) (ISBN: 9780761920182, US$49.95 Paperback) Reviewed by JACK DUFFY is a good book. Now, if you are a cursory reader of book reviews, you need read no further. Take my word for it; this is a good book. But if you diink you might like to read it and you are not in the habit of buying books simply because a reviewer said, This is a good book, please read on. Gary Latham is well known to Canadian psychologists. As a past president of CPA and the recipient of many Canadian and international awards, he writes should be given a high priority in our reading pile. If your pile is as high as mine, priorities are a necessity. following closely after the realization that if you do not the before working your way through that pile, actuarial estimates are not to be trusted. In addition, Dr. Latham's past books have been easy to read and comprehensive. So, I approached the current book with a positive attitude; but I spent eight years studying in Iowa (one state above Missouri), and I have adopted the show me mantra of that neighbour state. Why would I mention where I studied you might ask? Well, as it turns out, Dr. Latham's book is very detailed about under whom and where the major writers on work motivation studied. makes for interesting asides. His footnotes are both informative and eyebrow raising. An example of the former is, can see why McGregor, who championed Maslow's theory, also endorsed Herzberg's work. ... implicit in Maslow's and Herzberg's theories is the assumption that one does not directly motivate another person, one creates an environment where people can motivate themselves (p. 39). An example of the latter is, ...Upon introducing myself to Fred [Herzberg in 1975] as a former student of Bill Ronan's, he replied with little humor, trouble with you industrial psychologists is that you climb down into a mine, you ask a miner, when you have to pee, can you always do so, generally do so, sometimes do so, seldom do so, or never do so? I simply asked what do you do you have to pee while you are down here? (p. 40). The astute reader will note that these footnotes occur on adjoining pages. There is no telling where informative notes versus eyebrow-raising notes will occur in this book. I rather liked that aspect. While I am on the subject of Herzberg, Latham discusses various criticisms of his work, most notably by Vroom. Personally, I think he should have pointed out that a researcher asks people two questions (Think of a time you were satisfied with your job. What made you satisfied? and Think of a time you were dissatisfied with your job. What made you dissatisfied?), how many factors should one expect from the data? A realization of this bias adds new meaning to the aptly named Dual Factor Theory. Herzberg's work is a wonderful testament to the veracity of factor analysis and little more. Yet, by golly, he did launch job enrichment from it and there is a lot to be said for that. Go figure. is a personal book as well as a review of the literature on work motivation. The book covers the last 100 years of research and has a chapter on the future of research in diis field, which covers directions as well as the author's warnings about misdirections. book could be catalogued as bodi history and personal essay. Dr. Latham interjects (mostly in footnotes) stories about the scientists he is summarizing on that page. One comes away with two impressions - he knows a lot of people, and he makes these people, er, well, people. One is forced to realize that they are just like the rest of us only more famous and more instrumental in the progress of our knowledge about work motivation. I gave this book to a computer science professor with whom I work. She is interested in designing computer interfaces for sick children that will create intrinsic motivation for them to further understand their illness, its remedies, and behavioural changes which they must make. …

Learning Against the Grain: Reflections on the Challenges and Revelations of Studying Qualitative Research Methods in an Undergraduate Psychology Course

Undergraduate programs in psychology in Canada rarely, if ever, teach qualitative methods as an integral part of the undergraduate curriculum. When programs do offer qualitative methods courses, they are often single stand-alone courses without adequate institutional support. Given the scientific traditions of training within psychology, it is important to consider the epistemological and infrastructural challenges faced by undergraduate students in psychology when they are first introduced to qualitative methods. Three psychology students reflect, with their professor, on their experiences of learning qualitative methods in their senior years as undergraduates. The students reflect on the many challenges, both intellectual and practical, of learning against the grain within a discipline that is firmly rooted in positivism. The authors reflect on these challenges and insights gained from exercises, which position them as both the knower and known when conducting life history studies in which they participate as both interviewer and interviewee. The authors conclude with practical suggestions for incorporating qualitative research methods into the undergraduate curriculum and advocate for increased methodological pluralism within psychology programs.

Conversational ethics in psychological dialogues: Discursive and collaborative considerations.

Abstract With the linguistic turn in the social sciences have come increased sensitivities to language use. In this paper, we examine such sensitivities as they relate to the practices of psychologists seeking collaborative relationships with clients. In particular, we link ethical practice with developments in discourse theory and research, presenting arguments and evidence for enhanced forms of collaboration and client-centred practice. We conclude with considerations for what we consider conversational in psychological practice. The social constructionist movement in psychology is now a generation old. Premised primarily on developments in linguistic theory, the key insight spurring on this movement has been the notion that language is incapable of correctly representing experience in any absolute sense. For some, the movement seemed to invite linguistic anarchy; for others, it ushered in a new era of critical reflection and potentials for reauthoring understanding. Regardless, there has been a recent proliferation of research methods, therapeutic practices, pedagogies, and critically inspired reflections within psychology derived from ideas and practices associated with social constructionism. Attempts to reconcile these developments within mainstream psychology have been occurring for over 30 years now (Gergen, 1985; Shotter, 1975). For us, a social constructionist epistemology refers to a view of meaning as the product of human interaction in relational and broader cultural circumstances; that is, meaning owes something to its use in social contexts. The Canadian Code of Ethics for Psychologists (the Code hereafter; Canadian Psychological Association [CPA], 2000) offers one such example of socially constructed meaning. It also shows a function of meaning we feel merits particular consideration: how meaning is consequentially interpreted and put to use. With social constructionist practice in psychology has come a concern for meanings and practices used without critical reflection (i.e., taken for granted; e.g., Parker, 1999). Psychological practice itself can be seen as a socially constructive activity (McNamee & Gergen, 1992), shaped and reshaped over time. Our focus here is on how social constructionist perspective can further inform ethical practice, particularly in discussions psychologists want to see as collaborative with clients. Recent developments in social constructionist practice (e.g., Gubrium & Holstein, in press; Strong & Pare, 2004) emphasize a premise highly compatible with some aspects of ethical practice, as promoted by the Code (CPA, 2000): respect for the dignity and preferences of clients. This respect can be shown in how client-psychologist interactions occur in a collaborative manner when that is the aim of the psychologist. Specifically, the ethics to which we refer focus on how differences are worked out between clients and psychologists. They also refer to how issues of power and dominance are collaboratively resolved in the manner by which such psychological dialogues are conducted. That clients consult psychologists for their expert knowledge, of course, does not extend to psychologists' expertise overriding the understandings or preferences of clients. Instead, the first principle of the Code (CPA, 2000), particularly the first ethical standard, asks psychologists to demonstrate respect for the knowledge, experience, and expertise of others. For social constructionists, since there is no correct meaning made possible by language, a primary issue is the fit or appropriateness of meanings for those with whom psychologists interact. Meanings not taken up by clients serve neither client nor psychologist in addressing concerns that clients present. Arguably, psychologists have developed a more refined discourse than others from which to discuss clients' concerns and what can be done about them (Danziger, 1997). …

What are confabulators’ memories made of? A study of subjective and objective measures of recollection in confabulation

Confabulating patients claim to remember events that had not actually happened, suggesting a vivid subjective experience of false memories. The present study was aimed at examining the nature of subjective experience of retrieval in confabulators and its relation to the objective ability to recollect qualitative aspects of the original episode. In Experiment 1, 5 confabulators, 7 non-confabulating patients, and 12 control subjects studied words under shallow and deep encoding conditions and underwent a Remember (R)/Know (K) recognition task [Tulving, E. (1985). Memory and consciousness. Canadian Psychology, 26, 1–12]. For recognized words, they additionally indicated two qualitative features of the encoding context. Whereas subjective (i.e. R responses) and objective (i.e. source) measures of recollection were associated in normal controls and non-confabulating patients, they were dissociated in confabulators. In Experiment 2, participants explained the content of their R responses. We found that confabulators’ recollections mainly included autobiographical information related to test items, but not to the study encounter. We conclude that remembering states in confabulators may be linked to a deficit in inhibiting irrelevant memories triggered by test items during retrieval attempts.

The New Zeitschrift für Psychologie / Journal of Psychology

Starting with this, the first issue in 2007, the Zeitschrift fur Psychologie is appearing in a new format and style. There are two main changes. First, the Journal is now being published in English – and accordingly, the original title has been extended to include the English form of the title. It will from now on be called Zeitschrift fur Psychologie / Journal of Psychology. Second, in the future each issue will be devoted to a particular topic. The need for these changes in the Zeitschrift fur Psychologie results from the changed journal landscape in the field of psychology. There are of course many reasons for the changes. For one, there are few German-speaking researchers who do not wish to publish in English, as English-language papers are necessary for research to be accepted and read by the international psychological community. And for another, through the change in language to one that is more widely understood, and also through the inclusion of the online version of the Zeitschrift fur Psychologie / Journal of Psychology in the PsycARTICLESTM database and Hogrefe’s own PsyCONTENT system, readers worldwide can be reached even more easily. PsycARTICLESTM is a database of full-text articles from more than 50 journals published by the American Psychological Association, the APA Educational Publishing Foundation, and the Canadian Psychological Association, as well as the Hogrefe & Huber group’s English-language journals. PsyCONTENT is the Hogrefe and Huber group’s own online journal system, including some 28 psychology journals. As has happened with other German-language journals that have changed to the English language and been integrated into both the PsycARTICLESTM and PsyCONTENT systems, the readership and impact of the Zeitschrift fur Psychologie / Journal of Psychology, we hope, will increase substantially. The Zeitschrift fur Psychologie, originally called Zeitschrift fur Psychologie und Physiologie der Sinnesorgane, was established in 1890. In other words, it is the second oldest psychology Journal in the world (Gundlach, 1991). Hermann Ebbinghaus was one of the founding editors, with Hermann von Helmholtz, Georg Elias Muller, and Carl Stumpf, among others, serving as co-editors. Karl Buhler, Wolfgang Kohler, Otto Selz, and Max Wertheimer are just some of the psychologists whose pioneering work was originally published in the early days of the Journal. It was because of this long and proud tradition of the Zeitschrift fur Psychologie that we were reluctant to abandon the original title, and so led us to the slightly unusual step of simply adding what librarians call the parallel title: Journal of Psychology. During its long history, the Zeitschrift fur Psychologie / Journal of Psychology has always been an outlet for all disciplines within the field of psychology, and not only for a particular specialization or branch of psychology. This tradition will be maintained – although, as indicated earlier in this editorial, only thematic or topical issues will be published in the future. This will ensure that the individual contributions are more homogeneous and, we hope, will increase the attractiveness of the Journal for readers. When the Journal was founded, German was the lingua franca of science. In many disciplines, scientists from around the world published their findings in journals such as Annalen der Chemie (with Justus von Liebig as cofounder), Annalen der Physik (in which, for instance, Max Planck first published a paper on quantum physics), Zeitschrift fur Physik (with Albert Einstein in the founding committee) and, well, Zeitschrift fur Psychologie, in which, for example, Raymond Dodge, David Katz, Kurt Lewin, Hugo Munsterberg, and Charles Spearman published some of their influential work. As was the case then, the Zeitschrift fur Psychologie / Journal of Psychology will continue to publish research from all branches of empirical psychology that is clearly of international interest and relevance. Guest editors – in many, but not all cases drawn from the Journal’s editorial team – will deal with each specific subject or topic. The typical issue of the journal will commence with an introductory overview article on the topic

Costs of predoctoral clinical psychology internship training in a Canadian health care setting.

Abstract Financial pressures on institutional health care in Canada in recent years have led to substantial pressures on institutional psychological services. These pressures have resulted in elimination or substantial diminution of psychological services in some of these institutions, including discontinuation of many longstanding psychology internship programs. It is therefore important for psychologists to demonstrate their cost-efficiency in delivering services. However, evidence for this efficiency in current Canadian context is lacking. This investigation examines costs and clinical activities of interns and staff at a major Canadian teaching hospital in order to determine degree to which internship is a cost-efficient method of delivering services. The results indicate that there is a small increased cost to having services delivered through an internship program. The results are viewed as part of a balanced scorecard approach to evaluation of an internship program. From such a perspective, other factors be seen as balancing out slightly increased cost. Also, a number of strategies are outlined for increasing internship cost-efficiency. With advent of managed care health systems in United States came increased concerns regarding quality assurance. These concerns spread across health care industry and now play a large role in manner in which health services, including psychological services, are provided to public. In Canada, this need for greater accountability has led to numerous organizational changes, such as product-line management in hospitals (e.g., clinical service lines, program management; Leatt, Lemieux-Charles, & Aird, 1994). While these changes have had negative impacts on staff of organizations (Lees & Sleeves, 2003; Woodward et al., 1999), they nonetheless continue as greater pressures for financial accountability are placed on health care systems. The increasing financial pressures in Canadian health care have led to large-scale reviews of system to determine methods for effective allocation of increasingly scarce public funds (Canada 2002a, b, 2003, 2004a). Koch, Lewis, and McCaIl (1998) noted that mental health services are also faced with increasing demands for cost containment, quality improvement, and accountability. Many factors have been found to play a role in quality of care of these patients, including values of patients and types of interventions that are available (Manderscheid, 1998). However, bottom line in health care management has become financial efficiency (Stein, 2002). It is recognized that professional services offered by psychologists are often unique amongst health care providers and some of these can play a critical role in improving quality of system and ensuring its sustainability into future (Romanow & Marchildon, 2003, p. 293). However, while there is considerable valuable evidence supporting psychology's role in cost-effective health care (Hunsley, 2002), governments often do not use this information when making decisions on health care spending (Mikail & Tasca, 2004; Romanow & Marchildon, 2004) and pressures on institutional psychological services in Canada have increased (Nicholson, Velikonja, & Bisnaire, 2004; Service, Mikail, & Nicholson, 2001). Not only have these pressures affected accessibility of available psychological services in institutions (Canada, 2004b), but they have also resulted in elimination of several accredited predoctoral clinical psychology internship programs. Before conferring doctoral degree in professional psychology, a program accredited by Canadian Psychological Association (CPA), requires completion of a CPA-accredited internship or its equivalent (CPA, 2002). The internship program is the final but essential step in preparation for professional practice in psychology at doctoral level (CPA, p. …

In Our Own Voice: The Impact of Feminism on Canadian Psychology

Interviews with four feminist psychologists are used to explore the impact of feminism on psychology in Canada. Using a thematic analysis, three levels of impact - individual, disciplinary and institutional - are derived and discussed with specific examples from the Canadian context. We highlight opportunities and obstacles to feminist influence, and make tentative suggestions for strengthening feminism’s current and future presence in Canadian psychology.