Roberta L. Nutt

The Division 17 Principles Concerning the Counseling/Psychotherapy of Women Rationale and Implementation

In 1978 the Division of Counseling Psychology of the American Psychological Association (APA) approved the Principles Concerning the Counseling and Psychotherapy of Women as an official policy statement for the Division. These Principles, subsequently endorsed by Divisions 16,29, and 35, have also served as a general resource document for the APA, and are cited as a resource in the Guidelines for the Provision of Counseling Psychological Services (APA, 1983). Almost from the inception of the Principles, the Division 17 Committee on Women, which authored them, had anticipated the need for an extensive exposition of each principle, to guide psychologists seeking to implement both their spirit and their content. Thus, the present document, which presents the background and rationale for each principle as well as suggestions for implementation, was born. The result of over 5 years of work, the document has been extensively reviewed, revised, and again reviewed-not only by the committee and its various resource and support persons but also by psychologists from all across the country, both within and without Division 17. The process of cooperation, incorporation, and revision has been both frustrating and inspiring, as we worked to produce a document that could stand as a guide to our science and our profession for at least a decade. The final version was approved by the Division 17 Executive Committee at its 1984 midyear meeting. This document is the product of literally hundreds of women (and men) who have contributed time, thought, and effort over nearly half a decade to bring this project to fruition, and thus, to contribute to the welfare of women everywhere. Although it bears our names, we are intensely aware that it is truly a cooperative product of the committee, the division, and ultimately, our profession as a whole.

Implications of Globalization for Training in Counseling Psychology Presidential Address

I want to carry our ongoing conversation about globalization in a particular direction today. I decided on the topic of this address during a casual conversation with the president of the Chinese Guidance and Counseling Association, Dr. Ping-Hwa Chen, after my keynote address about integrating counseling and family psychology at the annual convention in Taiwan in November 2005. Ping-Hwa and I seemed to be on similar tracks in our thinking, and I recommend you seek her out if you get a chance to pursue her thoughts on the subject. We had come to similar conclusions about the need to integrate stronger family systems perspectives in our work than our training programs had given us, particularly if we were working in a communal culture or subculture. I plan to spend the next 30 minutes or so supporting this conclusion. First off, as personal background, I am aware that my interest in globalization and international issues originated in my family of origin, in which we celebrated holiday traditions and rituals from the ethnic origins of both my parents. I was always aware growing up of my immigrant and ethnic roots. My most in-depth and life-changing experience with collectivistic cultures came during my years as a Peace Corps volunteer in Malaysia in the 1960s. I taught mathematics at the high school level, and spent my work and social time with local teachers rather than other Peace Corps Volunteers. Malaysia is and was a multicultural country with large populations of Malays, Chinese, and Indians. As my friends, coworkers, and neighbors

A taxonomy for education and training in professional psychology health service specialties: evolution and implementation of new guidelines for a common language.

The Education and Training Guidelines: A Taxonomy for Education and Training in Professional Psychology Health Service Specialties was endorsed as a policy of the American Psychological Association in 2012. These Guidelines have the potential for broad impact on the field by providing both a structure and recommendations for the consistent usage of language--definitions and terminology--to reduce current descriptive inconsistencies across education and training programs in professional psychology. The Guidelines are not designed to define specifics of the training or practice of individual psychologists; they are to be used only to describe programmatic structure in a consistent manner. This article details the developmental history of these Guidelines and highlights the strong alliance between the leaders of the various recognized specialties in professional psychology and the education and training community in health service psychology. The content, application, future dissemination and impact of the Guidelines are presented.

Reaction to the Major Contribution: Training for Skills Competency in Counseling Psychology: Integrating Models

The authors of the Major Contribution have developed a complex and elegant three-level training model on which they suggest advanced microskills may be built. Prior to the description of their model, they have built a case that current microskills training has proved foundationally important but insufficient to training needs. They then invite colleagues to evaluate their model for viability and utility. This reaction suggests that the model could be enriched by incorporating survey data regarding how doctoral programs are currently teaching advanced psychotherapy/counseling skills, outcome data from common factors and master therapists’ research, and the APA Competency Benchmarks work. In addition, the contribution contains a detailed, very useful teaching application, and some similarly detailed research suggestions would be helpful to encourage research on the model.