Kathleen L. Davis

Training and Accreditation in Counseling Psychology

The training and accreditation section of the Third National Conference for Counseling Psychology addressed the following issues: (a) models of training and curriculum, (b) context of training, (c) cultural diversity, (d) identity and accreditation, (e) practicum and internship, and (f) career development and employment. This report presents the major components of these discussions and summarizes the deliberations and recommendations of the participants. Many of the principles articulated at the Northwestern and Greyston conferences are reaffirmed. The role, criteria, and purposes of APA accreditation are endorsed. The division leadership is encouraged to promote counseling psychology and the career development of counseling psychologists.

Occupational Possible Selves: Fears and Aspirations of College Women.

Using possible selves as a theoretical basis, this study examined self-perceptions of occupational futures by asking 98 undergraduate women to rate feminine, masculine, and neutral jobs as to how expected, feared, and ideal (or hoped for) they were. Participants also identified their most feared job, rated the salience of 10 reasons for this choice, and completed other measures related to self-efficacy, sex role orientation, and attitudes and values toward work. Participants feared feminine jobs more than they expected or idealized these jobs. They feared masculine jobs more than they expected these jobs but not more than they idealized them, and they idealized these jobs more than they expected them. No differences were found among neutral jobs. Participants who chose a masculine occupation as their most feared job cited reasons of job demands, competition, and doubts about success. Those whose most feared job was a feminine occupation placed importance on the job’s low status and others’ disappointment.

Crystal Ball Gazing: Training and Accreditation in 2000 A.D.

Recommendations and proposals related to training and accreditation from various conferences as well as the Task Force on the Scope and Criteria of Accreditation and the Joint Council on Professional Education in Psychology are reviewed. This review focuses on the potential effects of these recommendations on counseling psychology students, trainers, and programs. Finally, implications for counseling psychology training based on the possible implementation of the recommendations are suggested.

So you think it is a secret

Abstract Group confidentiality is difficult to enforce. A hypothetical situation is presented to illustrate how members might violate confidentiality. Group cohesiveness and certain leader skills can help to maintain confidentiality norms.

Revitalizing the Division The Reorganization of Division 17

Between 1992 and 1996, Division 17 of the American Psychological Association (APA) was reorganized to respond to Executive Board- and member-perceived need for more active and effective participation in APA and the field of psychology, enhanced member involvement, and greater responsiveness on matters of concern to counseling psychologists. This article describes the process of the reorganization, including both documented historical events and interviews with key participants. It is intended to capture the historical record and provide insight into the process of the restructuring as well as the division’s governance and activities.

Students' perceptions of their future professional behavior

Abstract Doctoral students from university-based clinical, counseling, and school psychology programs responded to items that asked how willing they would be to engage in various professional activities and the reasons for their choices. The data were factor analyzed; five subscales resulted that were analyzed in a one-way MANOVA. Results indicated similarities between clinical and counseling for therapy and medically related disorders (Subscale 1) and specialized assessments and techniques (Subscale 4); and similarities among all three specialties on academic activities (Subscale 5). Traditional differences were also found: school students were more likely to endorse activities related to children and schools (Subscale 2); whereas counseling students were more likely to endorse activities related to consultation, educational—vocational counseling, and evaluation (Subscale 3). The results support current similarities and historical differences among the specialties and raise questions regarding education of and future career opportunities for psychologists.

The Houston 2001 National Counseling Psychology Conference Making a Difference for the Specialty

The authors briefly note the accomplishments of the Houston 2001 National Counseling Psychology Conference and focus on several questions raised that, in their judgment, have implications for how counseling psychology will continue to develop as a specialty. Noteworthy accomplishments are the following: (a) inclusiveness in content and participation, (b) better linkages to the American Psychological Association (APA) and among counseling psychology organizations, (c) spotlighting the importance of political advocacy, and (d) concretizing counseling psychology’s social advocacy mission to focus on social justice. The questions raised include (a) preparation of students for entry-level positions in science and practice, (b) ratio of potential earnings as an autonomous professional to the educational investment required, and (c) appropriate balance of breadth and depth in training professional psychologists.