Baron Perlman

Burnout: Summary and Future Research

The burnout literature is reviewed, compared, and summarized. Based on this process a definition of burnout is proposed encompassing three components: emotional and/or physical exhaustion, lowered work productivity, and overdepersonalization. A model to aid researchers is presented accompanied by research questions in need of answer if burnout is to be more fully understood.

The Most Frequently Listed Courses in the Undergraduate Psychology Curriculum

Continuing research with a 60-year history, we read 400 college catalogs and identified the most frequently listed undergraduate psychology courses for 4 institutional types. Results suggested ongoing segmentation in the research methodology and developmental areas, with an increasing number of courses listed in each. Experimental content courses (e.g., experimental, biological), clinical (e.g., abnormal, personality), and social/developmental courses are listed with about equal frequencies, and no movement toward additional vocational content is evident. We noted emerging subdisciplinary areas and courses.

The Structure of the Psychology Undergraduate Curriculum

A review of 500 college catalogs for 4 institutional types found the modal undergraduate psychology program follows the traditional model. It is taught in the liberal arts tradition as recommended by the St. Marys Conference (Brewer et al., 1993), balancing natural and social science content. The major typically requires 34 credits including introductory, statistics, and a capstone course (either a senior seminar, colloquium or history); at least one content course; and limited laboratory experience. It neither necessarily requires the integrative capstone course nor psychometric methods courses recommended by the St. Marys Conference. Prerequisites for methodology and capstone courses are limited.

MMPI-2: Reliability with college students

This study examined the temporal stability and internal consistency of the MMPI-2 in a sample of 128 college students. Mean score comparisons revealed significant differences across a number of scales, but in each case mean differences were slight and viewed as clinically insignificant. Moderate to high stability coefficients were obtained, from .60 to .90 (median of .74). Alpha coefficients ranged from .39 to .91 (median of .62). Analysis of individual difference scores revealed that for each scale approximately 20% of the sample had discrepancy scores that reached or exceeded 10 T-score points (i.e., one standard deviation). Findings are discussed relative to the reliability of the MMPI-2 in clinical assessment.

A Faculty Perspective on Teaching Assistant Training

The quality and type of instruction teaching assistants (TAs) receive provide basic preparation for a faculty career. We sampled 249 chairs of psychology departments offering doctoral programs. Questionnaire results show that faculty respondents (a) identify TA responsibilities in a variety of pedagoical areas, (b) describe a diverse set of TA training components, and (c) rate TA supervisors as experienced in both working with TAs and as undergraduate teachers. Faculty respondents describe a pedagogical base from which new faculty with TA experience may continue to develop as teachers.

A national survey of the academic minor and psychology

Brewer et al. (1993) recommended the collection of curricular information to support evaluation of undergraduate psychology programs. We gathered basic information on the psychology minor, including national patterns of requirements and recommendations, chairperson opinions about the psychology minor as an academic program, and the minor areas of study that students with psychology majors are advised to select. Surveys were sent to 400 psychology departments; 275 (69%) returned surveys were usable. Discussion focuses on the structure of the minor, the need for advising minors, assessing the minor, and the type of attention psychology departments could give the academic minor, including the minors they recommend for their majors.

Faculty Recruitment and Excellent Undergraduate Teaching

The successful recruitment of a faculty member who can provide high-quality undergraduate teaching requires a rigorous self-study by the department and careful observations of the candidate. A conceptual model provides a framework that describes characteristics of excellent undergraduate teachers. This model can shape both the self-study and contacts with job applicants. Examination of the intellectual, emotional, and moral dimensions of three elements of teaching—perceived self-efficacy, interpersonal relationships, and pedagogy—will assist a department in preparing for and conducting a search for a qualified candidate who will teach well.

Job satisfaction in mental health agencies

Mental health professionals working in community agencies give much of themselves in aiding clients to live more productive and satisfying lives. Consideration should now be given to assist these mental health professionals in meeting their own job-related needs. Industrial and organizational job satisfaction literature is reviewed to aid mental health agencies in their efforts to express and act on a greater concern for the job satisfaction (work morale) of agency staff. It is encouraged that ways of maintaining or increasing job satisfaction be investigated.

Ethical concerns in community mental health

With growing emphasis for ethical behavior of professionals in contemporary American society, those mental health specialists involved in the community must focus on their own behavior. This becomes a difficult task, since it is apparent that current ethical guidelines for community psychologists are not comprehensive enough to be adequately helpful. Nine areas of conflicting values and ethical concerns are considered in an effort to begin formulation of a blueprint for community mental health workers. These areas include community participation, continuity of services, politics, planning, autonomy versus manipulation, overism, minority groups, training, and consultation. Ethical principles generic to each area are put forth as proposed guidelines for professional activities and as propagators of discussion and debate.

The Master's-Level Clinician: Application and Admission to Doctoral Programs.

The effect of having a masters degree on doctoral program application and acceptance/nonacceptance remains unclear. All former masters-level clinicians (N = 89) in an MS psychology program for an 11-year period were sampled; 65 individuals responded. Of those who applied to doctoral programs (n = 28), 86% gained admission. Results indicated significant differences between this accept group (n = 24) and a noapply group (n = 37). The noapply group had significantly lower GRE Quantitative scores, took significantly more time to complete the masters degree, were significantly older, chose the masters degree beause at the time of masters application they did not want a doctorate, and had a higher percentage of women. Four primary implications of the data are discussed.