DOCUMENT WSW - ERIC · ED 127 207. AUTHOR TITLE. 4. INSTITUTION. pus DAM. NOTE. AVAILABLE FROM. EDRSJRICE. DESCRIPTORS. ABSTRACT. DOCUMENT WSW. SO 008 930. Nasschau, Richard.A.; Johnson

ED 127 207

AUTHORTITLE 4.

INSTITUTION

pus DAMNOTEAVAILABLE FROM

EDRSJRICEDESCRIPTORS

ABSTRACT

.

DOCUMENT WSW

SO 008 930

Nasschau, Richard.A.; Johnson, Margaret M..Careers in Psychology.American Psychological Association, Washington;D.C..Apr 7532p.Aierican Psychological Association, 1200 17th Street,NW, Washington, D.C. 20036 (single copy free, :2 -20copies $0.60 each)

MF-$0.83 Plus Postage. BC Not Available from EDRS.,Career Awareness; *Careers;.Degree Requirements;Doctoral Degrees; Employment Opportunities;*Employment Qualifications; Employment Statistics;Higher, Education; Job Skills;" Masters Dojrees;,Occupational Guidance; *PsychologAst4-*Psycology;Public.Service Occupations; Research Opportunities;Resource Materials; Secondary Education; *SocialSciences; Teaching

-

This publication is intended to help make secondar,yand college students aware of careers in psychology. Approximatelyone-half of the booklet contains sketches of 16 jobs in psychologyemphasizing teaching, research, and public-service. For each jobsketch there. is a general ddscription.of,the types of work invo],vedand the educational background required. To help students understandwhat a career in this area involves, examples of an open position,advertisement and a description oaf a successful applicant areprovided. The publication also contains information cn the collegedegrees and employment statistics of psychologists, describes stepsto take if-one is interested in becoming a psychologist, discussesthe difference .that education and training make, and talks, about thedirection in which psychology is headed. A variety of otherinformation sources is included /for persons seeking information abouta career in. psychology._(Author/RM)

***********;***4******************************************************** Documents acquired by ERIC include many informal unpublished* materials not available from other sources. ERIC makes every effort ** to obtain the best copy available. Neverthless, items of marginal. ** reproducibility are .often encountered and this affects the quality *,

* of the microfiChe and hardcopy reproductions ERIC makes available .*.

* via the ERIC Document Reproduction Service (EDRS)r.EDRS is 'not *,

* ,responsible for the qUality.of the original document. Reproductions *,--* supplied by' EDRS are the best.that can be made from the original.***********************************************************************

I

U.S. DEPARTMENT °FRE ALM.EDUCATION II WELFARENATIONAL INSTITUTE OF

EDUCATION

DOCUMENT HAS BEEN REPRO-OUCEO EXACTIIY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN-

. ATING IT POINTS OF VIEW OR OPINIONSSTATEO 00 NOT NECESSARILY REPRE-SENT OFFICIAL NATIONAL INSTITUTE OFEOUCATION POSrTION OR POLICY

-PERMISSION TO REPROOUCE THIS.COPYRIGHTEO MATERIAL MY MICRO.FIIE ONLY. wAS BEEN GRANTg.D.BZEh:3 41,161e # &we.

TO ERIC AND ORGANIZATIONS OPERATING.UNOER AGREEMENT.SWITH THE 14A

INSTITUTE OP EDUCATIONFURTHER REPROOUCTION OUTSIOETHE ERIC SYSTEM REQUIRES PERM'SSION OF. THE COPYRIGHT OWNER "

American P4chologicalAssociatiOn

4.

This booklet was prepared by RiciArd A.Kasschau, Margaret M. Johnson, andNancy Felipe Russo with the advice andassistanceof the following persons:

Earl A. AlluisiNatalya Krawczuk-AyersTheodore H. BlauC. Alan BoneauCapers 0. Brazzelltine BronfenbrennerArthur CentorMarie Skpdak CrisseyRobert DanielAnita DeVivoDel EberhardtRobert M. Gagne j.lane D. HildfethBarbara Kanter an0 studentsMinas Kelty I ,

Barbaia A. Kirk iRichard A. Kulp^Judith KuppersmithRonald B. KurzThomas MagoonRichard A. MontyJ. Russell NazzaroFay-Tyler NortonMark O'Dowd and studentsHarley PrestonBetty PuglieseBertram H. RavenWilbert S. RayJames J. ReganK. Warner SchaieVirginia L. SendersElliot R. SiegelAngela SnowdenCarolyn SuberHarold P. Van CottJulia Vane/Shalom VinebergMichael WertheimerTom WilletteJan -Woodring

Published fiy the Ameri6anpsychOlOgicalAssociation, Inc., 1200 17th Street, NAAt,Washington, D.C: 20036. Copyright c 1975by the American PsyChological AssOciation.All rights reserved.

Single copies are free to students, 2-20 copiesare $.60 each for bulk order prices, contactPublication Sales bepartment, APA, 1200,Seventeenth Street, NAN., Washington, D.C.20036.

Office of Educational AffairsJ. Russell Nazzaro, Administrative qlfiter

Office of CommunicationsBoris Chemey,-DirectorPatricia Walsh, Editor, Special PublicationsJeanne. McManus, Technical Editor

Printed in the United States of America

44,

It

cap

AP,

TABLE

CONTENTS

What Is Psychology? 2

Carders in Psychology

Teaching 4

Research 7

Public Seryice 1.1

Another Way to Answer the Question 16

How Do I Become a Psychologist? 18

What Difter.ence Does Education and Training Make? 20

Where Is Psychology Headed? 22

The American Psychological Association 24

Divisions of the APA. 24

PUlications 25

Information Services 26

Additional Sources of Information 27

Special Groups of Interest 'to-Students 28

1

.

WHATIS, ,

`PSYCHOLOGY?

Overheard in athree-way conversatiorx

"Psychology is what's already knownabout human and animal behavior.That's psychology."

"No, psychology is a way of discoveringnew knowledge afloat human and ani-mal behavior. That's, psychology."

"No, psychology is a way of using what'sknown about human and animal be-.haviof. That's psychology."

All of these definitions.are right. yeteach is only partly right. Knowledgeabout hyman and animal behaviorexists, and ty's psychology_a's a

. discipline,--the body of knowledge fromwhich teachers teach. But ttiat.knowl-edge first Must be discovered, and that'spsychology as a science the - specialmethods that researchers usia to studybehavior. The knowledge, once gener--aced, may be appliep to proMote Aurnanwelfar,e, and that's psychology asaprolessi4-what those in publicser-vice and applied psychology do.

There you hmie a definition in three'pacts: Psychology includes a body ofknowledge, methods of research to ob-tam such knowledge, and the dpplica-

, tion of that knoyvledge to benefit huMan-kind. The trouble is th"at the definitiondoell'h tell you very much about whatpsychology is, To understand fully whatthe word means, you need to spendsome time With itto see it in action andin context. Psychology in action is.whatpsychologists do. Pswhology in contextis where psychologists work, withoyvhomand with what they work: To putpsychology in action and in context, wehave prepared some typical job bdver-tisements and coupled them with ficti-tious descriptions of pefsOns who mightsuccessfully do the job. Before each ofthese particular descriptions, there is ageneral description of the type of

2

r

psychologist d,r psychological workerwho is being descybed

As you read the sketcheslhink aboutthe diversity of work the people are do-ing. Think also about what they have inCommonwhy they are identified aspsychologists or psychological workers.Think too about the amount oftrainingrafter high school that they have had. Thelevel and extensiveness of(that trainingare reflected by the degrees or certifi-cates a pion has earned An as, ,

.sociate degree (Assrpciate of Arts or As-sociate of Science) Is earnecildr approx-imately two years of study after, highschool, a bachelors degreeBachelor ofArts or Bachelor of Science) after fouryears of sty Following graduationfrom college, a rnasteri degree (Mesterof Arts. Master of Science, or Master ofEducation) can be earned after one ortwo gears of work as a graduate student.a doctor s degree, whether for the Doc-tor of Education (EdD), Doctor ofPZIosophy (PhD), or Doctor of Psychol-re& (PsyD), usually requires four ormore years of work. To encourage qual-ity graduate education, the AmericanPsychological AsSd6iation haS set up aprocess of accreditation for graduateprograms rn clinical. counseling, andschool psychology Also, in some states,cer/ain kinds of psychologists must be -licensed or certified The requirementsand procedures of accreditation and

If licensing and of certification arp discus-eed,amore doted in the section calledHail Do I Become'a Psychologistr;

,r

. T poktant'ponts msLbe notedbefore ou efpard the tolloviing sketches.First, mimaroonly typical of those available from

e berthat the positions listed

the type otemployer thathas been 'den-tifie/J. The position is fictional, as is theSalary. The salary is typical of 1974rates. With allowances for inflation, ,

these rates can then be used terestimatethe salattnow being paid for the sametype of pq$ition. However, the salaries

person w o is an Associate Prote.saor ofeigiven ar only examples. Consider a

Psychology with a PtilD and eight yearsof expenerye and who is erriployed as ateacher arid researcher in estate uni-versity. In 1974. such a person could .'-

have earned a salary ranging anywherefrpm $11,p) to $26,900', depending onthe particular college or university in-,volved. / 6

Second, e,acttiob descripttlon is onlyone anTong many position that could .illustrate the.type of ps.ycholOgist iden-tified in the general description. Fonin-stance, a person called a Clinicalpsychologist might be employed as (a)the chief psychologist in a 'state mental

. hospital: (b) the chairperson of the de-partment of psychology in a lahje stateuniversity, (c) a state commissioner ofmental health. (d) a member of a practic-ing professional team that includes amedical doctor,'a psychiatrist. and twopsychOlogists; (e) a consultantio an ad-vertising agePicy; or (f) amndependentpractitioner.

While you read this booklet, keep inmind that.psychology is a highly,diverseflea It is very difficult to describeadequately all of the various roles of .

psychologists. The descriptions that fol-low are only a sampling of wh'at .

psychologists do, and many kinds ofpsyc ologists could not be included be-cauSJ3 of space limitations.

tft

Nia

3

40.1I

a.

CAREERS ,

INPSYCHOLOGY

TEACHING

7

EXPERIMENTAL PSYCHOLO-GIST is a generaltitle applied to a vari-ety of psychologists who are trained indesigning and conducting research inspecific areas. Experimental psychol-ogy refers historically to the methods bywhich several different areas of behav-ioral processes and phenomena arestudied. Areas traditionally groupedunder this label include learning; sensa-tion and perception; human perform).ante; mativation and emotion; Ian-

... guage, thinking, and communication;and comparative and physiologicalpsychology. Experimental psycholo-gists are typically identified by thvreain which they do researchlearnitpsychologists-rcomparative psycholo-gists, etc.not by the general te'rmax- '.

penmental psychologist. A research-oriented doctor's degree (PhD) is usu-ally needed for advancement and mobil-ity in this field.

Ii .PosItion:Asspciate Professor, Experi-mental Psycplogye ,

Employer: A large southern.universitySalary: $17,500/9 monthsJob description: PhD required. Pffi-tion involves teacning introductory. -psychology each semester:includingsupervision of graduate teaching assis-tants, tt also involves teaching an ad-vanced undergraduate course in o-he ofthe following areas: research methods,,human learning, or sensation/perception. Position requires supervis-ing master's and doctoral students andparticipating in all aspects (curriculum,scheduling, advising, etc.) of the under-graduate psychology program.

Successful applicant: Susan Cass,34, majored in psychology at HowardUniversity. She theh obtained a mastersdegree in general experimentalpsychology and a PhD in learning fromVanderbilt University, where she also

4

. .

taught introduci&Y)ogyclhology while-she was a,graduale sydent In her first

;, job at,thccUrsiversity of South Carolina,ti r

Dr Cass stipervised an introductorydourse of 2,506 students, coordinatingthe teaching activities of eight teachingassistants

in her new position. Susan Cass ad-vises hiOn school psychqlogy teachersthroughout the state and Cooperateswith 24 of them in offering the introdud-tory course by educational television inlocal high schools. She also supervisesthe research of four graduate students,conducts her own research program onshort-term memory. and works with thedepartment chairperson in coordinatingthe undergraduate psychology programwith other teaching and research ac-tivities of the department

CONICAL PSYCHOLOGISTS orclinicians specialize in the assessmentand treatment of persons suffering emotonal or adjustment problems Typically.a chniciar) is knowledgeable abOutThEipsychologyof personality.pSychopathology, and psychometrics,and is trained to diagnose and treatpsychological problems ranging fromresgonsss to, normal developmentalcrises in adolescen . remepsychotic conditions.,0 t,her skills skitechniques may be ac.uired as he orshe assumes new responsibilities. torexample, mental health consultationwith community agencies

Like most psychologists, cliniciansare often trained in the skills and meth-ods of scientific inquiry .Besides theirprofessional\agtivities ladiagnosis and

treatment, they may conduct research.For example, they:may, study theptychother.apist characte,ristits thaf arerelated.to patient improvement, or theymay lobk at the conditionS Under which

,ybiing children ,Ilevelop a sense of re-sponsibility. MA, clinical psythologiStsare often found Jr, academic settingswhere they may teach, conduct re-search, provide psychological services.or some combinatqn of the three. Nosingle description ca), convey the-breadth of activities in which differentclinical psychologists may be involved.Thus, several illustrations of the workand training of clinical psychologists areincludectin this-booklet..e doctoral de-gree is generally required to become aclinical psychologist.

Position: Director, Clinical PsychologyCenterEmployer: A southwestern universitySalary: $21,D0011 monthsJob description: PhD required plus aminimum of five, to eight. years of ad-ministrative experience. The Director'srole is to provide guidance and'planningto assure tfie smooth functicfningpf theuniversity's Clinical Psychology Center,

teachirigltreatment center that em-phasizes behavior modificationtechniques He or she will be responsi-ble for schedulirithe Center's, activities,coordinatingculty supervision of ap-proximately pin trammg, giaduate-student thera , nd teaching asemester graduate-student course onhow topractice therapy,.

Successful a icant: Eugene Fisher,36, graduated ithfa *achelor's degree inpsychology from Boston University aftertransferring from'a political sciencemajor. He entered the graduate programat the University of Briti Col bia,Canada, seeking a maste-personality psychology, but so

z

e inwith-

drew to enter t. is Peace Corps for twoyears of,VVork. e graduated,froM the,University of egOn wit'h a Ft hD ihuclihi-cal psycholog and served his one-yearcliniCafintern hip al,the University of ,

Was.hirligicin S hoot of Merjic'ine. Dr.Fisjityr spent the next six years on the

, faculty arthe University of Denver,yvher.e he served as Director ofClinicalTraining in the Department of Psychol-ogy his last year. At his new'position.Eugene.Fisher is continuing his re-'searchwhich compares patients' andtherapists' views on the short- and long-term effectiveness of several types ofpsychotherapy; the research is partlysponsored by the National Institute ofMental Health. He also supervise atherapy course each semester andteaches an undergraduate or graduateclass inbehavior modification everyother semester, Having been certified in

.fr his state, he has started his own inde-pendent practice:which he maintains

. during off hdurs and one full day a week.

TEACHER OF PSYCHOLOGYAND BEHAVIORAL SCIENCES INTHE HIGH SCHOOL'have found an_occupation that is a significant source ofemployment for those who hold abachelor's degree in psychology. Esti-mates are that between one-half andthree-quarters of aVIllon,students arecurrently enrolled in r)gh school.psychblogy courses across Ihe nation.About half of the states permit teachersto be certified in psychology, but only if

'accompanied' by certificatiof in another,

5

.

psychology, Allen Farley stressesrqlearea (such.asE'nglish or social studieq):other states do not have that limitabon,and grant certification to teach psychol-ogy exclusively. The opportunities toteach psychology and behavioral sci-filmes in high schools .vary as widely asthe schools inwhich one can beemployed, but increasingstudent en-,rollmentsand.moreliberalstatecettifica-tton reqtepments are trends, that assurean immediate future for teacheis ofpsybhology,Nevertheless, high

. school teachers of psychology are stillrare, usually the person teachingOsychology is also teaching classEls inothersubiects or acting as a counselor,A bachelor's de'gree; and a teaching cer-

r .tificate are rdquired, and a master's dergree is desirable in all states but is speci-

! neatly required in some states after aspecified number of years in seNicet

)4'

Position: High School PsychologyTeacherEmployer: Board of Education in a largernidwestern citySalary: $6,600/3 months withbachelor's d4ree, $7,500,9 monthswith master's degree(Job description: Masters degree pre-ferred. bachelor's degree required. Suc-Cessful candidate without master's de-gree must earn it within seven years ofaccepting job. Candidate will teach up toWe classes of psychology, dependingon'student enrollments, and may also ,,

teach classes tn one of the followingareas: sociology, personal adjustment.social studies hiStory or biology.

4

Successful applicant: Allen Farley, 22,graduated from American Universitywith a major in education and a minor inpsychology.' His program of study pro-vided him with the education coursesand student-teaching experiencenecessary for certification. Now teach-,

° nig four se6ior-level sections of

playing by studentt and encourages:them tavolunteer tor carrimunity-serviceprojects in the metropolitan area. En-rolled in evening classeSat the local uni-versity, he is working toWard hismaster's degree in education:

,COMMUNITY COLLEGE IN-STRUCTORS usually reach their posi-tions either directly from graduatesemi or indirectly after enumber ofyears as high school teachers. A typicalwork load in the community college in-volves_teachingfour to six courses persemester; much of the remainder of theinstructor's time is spent advising stu-dents or in some community- service ac

Because of.the,nature of the com-I-nullity college and the rojeit plays in-.higher education, instructors insuch col-leges typically are teaching studentswho will transfer into four-year institu-tions Or are training paraprofessiooals inan associate-degree program.To be-come a community college instructor, amasteredegree is required, andinsome schools a doctoral degree is de-sirable: In certain states, a teaching cer-tificate is also feqtared. .

2

Pbsition: Psycholilgy Instrucolor, Com-'munfty CollegeEmployer,1 A small, vesterri collegeSalary: $11,000/9 monthsJob description: Master's degree re-quired. Instructor will teach one to threesections of introductory psychology antibNo4o four clasSes fromjnterestareas.including family relations, child 'rand- adultdevelopment, educational psychology,perionality, social psychology, andhx-perimental psychology, Additionalduties will inckide advising entering antifirst-year students. ,

Successful applicant: Stephen Cran-more, 41, entered Georgia Institute of )Technology as an engineering student, 'but took a leave of absence after hissophomore year to serve threg years inthe Navy. He returvid tothe peorgiaInstitute of Technology, switched to a -psychOlogy major, and graduatedwith abachelors clegree.While teaching be-havioral sciences in a City high school inAthens,, Georgia, Mr. Cranmore enrolledpart-time in the College of Educatioh atthe University of Georgia, He completeda master's degree in educational'psycholothofter five years, then taughtat Miami-Dade Jt.Aior College inFlorida, until he began his new position.He now teaches three sections of intro-ductory psychology, one for,rhajore andtwo for nOnmarors, andhe also teachescourses in personality Et nd in socialpsychology. Active in the communityand a popular counseror with his Stu-dents, Mr,. Cranmora helped develop a24-hour telephonEi crisis center that is.now. staffed by him and a number ofcommunity and strident volunteerg.

6

.01

CAREERSINPSYCHOLOGY

RESEARCH

s

SOCIAL PSYCHOLOGISTS typi-caily study the effects Of'one ormorepeople (groups) on the behavior of anindividual. Whereas a sociologist is in-terested in the behavior of whole'groups,the social psyphologist studies individu-als as they are influenced by those

'gn)Ups.. The research methods of social*etiologists vary.as widely as their re-search interests. Social psycholOgistsmay be.fou'Rq doing research inlaboratories or out inlhe "rerilworld.'4Acquisition fif bOets, attitudes, and val-.ues, effects of the-efivironment on be-havior, !poking at persons irrgrou s, and

"Darning olsozlal roles are just feW of

;the topics that may interesksoci I

psycholoaSts,

Positron,: Professor, Social syChologyEmployer: A large midwes :m univert 'sitySalary: $22,000/9 monthJob description: PhD i social

, psychology required, pl s demonstrated.research competence rough substan-tial publication roc& . Responsibilities

. will include directorshiprof the SocialResearch Inslitute and supervision ofthe Institute's research programs.Applicant must also show ability to ob-.tain research money from public and pri-vete funding agencies.

, Successful applicant: Robert Matpry,47, graduated from the University ofKansas with a major in psychology. HeContinued his studies at Cornell Univer:sity where he earned his PhD in socialpsychology without first obtaining a mas-ter's degree. His first teaching positionwas at Temple University in Philadelphiaas an AssistortPrOfessor. Before beingpromoted to.Associate Rvfessor, hespent five years teaching and doing re-search on the effects of televised vio-lence on aggressive behavior in chil-

dren. While at Temple, he expanded hiSresearch interests to the study Of thelegal system. Four years.ago, Dr. kitMoved to his current position Whey

.,-

serves as Director ofthe SociatRe-search Institute. As Dtrectoye has therespohsibility of obtaining state and fed-eral funds to support the institute's in- .vestigations of thb applifations ofpsychology to legal affairs, specifically

"the social psychology of lurk selectionand deliberation. Under his direction,participants of the Institute have-pur-sued investigations of witness identifidation and testimony as well as the social

. psychology of prisons 4)r. Matory,hasbeen active in working to reform the. 0

legal system, especially with respect toproviding services; for Members ofminority groups He is a member of theNattonal Association of BlackPsydologists and the Society for thePC'ychblogical Study Of Social Issues

7 4

PSYCHOMETRIC (QUANTITA-TIVE)pSYCHOLOGISTS are di-rectly concerned wrlh the measurementof behavior (mostly Nugh use of tests)

thethe des9n.of research invesAgp-bons. Such/a psychologist maybe ianalyzing complex sets di data. design-ing, developing, pilot testing, or validat-ing versions of intelligence, personality,or apti udelests, or deriving-new statis-tics wi h which to analyze data: The .psyc ometnc or quantitativepsychologist typically is well trained inmathematics, in §tatistics, and in theprogramming and uses of computers,especially for psychological research,

ryhe

Position: Applied QuantitativePsychblogistEmployer: A telephone companylaboratory--in New EnglandSalary: $,19,000i12 monthsJob. description: PhD (orpquivalentexperience) in psychology required,

/.4

.

plus a background in gEiheral experi-mental psychology andprimary ieterestin statistical techniques with compe-tence in basiC -experimental design -techniques,and data analysis. Employerprefers candidate with past experiencein correlational techrniques as well as-computer-programming abilities.

SucCeissfut applicant: Karen Mulhaus,27 earned a bachelor's degree in ex-

erimental psychology from AdeiphiUniversity and a master's and PhD inpsychometrics from Syracuse Univer-sity in New York. Or. Mulhaus worked torthree years in the BeIrTplephoneLaboratories as a statistician in a short -term research project before going toher present position. She is now part of aresearch team investigating commonfactors that influence use of telephonesin different cultures. Dr. Mulhaus is spe-cifically responsible for helping to designthe upcoming research investigationsand for doing statistical analyses ofcompleted research.

INDUSTRIAL PSYCHOLOGISTSare concerned with aspects of people'swork, such as their job satisfaction, thetiefficiency, and their morale. Such apsychologist may perform many jobs foran industry: study how work is or-ganized; suggest changes to improvethe satitaction of the people who usethe industry's services, the quality of theinduttry's services, and productivity;consult with management onthe de-velopment of better training programsfor employees; gevelop preretiremarlf

04- I

r

counseling programs; use scientifictechniques to study employee morale;and rea commend 'ap repriate changes injob definitions, trai ing programs, andthe organization o work. A masterade-gree in industrial psychology is a/minimum requirement and most liSad-'ership positionS in the field regaire,atoc-`tor's degree, usually the PhD.

Position:"Industnal PsichologistEmployer: A large midwes terrrauto-motive companySalary: $19,600/yedJob description: Master's degree re-quired, PhD or aquivalent experiencegiyen preference. Psychologist willsupervise other psVchologists who areresponsible for organizing effectiveworking groups, generating accurateposition deseptions, designingculture -fair tests for use in selectingemployees, and matching qualified per-sonnel with appropriate.jobs within the .

compa9pportunities to engage inmarket research alsb exist.

Successful applicani: Joyce Dallen- ,

beck, 29, graduated with a double major. in economics and psychology from theUniversity of Alabama. Sheehrollectinthe Graduate School of Business Ad-ministration at Harvard University, earn-ing a Master of Business Administrationdegree in two years. After a year workingforan accounting firm, Joyce Dallen-beck resigned and entered the graduateprogram In industrial psychokogy at.theUniversity of California at Loi Angt &s.On completion of doctoral stucliesi'l--Dr. Dallenbeck joined the automotivo-company's Industrial Psychology ..

Group.In addition to directing a staff of nine .

'indUstrial, organizational, and personnelpsychologists, Dr. Dallenbeck is continu-ing research started in connection withher doctoral dissertation on the de-.velopment of autornbbile contrpls for the

8

a

physically handicaPped She is also a' .consultant for the company s affirmativeaction, program

. (..PERSONNEL PSyCHOLOGI5TS,

Ji,(unlike industri paychologists. whose '.. rosPonsibee ay rangrYwide4

dystnal production and work tattinrislfoctiSmore specofically on the hiring, ag-'sigriment. and:promotion of employeesto enhance their job satisfaction and'productivity Often relying heavily on thepersonnel intervie, and teSt,data, the -personnel psycholo t is likely to be .most familiar with the bject matter ofexperimental.'developmental. differen-tial and social psyer*Ogy as well aspsychometrics A M'aster of Arts or Mas-ter of Science degree is the minimumrequirement for any position of respon-sibility in such work although jobs as testad nistrators and interviewers areav able for those with bachelor s de-grees

Position: Penionner Measures

1EvaluationEmployer. A human resources labor&tory on a southern military baseSalary: $11 614 12-months .

Job description: Master s degree pre-ferred, with prior experience-1n occupa-tional analysis jdb evaluation, selectionand classification procesdures. perform-ance evaluation test Jelidation. and orjob satistacticiii Desired is a researchpsychologist in occupational and careerdevelopment with interests rn personnelor related research

Successful applicant: Joseph Hutch-ings, 27, graduated with-a bachelor sdegree in psychology from-the Univer-sity of Virginia and completed the re-quirements for a master s degree in in-dustrial psychology 18 months later at

-California State University at Long

" Beach As a Civilian emplciyee of abranch of the United States military, Mryutchings consults on the initial selec- tos

Iron and ;DO pacement of recruits as wellas th2-4raining of interviewers and otherpersonnekspecialists He isturrentlyconductins'a study compabng several-new lntervww techniques in an attemptto find the most effeetnt9 technique, lot '

appropriate placement of military re-cruits on the job He helps personnel,estatilish criteria fr36 evaluating on-the-c.job performance, advises managementspegialiSts on questions of employeemarale and is ale veloping a special train-ing ISrogramlerecruits from disadvan-taged backgrownds

N

ENGINEERING PSYCHOLO-GISTS are concerned with designingand using envoonrhents and systemswith which human beings live and workTheir job is to improve the interactionbetween}iumans and their environmentEnginee ,sychologists may help de-sign work area eqiiipMant, andhuman .machine systems, as well as thetraining devices, aids, and requirementsneeded to prepare people to make suchsystems function These psychologistswork in many different settings such asthe aerospace industry. communica-tions and transportation industries. themilitary services. and other gbverrimen-tal, commercial, and industrial enter-prises

Position: Engineering-PsychologistEmployer: A consulting lint, in upstateNew York .

Salary: $18.000 year

Job description: PhD required, plus-aPprOpriate experience.Desired

is someone with,ahilitY td analyze role-valit components of a comPtele,job as;related to desilri, conStruction, and op-e ion pf human'--rp' apinc'systems. The

billty to work wttii,pebplei3 alsoheededrofor exPerience frith

',sirxiulatorS'and programmed learningwoulc) bia helpfuj

in

uccessful applicant: Juanita Mar--ez, 31', did her undergraduate work in

ecalamics at the University ofPittsburgh and obtained her master'sdegree in engineering psychology fromNew Mexico Statet niversity. For threeyears, Juanita Martinez workedat theNational Aeronautics and Space Ad-ministration in Clear Lake, Texas, help-ing to design astronaut control panels forthe Apollo moon capsule. She then re-turned to graduate school and obtaineda PhD in human factors from CatholicUniversity of America. In her new posi-tion, Dr. Martinet is supervising a projectin which the needs for training er flightcrew are being studied in order to de-termine the appropriate role of flightsimulators in training. Her particular re-sponsibility hasinvolved specifying the%simulator characteristics needed tomeet training requirements. She is ac-tive in the American PsychologicatAs-sociptionand also has served as Treas..Lifer of thejAssociation of Women-inScience

,

EXPERIMENTAL PSYCHOLO-GISTS INVOLVED IN RESEARCHmay be found In a variety of settings,including colleges and'universities, gov-ernment. and private industry. The basicresearcher is ofteil found teaching oneor two courses In a graduate programwhile devoting his'or her_primary atten-

" tion to research activities. These ac-tivities vary with the interest and training

9

. 6f The. researcher. However, the probes-ses of sensation end perception,psychological mechani§ms, leaming.'and motivation, and cognition are oftign

, . the focus of the basic research 4u-es-tions of the experimental psychologist. APhD is almost always required in thisfield. -

To obtain research funds, thepsychologist often must develop pro -posals describing ttudies that he.oeshewould like to db., These proposals re -'quest money from private foundationsand gOvernmental funding agencies tofinance the activity:, There is often muchcompatitionfor available money, and a,p`roposal is not always successful in itsrequest forunds. If fund's are obtaided,however, the researcher. is able toachieve relative ind,ependence arid di-rect his or her own oThgram of research.

Position: Associate Professor, Experi-mental PsycholOgistEmployer.: A large midwestern univer-sitySalary: $16,500/10 monthsJob description: PhlYrequired as wellas established compelence in research,,reflected in appropriate record of pub-lished work. Responsibilities will include,aervision of the development of ananimal laboratory that willbe useW.ol.research projects of faculty andgraduate students in experimentalpsychqlogy programs. Teach%ng re-sponsibilities will include one advancedgraduate seminar per academic'yearand supervision of doctoral disserta-tions. Applicantis expected to pursue aprogram of research that will provide thetraining ground for graduate students

. and that will increase -the repUtation ofthe graduate program ofthe depart-ment.

4

Successful applicant: Pat Scarfano,36, graduated from the University ofNevada with a bachelors degree inpsychology and entered the graduateprogram in experiment& psychology at -Brown University., earning a PhD afterfive years of study. 4

- Dr. rfano's first jobwas with theInstitute faiahavioral Research study-ing choice behavior under conditions ofstress. Afterfour yearsof basic researchexperience, he accepted a position asAssistant Professor of Psychology at St.LoLis University, There he was assigneda redUced teaching load in order to pur-sue laboratory-research that had beenfunded by the National Institute of Men-tal Health: Since taking his preS^ent pOsi-ton, Dr. Scarfano has.set up a labora-tory facility and has continued a re-search program devoted to choice be-.havior using human as well as pigeonand rat populations for subjects. Thisprogram involves graduate studen,t$ar--ficiPation as well as collaboration withfaculty colleagues.

EDUCATIONAL,..ISSYCHOLO- .

..GISTS may actually be concerned Witha range of activities from initial designthroughtlevelciprrient and evaluation ofboth materials and procedures for edu-cation arid training. Such positions exist

,

in public school systems (usually largeonus), in the military services, in priVate

development companies,*dustrial concercis.ThOind of

holOgist may deal with dialyzingucation and training needs, with de-

eloping matkials for instruction in vari-ous media, with designing the best con-ditions for instruction, and with ei/aluing the effectiveness of instructionalPrograms. Typically, he or she hasac-quired skills associated with educationalsystehis development, materials .and''

'media development, and educationalevalualion.

Position: Instructional Design/Evaluation (Educational Psychologist)Employer.Board of Education ina largeurban areaSalary: $17,500/12 monthsJob description: Requires a PhD (orequivalent experience) in educationalpsychology withspecialties in instruc-

-tional design and in measurement/evaluation: Basic psychologicaf knowl-edge of human learning research andtheory is desirable.

Successful appliCantJune Harker,27; earned her bachelor's and master'sdegrees in psychology*from Tulane Uni-versity, specializing in learning and re-,fated subjects. She received her PhD ineducational psychology from FloridaState University, where she studied in-structional systems and measurementas part of her program. Dr. Harker nowworks in the Program Design andEvaluation Section of the schoofsyStem.She is specifically responsible for direct-ing the development and evaluation ofseveral new instructional programs,working with teams that includeteachers and curriculum specialists.

10'

t

I

CAREERSINPSYCHOLOGY

PUBLIC SERVICEI

CLINICAL PSYCHOLOGISTSserve in many different circumstances.After a fairly traditional graduate prep-aration, and after, supervised postdoc-toral experience, some enter indepen-dent practice or joint independent-practice/consulting roles. Others findthemselves responsible fore completerange-of psychological services in public

,`settings. Their responsibilities range/from administeringand scoringpsychological tests, to engaging,intherapy, to supervising the ;reining of

.graduate students in the delivery of men- -

tat health services, to administering acommunity mental health program.Some clinical psychologists accept fac-ulty positions in a'college or universitywhere theyperform basic research andtrain graduate students. Others stay inindependent practice, but also-serve asadjunct professors in graduate trainingfacilities, bringing their "real world" ex-perience tdstudents in advanced clinicaltraining. Regardless of their primary ac-tivity, a number of clinical psychologistsserve as consultants, especially to pub-lic activities and erganizations offeringservices to the public.' Clinical psy-chologists, by training and practice, arebecoming community oriented and arebeginning to serve as consultants andpractitioners in identifying and elimi-nating what psychologists call "primaryprevention settings," that is, situationsthat cause human problems.

Position: Clinical PsychologistEmployer: Group practice in a sou* .western citySalary: $26,000/year plus percentageJob description: PhD required.Psychologist will join an establishedgroup of four clinical psychologists in anactive practice witt n average total loadin excess of 2 patents:this or herprimary Work r p eibilities will involveindividual consultation And therapeutic

11

sessions with middle- and low-income /families and clients.

Successful applicant: Rut "sellSpence, 07, graduated from BronxCommunity College, completing his un-dergraduate degree at the State University of New York at,StOny Stook. Heentered the clinical program at the Uni-versityof Michigan, took.his.intemship.at:the Washtenaw County eommunityMental.Health Center, and completedhis dodtoral studies after five years..Qr.,Spence.then was certified in Utah and

,entered private practice in Salt Lake.City. At the same time, he served as aconsultant to the Salt Lake City MentalHealth Center and several local hospi-.fats..

After nine years,. Dr. Spence decidedto enter a group practice and applied forthe job described above. Since accept-ing the position; he finds,his time oc-cupied by consultation with a weekly av-

.erage of 26 patients who are referred bymedical doctors,' psychiatrists, localhospitals, and a variety of other com-munity contacts. He is primarily con--cerned with summarizing the results ofpsycholOgicaltests administered tothose patients, consulting with hispartners on pSyChological aspects oftreating his own and their patients, aswell aS eonduCting therapeutic sessionswith patietifs'Ole serves as a consultanttb'thecity'sPolice Department and to .

the Board of Education of a unifiedschool district nearby, He helps both ofthese community agencies to anticipatehuman problems and build in proce-dures to identify and prevent sources ofpersonal conflict and stress.

COUNSELING PSYCHOLOGISTS -are involved with a broad specialty ovelapping with clinical, organizational,educational, and social psychology.Counseling psyohologistS" activitiesusually includesome combir4tion ofcounseling, teaching, consultilag, re-search, and administration. In-theirwork, they are particularly concernedwith the role of education and work inindividuals' functioning and with the in-teraction between individuals and theenvironments in which they live:

Typically, counseling psychologistswork Oth normal or moderately malad-justed persons, individually ar.in groups.This workIncludes use of traditionalcounseling interview methods; interest,ability, and personality testsi and edUca-.tional and occupational information.Often they employ behavior modificationprocedures to enable individuals tochange their behaviors.

Through oti n n g activities, coun-seling Psychologists work to foster moreproductive problem solving among theindividuals and groups who seek theirassistance. lh their research and ad-ministrativeJunctions, counselingpsychologks tend to be data oriented indefining-a-1'rd solving problems of coun-seling, training, Outcor'nes of programs,

the like. In all of these roles, the.counseling psychologists' goals can be.viewed as remedial or rehabilitative,preventive, and/or developmental innature.

The great majority of counselingsyahologists are employed in educe-

ti al settingYs and'rriost of those in col!leges or universities. A minority areemployed in hospitals (most notably theVeterans AdminPstration), communitymental health or rehabilitation centers,industry, governmerit, or in private orcomrriunitypounseling agencies..

Position: Counseling Psychologist,Assistant ProfessorEmployer: A counseling center and de-pperneni of psychology in a large uni-versitySalary: $14,000/10 mo s

Job description: PhD required, including internship and experience relevantto understanding both college studentdevelopment and higher education envi-ronments. Responsibilities includecounseling/therapy with individuals andgroups, and consultation with campusunits. Innovation.ln devising new coun-seling methodsand developing newprograms is encouraged. The positionwill cant' rank and academic respon-sibilities in either the Department of

'Psychology orlhe Counseling and Personnet Servicps Department of the Col-lege of Education. ,

12

Successful applicant: RonaldSarhuelson, V, graduated from Oberlin-College With/a major in psychology and aminor irfeducation. He completed hisMA and PhD degrees at the University ofMinnes ta. During graduate school,- hespent ne year as a volunteer Worker inthe c rnpus crisis center and two yearsas teaching and researchassistant.I- dodotal research concerned out-

es of two types of counseling ser-vicefor students. Hocompleted ayear's ibternshipairthe CounselingCbtiter,_University'of California. Hispresent'positiohis CounselingPsychologist and Assistarit Professor ofPsychology. In'. the Counseling-Center,he spends a half day with walk-in stu-dents and has 15 available interviewhours for continuing clients. He is a con-suit-ant to a residence hall director and itdeveloping a self-administerable coun-seling method to relieve examinationanxiety. He is also preparing a manu-script for publication based on part of hisdissertation research. His departmentalteaching consists of supervising fourgraduate .sludents in a-year-long coun-seling practicum plus. acting asacademic adviser-for two graduate stu-dents.'

CHILD CLINICAL PSYCHOLO-GISTS demand preparation practicallyidentical to that required of any clinicalpsychologist; in addition, they have theresponsibility of becoming acquaintedwith the developmental characteristicsthat influence the unique, generallypreadolescent patients with whom theydeal. Additional experience4 the areasof social psychology, counseling -psychology, and tests and measure-ments may be required.

Position: Child/Clinical PsychologistEmployer: A community mental healthcenter in New EnglandSalary: $21,000/ eaJoe description: PhD quired. At leastthree years of experien e, with ern-phasis on parent-child interaction. His orher duties will involve individual andgroup psychotherapy with children andtheir parents as well as iagnosticevaluations of patients, c ding theirfamily environment. W k will involveoutpatients only. .

Successful applicant: E nestine Jef-ferson, 36, entered the Urfversity ofNorth Carolina to major in sociology, in-tending to go to graduate school in socialwork. Midway through her sophomoreyear, she transferred into psychology,.took a he vy loa,d-of courses in theclinical/p sonality area, and graduatedwith .a ba helor's degree in'psychology.After two ears working as a ward atten-dantin the EasternState Hospital inKnoxville, Tennessee, Ernestine Jeffer-

,

k.)

son entered the University of Dayton,frorhwhich she earned her master's de-gree in child/developmental psychology.From there, she enrolled in the Depart-ment of Human DevelopMent and Fam-ily Studies at Cornell University andgraduated with a PhD in childand familypsychopathology. Following an intern-ship in clinical psychology at the EmmaPendleton Bradley Hospital in Riversidd,Rhode Island, Dr. Jefferson workedthere for six years as a child/clinical psy-chologist. Her new assignment at theCommuyy Mental Health Center in-volves iOlividud-and grouppsychotherapy with childrehand theirfamilies. Where appropriate, she usestheAchniques of behavior modificationboth therapetlly and as an instruc-

.. tior/al tool for hing parents how tomodify their children's abnormal be-havio0r. Jefferson also supervises aCenter staff of fiVe psychologists andthree graduate students from the local ,university. She has helped to start acrisis intervention program at theCenter; she.has developed a preschoolprogram that involves community men-tal health Workers and that is aimed ateasing mental health problemsmarginal - income families; and she has.participated in residential and therapeu-tic sthool programs.

13

SCHOOL PSYCHOLOGISTS areconcerned with increasing the effective-.ness of schools in improving the intellec,tual, social, end emotional development

. of children. School psychologists mayalso serve as consultants in educationfor the handicapped, Mentally disturbed,

,or mentally retarded; or in developingspecial programs in adult education.They typically function in various roles

. within the school system. As researchspecialists, they may-assist in imple-menting.and evaluating special educe-tiOn projects. They may serve as leadersof in-service training programs forteachirs or as, consultants to teachersregarding sp.ecific eaching or class-room-behavithepr4lecna. They mayalso help to treat Children.'s psychologi-cal and educational problems that influ-ence behavr in school. Some schoolpsychologis s also have responsibilityfor administering the results of standard-ized tests. A master's degree and statecertification are generally required of all-

, school psychologists, and adoctbraldegree may be required of persons in .

supervisory positions.

`Position: School PsychologistEmployer: A midwestern county schoolsystemSalary: $12,000/12 monthsJob description: Master's degree; ex-perience desirable, but not required.Must be certified or capable of obtainingstate certification as a school psycholo-gist. Job will include test administrationand evaluation and consultation with par-ents and teachers.. Some travel withintie county will be expected.

<

. Successful applicant: Lee Castillo, 29,graduated from the University of Nevadaat Las Vegas with a bachelor's degree inpsychology. Durint college, as studentcoordinatorof the University's VolunteerService Program, he was. responsiblefor matching undergraduate volunteerWorkers with communities in southernNevada that requested assistance. Helater entered Western Kentucky Univer-sity, from which he graduated with aMaster's degree in school psychop'gy.Lee Castillo now spends about fqUrdaysa week in the county schools, typiballYthe junior high schools. Two4ays,aweek he gives reading, aptitukfr and in-telligenCe tests to 13- and 14-year-oldswho are having trouble in school. Theother three days Ile-Consults with Par-ents or teachers.

MENTAL HEALTH ASSISTANTSare the result of the recent and rapiddevelopmentof associate-degree pro-grams in the community colleges. Thesetraining programs have proeluced alarge pool of people well qualified for avariety of paraprofe4ional occupations

A

instate hospitals, mental health centers:mental retardation centers, senior citi-zen service centers, and other humanservice settings. Such occupations often'include opportunitiesefor training or) thejob, and the mental health assistant isoften supervised on a weekly, monthly,or "as-needed" basis bya psychologist,psychiatrist, social worker, or nurse, Hisor her work activities usually inyolvescreening and evaluation of new pa-tients, other direct patent-contact activi-ties, record keeping, dvocacy ofpatients' needs, an assistance incommunity consultation. Training at theassociate-degree level is bsually sufti- .c'ent, although a bachelor's degree withappropriate mental health.emphasis isE,sometimes ,preferred. (It is importanthere not to confuse mental illness andmental retardation. Mental illness as ex-perienced by patients admitted to men-tal hcispitais typically involves a person-ality disorder that interferes with a per-son's ability to function in the modernworld. Mental retardation, on the otherhand, refers.to a reduced intellectualcapacity that &ies not necessarily in-volve any personality disorder.)

Position: Mental Health AssistantEmployer: A-state hospital located inthe SouthSalary: $6,800/year.Job description: Associate orbachelor's degree preferred; experience'preferred, but not necessary. Job in-.volVes major respi)nsibilities for assist-ing with and Conducting intake screen-ing and evaluation activities for new

,14

r/

1

patients in the resident population. Ap-/plicant will be under the supervision of a

staff psychologist

Defining who is and who is nofa psy-chologistcatbe a diffrcult task. Clearly,any worker in a mental hospital is'moreor less directly in contact with resident

. patients; and any earlier study of the .

. .

.Succestfuf bplicant: Dale Higgins, '20, graduated from Blair High School inTakptha Park, Maryland, and commutedto Montgomery College to earn an As-sociate of Arts degrees a MentalHealth Associate The state hospitalwhere he now Works is a regional mentalhospital offering its services andfacilities to the southwestern Counties ofthe state Supervised on a weekly basisby the cpiaf psychologist, the chief socialworker, nd the communal relationsspecialist, Mr Higgins shares responsi-bility with three other mental health,as-sistants for involved iri ad-mitting new patients, Onducting inter-views, gathering information 'on tt$e pa-

tients family situationsjecording arepatients:pistory and background, ad-ministenng structured psyCnologicaltests,rd taking patients' temperatureand blotKlpressure The mental health -assistants are encouraged to continuetheir education through a hospital/um-verstty-sponsored seminar pro,gram.This continuing education programleads to advanced degrees and to lobadvancement .

discipline and principles of psychologyweilld be helpful for gush workers. Avariety oohs exist, however, that pro-vide nonpsychologists with exposure tothe same problems with which psy-chologists are wrestling. These jobs include ward attendant, nurse's aide, and'volunteer activities in local communityhealth-servicaagencies.

Position: Ward Attendant '-

Employers: An institute for. rehabilita-Doh of the handicapped and mentallyretardedSalary: $5,000/yearJob description: High school graduatepreferred, equivalent experience pre- .

requisite. Position involves maintainingservices (Cleaning, bathing, replacingbed lineng, etc.) in a 40-bed ward, f thehospital. Movement and assistance withcontrol of patients will also derquired.

Succeishe applicant: Fran Simpson., .*19, graduated from`Palo Alto High.Scho0RWit4o wish to go to college.Having an interest in psychology And adesire to do something that Vvould help

pe2ple, he applieti for the position ofward attendant. Since joining the staff, inaddition to ward responsibilities, FranSimpson has suggested-a variety of rec-reational events for patients, includingart projects, guitar concerts, and sportsactivities.

So there you have a sample of psy-chologiststheir training, theirjobs, andtheir activities. It is easier now, perhaps,to understand why someone definingpsychology asa body of knowledge, amethod for research, or the use ofknoWledge to promoie human welfarew uldbe only partly right, and whys meone who says it's a little of each

would be closer to the truth. Psycholo-gists today are'rarely only teacher's, sci-entists, or professionals; most psy-

. chologists combine two or rnoreof theseroles. Thus, a.gsychologist may beprimarily a teacher, a researcher, or-aservice prov).der but still ticlude all threetypes of aottGities as part of his or herregular routine,

p.

15

r

ANOTHER WAYTO ANSWERTHE QUESTION

In answer to the question "What ispsychology?" we'haVe described whatsome selected psychologist& are called.where they may work, and what they arelikely to be doing. Now We will give you a"larggr picture of careers in psychology.in 1972 the American Psychological As-sociation askedits members what theyconsidered their primary work specialty.The first graph (Figure 1) shows how27,371 psychologists answered thatquestion. The percentages for psy-chologists holdihg the master's degreeare given separately from those for Psy-

,chologists who hOld the do9tor's degree.these. figures show that Oe percent-ageeof psychologiSts,in the variouscategories differ depending on degreeheld. For example.28.6% of the personswith master's degrees are found in thefield of counseling and school psy-choliniY, while for psychologists withodoctorates th rop rtion is 13.5%.

Another wa to lOok at careers in.psy-chology is to sk "Who hires psycholo-gists ?" or "Where dolTiey work ?" As thenumber of psychologjats.6s grown, sotoo has the variety of answers to thesequestions. The secondgraph .(Figure 2)describes where some psychologistsmay be found in the wOrk force (doc- .

torates and master's degrees are corn:.bined).

If you add up the percentages, youcan see that 62% are employed in aneducational setting, 50% in universitiesand colleges; 21% are employed in theservice settings of hospitals, cINcs, andprivate practice. You may be curiouswhy Figure 1 showed that clinical psy-chologists are theolargest single group ofpsychologists, while at the same timeFigure 2 shows that the errifloyers ofpsychologists are mainly educational in-stitutionscolleges; universities, andschool systems.. Many clinical psy-chologists work in acaderIc settings,partly because the three roleS of thepsychologistteacher, scientist, and

, rd.l. 9 .

el

professionalcan be convenientlycombined in that environment. There apsychologist in any of the specialties

, normally has access to the institution'sresearch;facilities, to its-counseling cen,ter% and4o a variety of other relatedfacilities. Regardless of their subfield ofpsychology, psychologists in such set-tings may be.found teaching under-graduate

,

studentsthe general principlesand methods of psychology or guidingthe studies or search of graa0atestu'-aldents in their o n or related subfields:-

Looking at a tivities is a third way todescribe care rs in psychology. Thethird graph (Fi e,3) is a summary ofhow the APA me rs answering thequestionnaire described their primarywork activity. As you can see, psycholo-gists in the largescajegory (39°/0)spend most of their time in the applica-,tion or practicerof psychology; psy-chologists who primarily teach are.thesecond largest group (24%).

We have seen that psychologists areinvolved in a broadarray of activities indifferent work settings, and have-riNged these positrons from a variety ofeducational liackgrounds. There aremany persons who apply psychologicalknowledge in theirjobs, but who may notbe called psychologists. To be consid-ered a psychologist some amount of ad-vanced training beyond the bachelor'sdegree is necessary. At what point canone consider oneself to be a psycholo-gist?When doeSsociety consider one tobe a psychologist? These issues aresubject to much debate both in the pro-fession and in legal circles. The focus ofthat debate is trainingthe subject towhich we now tum.

16

-v

r

Clinical and Community

DevelopmentalPersonality and Social

Counseiing and School

Experimental andPhysiological

Engineering. Industrial.and Organizational

Educational

10 20

6."\CMICIZOIMCOA

'416.\\\MM".!'alC

..111hNli%:11NA

Systems Methodologyand Techniques

rri

Universities

Medical schOolS

Four-year Colleges

30 40

*Two-year Colleges .

Regional SchoolDistricts

Elementary and -Secondary Schools ,

Other Educational 1.1

Hospitals arfd ,Clinics

Private Practice'

Gdvernment Agencies-

ResearchEstablishments

Business and Industry

Other Noneducational

Application Practice

Teaching

AdministrationManagement

Research

Figure 1.Primary scientific specialty of26,862 psychologists, given inpercentages. (Data are taken from1972 survey,of psychologists'in theUnited States and Canada who aremembers of the AmericanPsychological Association.)

1111 Doctorat 85 (21 2 t p per sorisl

E; Masters 15 652 porsonsl

Figure 2.Employment settings ofpsY6hologists irl percentages'(Data are taken from 1972-surveyof.psychologists in the UnitedStates and Canada who aremembers of the AmericanPsychological Association.)

Figure 3.Primary work activity ofpsychologists in percentages.(Data are taken from 1972 surveyof psychologists in the UnitedStates and Canada who aremembers of th mericanPsychological sociat)on.)

17

HOW DO IBECOME APSYCHOLOGIST?

There are many routes to becoming apsychologist, and exactly what you will..have to do will depend on the type ofpsychos you want to become.Below are the firststeps,you should con-sider.

HIGH SCHOOL STUDENTS -.

Your firs't decision as a high schoolstudent will be to pick a college. Findingone that offers an undergraduate majorin psychology will mot be difficult. At theundergraduate level, psychology isour-rent1y th'e most popular of all areas grant-ing bachelor's degrees. About 50,000bachelor's degrees a jkildr*re currentlibeing awarded to psychology majors. Asyou 10/e seen in the descriptions ofpsychologists at work, there are manycolleges or universities that offer a wide

, range of programs in psychology at theundergraduate level. The programs areas diverse as the schools and faculliesthat offer them. Our best advice to you Isto shop around. Consult yourteachers,guidance counselors, parents, and.friends. If there is an institution of higherlearning nearby, you could contact amember of the psychology4aculty to dis-cuss.the looalprogram and the pSychdl-

.ogy programs of schools.The "Additional Sources of Informs;

tion" section at the end of this booklet .

contains references to books and pv-, phlets. likely to be found in\your loc

library that describe vario s collegesand universities around the country andabroad.

If you wish to obtain your Under-graduate degree from a school that alsohas a graduate program in psychology,consult the book called Graduate Studyin Psychology. It is an annual publica-

"tion of the American PsychologiCal As-.

18

r

I

--V

sociation (APA) and is available for$5.:,00,from thg;Order Department of theAPA, 1200 17th Street, N.W., Wash-.ington, D.P. 20036.'When you find acollege or university with which you aregenerally pleased, contact a member ofthe faculty in The department of psychol-ogy there to cirsciiss the psychology .

programs in that school

COLLEGE STUDENTSIf you are in college and intend to "

apply for admission to a graduate pro-gram in psychology, the prevroUsly'fnen-

. toned Graduate ,study in Psychologywill tell you about g'raduate programs .

around The country. Opportunities forgraduate study in psychology, and po's:sible sources for financial support.

If nu are interested in clinidal, coun-seling, or'school psychology, oriareplannirig a career that will involve ser-,vice to the public, twO other thing's youShould know about are (a) APA accredi-

e tation and (b) state licensing or certifica-tion

Accreditation is a process byuvhrchthe Amerman Psychological Associationevaluates 'doctoral -level programs in the

'' clinical, counseling, and school psy-chotogy areas Its purpose is to ensurethat psychologists who perform public

- -

service function in thosCields will beadequately trai ed. Those doctoral pro-grams that ap ly and meet or exceed aset of standara are :'accredited." Anup-to-date list of colleges and univer-sities with accredited programs is plub-lished thrv- times a year in theAmericanPsycholopist, an APA journal. For thecurrent list of accredited pragram's inclinical, counselirtig, and school psy-chology, write tclthe Educational Affairs.Office of APA., 1200 17th Street, N.W.,Washingtoln, D.C. 20036.

Licehsing or certification is-a meansused by state governmers tor/protectthe public. This process ensures that in-dividual psychologists have met or ex'-ceeded state -set standards of educa-tion, knowledge, and experience. Corn,-pletron of auecredited graduate pro-gram does not ensure state liCensing ortcertification of the lndividual graduate;moreover,' graduation from anon-accredited program does not necessar-

prevent.certification or tensing, These of the title psychologist by thOse

w offer their services to the public for afee i restricted in most states to personswho have met the standards defineccbylaw and who have been, appropriatelylicensed. Standards set by the profes-sion itself (and by most state laws) de-fine a qualified professional psycholo-gist as one with a doctor& degree inpsychology and at least one and prefer-ably two years of supervised experiencein..an. internship. Most state regulationslaid federal raigulaticins where applica-ble) require at least a master's degreefcir a positiori as a psychologist. Somestates also provide for different levels ofcertification, including-some that haverequirements ovepand above those formasters-degree certification, but shortof those necessary for the PhD: these 'levels of certification generally reflectthe various levels of training a per,ponmay have experienced.

2219

. .

WHAT DIFFERENCEDOES EDUCTIONAND TRAINIO MAKE?

a

k

As is true of other professions, theextent of education and training is amajor factor in determining-how mud:). ,

responsibility a psychologist will haveand what opportunities will be open.

DOCTORAL LEVELDoctordidevel psychologists typically

have been exposed to the broadegt va-riety of.knowledge and'techniques inpsychblogy over the longest period oftinie. The Doctor of Philosophy (PhD)requires at least three years ofieduca-tion beyond the bachelor's degree, and itordinarily takes fouror more years toearn. Earning thedoctor'S degreege-

i- rliapds,a high level ofacademid'achievement. Doctoral students in manyprofessional specialfies complete an-in-ternship ion-the-job training that isclose4y supervised) either before or im-mediately after tile award of the doctorsdegree; such internships normally addat least one year to the total training 1'time. In some fielcls, after earning thePhD, certain students may continue in .

postdoctoral research positions for oneor two years.

Psychologists holding the doctor'sdegree tend to have the wildest range ofwprk choices-. For example, a clinical orcounseling psychologist with a PhDcould work in a university,iria rehabilita-

? tion setting, or even inan industrial set-ting, and be qualified to give therapy to

'people ranging from preschool-levelchildren to buSiness executives withpersonal - adjustment problems.

The Pip is a research degree; townIt, a person usually has to make an origi-nal research contribution to the field ofpsychology (i.e., write a dissertation) aspart of the training. In recent years manypsychologists have questioned whether

23

the PhD program is an appropriate train-ting experience for clinical psychologists

who want-tote therapists rather thanscientists; as a result, art alternativeprogram has been developed called theDoctor of 'Psychology (PsyD). Ths pri-friary differende between the two de-grees is that-15syD training involvesmore time gaining pfactical experienceinstead of the PhD training time that is.normally spent in research-activities. Inaddition, the Psyd tjrpically doesnot re-

'quire completion of a research project.r the Doctor of Education (EdD) is

another type of doctOrartlegree that canbe held by psychologists. Whereas the j.I ND is a research degree, the EdD is

.typically a'brofessional degree awardedfollowingssuccessful-completion ofprogram of courses focused on educe-

. tion as a Vocation and profession.

MASTER'S LEVEL,Masters-level psychologists normally

have spent from one to two years ingraduate school after the bachelor's de-

, gree and have complete8 additional re-quirements such as practical experiencein an applied kitting or a masters thesisbased on a research project. Psycholo-gists with a master's degree arenevertheless found in a variety olpet--tings; for example, teaching irrfflo-year,colleges, orin laboratories doing re-search in fields such as human factors,engineering psychology, industrial psy-

20

chology, and human-performancetechnology. These psychologists arealso found in a bread variety of public ,

and pnvatiStreatrrienf facilities, in privatePractice iP some states, anctin school'settings. Master's -level psychologiststypically have a somewhat more -limitedrange otopportunities °peril° them, thandoctoral-leyel,psychologists, who havehad more education and Veining..

BACHELOR'S LEVELBachelor's-level programs have

evolved. during the last few years..N.erprograms in sore colleges and universeti hsvp been developed to train work-,e.rs who, under direct supervision, maygive, sox* and interpretcertain psychological tests, may workreCily with clients and their families, ormay help individuals and communities to.use their abilities to solve their problems.Typicatwork settings include communityMental.healthcentera, vocational re-habilitation offices, and correctionalprograms. Similarly, although moreiikely to be called a teacher than a psy-chologist, another occupation for those -with at least bachelor's -level training isteaching psychology in secondary .

schools

ASSOCIATE DEGREELEVEL

Associate-degree training for-particu-lar lobs in psychological and other kindsof work has been developed in recentyears. Persons with this training tend tohave fewer work choices than those withbachelor's degrees, often dueto the factthat an employer is unaware of the typeof training that these degrees ?Ater.These peoile are qualified to-dO inter-viewing, to give and store specific psy-chological-tests, and to communicatethe needs of persons, families, andcommunities to psychologists and otherprofessionals. In most settings they canexpect to work under the directsupervi-sion-of persons with more education.

As you consider a career in psychol-ogy, an impoHant gbal to keep in mind isyOur flexibilityfof choice: Keep different

-job options open for yourself. Plan youreducation in psychology, so that youhave broad exposure to its many is-pects, as well as to other disciplines.Avoid specializing too soon. Realizealso that the limitsdeScribed above aretypical and do not prevent moving to ahigher feyet of training.-Formal educa-tion does not completely determine thefinal level of achievement in work. De-pending on the specific abilities of theparticular person involved, areas of re-sponsibility for some master's -level psy-chologists exceed those of some PhDs.Personial skill and ability are crucial. .

Broad exposure to psychology will en-five that you are making the wisestChoice for both your training and yourcareer, based on Wit) best available evi-dence. namely, carefully planned per-

.

sonal experience:A career choice -should be bas ,iqg on a

thorough exploration of various alre'rna-tives so that. ne's interests, abilitie/and values, are most suitably matchedWith one's selected lifework. There aremany careers That differ substantiallyfrom psychology itself, but in which- psy-chological,kriowledge, techniqueS. andskills areapplied.hesecareerS includepsychiatry, psychiatric nursing, socialwork, Work as a mental health techni-cian, certain aspects of personnel work,human engineering, community plan-ning, and even product:analysis and.sales. Undergraduate studies in psy-chology would help in developing acareer in any one of these related fields,but they would have to be coupled with

specialized study (at the graduate levelin samecases) for some of these relatedcareer fields.

If you are thinking about atareer inpsychology, you may Want to considerfor a minute psychology's recent pastand how it is changing. Psychology hasbeen undergoingNery rapid changepverthe last years, and'the trends are likelytocontinue'for a while. For example, fiveyears ago an earlier versiorrof this book-let did not even discuss the associatedegree as a career option. New jobs in (1,

psychojOgy and mental health worloarecomstantly evolving, and new education .

and training piograms are being de-veloped to suit those new jobs. At any

' given time, th}s best source of inforria:tion about educational requirementS fora particular career in psychology will.bethe institutions that offer training pri-grams for'sCich careers. N.

At the undergraduate level, psychol-cigy is now the most popular of all areasgranting bachelor's degrees. About50,000 bachelor's degrees a year arecurrently being awarded to psychologymajors. A report published irithe Teach-aing of Psychology Newsletter early In1974 indicated, that approximately 30%of the students who graduate with abichelor's degree in psychology goonto enter graduate school in psychology.Another 25% db graduate work in somepttilar field (law, medicine, social Work,sociology, etc.), and about 45% finishtheir education with the bachelor's de- ,

gree. Of this latter group, approximately75% subsequently find Jobs in a fieldrelated to psychology.

As a result of the large number ofbachelor's.degrees awarded in psychol-ogy, and due towidespread interest inpsychology, admission to psychologygraduate programs Is increasinglyhighly competitive. Even so, there areapproximately 4,000 master's degreeand 2,500 doctor's degree recipients inpsychology each year.

21

r

WHERE ISPSYCHOLOGY'HEADED?

CD

-r

r, J

One-person's guess about the futilremay be as good as another's, but the,trends in the development of psychologyover the past five to ten yearn() seem togive some hints tbout psyc-hology'sim-mediate future. Preserving the three-Part definition of psychology as a body ofknowledge, as methods of research,and as the application of knowledge, wecan make the fokOwing guesses aboutthe near

TEACHINGIn teaching, there is roan for innova-

tion at the college or university level(both graduate and undergraduate).CollegEtlevel personnel are usuallyhired for abilities both as researchersand as teachers. However, prospects for_employment in the immediate future as ateacher/researcher in a four-year col-lege or university are limited tiy relativelystable student enrollments. Bycontrast,IvAi-year colleges are experiencinggrowth and thus are adding faculty.:

Perhaps the most optimistic employ-&lent prospects for teachers of psychol-ogy and'behavioral sciences are at theprec011egq levels, especially in highschool, although this trend may well beShort-lived given the growing surplus ofsecondary-school teachers generally.Marked increases in enrollment by highschool seniors in psychology courseshave occurred over the past decade. Al-thoufgh some studies indicate the in-crease in enrollment is beginning to leveloff, nonetheless, current prospects foremployment as a high school teacher ofpsychology are probably stronger thanat any past time in the history of psy-chology, and short-term,prospects for,the future are etd.

22

IIISEARCHIn research efforts, succasSes are

usually tied more or less directly to thefederal; state, and private funds that areavailable to support research programs.There is little prospect for large in-creases in funding for such researchpkgrams4either.for those aimed at,spepftcproblems or for thepdi're gen-erai, traditional programs. Recent ad-vancements in specific areas such aslanguage development, physiologicalpAychology, and operant conditioningare likely to continue. so is progress inareas such as cross-cultural personalityand intelligence testing, human per-formance, engineering psychology, andprogram evaluation in fields related topsychology (e.g., law enforcement,education, and military service). How-ever, prospects are not-strong for increases in the number of jobs ip the re-search arealobs that traditionally de-mand at least a master's andore oftena dottor's degree. Even prospects fpr

support of graduate students in experi-mental psychology are somewhat trm-

ited Similarly, at present: many PhDswith interest in research are universib

' or college-employed,but prospects forexpansion in this Job market appearquite limited. at least forthe next fiveyears

PUBLIC SERVICEIn public service, the applied area's cif

the discipline have been affected by avariety of factors For example, the useof tranquilizers has created more man-ageable conditions in metal hospitalsAt the same time. new therapeutic

philosophies that place greater eni-phasis on the home environment havedeveloped. These twb factors help toreduce the number of patients housed in-largentental hospitalS and deceaseRressureSto indrease staff size'. thenext five yedts will probably see astabilization of mental hospital popula-tions with fewer resident inpatients, andthe effect of this may well be an increasein the importance of community mentalhealth centers as a focus of treatment 'programs.

Federal legislation .in the early and ;.mid-,1970s has led to greater emphasison Health Mainienance Organiza-tionsa new concept that places the...':emphaSia on Maintaining good healthrather than-Solely rehabilitating the sick.This, in turn, rs likely to prdduce newroles for psychologists both in preven-tive'and therapeutic situations andperhap's to create opportUnities forgroupOractice. More jobs. ilia' becreated for ptaraprolessionals in com-.mulity psyc4iology;and for individualsconcerned with rehabilitation. Otherareas in Which some growtlImay be ex- .pected Over the next five years are ruralmental health centers, services for the ".aged, minority counseling, and day care.

So there you have it. Psychology a

diverse discipline, difficult to describeand constantly changing. Its study is

- made all the. more challenging by thedebate between practitioners and re-searchers who each defend the virtuesof their own approach:10 behavim ,

Matching appropriate solutions laap-propriately framed queStions is the taskof psychologists in the immediatiandmore distant future. With growth -at thepredoctoral and.paraprofessional.levelsof jobs and of people willing toperform them7thereis a real likelihoods,/that psychology may remain the mostpopular'undergraduate program ofstudy. The number of people trained forthe tasks ahead may be more than am-pre, however, so it fs even moreimpor-tent for each individual to select carefullyfrom among the cereerelternatives of-fered by psychology anifmany otherfields. s

Let us end with a description of theAmerican Psychological Association. Itis anbrganization of psychologists, andit offers a wide variety of services toc4hepublic, the orofessionelpsycholo4st,the researcher, the teacher, andperhaps most importantly, the student ofpsychology. What folloWs is a generaldescription of the APA and a list of othersources of informatloh for those in-terested in considering a career in psy-chology.

As the demand for public service in-volving psychology grows and as the ,

number of schools offering advancedtrainingcontmuesto increase, wholenew fields of opportunity may be openedfor people with less than doctoral-leveltraining in psychology. At the same time,it should be noted that pressures of themarketplace are likely to increase thevalue of advanced training..As jobs in agiven area of work become relativelyscarce, those with the higher level oftraining may be more likely to be hiredthan those with lesser preparation eventhough the nature of the job itself may

tot have changed. Overall, these trends.would suggest that.the applied area ofpsychology has the strongest potentialfor growth over the next five years..

23 -2 6

TH'E AMERICANPSYCHOLOGICALASSOCIATION.,

The American Psychological Associa--ton (APA) is a society of scientists,teachers, and professionals organizedby charter to advance psychology as ascience and as a means of promotingthe public welfare. Its membership in1974 was approximately 37,000. TheAssociation publishes scientificand pro-fessional journals in the Varioussubject- matter areas and specialties ofpsychology: It also holds an annual co n-ven Or? to'aid communication and ex-ch of new knowledge among psy-chologists. In addition, the APA soonsors various other Meetings and ac-.tivities.that deal with the professionalconcerns and scientific interests of psy-chologists. These efforts are supportedby many bOards and committees con-sisting primarily ofAPA members whodevote their attention to a wide variety ofconcerns, ranging from the social andethical responsibilities of psyehologiststo their education and training.

The national effortspf APA are greatlyfacilitated by regional,-state,. and localassociations. The time and place of themeetings of both theAPA and the re -'gional and other associations are listedeach month in the American Psycholo-gist or the APA Monitor, a newspaper forpsychologists. The addresses and offic-ers of any of these associations may beobtained by contacting the Administra-tive Services Department of the pA;120017th Street, Washington,D.C. 20036.

DIVISIONS OF THE APAThe numerous interests and activities

of psychologists are currently rep- .

resentedcwith in the APA by the 33 divi;sions that are listed below. Psycholo-gists who join the APA usually join one ormore of these divisions according totheir areas of training or interest. Infor-mation concerning the interest areas ofdiviSions may be obtained from the divi-sion secretaries, whose addresses arepublistiedeach November on the laStpage of the American Psychologist, orby writing to the Administrative ServicesDepartmerirof APA, 1200 17,th Street,N.W., Washington, D.C. 20036.

1.

2.3.5.6.

7.8.9.

10.1Z.13:14.

15.

16.17.18.19.?O.

21.

22.23.24.25.26.27.28.29:30.31.

32.33.34.35.

General PsychologyTeaching of P logyExperim tai Psyc ologyEvaluati n and Me surementPhysiolo cal and II imp ativePsycho yDevelo mental PsychologyPerson lity and Social PsychologThe So iety for the Psychological,

f Social Issues-A Division .of the APAPsychology and the Arts,Clinical PsychologyConsulting PsychologyIndustrial and Organizational Psy-chologyEducational PsychologySchool PsychologyCounseling PsychologyPsychologists in Public ServiceMilitary psychologyAdult Development and AgingThe Society of Engineering Psy-chologists-A Division of the APARehabilitation. PsychologyConsumer PsychologyPhilosophical PsychologyExperimental Analysis'nalysis Of BehaviorHistory of PsychologyCommunity PsychologyPsychopharmacology .

PsychotherapyPsychological HypnosisStatcePsychological AssociationAffairsHumanistic Psychology'Mental RetardationPopulation PsychologyPsychology of Women

24

PUBLICATIONS APA JournalsThe APA itself publishes 15 psychological journals. Subscripfrons generally range from $12 td$60per year. These journals are generally available in college and university libraries:

'American Psychologist: Official papers of the APA; articles on psychology; comments,ari-

nouncements1 and lists of regional, national, and international conventions.

Contemporary Psychology: Critical reviews of recent books, films, and other media; brief noteson new texts; previews of textbooks in psychology.

Developmental Psychology: Studies of the variables influencing growth, development, and ..aging.

Jo line! of Abnormal PSychology: Basic research and theory in the broad field of abnormalbehavior, its determinants, and its correlates.

Journal of Applied Psychology: Theoreticarand research contributions in applied fields such as

business, industry; government, urbah, and consumer affairs; legal, health, transportation, de-fense, and educational systems; and space and other new environments.

Journal of Comparative and Physiological Psychology: Research reports in comparative and

physiological psychology.

Journal of Consulting and Clinical Psychology: Research and theory concerning clinical

psychology including psychological diagnoses, psychotherapy, personality, and psycho-

pathology.

Journal of Counseling Psychology: Theory, research, and practice concerningcounseling and

related activities of counselors and personnel workers.-

Journal of Educational Psychology: Studies of learning and teaching including measurement ofpsychological development, psychology of school subjects, methods of instruction, and school

adjustment.

Journal of Experimental Psychology: Research contributions of anexperimentalcharacter.

Published as four,separate sections:

Journal of Experimental Psychology: General: Longer articles in the three, areas below,

genera ilyof broader interest to all experimental psychologists.

Journal of Experimental Psychology: Human Learning and Memory: Concerng'hurnan

acquisition, retention, and transfer processes.

Journal of Experimental Psychology: Human Perception and Performance: Concernsinformation-processing operations as related to experience and performance.

Journal of Experimental Psychology: Animal Behavior Processes: Concerns basicmechanisms of perception, learning, motivation,.and performance, especially with infra-

human animals.

Journal of Personality and Social Psychology: Theory and research on personality dynamics,

group processes, and the psychological aspects of social structure.

Professional Psychology: Applications of research, standards of practice, interprofessionalrelations, delivery of services, and innovative approaches to training.

PsychologiCal Abstracts: Noncritical abstracts of the world's literature in psychology and related

subjects ($190 per year).

Psychological Bulletin: Evaluative review4 of research literature, discusSions of research

methodology in psychology.

Psychological Review: Theoretical contributions attempting to integrate and discuss a broad

range of psychological phenomena,

25

r% opt4C7

Division. Journals,

Many'of the APA divisions also publish newsletters and journals. Sortie of these journals include:

Division 2Teaching of Psychology

Division 9--Journal of Social Issues

Division 127,-Journal of Clinical Child Psychology

bivision 15The Educational Psychologist

Division 17The CounSelirig Psychologist

Division 22Rehabilitation PsychOlogy

Division 29Psychotherapy: Theory, Research and Practice

Division 35The Psychology of Women

Ot APA sources of informationiHlk?iitaddition to the journals, the APA also publishes other information concerning its own member-ship and activities, including the following:

APA Biographical. Directory: Biographical, geographical, and divisional membership listingsAPA Associates, Members, and Fell ; published every two years.

APA Membership Register: Names; ad ses, and status as Fellov4e ber, or Associate inAPA and diVisions; published in alternate yea when a Directory is not publiS

APA Monitor: News out APA, behaviOralscie es4 gislation, and general happe gs inpsychology: .

Employment Bulletin: Notices of vacancies and situations %tented. Typically, positions requiringat least the master's degree are listed; published monthly.

. .

The Consolidated` Roster for Psychology (1973): A listing of psychologists in the United Statesand'Canada without regard to membership in APA.

Information ServicesIn addition to the journals and other sources of information, APA makes available two otherservices as aids in surveying or communicating large amounts of information. One is the JournalSupplement Abstract Service (JSAS), which generally contains large amounts of originalmaterials relevant to psychology, independent of the type, format, length, or subject-mattercontent. The other is PsyChological Abstracts Search and Retrieval (PASAR), which permits acomputerized search in the subject- matter literatufe of articles that have been summarized in ashort paragraph.

ci

1

ti

29

t

26

ADDITIONALSOURCES OFINFORMATION

A variety &other information sources ig.avAilable to persons seeking information about a career in

psychology A partial listing follows:

Books and BookletsAmerican Psychological Association. Psychology as profession. Washington, D.C.: Author,

1968.

American Psychological Association. Graduate study in psychOlogy: 1975-1976 (Rev,annuallyyt,.Washington, D.C.: Author, 1974.

Ash, P. (Ed.). Jobs in psychology (Rev. ed.; JOb Family Series No. 15). Chicago: Scien4i.,Research Associates, 19701

Babco, E. Science and engineenng careers: A bibliography. Washington, D.C.: Scientific Man-power Commission, 1974. (Address: 1776 Massachusetts Avenue, N.W., Washington, D.C.20036.)

.

Cassid., & Birhbaum; M. Comparative guide to America?? colleges (,6th ed.). New York: Harper&Row 1973. 1-

Guilford; J. P. (ad.). Fields of psychology (3rd ed.). New York:: Van Nostrand, 1966.

Hawes, G. R. The new American guide to colleges (4th ed.). New York: Columbia UniversityPress, 1972.

National Commission on Mental Health Manpower. Careers in psychiatry. (Roche.LaboratoriesEd.) WaShington, D.C.: Macmillan, 1968.

Super, D. E. Opportunities in psychology careers (Rev. ed.). Lovisville, Ky.: Vocational GuidanceManuals, 1968.

Webb. W B. (Ed.). The profession of psychology. New York: Holt, Rinehart & Winston, 1962.

PamphletsAmerican Psychological Association, Division of Consumer Psychology. Careers in consumer

psychology. Washington, D.C.: Author; 1973. (Address: 1200 17th Street, N.W.,Washington, D.C. 20036)

American Psychological Association: Division of Counseling Psychology. The counselingpstrchologist. Washington,1). C.: Author, 1968. {Address: see above)

American-Psychological Association, Divisioof Industrial Psychology. A career in industrialpsychology. Washington, D.C.: Authbr, undated. (Address: see above)

American Psychological AssOciation, Division of School Psychology. The school psycho/ogist.Washington, D.C.: Author, 1972. (Address: see above)

Catalyst. Psychology (Career Opportunities Series No. C19). New York: CatalystPublications,1973. (Address: Six East 8?pd Street, New York, New York 10028)

Catalyst. Psychology (Education Opportunities Series No. El 9). New York: Catalyst Publications,1973. (Address: see above)

Chronicle Guidance Publications, Inc. sycho/ogist (OccupationalBrief No. 144). Moravia, N.Y.:Author, 1971,

College Entrance Examination Board. Financial planning for study in the United States: A guidefor students from other countries (Rev. ed.). New York: Author, 1973. (Address: ColregeBoard Publication Order, Box 2815, Princeton, New Jersey 08540)

Hawes, G. R. Entering higher education in the United States: A ,ckde for students from othercountries (Rev. ed.). New York: College Entrance Examination Board, 1974. (Address: seeabove)

National Academy of Sciences, National R A selected list of major fellowshipRe Coopportunities and aids to advanced education for foreign nationals. Washington, D.C.:Authof, 1974, (Address: 2101 Constitution Avenue, N.W., Washington, D.C. 20518)

National Academy of Sciences, National Research Council. A selected list of major fellowship,. opportunities and aids to advanced eduCation for United States citizens. Washington,C.:

Author, 1974. (Address: see above)

PoWledge, F. New careers, real jobs, and opportunities for the disadvaryagad (Public Affairs'.

Pamphlet No. 427), New York: Public Affairs Committee, 1968. (Address.: 381 Park AvenueSouth, New York, Now York 10016)

Rotman, B. T. Careers in psychology. Washington, D.C.:13'netrith Vocational Service, 1968.(Address: 1640 Rhode Island Avenue, N.W., Washington, D.C. 20036)

27

VI

SPECIAL GROUPS.OF INTERESTTO STUDENTS

`r

It

Groups concerned specifically *it!? psycpologyThe groups listed below serve as valuable resources for information on selected areas of co corn.within the field of psychology. The top officer in a number of these organizations changes achyear, but a current fistingof the person to contact from each organization may be obtained om theperson listed below or from the Department of Social and Ethical Responsibility of APA, 1200 17th'Street. N.W., Washington. D.C. 20036.

Association of Asian - American Psychologists. An organization devoted to the concerns of theAsian-Americans in psychology. For information, contact:Dr. Derald W. Sue, PresidentDepartment of EducationCalifornia St e University at HaywardHayward, Ca fornia 94542

Association f Psychologists for La Raza. An information and action agency representing therights and op rtunities of Mexican-American psychologists. For information, contact:Mr. Ernes rnalAssociation for Psychologistrs for La RazaSouthwestern EdUcational Development Laboratory800 BrazosAustin, Texas 78701

Association for Women in Psychology. An association concerned with creating and maintain-.ing opportunities for women in the field of psychology. For information, contact:Dr. Leigh MarloweASsociation for Women in Psychology180 West End AvenueNew York, New York 10023

,Black Students Psychological AsSociation. A central source of information on educationalopportiinities and financial assistance in psychology for black and other rrlionly group students.For informatton, contact:Mr. James Howard .P

Black Students Psychological AssOciationBox 3258Berkeley,california 94703

Committee on Women in Psychology. A special committee of the APA devoted to the concernsof women in psychology. For information, contact:Committee on Women in PsychologyAmerican Psychological Association.1200 17th Strpet, N.W.Washington, D.C. 20036

National Association for Black Psychologists. An organization devoted to the concems of.black psychologists. For information, contact:Ms. Patricia CoppockNational Association.for Black Psychologists4050 Institute for Social Research426 Thompson StreetAnn Arbor, Michigan 48106

4

28

31

I

. r

I

Groups with interestsoverlapping those of APA -In addition to the groups of direct relevance tothe student of psychology as listed above,there are a number of other professional as-sociations whose activities overlap with thefoCus of the APA's efforts. The address andtelephone number of such groups are listedbelow:

American Anthr logical Association1703 New Hamp5bire AvenueWashington, D.C. 200(202) 232-8800

American Assoattion for theAdvancement of Science1515 Massac usetts Avenue, N.W.Wattington, D.C. 20005(202) 467-4400

American Council on EducationOne Dupont Circie, N.W.Washington, D.C. 20036(202) 833-4700 °

American Medical Associatiori535 North Dearborn StreetChicago, Illinois 60610

, (313) 751-6000

American Orthopsychiatric Association1790 BroadwayNew York, New York 10019(212)' 586-5690

American Personnel and GuidanceAssociation1607 New Hampshire Avenue, N.W.Washington, D,C. 20009(202) 48344633

American Psychiatric Association1700 Eighteenth Strain, N.W. 4Washin ton, D.C. 20009(20- -7878

Amor! Sociological Association1722 N Street, N.W.Washington, D.C. 20036(202) 833-3410

National Association for MentalHealth1800 North Kent Street (Rosslyn)Arlington, Virginia 22209(703) 528-6405

National Association of SchoolPsychologists1140 Connecticut Avenue, N.W.Washington, D.C. 20036 -,,_

(202) 872 -0311

National Association of Social Workers2 Park AvenueNew York, New York 10016

0(212) 689-9771 .

National Education Association1201 Sixteenth Street, N.W.Washington, D.C. 20036(202) 8334000 , 1, -

National Institute 9f Mental HealthMO Fishers Lane' P ,

Rockville, Maryland 20852(301) 443-2404Scientific Manpower Commission1776 Massachusetts Avenue, N.W.Washington, D.C. 20036(202) 223-6995

32