We surveyed 358 counseling psychology students in 10 APA-accredited programs with regard to change in research interest and (a) research training environment, (b) Holland personality type, and (c) environment-personality interactions. Investigative and Investigative-Artistic students had the highest interest in research. Enterprising interests were related to lower levels of research interest and delay in completing training. Programs identified in a previous study as having the greatest positive impact on research interest were found in the current study to also select students with more Investigative interests. Environment, person (Holland type), and some person-environment interactions were all predictive of increased research interest, but person variables were the strongest predictors. The most impactful specific environment factors may depend on the Holland personality type of the student.An issue in virtually all psychology doctoral programs that adhere to the scientist-practitioner model of training is how to enhance most effectively the scholarly productivity of their students and graduates. This is an issue because, as pointed out by Gelso (1979) and many others, most of these students are ambivalent about the role of research in their subsequent professional lives, and, in fact, roost do not conduct research after graduate school. Thus training programs that follow the dictates of the scientist-practitioner model hope to produce graduates committed to both science and research in their careers, BRENT MALLINCKRODT received his PhD from the University of Maryland in 1986. He is currently an Assistant Professor in the Division of Counseling and Educational Psychology at the University of Oregon. His research interests include the development of the working alliance in psychotherapy, cross-cultural counseling, and research training. CHARLES J. GELSO received his PhD from Ohio State University in 1970. He is currently Professor of Psychology at the University of Maryland. His research interests include research training and relationship issues in counseling. GEORGIA M. ROYALTY received her PhD from the University of Maryland in 1982. She is currently a Staff Psychologist and intern coordinator at the University of Maryland Counseling Center. Her research interests include research training and client predictors of success in timelimited therapy THE AUTHORS GRATEFULLY ACKNOWLEDGE Kimberly Garrett for her assistance in data collection;

The VPI was developed as a personality inventory 458 This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

Participants were 355 randomly selected Division 17 members who responded to a survey concerning their assessment of their own research skills, their research training, and the major influences on their research skill and interest. Respondents reported that graduate programs contribute adequately to their skills in research design, statistics, and writing, but contribute less to their computer skills and practical research skills. Respondents, on average, felt confident about their research skills with the exception of statistical and computer skills. These perceptions were independent of sex, number of years post doctorate, graduate training department, American Psychological Association accreditation, and primary employment setting. Programs and training activities were consistently viewed as having a positive effect on research interest. Practical implications for the training program, the professional, and the profession are discussed.

This study compared the quality of counselors' (n = 15) written evaluations following an initial interview with clients (n = 113) whose problems were judged to he primarily vocational, personal, or a mixture of the two. It also examined how counselor-rated client dysfunction entered into the relation of quality to client problem type and how various counselor interests related to quality. Overall, quality of intake evaluations was lower for vocational than for personal problems, although this relation seemed accounted for by lower dysfunction ratings given to the vocational clients. Counselors' interest in doing intakes, studying the results of interest inventories, and doing vocational and personal counseling related to the quality of their intake evaluations in various ways, some surprising. For example, counselors' interest in doing vocational counseling did not relate to the quality of their intake evaluations for vocational clients. Implications for counseling psychology training are discussed.

A survey concerning the recommendation of self-help books to clients was completed by 209 psychologists (66.5% male, 94.3% White, mean age = 45 years). Most of the respondents indicated that they did prescribe self-help books infrequently. The likelihood of prescribing books was significantly related to the psychologist's gender, with women recommending books more often than did men, and to employment setting, with private practitioners recommending books more often than did academicians. Psychologists had little familiarity with popular self-help books but thought favorably of the ones of which they knew. Respondents' evaluations of 29 best-selling self-help books are provided.Self-help activities are firmly established in contemporary American society (Chaplin, 1989;Starker, 1989). Whether one joins a group, reads a book, watches a videotape, listens to an JUDITH A. MARX received her PhD from the University of Maryland in 1983 and is currently in private practice in Washington, DC. She is a past member of the Committee on Women of the Division of Counseling Psychology for the American Psychological Association. ZSUZSANNA K. GYORKY received her PhD from the University of Minnesota in 1982. She is currently the coordinator of training at the University Counseling Center, The George Washington University, Washington, DC. She is a past member of the Committee on Women of the Division of Counseling Psychology for the American Psychological Association. GEORGIA M. ROYALTY received her PhD from the University of Maryland in 1982. She is currently in private practice in College Park and Towson, Maryland, and is a former chair of the Committee on Women of the Division of Counseling Psychology for the American Psychological Association. TINA E. STERN received her PhD from the University of Georgia in 1982. Currently, she is an assistant professor at DeKalb College in Atlanta, Georgia. She is also a former chair of the Committee on Women of the Division of Counseling Psychology for the American Psychological Association.