Professional Practice In Psychology Research Articles

Examination for Professional Practice in Psychology: Clerical Errors Corrected but Inferences Unchanged

The Yu et al. (1997) study on correlates of mean score on the Examination for Professional Practice in Psychology (EPPP) contained some clerical errors that are corrected here. The findings and associated inferences are basically the same after making these corrections as they were before. Academically stronger clinical psychology programs have graduates who tend to score higher on the EPPP. An additional analysis using only professional schools revealed that programs approved by the American Psychological Association and those that are not freestanding tend to produce graduates with higher scores.

Score on the Examination for Professional Practice in Psychology as a Function of Attributes of Clinical Psychology Graduate Programs

Graduate programs' correlates with doctoral recipients' scores on the Examination for Professional Practice in Psychology (EPPP) were determined Higher EPPP score was associated with larger faculty-to-student ratios, smaller clinical programs traditional as opposed to professional program orientation, and Ph D rather than Psy D awarded Programs approved by the American Psychological Association and those that scored favorably on a number of objective indices also produced graduates with high EPPP scores Among the more frequently used admissions requirements median Quantitative score on the Graduate Record Examination correlated most highly with EPPP score

A PsyD for every practitioner: Further separation of science and practice in professional psychology.

A PsyD for every practitioner: Further separation of science and practice in professional psychology.

A PsyD for every practitioner: Further separation of science and practice in professional psychology.

A PsyD for every practitioner: Further separation of science and practice in professional psychology.

Factors influencing performance on the Examination for Professional Practice in Psychology (EPPP).

Factors influencing performance on the Examination for Professional Practice in Psychology (EPPP).

Review of Proceedings: National Conference on Scientist-Practitioner Education and Training for the Professional Practice of Psychology.

Review of Proceedings: National Conference on Scientist-Practitioner Education and Training for the Professional Practice of Psychology.

Factors influencing performance on the Examination for Professional Practice in Psychology (EPPP).

Factors influencing performance on the Examination for Professional Practice in Psychology (EPPP).

Results of the Rech Conference Survey on Religious Faith and Professional Psychology

The results of an extensive survey of the alumni of three doctoral- and four master's-level Christian graduate training programs in professional psychology are reported. The purpose of the survey was to assess how programs have done in training students in the integration of psychology and Christian faith. A total of 1,548 surveys were mailed out; a return rate of 41.3% limited the conclusiveness of the findings. The sample was found to be morally and religiously conservative; master's alumni were typically more conservative than were doctoral alumni. Alumni overwhelmingly identified themselves as evangelicals and reported a fairly high frequency of defined “religious behaviors.” Graduate training experiences had a moderately positive impact upon personal faith. Satisfaction with training in the task of integration was quite modest. Various measures indicated substantial commitment to the integration of Christian faith and the practice of professional psychology. Practitioners are most frequently eclectic, psychodynamic, cognitive-behavioral, or family systems in orientation. Frequency of use of specifically “religious” intervention techniques was low.

The ethical issue of competence in working with the suicidal patient.

In this article, I discuss the ethical need for competence in the assessment and management of the suicidal patient, and further suggest that this specific competence be considered a routine element in professional psychological practice. I also argue that this particular competence necessitates adequate training in working with this high-risk population, as well as the need for every clinician to personally evaluate her or his own technical and personal competencies to work with suicidal patients before beginning independent practice activities in clinical situations wherein he or she may be called on to evaluate or treat a suicidal patient. This article concludes with a discussion of specific ethical dilemmas (e.g., the issue of confidentiality), and a list of suggestions for specific competencies in working with the suicidal patient is provided.

The National Conference on Scientist^Practitioner Education and Training for the Professional Practice of Psychology.

The National Conference on Scientist^Practitioner Education and Training for the Professional Practice of Psychology.

The National Conference on Scientist-Practitioner Education and Training for the Professional Practice of Psychology.

The National Conference on Scientist-Practitioner Education and Training for the Professional Practice of Psychology.

Performance on the Examination for the Professional Practice of Psychology as a function of specialty, degree, administrative housing, and accreditation status.

Performance on the Examination for the Professional Practice of Psychology as a function of specialty, degree, administrative housing, and accreditation status.

Performance on the Examination for the Professional Practice of Psychology as a function of specialty, degree, administrative housing, and accreditation status.

Performance on the Examination for the Professional Practice of Psychology as a function of specialty, degree, administrative housing, and accreditation status.

Some thoughts on the future of the professional practice of psychology.

Some thoughts on the future of the professional practice of psychology.

Some thoughts on the future of the professional practice of psychology.

Some thoughts on the future of the professional practice of psychology.

Coping with exposure to aggression: The path from research to practice

Research findings and theory related to the effects of filmed violence on children are examined and discussed. The overall theme is bridging the gap between research and practice with particular emphasis on the control of material that deals with both televised and video-filmed violence. Findings are related to practical decisions about public access to such material and issues are outlined to illustrate major points of difference between pure and applied concerns in the professional practice of Psychology. Conclusions are also placed in the context of current arguments being made in Australia about public access to offensive material. The position is defended here that data point to the need in this country to find ways of improving communication about existing censorship procedures, and raising people's awareness of their responsibilities to their children. Policy formulation in the area is necessarily problematical, but there appear to be reasonable grounds for traversing the path from research to practice and formulating policy at this stage that takes better account of recent developments in the evidence.

TRANSFERENCE OF PSYCHOLOGICAL KNOWLEDGE AND ITS IMPACT ON MEXICO

The impact of the transfer of the psychological knowledge from the developed countries to Mexico, is briefly described. It is clear that scientific psychological methodology and contents were introduced to Mexico at the end of the 19th Century. The impetus to the National Educational System was primarily derived from psychometric methods and secondarily from modern conceptions of education. The professional psychological practice in Mexico today is practically indistinguishable from its exercise in the developed nations as far as client services are concerned. On the other hand, there is relatively scarce and often inept use of professional or applied research techniques to the social problems of groups or to the evaluation of programs. The impact on pure and applied research, none the less, has been extensive and a relatively large number of people are doing research in several areas of psychology, particularly cross‐cultural, neuro‐psychological, the experimental analysis of behavior, action and interdisciplinary research in social and educational psychology.Priorities are: (1) Systematic teaching at the graduate level of the statistical and computational methodology of psychology in the context of research design and evaluation; (2) The operationalization or transferring to every day language of the concepts and techniques of psychology for use of the general public; (3) The better staffing of many, particularly the private schools of professional psychology.

The Examination of Professional Practice in Psychology (EPPP).

The Examination of Professional Practice in Psychology (EPPP).

The Examination of Professional Practice in Psychology (EPPP).

The Examination of Professional Practice in Psychology (EPPP).

Comparison of Degree Received and Performance on Licensing Examination

Psychology licensing boards perform the service of identifying those individuals who have pursued a course of training, received a graduate degree, and integrated a body of knowledge of a sufficient level in order to have the knowledge and competence necessary to function as psychologists in private practice. The course of study one may pursue varies within psychology, e.g., general-experimental, counseling, educational, o r clinical, as opposed to other learned professions which have much more focused curricula, e.g., law or medicine. In order to serve their function of identifying chose individuals who may practice independently, examining boards within the learned professions should approve for licensure those individuals who have achieved a minimum degree of professional socialization and knowledge acquisition necessary for independent practice. Because of the diverse backgrounds of applicants and the diverse courses of study which may lead to such socialization and acquisition of knowledge, psychology examining boards specifically should examine differentially the academic records of applicants as those records relate to performance o n both knowledge-based and cornpetency-based examinations. The present study compared the performance on the Professional Examination Service (1976) Examination of Professional Practice in Psychology with type of degree received. The examination is a written objective test used by 48 examining boards in the United States and Canada as part of their examination process. Individuals completing Form 4 of the licensing examination in Texas in 1975 were divided into those receiving the Doctor of Philosophy degree and those receiving the Dcctor of Mucation degree. Two samples (Group 1 = Ph.D.s, 5 3 pass, 9 fail; Ed.D.s, 7 pass. 5 fail; Group 2 = Ph.D.s, 6 0 pass, G fail; Ed.D.s, 1 4 pass, 6 fail) were thus formed. Passing level of the examination was set by the Texas Board at one-half standard deviation below the national mean. Chi squares were computed on degree received and pass-fail. Both samples showed that proportionally more individuals receiving a degree in psychology passed the examination than those receiving a degree in education (Group 1 x 2 = 4.69, P < .05; Group 2 x 2 = 5.55. P < .05) . t tests were computed on the differences berween the mean scores on the examination and demonstrated a significantly higher mean score for Ph.D.s than for Ed.D.s (Group 1 t = 5.13, P < ,001; Group 2 1 = 4.00, P < ,001) . These results are consistent with those reported by Terris (1973) . It can be inferred that this difference results from the body of knowledge provided to students in the two degree programs. The results also indicate that licensing boards have the responsibility to examine more closely the academic records of individuals who receive degrees in education and apply for certification as psychologists than those individuals who received degrees in psychology. Individuals in programs leading to a degree in education should have a high concentration of courses in psychology to ensure that such applicants have had exposure to the body of knowledge which constitutes psychology. Without such exposure it is not in the best interests of either the applicant or the public to license thosindividuals as psychologists.