Why do some recent doctoral graduates participate in formalized postdoctoral fellowship programs? What activities do fellows engage in, and are fellowships meeting their training needs? By analyzing a national survey of 204 fellows, the authors address these and other questions. Desire for advanced training, particularly psychotherapy and assessment, was the most common reason for seeking and accepting a postdoctoral fellowship. It is interesting to note that training focused on new and emerging areas in psychology were not highly rated. Fellows reported engaging in a variety of activities, with nearly half of their work week spent providing direct clinical services. The majority of fellows were highly satisfied with their fellowship experiences.What is known about formalized postdoctoral fellowship experiences from the perspective of the trainee? With only a few exceptions (e.g., Karel, Molinari, Gallagher-Thompson, & Hillman, 1999), the answer is "very little." Consequently, several questions of importance to both training directors and recent doctoral graduates remain unanswered. For example, why do some individuals pursue postdoctoral fellowships? What factors play a role in their decision to accept a particular fellowship? To answer these and other questions, a national survey of applied psychology postdoctoral fellows was conducted.After completing an internship and obtaining a doctoral degree, an important task is satisfying the state licensing requirements to SUSAN LOGSDON-CONRADSEN received her PhD in clinical psychology from the University of Louisville. She is an assistant professor at Berry College. KIMBERLV SIRL received her PhD in clinical psychology from Wayne State University. She is currently employed as a clinical psychologist at St. Louis Children's Hospital and has an academic appointment at Washington University School of Medicine. JULIE BATTLE received her PhD in clinical psychology from the University of Houston. She is an assistant professor at Brenau University. JENNIFER STAPEL received her PsyD in clinical psychology from the Georgia School of Professional Psychology. She is the project director for the Georgia Evaluation Project for Students with Disabilities at the Marcus Institute, an affiliate of the
Often the greatest challenge in wildlife management is not the management of the animals themselves, but rather the human component of human-wildlife conflict. Persuasive and emotional dialogue is extensively used by private organizations and groups to promote specific agendas. In contrast, a persuasive educational format is often used by science-based groups to promote an agenda. We investigated the effects and importance of word choice using surveys involving wildlife and environmental issues. While topics were identical, survey questions were written to be Persuasive Educational or Persuasive Emotional in structure and were administered to students and to faculty-staff of Berry College. Based on results of surveys completed (n=568), responses could generally be manipulated depending on textual format. However, significant direct exposure to wildlife on the Berry College campus may have influenced the degree of manipulation achieved among both groups of respondents. Results of the study demonstrate the importance of word choice in influencing perspectives. Clearly understanding the perspectives and attempting to identify likely experiences of an audience is essential in order to effectively use written and/or oral delivery of information to achieve public support.
an anthropology lesson rather than an issue that is directly relevant to themselves.The first section, Foundations for a Psychology of Gender, is very strong. In it Galliano establishes her point of view, which is multidisciplinary as well as multicultural, focuses on ethnicity rather than race, and adopts the gender-in-context perspective. These three chapters combine material that is covered in most texts on women and gender in a different order. The reader learns about what gender is, how it has been studied, critiques of logical positivist methodology in relation to the study of gender, and psychological theories about gender before the biology of sex and gender is introduced in the second section or media representations are analyzed in the last section. The organization works well.The second section begins with an outstanding chapter on "Gender and the Body," which includes discussion of brain differences, comparisons of cognitive abilities, and sex chromosome and hormonal disorders, and intersexuality. The next chapter, "Life Span Gender Development," is among the weakest, trying to fit womb to tomb lifespan development into roughly 30 pages, with no discussion of menstruation or menopause. The developmental picture does get filled in with the other two chapters in the section, one about relationships and one on gender as social performance, but I would prefer the developmental perspective to be carried out more fully in the three-chapter sequence.The last two sections are heavily sociological. The third section, The Gendered Life, includes chapters on sexuality, education, work, physical health, and mental health. Given this framework, I expected a chapter on the family as well, but I did not find it. The fourth section, The Gendered Society, includes chapters on media, power, and the future. While the reframing of the traditional "violence against women" chapter into a power analysis is excellent, as is the historical perspective that is included in nearly every chapter, I missed a more psychological balance. Although feminism is mentioned frequently in the text, its absence in the chapter on the future is unfortunate.Grace Galliano presents her text on gender as an improvement over texts that focus on women, because it focuses on gender similarities and differences rather than only differences. This is a sham argument, as texts like Margaret Matlin's ( 2002) Psychology of Women also clearly emphasize gender similarity. Instead, I see a text about the psychology of "gender" rather than "women" as an acknowledgement that all psychology of women courses have in fact become gender courses, even when the title has remained the same. This reflects the success of women's studies analyses, which have become widely accepted and applied to the lives of men. It also reflects the growing understanding of sex and gender that has resulted from transsexual and intersexed individuals becoming more visible and articulate, as Joanne Meyerowitz (2002) has documented well in her history of transsexuality. Still, psychology...
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