Psychology Faculty Members Research Articles

Correction to: How Does Counseling Psychology Faculty Members’ Grit Relate to their Emotions and Success in Teaching and Research?

Correction to: How Does Counseling Psychology Faculty Members’ Grit Relate to their Emotions and Success in Teaching and Research?

How Does Counseling Psychology Faculty Members’ Grit Relate to their Emotions and Success in Teaching and Research?

How Does Counseling Psychology Faculty Members’ Grit Relate to their Emotions and Success in Teaching and Research?

Academic and disciplinary narratives that inhibit teaching for racial justice

ABSTRACT Within the United States’ academic system, faculty often confront academic norms and practices that contradict liberatory curricular and pedagogical practices. Using data from a critical race participatory action research study based in the United States, this study explores how academic and disciplinary narratives inhibit faculty consciousness and demonstrates how faculty members’ consciousness relate to the curricula and pedagogy they utilize. In this study, three psychology faculty members describe inhibiting academic and disciplinary narratives including: race only belongs in courses centered on issues of diversity, racist knowledge that is part of the cannon must persist, and the inclusion of race into a course requires extensive expertise. This study utilizes the framing of critical race conscience to analyze the academic and disciplinary narratives that inhibit faculty members’ consciousness and thus, the curricula and pedagogical practices they implement.

International Students who Became U.S. Counseling Psychology Faculty Members: A Collaborative Autoethnography

International students have a considerable presence in U.S. counseling psychology programs; what happens when they pursue academic counseling psychology positions in U.S. institutions? Seven counseling psychology faculty who started as international students in the United States used collaborative autoethnography to examine this matter. We found that our identification with counseling psychology philosophy and our lifelong, self-reflective process as cultural insiders/outsiders have proven crucial. Likewise, we found that our academic career development has been shaped by extra challenges encountered when dealing with ethnocentric aspects of U.S. psychology and by unique opportunities generated by our multinational professional identities and multilingual abilities. Three themes recurred across our reflections: Overcoming Linguistic Differences, Learning to Thrive Across Cultures, and Mentoring as a Valued Experience. We offer advice for international counseling students considering careers in U.S. academia and discuss the implications of our findings for research, training, and advocacy.

Reflective practice and the conceptualization of implicit theories of counseling and psychotherapy in psychology faculty members. A qualitative perspective from the United Arab Emirates

This research qualitatively characterized the subjective concept of counseling and psychotherapy of faculty working at a public university in the United Arab Emirates (UAE), in the Middle East, and how they embraced this concept when teaching psychology related courses. Using Grounded Theory Analysis as a general methodological framework, this study was based on the analysis of 14 face-to-face in-depth interviews with psychology faculty members. The results revealed that the interviewees regarded the teaching of psychology and counseling as a relational process that leads to personal growth, both for the patient/student and for the faculty/therapist, implying that both cultural and intersubjective dimensions should be considered. As further implications, it is concluded that all the psychologists interviewed stated that the relational and ethnographic dimensions of counseling should be incorporated into training psychologists in the UAE.

Content and impact of articles published by school psychology faculty

AbstractSchool Psychology faculty members are expected to publish articles in peer‐reviewed journals that impact the fields of education and psychology. Both the content and the impact of the articles school psychologists publish may change across time and differ from other disciplines. The current analysis sought to understand average article impact, content, and research focus, and to describe those articles that have the highest impact factor. All of the articles (n = 3670) published by school psychology faculty between January, 2010 and December, 2015 were collected and examined. Three reviewers were trained over 2 hr to read abstracts and to classify the content of those abstracts. The literature was systematically classified into four categories: assessment, consultation, intervention, and professional issues. The title, keywords, and abstract were used to find the category of best fit for each publication. The majority of articles published fall into the broad category of Professional Issues. The average article is cited 17.68 times in Google Scholar and 4.9 times in Web of Science. These data will be useful to understand publication content trends and identify gaps in research.

Counseling Psychology Faculty’s Contributions to the Internationalization of Counseling

In this study, we identified counseling psychology faculty members’ international publications, presentations, activities, and education abroad experiences through investigating 183 curricula vitae of faculty members in the United States. The results demonstrated that compared to four decades ago, the emphasis on international issues has increased. However, there is still a considerable number of counseling psychology faculty members who have not incorporated international issues into their professional activities. Path analysis results indicated that international presentations and activities moderately predicted internationally relevant publications. Based on these results, we proposed several ways to facilitate the internationalization of counseling psychology in the future, and discussed how internationalization could bring positive changes to the counseling psychology field.

Increasing Research Productivity and Professional Development in Psychology With a Writing Retreat.

Writing is a core feature of the training requirements and career demands of psychology faculty members and graduate students. Within academic psychology, specifically, writing is vital for the generation of scientific knowledge through manuscripts and grant applications. Although resources exist regarding how to improve one's writing skills, few models have been described regarding how to promote a culture of writing productivity that realizes tangible deliverables, such as manuscripts and grant applications. In this article, we discuss the rationale, model, and initial outcome data of a writing retreat developed and implemented to increase research productivity among psychology faculty and trainees. We also review best practices for conducting writing retreats and identify key areas for future SoTL on advancing writing.

Community and Public Arena Advocacy Training Challenges, Supports, and Recommendations in Counseling Psychology: A Participatory Qualitative Inquiry

Despite a continuing need for clinicians to engage in socially-­‐just practice that addresses systemic factors impacting the mental health of clients through advocacy, there are often limited formalized opportunities for doctoral counseling psychology students to be exposed to and to engage in community or public arena advocacy. Two counseling psychology faculty members initiated and supervised a Participatory Action Research (PAR) team comprised of six advanced counseling psychology doctoral students and three early career counseling psychologists with experience conducting community and public arena advocacy. The nine PAR team members explored the doctoral students’ experiences conducting advocacy during their doctoral training and the resulting qualitative data was analyzed using a content analysis methodology. The study results highlight the challenges inherent in facilitating and conducting these types of advocacy training activities, discuss essential supports provided by their doctoral programs, and offer recommendations to counseling psychology faculty interested in preparing their students to engage in this work.

PUBLICATION OUTLETS FOR SCHOOL PSYCHOLOGY FACULTY: 2010 to 2015

Many school psychology faculty are required to publish for purposes of retention and promotion. It is useful to have an understanding of the different outlets for scholarly publications. In the present study, we investigated the peer‐reviewed journals in which school psychology faculty were published between 2010 and 2015, the number of articles in each journal, and the acceptance rates and impact estimates for each journal. We identified school psychology faculty using the National Association of School Psychologists website and conducted a search of the publications using EBSCO databases. Results indicated that there were a total of 3,675 articles and a total of 832 peer‐reviewed journals in which school psychology faculty were published during the 6‐year span. Among the peer‐reviewed journals, Psychology in the Schools, School Psychology Quarterly, School Psychology Review, and Journal of School Psychology were the journals in which school psychology faculty members most frequently published. Acceptance rates ranged from less than 5% to 98%, with an average of 29.7%. H‐indexes ranged from 1 to 890, with an average of 52. These results illustrate the variety of journals that publish works from school psychology faculty and the need for school psychology faculty and other authors to consider a variety of options when seeking publication.

An Update on the Status of Sponsored Research in Counseling Psychology

Prior research has indicated that relative to other specialty areas in psychology, counseling psychology researchers are less likely to engage in research activities sponsored by external funding agencies. The primary purposes of this article were to address external funding in the counseling psychology profession and to compare the rates of articles published in the premier counseling psychology research journal ( Journal of Counseling Psychology [ JCP]) that reported external funding to other specialty areas’ premier research journals. Between 2007 and 2011, articles in JCP were less likely than those in other journals to report external funding and less likely to report research designs associated with external sponsorship. Post hoc analyses indicated that articles in a leading vocational research journal also had relatively low rates of external funding, and counseling psychology faculty members were less likely than peers in other programs to report external funding. The implications of these findings for the field are discussed.

External Funding and Competing Visions for Academic Counseling Psychology

The major contributions by Burrow-Sánchez, Martin, and Imel and Martens et al. are the first explicitly substantive, constructive statements about extramural funding and counseling psychology to appear in The Counseling Psychologist. For over 15 years, many have recognized the importance of extramural funding to the continued presence of counseling psychology training programs in research-intensive universities. In this reaction piece, I discuss several issues that may contribute to the lack of funded research appearing in counseling psychology outlets and to the apparent small number of counseling psychology faculty members with external funds. Suggestions for allocating and managing faculty resources and demands to maximally benefit a program and for pursuing current and future funding opportunities are offered.

The mentorship of undergraduate students in counselling psychology research

In recent years, there has been an increased interest in engaging undergraduate students in psychology research through a mentorship relationship with psychology faculty members. For students, faculty members, and universities committed to undergraduate research mentorship, the potential rewards may be considerable. Yet, the mentorship of undergraduates in research is not without significant challenges. This article examines the benefits and challenges of mentoring undergraduate students in research, both generally and in the specific discipline of counselling psychology. Suggestions for promoting research mentorship relationships between faculty and undergraduate students in counselling psychology and overcoming obstacles are discussed.

American Social Work and Psychology Faculty Members' Scholarly Productivity: A Controlled Comparison of Citation Impact Using the h-Index

The h-index is a relatively new measure of scholarly productivity, and is a simple tabulation of the number of articles (h) a given author has published which have been cited at least h times. For example, a scholar with an h-index of 10 has published ten articles which have been cited in subsequent articles at least ten times. The h-index for all social work and psychology tenured or tenure-track faculty housed in the top-25 American social work programmes as ranked by U.S. News and World Report in 2008 was obtained, permitting an overall comparison of the scholarly influence between members of the two cognate disciplines. This involved 950 social work faculty and 1,080 psychology faculty cited during the 2001–11 time frame. The average h-index for social work and psychology faculty was 6.34 (SD = 5.57) and 11.32 (SD = 8.21), respectively—a difference which was not significantly different. These results are an improvement over prior related research which showed social work faculty to be disadvantaged in terms of scholarly impact. These results are discussed in terms of the higher scholarly standards expected of social work academics in recent years.

Job Satisfaction in School Psychology Graduate Preparation: A Pilot Study

This pilot study investigated the status of job satisfaction among school psychology faculty with the hope of gaining insight in to factors that may encourage doctoral-level graduates to pursue jobs in academia. A second purpose of the study was to discover areas of improvement in job satisfaction to support current faculty members in continuing in their chosen careers. Finally, the study sought to establish the reliability of a job satisfaction instrument for use in larger-scale studies. A total of 94 school psychology faculty members in specialist-level and/or doctoral-level National Association of School Psychologists (NASP)-approved programs completed an author-designed survey. The 34-item survey was clustered into the following categories: Compensation, Role/Function, Personal Fulfillment, Colleagues, Graduate Candidates, and Administrative Support/Resources. At an item level, participants reported overall satisfaction with their jobs and satisfaction in most areas of their employment. Exploratory analyses revealed only a few significant differences in individual item satisfaction. Specifically, participants ranked as Full Professor reported significantly higher satisfaction with the tenure and research expectations than those participants who identified themselves as Assistant Professors. Additionally, participants indicated job satisfaction in four out of six categories. Cronbach’s alpha for the overall instrument was .92 with the current sample.

The Risk of a Halo Bias as a Reason to Keep Students Anonymous During Grading

Experts have advocated anonymous grading as a means of eliminating actual or perceived evaluator bias in subjective student assessment. The utility of anonymity in assessment rests on whether information derived from student identity can unduly influence evaluation. The halo effect provides a conceptual background for why a bias might occur. In the present study examining the halo effect, psychology faculty members and teaching assistants were randomly assigned to grade a student giving a poor oral presentation or the same student giving a good oral presentation. All graders then assessed an unrelated piece of written work by the student. As hypothesized, the graders assigned significantly higher scores to written work following the better oral presentation. The results provide strong evidence of a halo effect in that prior experience with a student biased the grading of written work completed by the student. The findings suggest the need to keep students anonymous when feasible in order to minimize the risk of unfair grading.

The Relationship between Faculty Members’ Perception of Organizational Culture Types and their Preferences for Instruction and Counselling in Iranian College of Education and Psychology

The purpose of this research was to study the relationship between faculty members’ perception of organizational culture types and their preferences for instruction and counselling responsibilities in Shiraz, Tehran and Ahvaz both public and private Universities, Colleges of education and psychology. Statistical population of this study comprised of all Shiraz, Tehran and Ahvaz colleges of Education and Psychology faculty members. Using classified random sampling, 4 colleges were selected. In order to collect data two instruments were used in this study i.e. Counsellor Educator Task importance Instrument (CETII) (Orr, 2005) and Organizational Culture Assessment Instrument (OCAI) (Cameron & Quinn, 1999). Results indicated a significant effect of organizational culture types for scholarship and service responsibilities. Additionally, there was a significant organizational culture type×university type interaction effect for scholarship and teaching responsibilities. And a significant organizational culture types×Academic Rank interaction effect for teaching and service responsibilities as well. However, the results showed neither significant organizational culture type×university type interaction effect nor significant organizational culture type×years of service interaction effect for teachers’ counselling and instruction responsibilities.

Historically Black Colleges and University students' and faculties' views of school psychology: Implications for increasing diversity in higher education

AbstractThis study investigates Historically Black Colleges and University (HBCU) students' and faculties' knowledge related to school psychology. A total of 165 students and 14 faculty members completed inventories that assessed the understanding and views of various psychological disciplines. Results indicated that HBCU students rated their perceived knowledge of school psychology significantly lower than all psychological disciplines. In addition, these students have significantly fewer sources of information for school psychology than comparable disciplines. Although more than 90% of students stated that they would attend graduate school, the majority was only somewhat interested in school psychology as a career choice. Furthermore, HBCU psychology faculty members stated that the American Psychological Association and the National Association of School Psychologists do not actively recruit or provide information to their students. Results are discussed in terms of increasing the number of African American school psychologists. © 2009 Wiley Periodicals, Inc.

A Qualitative Examination of Graduate Advising Relationships

Nineteen counseling psychology faculty members were interviewed regarding their advising relationships with doctoral students. Advisors informally learned to advise from their experiences with their advisor and their advisees and defined their role as supporting and advocating for advisees as they navigated their doctoral program. Advisors identified personal satisfaction as a benefit and time demands as a cost of advising. Good advising relationships were facilitated by advisees' positive personal or professional characteristics, mutual respect, open communication, similarity in career path between advisor and advisee, and lack of conflict. Difficult relationships were affected by advisees' negative personal or professional characteristics, lack of respect, research struggles, communication problems, advisors feeling ineffective working with advisees, disruption or rupture of the relationship, and conflict avoidance. Implications for research and training are discussed.

Teaching psychology as a science in Italy

Teaching of psychology as a science in Italy has developed steadily over the last few decades. University programs have experienced growth and psychology programs in some secondary schools and in teacher training programs may be better developed than those in other countries. Italian secondary school programs last for 5 years, and psychology is taught every year for both semesters. A postgraduate course, which includes training in psychology, is now mandatory for all public school teachers in Italy, as well. The first level of university education in psychology now corresponds to “Class 34”, Psychological Sciences and Techniques, and includes courses such as: Behaviour and Social Relation Sciences; Clinical and Community Sciences; and Techniques and Psychology of Educational Relations. Each course contains different aspects of a fixed national curriculum. All share a general scientific focus and teach practical abilities in specific areas of psychology. Two types of degrees are possible for undergraduates. A 3‐year degree qualifies students to practice as a “psychological assistant” in a restricted range of areas. A 3‐year degree followed by an additional 2 years of study allows the graduate to practise as a psychologist. Graduate programs then provide specific specialization focus. At present there are over 500 psychology faculty members in Italian universities. Goals of university psychology programs are to facilitate student mastery of the wealth of information in the discipline and to prepare competent psychologists. The lecture is a common teaching method. In the last decade, many teachers have also adopted more active learning methods. Discussions of assigned readings are used. In addition, students engage in guided practice activities, conduct library research, participate in empirical studies, and write in‐depth papers on various aspects of psychology. Course grades are generally determined by written tests that include both multiple‐choice and free‐response items. Field placement is typically evaluated through written reports and practical exercises.