DOCSLIB.ORG

Community Psychologist

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Community Psychologist THE Community Psychologist A PUBLICATION OF THE SOCIETY FOR COMMUNITY RESEARCH AND ACTION Winter 2008 Division 27 of the American Psychological Association Volume 41 No. 1 FROM THE PRESIDENT— CONTENTS Anne Bogat, Michigan State University Columns hroughout my 1 President’s Column, by Anne Bogat professional 5 Editor’s Column, by Elizabeth Thomas career I have T 5 Book Reviews, edited by Raymond Scott had an on-again/ 8 Community Action Research Centers Network, off-again relation- edited by Chris Keys, Bob Newbrough, ship with APA. As a Bradley Olson, & Yolanda Suarez–Balcazar graduate student, I 9 Community Health, edited by David Lounsbury joined both APA and & Shannon Gwin Mitchell SCRA (then known 10 Cultural and Racial Affairs, simply as Division edited by Pamela P. Martin 27), but only my 11 Disabilities Action Group, membership in SCRA edited by Katherine E. McDonald has been continu- 15 Education Connection, ous since that time. edited by Jim Dalton & Maurice Elias [Because we are a 21 Living Community Psychology, “society,” one can be edited by Gloria Levin a member of SCRA without being a member of APA.] ~ Interview with Lindsey Stillman p. 21 As a new faculty person, in the early 1980s, one of ~ Interview with Judy Primavera p. 24 the first dissertation committees on which I sat was that 27 Regional, edited by Bernadette Sánchez of a Black student from South Africa. [This was still 30 School Intervention, during the time of apartheid.] After receiving his degree, edited by Paul Flaspohler & Susana Helm and before he left to go back to South Africa, he asked 34 Social Policy, edited by Steven B. Pokorny me to investigate how he could remain an APA member 35 Student Issues, edited by Marco A. Hidalgo once his current membership expired. Unfortunately, by & Christopher Zambakari law, he could not send money out of South Africa, and so once he returned home, he would be unable to pay the The Community Practitioner APA membership fee. He wanted to maintain profession- edited by David Julian al connections once he was home, and he saw associa- tions with American psychology as important and crucial 40 The Story of the First Ever Summit to his professional development, as he knew he would be on Community Psychology Practice, unlikely to make many connections within his country. I by Greg Meissen, Kelly Hazel, contacted APA because I thought that they would certain- Bill Berkowitz, & Tom Wolff ly make an exception for this man and waive the mem- 41 To Give Psychology Away Takes bership fee. In response to my inquiry, APA reminded me a lot of Theoretical and Practical Training, that there were many countries in which citizens could by Donata Francescato not send money out of the country, and they couldn’t of- 44 Western Australian Perspectives on fer free membership to everyone in all of these countries. Community Psychology Competencies, I guess their point was that they didn’t want to open the by Brian Bishop & Peta Dzidic floodgates. But it didn’t make sense to me; I really felt continued on page two that this man’s situation was quite different—how many C people in these various countries would be as profes- government approved interrogations. APA maintains that it CONTENTS does not condone torture, or psychologist’s participation in torture, and there have been numerous resolutions passed The Community Student by APA’s Council of Representatives stating this—the most edited by Marco A. Hidalgo recent of which was this past summer. On this front, SCRA’s & Christopher Zambakari own Brad Olson, working with the Division of Social Justice and other affiliated divisions (including Division 27), has 47 Children as Stakeholders and “Unheard Voices:” been active in trying to move APA toward a more scientifi- Informing Participants of Evaluation Results, cally defensible and ethical position; that is, psychologists by Christopher J. Reiger, Melissa A. Maras, should not participate in specific US government sanctioned & Paul D. Flaspohler activities, which are not defined as torture by the US govern- ment and yet are considered torture and inhumane treatment Articles by others. Some of our members have chosen to resign from 51 SCRA’s International Consciousness: APA over the torture/interrogation issue, others have chosen An Introduction to the Internationalization Task to withhold their dues from APA as a protest (see http://www Force, by Roderick J. Watts, David Chavis. .withholdapadues.com/ for more information). I deeply re- Serdar M. Degirmencioglu, Donata Francescato, spect both of these decisions. At the midwinter meeting of Irma Serrano García, Mariane Krause, SCRA’s Executive Committee, we will discuss APA’s posi- Anthony Naidoo, Stephanie Reich, tion on torture/interrogation and determine whether there are Neville Robertson, & Carolyn Swift ways for SCRA to make more of a difference. I will keep you posted on these discussions. In the interim, I want to 53 Community News & Announcements mention two things that APA/SCRA members can do to in- crease our division’s voice within the organization, and, thus, working from within APA, help to reshape APA’s future. First, I sent out an announcement to all SCRA members sionally isolated as he? After a bit of back-and-forth with this fall asking that you allocate all of your votes for appor- various APA staff members who were unconvinced by my tionment to Division 27. The number of votes determines how arguments, I resigned from APA in protest. I didn’t become a many representatives our division sends to APA’s Council of member again until 1996, when, assuming the role of Director Representatives. As I said in my email, last year we came very of Clinical Training at Michigan State, it seemed important to close to winning a second seat on council—we were short rejoin the group that was accrediting our program. by only 100 votes. Currently we have only a single council Now, as Division 27 President, my relationship with representative; in earlier years, we had two. The more seats APA takes a new turn. Perhaps because the day-to-day activi- we have on council, the more influential is the voice of our ties of the division are fairly self-contained, I was a bit sur- division within APA. Our voice always matters, but with some prised by the extent of the relationship among the divisions issues the stakes are higher than others—for example, it is the and APA. I first learned about these connections when, as council that votes on resolutions regarding APA’s policies. I’ll President–Elect, I attended an annual “Divisional Leadership keep you posted as to whether we were able to capture a sec- Conference.” This is a two-day workshop explaining the or- ond seat this year. ganizational structure of APA, the relationship that divisions Second, I encourage you to consider attending the APA have (or can have) with APA, and the resources that APA convention. Yes, there is very little programming of interest to has for the divisions. I admit that I was impressed with a lot community psychologists. But, as community psychologists of what I learned about APA at that conference, including stop attending APA, we pretty much guarantee that there will their advocacy work for scientific and social welfare issues. be little programming relevant to our interests. And here’s Importantly, at that leadership conference, I networked with why: other divisional leaders. This was how I became involved in the planning committee of the Summit on Violence and Abuse The structure for the meeting will involve three levels of in Relationships: Connecting Agendas and Forging New programming—divisional programming, divisional cross- Directions, which will occur on February 28th -29th, 2008 in cutting programming, and association-wide mini-plenary Bethesda, Maryland. There are 14 divisions working together sessions. Each level of programming has been assigned on this conference. In addition, Alan Kazdin, President-Elect time periods during the four days of the convention . of APA, has included the summit as part of his presidential The number of substantive program hours available in the initiative. The summit is a good example of how, under the Moscone Center during those time periods has been divid- auspices of APA, some truly important initiatives can be ed up among the 54 divisions. The Board of Convention undertaken. Affairs uses a formula for determining hours based on As I found out early in my career, and as I continue to the number of division members attending the last three recognize, I do not always agree with APA policies. Recently, conventions and the number of members in the division at there has been much concern voiced by the membership of the time of the last convention. Only the primary division APA regarding its position on psychologists involved in US membership indicated on an APA member’s registration Winter 2008 The Community Psychologist form is used in the attendance portion of the formula. The resulting usage projection is translated directly to hours THE with a maxima of 80 hours and a minima of 14 hours as- Community Psychologist signed to any division. For 2007, the calculations were based on the following: —— EDITOR —— Elizabeth Thomas, University of Washington Bothell ASSOCIatE eDITOR 1. Number of members (percentage) in the division at Amy Stutesman the time of the New Orleans Convention PRODUCTION eDITOR 2. Number of division members (percentage) attending Michael McConaha the Hawai’i Convention primary division only —— PAST TCP EDITORS —— 3. Number of division members (percentage) attending Allen Ratcliffe, Dorothy Fruchter, Meg Gerrard, the Washington, DC Convention—primary division only Raymond Lorion, Leonard Jason, Joseph Galano & John Morgan, 4. Number of division members (percentage) attending Jean Ann Linney, Sharlene Wolchik, Shelly Harrell, Paul Toro, Joy Kaufman, Nadia Ward the New Orleans Convention—primary division only —— COLUMN EDITORS —— BOOK reVIEWS Using the columns on the data sheet, the formula was .32 x Raymond Scott, University of La Verne (1) + .08 x(2) + .17(3 + 4) = usage projection = rounded CHILDREN, YOUTH & FAMILIES off to (5) (also a percentage) and then adjusted (6) for sub- Richard N.
Load more

Recommended publications
  • Community Psychology Newsletter
    Community Psychology Newsletter November 2015 DR. TIM AUBRY, DR. BRUCE TEFFT , AND DR. GEOFF NELSON IN THIS ISSUE Reflections on Community Psychology by Dr. Bruce Tefft “In the last analysis, politics is not community psychology but society as a predictions and politics is not whole. observations. Politics is what we do, what we create, what we work for, what we Overall, I am more excited and hope for, and what we dare to imagine.” optimistic about the future of Paul Wellstone (University community psychology in Canada than I An interview with Dr. Geoff Nelson professor and former US have ever been. For decades community “Community psychology is a value- Senator) psychology has remained true to its based field, and its values are congruent founding values, beliefs, and objectives, with my personal values of social such as social and economic justice. On the occasion of my impending inclusion, social justice, power-sharing, However, until relatively recently, it retirement after 40 years as a university- and collaboration. I feel very fortunate seemed that as community based teacher, researcher, and that I have a job, where my work lines up psychologists we were beating our practitioner of community psychology in with my values.” Page 3 Canada, I have the privilege of being collective heads against a very hard brick given the opportunity to reflect on the wall when it came to convincing policy An interview with Rebecca Cherner changes I have observed in the field over makers that there was indeed a better “From my mentors, I have learned the that period of time, as well as the future way to expend public resources and help importance of engaging with people prospects for community psychology.
    [Show full text]
  • 510.469.7777 [email protected] M
    510.469.7777 [email protected] M. PALOMA PAVEL, Ph.D., M.Div Teaching, Counseling, Program Administration and Curriculum Development EDUCATION Ph.D. California School of Professional Psychology, Berkeley (APA Accredited) Organizational and Clinical Psychology Dissertation research published with Carnegie Foundation, Good Work: The Future of the Academic Workplace in America M.Div. Harvard University, Cambridge, MA ( cum laude ) B.A. University of Southern California, Los Angeles ( summa cum laude ) International Relations and Religious Studies Post-Grad London School of Economics, International Relations and Peace Research Licensure Licensed issued to practice as Psychologist in California (1993) CAPABILITIES Psychology Professor Curriculum Development Social Media Models Student Advisor Keynote Speaker Student Internships Clinical Counselor Social Justice & Psychology Build Teaching Models PROFESSIONAL EXPERIENCE Visiting and Adjunct Faculty in Psychology and Program Consultant, CA 2008 to Present Ford Foundation, New York NY: Director of Strategic Communications 2000 to 2008 Earth House Center, Founder/President/Consultant, Oakland, CA 1990 to 2016 California Institute of Integral Studies, Associate Prof., SF, CA 1989 to 1997 ACADEMIC EXPERIENCE Pacifica Graduate Institute, Santa Barbara CA : Visiting Faculty in Community Psychology, Liberation Psychology and Eco-psychology Program. Doctoral courses taught: Community Mobilization and Policy Development; Community Counseling and Advocacy. Guided 15 student dissertations. University of California, Davis : Visiting Faculty and Consultant to the Regional Advisory Committee (RAC), strategic planning for the Center for Regional Change, including curriculum development and development of civic engagement strategies. California Institute of Integral Studies, San Francisco CA : Associate Professor and Department Chair of Organizational Development and Social Transformation Program. Program Adjunct Professor of Women’s Spirituality.
    [Show full text]
  • Student Handbook for the Ph.D
    PH.D. PROGRAM IN CLINICAL-COMMUNITY PSYCHOLOGY WITH RURAL INDIGENOUS EMPHASIS OFFERED JOINTLY BY THE UNIVERSITY OF ALASKA FAIRBANKS AND THE UNIVERSITY OF ALASKA ANCHORAGE HTTP://PSYPHD.ALASKA.EDU UAF Program Director UAA Program Director Valerie Gifford James Fitterling Assistant Professor Associate Professor School of Education Department of Psychology Counseling Program University of Alaska Anchorage University of Alaska Fairbanks 907-786.1580; [email protected] 907-474-7631; [email protected] UAF Program Coordinator UAA Program Coordinator Angela Mitchell Anissa Hauser UAF Program Coordinator UAA Program Coordinator P.O. Box 756480 3211 Providence Drive Fairbanks, AK 99775 Anchorage, AK 99508 (907) 474-7012; [email protected] (907) 786-1640; [email protected] The UAA-UAF Ph.D. Program in Clinical-Community Psychology is accredited as a clinical psychology program by the American Psychological Association*. Questions related to the program’s accredited status should be directed to the Commission on Accreditation: Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE Washington, DC 20002 Phone: (202) 336-5979 Email: [email protected] Web: www.apa.org/ed/accreditation Ph.D. Program in Clinical-Community Psychology Handbook for AY 2016-2017 STUDENT HANDBOOK FOR THE PH.D. PROGRAM IN CLINICAL-COMMUNITY PSYCHOLOGY WITH RURAL INDIGENOUS EMPHASIS Offered Jointly by the University of Alaska Fairbanks and the University of Alaska Anchorage TABLE OF CONTENTS PART ONE: BASICS
    [Show full text]
  • Historical Background
    MM01_MORI5627_05_SE_C01.indd01_MORI5627_05_SE_C01.indd PagePage 1 30/05/1330/05/13 //203/PH01348/9780205255627_MORITSUGU/MORITSUGU_COMMUNITY_PSYCHOLOGY5_SE_9780205 27:0070:030/P AMAHM01 user-f-401u3s4e8r/-9f-7480012 05255627_MORITSUGU/MORITSUGU_COMMUNITY_PSYCHOLOGY5_SE_978020525 ... 1 Introduction: Historical Background HISTORICAL BACKGROUND ▪ CASE IN POINT 1.2 Does Primary Social Movements Prevention Work? Swampscott Social Justice WHAT IS COMMUNITY PSYCHOLOGY? Emphasis on Strengths and Competencies Social Change and Action Research FUNDAMENTAL PRINCIPLES Interdisciplinary Perspectives A Respect for Diversity ▪ CASE IN POINT 1.3 Social Psychology, The Importance of Context and Environment Community Psychology, and Homelessness Empowerment ▪ CASE IN POINT 1.4 The Importance The Ecological Perspective/Multiple Levels of of Place Intervention ▪ A Psychological Sense of Community CASE IN POINT 1.1 Clinical Psychology, Training in Community Psychology Community Psychology: What’s the Difference? PLAN OF THE TEXT OTHER CENTRAL CONCEPTS Prevention Rather Than Therapy SUMMARY Until justice rolls down like waters, and righteousness like a mighty stream. —Martin Luther King, quoting Amos 5:24 Be the change that you wish to see in the world. —M. Gandhi 1 MM01_MORI5627_05_SE_C01.indd01_MORI5627_05_SE_C01.indd PagePage 2 30/05/1330/05/13 //203/PH01348/9780205255627_MORITSUGU/MORITSUGU_COMMUNITY_PSYCHOLOGY5_SE_9780205 27:0070:030/P AMAHM01 user-f-401u3s4e8r/-9f-7480012 05255627_MORITSUGU/MORITSUGU_COMMUNITY_PSYCHOLOGY5_SE_978020525 ... 2 Part I • Introductory Concepts My dog Zeke is a big, friendly Lab–golden retriever–Malamute mix. Weighing in at a little over 100 pounds, he can be intimidating when you first see him. Those who come to know him find a puppy-like enthusi- asm and an eagerness to please those he knows. One day, Zeke got out of the backyard. He scared off the mail delivery person and roamed the streets around our home for an afternoon.
    [Show full text]
  • Community Psychology Erika Sanborne, 2002
    A Value Framework for Community Psychology Erika Sanborne, 2002 INTRODUCTION “Community Psychology concerns the relationships of the individual to communities and society. Through collaborative research and action, community psychologists seek to understand and to enhance quality of life for individuals, communities, and society” (Dalton, Elias & Wandersman, 2001, p. 5). The work of community psychology is best understood in terms of the complementary core values that guide our reactions to, and interactions with others. To understand the possible roles of a community psychologist is to understand the underlying principles that govern how we approach a situation. The following us a discussion of key concepts integral to community psychology perspective. It is hoped that in reading the overview, the reader will gain an appreciation for the field of community psychology and for the valuable roles a community psychologist might play in our world. PREVENTION Rather than just reacting to a problem or issue and finding means with which to treat it, the ideal approach would be to identify ways to minimize or prevent the problem from ever occurring. To do this we look at precipitating factors and hope to intervene in meaningful ways that change environmental and/or personal factors, and that remove barriers to success and wellness, before disorder develops. A popular metaphor is used to help visualize how prevention looks in process: Two men are walking along the river. One spots a drowning person floating by. The walker jumps in and grabs the drowning person and he pulls him safely from the water. Before catching his breath he sees that his friend has jumped in to save another drowning person.
    [Show full text]
  • Community Psychology and Public Policy: Research, Advocacy and Training in International Contexts
    Community Psychology and Public Policy: Research, Advocacy and Training in International Contexts Manuel Irma Douglas D. Perkins Isabel Menezes Melissa Strompolis García-Ramírez Serrano-García Vanderbilt Universidad de Universidade do Universidad de Children’s Trust of University, Sevilla, Porto, Puerto Rico, South Carolina, Nashville, TN, USA, Sevilla, España Porto, Portugal Río Piedras, Puerto Rico Columbia, SC, USA Keywords: policy, advocacy, international, collaboration, capacity-building Author Biographies: Douglas D. Perkins is Professor of Human and Organizational Development at Peabody College of Vanderbilt University in Nashville, USA. He is the Founding Director of the PhD Program in Community Research & Action and also teaches in the Masters Program in Community Development & Action and the B.S. Track in Community Leadership & Development. Manuel García-Ramírez, Ph.D., is Professor of Community Psychology at University of Sevilla, Spain. He is the Coordinator of CESPYD, the Center of Community Research and Action at the University of Sevilla and the Founding Co-Director of the Master in International Migrations, Health and Wellbeing at this University. Isabel Menezes. has a PhD in Psychology from the University of Porto and a Habilitation in Education Sciences from the same University, where she is a Professor in the Department of Education Sciences. She teaches courses in Educational research, Educational, social and community intervention, Citizenship education and Political psychology. Irma Serrano-García is a retired Professor from the University of Puerto Rico, Río Piedras Campus. She holds a Post Doctorate in Public Policy from the Harvard University Graduate School of Education, a PhD in Social-Community Psychology from the University of Michigan.
    [Show full text]
  • Introduction to Community Psychology 85
    PART II THEORY, RESEARCH, AND PRACTICE 81 5. THEORIES Tiffeny R. Jimenez, August Hoffman, and Julia Grant Chapter Five Objectives By the end of this chapter, you will be able to: • Explain the role of theory in Community Psychology • Describe the main foundational theories of Community Psychology • Illustrate how community psychologist use theory in their work 83 84 Leonard A. Jason, Olya Glantsman, Jack F. O'Brien, and Kaitlyn N. Ramian (Editors) Adapted from Photo by OpenClipart-Vectors is licensed under the Pixabay License Theories are important for anyone that is trying to bring about social change. They help point us to what is really important to change, versus what might be more trivial and lead to ineffective action. But first, let’s look closely at what theories enable us to do. Most simply, theories allow us to describe, predict, and better understand something. Here is an example: Newton observed that an apple fell from a tree. In that famous story, he was able to first describe the apple falling. It is the first part of the scientific journey, to describe something that you might see. The second step is to predict something based on what you just saw. For example, when Newton dropped a ball or other object, he predicted it would also fall, and that allowed him to be able to make predictions, which is the second part of a theory. Finally, a theory provides an “explanation” of what you just saw, in this case, the explanation being that gravity was causing the objects to fall to the earth.
    [Show full text]
  • Chapter 1 Multiple Choice Questions
    Chapter 1 Multiple Choice Questions 1. Which of the following statements are true? I Psychology has traditionally focused on the individual level of analysis II Community psychology holds a strong belief that people cannot be understood apart from their context III Community psychology is the study of people in context a) I b) I & II c) I & II & III d) II & III e) none of the above ANSWER: c 2. Community psychology began in the: a) 1960s b) 1920 c) 1930s d) 1890s ANSWER: a 3. Community Psychology focuses on: a) Late intervention b) Strengths of people in adverse conditions c) Maladaptive behaviour d) Community psychologists as experts in their role ANSWER: b 4. The 1965 _____________ conference was pivotal to community psychology for many reasons. The notion of a “_______________” role was advanced as an alternative to the ______________ role. a) Swampscott; participant-conceptualizer; scientist-practitioner b) Manhattan; scientist-practitioner; participant-conceptualizer c) Washington; participant-conceptualizer; resource-collaborator d) Hyde Park; scientist-practitioner; resource-collaborator ANSWER: a 5. Which of the following is part of Levine and Levine’s (1992) thesis about how social problems are framed? a) intrapsychic modes of help are prominent during periods of political conservatism b) intrapsychic modes of help are prominent during periods of political or social reform c) situational modes of help are not appropriate during periods of political or social reform d) situational modes of help are prominent during periods of political conservatism ANSWER: a 6. In the US, community psychology has its roots in: a) social psychology b) developmental psychology c) health psychology d) clinical psychology ANSWER: d 7.
    [Show full text]
  • Community and Ecological Fieldwork and Research Handbook, 2020
    DEPTH PSYCHOLOGY PROGRAM SPECIALIZATION IN COMMUNITY, LIBERATION, INDIGENOUS AND ECO-PSYCHOLOGIES Community and Ecological Fieldwork and Research Handbook, 2020 “Building the City,” John August Swanson …individuation is not an egocentric affair but demands and even rigorously necessitates human relatedness. One might describe this as the social function of the self. In this world created by the Self we meet all those many to whom we belong, whose hearts we touch; here ‘there is no distance but immediate presence.’ There exists no individuation process in any one individual that does not at the same time produce this relatedness to one’s fellow men. Marie-Louise von Franz, Reflections of the Soul: Projection and Recollection in Jungian Psychology, 1980, p. 177 Community mural, part of Laura Mitchell’s community/ecological fieldwork, “The Sleeping Lady: The Valley Dreaming” To prepare for efforts to conserve an area with petroglyphs from development, community members engaged in their own visioning process for the land, placing their images of their experiences on the land next to replicas of the ancient glyphs of their predecessors. [Vocation is] the place where your deep gladness and the world’s deep hunger meet. Buechner, 1993 Table of Contents Community and Ecological Fieldwork and Research at Pacifica Graduate Institute 1 Community and Ecological Fieldwork and Research in the Community Psychology, 1 Liberation Psychology, and Ecopsychology Specialization Guidelines/Queries for Discerning and Creating Depth Psychologically Oriented
    [Show full text]
  • The Psychology of Purpose
    The Psychology of Purpose February 2018 Created by the members of the Adolescent Moral Development Lab at Claremont Graduate University for Prosocial Consulting and the John Templeton Foundation 1 Table of Contents I. Defining Purpose ......................................................................................................................................... 3 II. Measuring Purpose .................................................................................................................................... 6 III. The Benefits of Purpose ........................................................................................................................ 10 IV. The Development of Purpose ................................................................................................................ 13 V. Fostering Purpose ..................................................................................................................................... 17 VI. Purpose Among Diverse Groups ........................................................................................................... 22 VII. Annotated Bibliography ........................................................................................................................ 27 2 I. DEFINING PURPOSE The purpose of life is not to be happy. It is to be useful, to be honorable, to be compassionate, to have it make some difference that you have lived and lived well. – Ralph Waldo Emerson You probably have your own conception of what a purpose in life
    [Show full text]
  • CCTC 2020: Social Responsiveness in Health Service Psychology Education and Training Toolkit
    Council of Chairs of Training Councils (CCTC) CCTC 2020: Social Responsiveness in Health Service Psychology Education and Training Toolkit CCTC 2020: Social Responsiveness in Health Service Psychology Education and Training Toolkit I Council of Chairs of Training Councils (CCTC) CCTC 2020: Social Responsiveness in Health Service Psychology Education and Training Toolkit Steering Committee Members Ayşe Çiftçi, Ph.D. (Co-Chair) Sara Hagstrom, Ph.D. Purdue University Northern Ontario Psychology Internship Consortium, St. Council of Counseling Psychology Training Programs (CCPTP) Joseph’s Care Group, Thunder Bay, Ontario Canadian Council of Professional Psychology Programs (CCPPP) Allison N. Ponce, Ph.D. (Co-Chair) Yale School of Medicine Matthew Zimmerman, Psy.D. Association of Psychology Postdoctoral and Internship Centers University of Virginia (APPIC) Association of Counseling Center Training Agencies (ACCTA) Association of Psychology Postdoctoral and Internship Centers Natasha Maynard-Pemba, Ph.D. (APPIC) University of Florida Association of Counseling Center Training Agencies (ACCTA) Tim Cavell, Ph.D. University of Arkansas Lavita Nadkarni, Ph.D. Council of University Directors of Clinical Psychology (CUDCP) University of Denver National Council of Schools and Programs of Professional Ara Schmitt, Ph.D. Psychology (NCSPP) Duquesne University Council of Directors of School Psychology Programs (CDSPP) William Stiers, Ph.D. Johns Hopkins University Catherine Grus, Ph.D. Council of Rehabilitation Psychology Postdoctoral Training American Psychological Association Programs (CRPPTP) Allison Gillens, MPS Amy Reynolds, Ph.D. American Psychological Association University at Buffalo, State University of New York Council of Counseling Psychology Training Programs (CCPTP) Leticia Flores, Ph.D. University of Tennessee, Knoxville Association of Psychology Training Clinics (APTC) CCTC Member Councils Council of Chairs of Training Councils (CCTC) Canadian Council of Professional National Council of Schools and Programs Debora J.
    [Show full text]
  • Clinical Psychologists Assess and Treat People with Psychological Problems
    AREAS OF SPECIALIZATION IN PSYCHOLOGY CLINICAL PSYCHOLOGY: Clinical psychologists assess and treat people with psychological problems. They may act as therapists for people experiencing normal psychological crises (e.g., grief) or for individuals suffering from chronic psychiatric disorders. Some clinical psychologists are generalists who work with a wide variety of populations, while others work with specific groups like children, the elderly, or those with specific disorders (e.g., schizophrenia). They are trained in universities or professional schools of psychology. They may be found working in academic settings, hospitals, community health centers, or private practice. (See also Counseling Psychology.) COGNITIVE PSYCHOLOGY: Cognitive psychologists study cognitive processes such as how people know things, think about things, and organize things in their minds. Specific topics covered in cognitive psychology are the processes of thought, knowledge, memory and language. Most often cognitive psychologists are trained with the research scientist model and can be found in university or laboratory settings. COMMUNITY PSYCHOLOGY: These psychologists are concerned with communities of people rather than individuals. This is similar to sociology. Community psychologists often study special populations, especially groups that might be at risk for emotional or behavioral difficulty. Community psychologists often work with health agencies, schools, or community offices to promote optimal conditions for people. COUNSELING PSYCHOLOGY: Counseling psychologists do many of the same things that clinical psychologists do. However, counseling psychologists tend to focus more on persons with adjustment problems and problems normally encountered in the life span rather than on persons suffering from severe psychological disorders. They may be trained in Psychology Departments or in Schools of Education.
    [Show full text]