From..14. CON TTEEON...UNI).E.RGRA..UAT.E
STUDIES
Date.. M16, 1975
SiMON FRASER UNIVERSITY
?
S.7591
MEMORANDUM
MOTION 1: "That Senate approve, and recommend approval to
the Board of Governors, as set forth in S.75-91,
the new course proposals. in Psychology, including
i)
PSYC 306-3 - Survey of Psychological
Assessment Procedures
ii)
PSYC 371-3 - A Survey of Methods of
Therapeutic Interaction I
iii)
PSYC 372-3 - A Survey of Methods of
Therapeutic Interaction .II
iv)
PSYC 406-3 - Validation Techniques
v)
PSYC 407-3 - Evaluation Techniques
If Motion 1 is approved,
MOTION 2:
?
"That Senate waive the normal two semester time
lag requirement in order that PSYC 306-3
2
371-3,
406-3 may be first offered in the Fall semester
75-3 and PSYC 372-3 and 407-3 in the Spring
semester 76-1."
(Note: If PSYC 306-3 is introduced, PSYC 305-3 will be discontinued.)
Ll
ToS
S1MON FRASER UNIVERSITY
?
S.7i
MEMORANDUM
From..............SENATE... COMMITTEE ... ON ... UNDERGRADUATE
....
STUDIES......................................................................
Subject
NEW COURSE PROPOSALS - DEPARTMENT OF
?
Date ?
MAY 20, 1975
. PSYCHOLOGY ?
.
At 'a recent meeting the Senate Committee on Undergraduate Studies
discussed the attached proposals from the Department of Psychology for:-
i) PSYC 306-3 -Survey of Psychological Assessment Procedures
ii).PSYC 371-3- Survey.of Methods of Therapeutic Interaction I
iii)
PSYC 372-3 - A Survey of Methods of Therapeutic Interaction II
iv)
PSYC 406-3 - Validation Techniques
v)
PSYC407-3 -Evaluation Techni
q ues
?
.
?
.
While all the Committee expressed support for the courses and
• ?
considered them to be a worthwhile addition to the Departments program
the representative of the Psychology Department were questioned as to the
relationship of these courses to any future programs in Clinical Psychology.
In response to this question the
Chairman
of the Department indicated
that no plans existed to mount a fully fledged program in this area since
it would. involve the provision of substantial additional resources in the
department but that these courses constituted a useful addition to the
present program which
could
be
substantially covered by using existing
resources and which would enable the department to become more fully
informed of the need, demand and value of a more extensive program. These
courses are now forwarded to Senate for its consideration with the committees
recommendation that they be approved.
Should these courses be approved it is further recommended
that
the
normal two semester time lag. .requirement be waived so that Psychology
306-3.; 3713 and 406-3 may first be offered in the Fall Semester 1975 and
Psychology 3723 and 407-3 may first be offered in the Spring 1976.
•
I.
'SiMON FRASER UNIVERSITY
sus
7f-24-
MEMORANDUM
To ................
Dr ....... L......Mugridg.e.,..'...Chairman......................
.............. exte. ....
CQrnmi.tt.e.e .... o.n .... Uudergx.ad.u.a e
Studies
Subject .......
NewCQUrSePrQpQ
.
.1.syc.hQ1.Qg.y.
From ....
W
...
A.S
?
Dean
.Fa.Cu..y ... .of
?
.
r
,
s ?
.. ..................................
Date ....
MaY....16..,1,97.5
?
.
T h
e following, courses from the
P
s
ychol o
gy
Department were considered
by the Faculty of Arts Curriculum Committee at its meeting of May
1975 and approved. They have since been approved by referendum
ballot by the Faculty.
Psychology
306-3
- Survey of Psychological Assessment Procedures
Psychology
371-3
- A Survey
?
of Methods of Therapeutic
Interaction I
Psychology
372-3
- A Survey Of Methods of Therapeutic
Interaction' II
Psychology
406-3
- Validation Techniques
Psychology
407-3
- Evaluation Techniques
Will you please place them on the agenda of the next SCUS meeting
i
s Thank you. ?
.
?
.
W.A.S. Smith
cc: Mr. H.M. Evans., Registrar
• •
?
Submitted by:
Gail Tesch
Psychology
Librarian
SPU Library
My i4, 1975
Prepared by the Department
?
of Psychology
This report on the Library collection's capacity to support five new
course proposals in the Department of Psychology, is the result of
a brief study of the collection conducted in mid-May,
1
975.
No at-
tempt has been made to evaluate the collection both qualitatively and
quantitatively due to the strictures of time. However, an assessment
of the collection prepared in
1974,
plus the growth rate over the
• ?
past year indicates that the collection has been steadily growing,
• ?
particularly in those areas which were found deficient during the
course of the last study. Keeping this in mind and relating figures
to the new course proposals currently under consideration, it would
appear that the Library is able to support the courses adequately
with monograph and serial material. The monograph collection totals
approximately
5,700
volumes, while the serial collection, which is
most heavily used by psychology students and faculty totals 326 items.
These figures do not include that material which is more directly
related to the scientific aspects of psychology and which perforce
• are housed with the
.
Science collection, as opposed to the more theo-
retical and experimental techniques of the study of psychology which
are located in the Social Sciences Division of the Library.
The course proposals are outlined as follows with a summation re-
garding library resources included with each.
I. Course No. 306. Survey of psychological assessment procedures.
The Library has a range of materials on tests and measurements
available for student use. Two thirds of the titles on the ac-
companying book list are in the Library, others are to be ordered.
It should be noted here, also, that the psychology department.
has its own collection of intelligence, aptitude tests, etc.,
which are tests conducted under controlled situations with an
experienced and qualified instructor.
0
-2 -
II.
Course No. 1406. Validation Techniques.
III.
Course No.
371/372.
Methods of Therapeutic Interactions I and II.
These three courses will be discussed together as each course will
make' use of group interaction and will employ techniques which
will take them out into the community to work among people.
The Library Representative for psychology informed me that course
371/372
will rely heavily on guest speakers, and discussion groups
action. The relevant reading lists which were submitted along.
with these-course proposals indicate that the Library is in a
good position to, support these courses with both monograph and
serial materials.
IV. Course No.
1407.
"Evaluation Techniques.
• This course emphasizes theory and extensive practice in techniques
of evaluation, assessment of aptitude, personality and once again
employs use of community relations. .
The practical aspects of collecting and analyzing data will be
. '
?
conducted in the field under supervision of Dr. Kendall. The
reading list submitted along with the course
I
proposals indicates
that the Library-has three fourths of the titles cited. Orders
• ?
' ?
. for the balance will be placed.
Given coisderations for the very practical nature of these courses'
and the fact that each will rely heavily on community involvement,
guest lecturers, experiences in the field, the Library is in a healthy
position to adequately support the course proposals.
GT: ah
0
Ncholpq
iqi(
Proposed courses relevant to applied
p
sychology clarifying statement
and overview.
The proposed undergraduate courses on psychotheraphy assessment,
?
validation, and evaluation are all relevant to the helping professions.
?
•
?
They are not intended to constitute a Program in clinical or applied
psychology. Rather, they are designed to meet the needs of undergraduate
?
•
?
students. who seek to familiarize themselves with the aspects of psychology
that are relevant to applied psychology, on an academic basis. There
hag been considerable discussion within the Psychology Department about
launching a program.or programs in applied and/or clinical psychology.
The proposed courses may become part of a later program, and should supply
preliminary information about the success of a program built around the
• ?
. ?
• conceptjon they entail. However, there are a number of issues (the most
?
•
?
• important of which is the Department's willingness to sponsor a program
?
• ?
that involves professional training) that must be resolved before a
?
. ?
• proposal for a program is forthcoming.
I have attached a copy of a memo approved in principle by the Department
•
i
rk January,
'75
which may help clarify some of the issues involved.
0
A PROPOSAL FOR PROMOTING APPLICATIONS OF PSYCHOLOGY IN THE COMMUNITY
A number of new courses are proposed which will give undergraduate students
in Psychology some alternatives which are of particular relevance for those who
wish to work as psychologists in the community. One purpose of adding these
options is to enable students to move more easily into community settings. The
reason for promoting this emphasis is threefold. First, is a response to student
interest In applied psychology. The Department 'is very heavily involved in the
community and much of the thesis research and several extensive faculty research
projects have taken place in community meetings (e.g. Homecare project, Addict
families, Epidemiology; etc.). The proposed new courses would take better
advantage of these activities as a more central part of the teaching curriculum.
Second, persons with a background in psychology can contribute in important and
unique ways as social problem solvers in the community.. Third is a very practical
consideration that predictions indicate that future employment opportunities for
psychologists will occur almost exclusively in community settings with some
estimates indicating that within the next 10 years there will be a substantial
increase in positions for psychologists but as few as five percent of new
graduates in psychology will be able to follow academic careers. (APA survey,
but indications are that a similar trend is developing in Canada, see CPA Bulletin,
Vol. 4, No. 4 November, 1974 and Canada Manpower survey.)
Activities of psychologists in the community can be classified very broadly
as assessment, intervention (or treatment), and evaluation. Effective functioning
• ?
requires knowledge in depth of the foundation areas of basic psychology, as well
as a good command of psychological theory. In addition, special facility is
requiredin quantitative methodology and behavioral measurement as well as inter-
personal skills. This framework fits well with the general requirements set forth
in guidelines
for
education and training in industrial-organizational psychology
developed by Division 14 of APA. In these guidelines five areas of study were
described with varying degrees of concentration, depending on the intended role to
be filled. They vary from the strict scientist researcher to the professional
practitioner with ability to research problems if not theory. 10 hours In General
Advanced Psychology and Theory, 6 hours in Foundation Areas (differential,
experimental, personality-social), provisions for discussion of professional affairs,
and 1 year of work in Quantitative Psychology and Behavioral Measurement were
recommended, as well as supervised research experience in an applied setting.
There are many possible roles for the psychologist working in the community,
and discussion and argument on the most appropriate role model have been going on
In Canada at least from the time of the Couchiching Conference. Many proposals
have promoted some variation of the scientist-practitioner model (the Bolder model)
and more recently there has been some shift to an emphasis on the psychologist as
consultant rather than a direct deliverer of service
(Davidson
report to SSRC). It
must be recognized that personal interests play a major part in activities of any
psychologist in the community. Often it has been found that practitioners do not
have the time nor the inclination, nor the resources, to be effective researchers
(Sydhia survey). SimIlarly, applied researchers concentrate on defining research
problems, constructing theoretical models, and developing methodologies, with
perhaps little interest in involving themselves in "helping".
In developing the present proposal an attempt was made to take into account
the unique resources that 'could be developed within the Department that would meet
needs in the community not now being fully satisfied. In particular, it Is
necessary to avoid duplication, to determine what can be done best and most
effectively within the University and as part of a degree program, and what can
2.
best be done within community agencies probably on an extracurricular basis.
Here are some of the assumptions that underlie the proposal:
1. Many popular methods of assessment fail to meet conventional tests of
reliability and validity. There is serious doubt about the effectiveness
of many forms of psychotherapy. Therefore it is fair to wonder whether an
academic institution should sponsor professional training in these areas.
2. It is not in the best interests of the Psychology Department, the students,
or the community to create a program patterned after that of the other
universities.
3.
At least to begin with, it is useful to separate the preprofessional
vocational training aspect of traditional programs in clinical psychology
from the academic aspect.
4.
The focus of the original applied courses at SFU would be methodological.
They should focus op the evaluation of the techniques of assessment employed
by clinical psychologists, and an evaluation of psychotherapy and other forms
of intervention.
Ultimately, and ideally, they would lead to the development
of new and improved techniques of assessment and intervention.
5.
The needs of the community, and more specifically, the needs of people who
. ?
are treated by clinical psychologists, social workers, and psychiatrists,
should be of concern to a department of psychology. However, the potentially
most productive way to respond to these needs is to contribute to the areas
of knowledge that will ultimately supply better tools to meet them.
6.
Before a student can evaluate contemporary techniques of assessment and
techniques of treatment and intervention, he must know what they are.
Therefore an applied program has an obligation to expose the student to
existing techniques, even though they may prove insufficient. Translated
into courses, a program should begin by surveying techniques of assessment
and techniques of intervention.
7.
In view of the fact that undergraduate and graduate students go directly from
the Psychology Department to community settings, and are required to perform
the tasksof clinical psychologists, they will benefit from a broad critical
survey of techniques of assessment and treatment.
8. Contemporary techniques should not be demonstrated in the
absence
of a
critical review.
9.
It is questionable whether the types of skills that make a good counsellor
are academic skills. The issue of training counsellors for psychotherapy
within the psychology department is one that should be separated from-the
less controversial discussion of the rest of the program.
•
?
?
Four new courses are proposed with a revision of an existing old course (305).
The courses form a package that seem appropriate to undergraduates interested in
applied psychology.
3.
Assessment
C
S
A survey of the more established assessment techniques is proposed. The
emphasis is on how assessments are made but it is not intended to train students
as psychometric technicians.
A course on standard validation techniques is proposed. The purpose is to
acquaint students with some of the established procedures for determining the
quality of available measures as well as with methods of improving quality.
Experience will be provided in applying the methods to typical data obtained from
community settings.
Intervention
A two semester sequence which surveys counselling techniques is proposed.
The purpose is to acquaint students with the variety of practices taking placein
the community and to teach them how to evaluate them.
Evaluation
A course on evaluation techniques is proposed for undergraduate and graduate
students and deals with methods for judging the effectiveness of intervention
programs (treatment, selection, placement, etc.). Again applied experience is
provided using ongoing research programs in the community. Undergraduates
choosing to complete an honours thesis in the applied area would be required to
take the course and the thesis would emphasize evaluation of a program or
technique.
Here are some of the points agreed to in the Psychology Steering Committee
and endorsed by the Department.
1.
We will not present a full-blown "program" In applied psychology at this time.
2.
We will present, on an experimental basis, a core of 4 new courses in the
applied area at the undergraduate and graduate levels.
3. The
courses
will satisfy the desire of students to familiarize themselves
with practice, service-oriented
issues, and they will expose them to existing
counselling and assessment practices, but they will not teach them "how to
do" psychotherapy or how to perform assessment techniques.
4.
A group of students will be encouraged to take a group of applied courses as
a package, ideally terminating in an evaluative thesis.
5.
The focus of the package will be on the scientific evaluation of techniques
of assessment and intervention.
6.
The proposed package is only one of a number of potential points of focus
for a future applied program. The package will be evaluated in 2-3 years.
If it is effective, It will be continued and enlarged -- probably into a
"program". If not, it will be dropped.
7. Practicum work or
field
work will be encouraged within the context of the
courses, but students will be given course credit for academic work (vs.
service). Among other things, it would be expected that students would per-
4.
form services or take part in services as a prelude to evaluating the
effectiveness of the services. They would obtain training in conventional
techniques, but they would be required to evaluate them on their scientific
merits.
8.
We are not ready to sponsor internships at this time. It is unlikely that
faculty in the Psychology Dept. will serve as clinical supervisors. It is
more appropriate and feasible for students to obtain service training by
practitioners in the community. The primary role of faculty members will be
academic -- as instructors and thesis supervisors.
9.
There are circumstances in which a faculty member might offer a training
course (e.g. Jim Marcia's proposed lab in counselling) but it is not part
of the proposed package. It raises a separate issue.
10.
The proposed courses are an experiment --.one starting point. If they
succeed it is expected that they will grow. Anyone who wants to start
another package, or propose changes, deletions, additions, is free
,
to come
forth with it.
.
0
Chairman,
SCLJS
5. Ap2joval?
Date:
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
NEW COURSE PROPOSAL FORM
C.iendar Information
?
Department:Psychology
Abbreviation Code:
FSYC.
?
Course
Number:306
?
Credit Hours:3
?
Vector:
2-0-2__
-
iltie of Course:
Survey of psychological assessment procedures.
Calendar Description of Course:
A survey of selected techniques for
assessment
of
individual and group differences in aptitudes, abilities, achievement, attitudes,
interests, and personality
'
. Emphasis is placed on evaluating the effectiveness of
various techniques, including performance tests, self-report questionnaires, inventories
and projective approaches. This course provides a suitable introduction for students
Nature
considering
of Course
advanced training in assessment techniques.
Lecture/Lab
Prerequisites (or special instructions):
Prerequisite: PSYC. 101
RECOMMEINDED:
,
PSYC.
201, PSYC 210 or a course In Statistics
Students who have received credit for Psyc 305-3 may not take this course for further credit.
What course (courses), if any, is being dropped from the calendar if this course is
approved:
2.
Scheduling
PSYC.
305
How frequently will the course be offered?
At least once per year, depending on student
demand pd faculty availability.
Semester in which the course will first
be
o rrered.
Fall 1915
Which
possible?
of your
E.M.
present
Coles,
faculty
L.M. Kendall,
would
L.N.
be available
Wilson are
to
qualified
make the
to
proposed
teach the
offering
course.
90bJectives of the Course
To provide introduction to psychological assessment techniques,
especially for those considering later specialized training in assessment (e.g. criminology,
counselling,
personnel
psychology). Introduces techniques in conjunction with the
evaluation of their effectiveness so students obtain a realistic picture of the actual
potential of available techniques. Many techniques are of limited value and the potential
practitioner must be aware of these limitations.
4.
Budgetary ad Space Requirements (for information only)
What additional resources will be required in the following areas;
Faculty
None ?
.
Staff ?
None
Library None
Audio Visual ?
None
Space ?
None
Equipment
Expansion of test files
Attach
SLUS
73-34b:-
course outline).
(When
completing this form,
for instructions see Memorandum
SCUS 73-34a.
Yct . '73
SPSYCHOLOGY 306
Survey of Psychological Assessment Procedures
?
OUTLINE
Purposes of Assessment
description and classification
evaluation, diagnosis, and decision making
hypothesis testing
Ii Types of assessment
classification of tests and techniques
- by type
- by area
III Requirements of good measures
reliability
validity
standardization
IV Evaluation of adequacy of assessment techniques
adequacy of manuals, norms, administration, scoring, interpretation
validation
V Description and evaluation of selected assessment procedures
a)
Assessment of general ability, aptitude, and achievement
(e.g. Binet, Wechsler, Otis, Wonderlic
Differential Aptitude Test Battery General Aptitude Test Battery
Scholastic Aptitude Test)
b)
Assessment of interests and attitudes
(e.g. Kuder, Strong)
c)
Assessment of personality
self-report (e.g. Minnesota Multiphasic Personality Inventory.
Cattell's 16 PF)
performance tests, including projective techniques
(e.g. Thematic Apperception Test)
Note: although students will be expected to write and administer some
• psychological tests in the lab period, PSYC. 306 is intended to
serve as a survey to evaluate theory and research in the field
of assessment; it is not designed to develop proficiency in
administration of tests.
BIBLIOGRAPHY FOR PSYC. 306
?
306
Assigned readings to be selected from the following.
Adams, G.S. Measurement and evaluation in education, psychology, and
?
guidance. Holt, Rinehart, and Winston, 1964
Alliston, Blatt and Zimet. The Interpretation of Psychological Tests,
Harper S Row, 1968
Anastasi , A. Psychological Testing. 3rd Ed. MacMillan, 1968
Anderson, H.H. S Anderson, C.L. (Eds.), Introduction to Projective
Techniques, Prentice Hall, 1951.
American Psychological Association, American Psychologist
20,
857_1002!
1965. (Special Issue: Testing and Public Policy)
American Psychological Association, Standards for Educational and
Psychological Tests and Manuals, American Psychological.
- ?
Association,. 1966
Bernreuter, R.C., The Personality Invento, Consulting Psychologists
Press, 1931
S.W., and R.D, Peterson, "The psychological, assessment of children:
a functional analysis." In P. McReynolds (Ed.), Advances in
Psychological Assessment, Vol. 2, Science and Behavior Books,
1971, pp. 63-78.
Blalock, H.M. Causal inferences in non-experimental research, University
of North Carolina Press, 1964.
Buros, O.K. (Ed.) Personality tests S reviews, Gryphon, 1970.
Buros, O.K. (Ed.) The Seventh Mental Measurement Yearbook. Gryphon
1972, Vols. I S II
Butcher, J.N. (Ed.) Objective personality assessment: changing
_perspect-
ives. Academic, 1.972
Suitable as a text
306
-2-
4
Campbell, D.P. Handbook for the Strong Vocational Interest Blank,
Stanford University Press, 1971
Cattell, R.B. The Description and Measurement of Personality, World Book,
.1946
Cattell, R.B. The Scientific Analysis of Personality, Penguin, 1965
Catteli, R.B. H.W. Eber, and N. Tatsuoka, Handbook for the Sixteen
Personality Factor Questionnaire, Institute for Personality
and Ability Testing, Champaign, Ill. 1970.
Cottle, W.C. The MMPI: A Review, University of Kansas Press, 1953
Cronbach, L.J. Essentials of Psychological Testing, 3rd Ed., Harper
Row, 1.970
Dahlstrom, W.C., and G.S. Welsh, AnMMPI Handbook: A Guide to Use in
Clinical Practice and Research, University of Minnesota
Press, 1960
Drake, L.E., and E.R. Oetting, An MMPI Cookbook for Counselors, University
of Minnesota Press, 1959
Edwards, A.L., Edwards Personal Preference Schedule, Psychological
Corporation, 1959
Edwards, A.L., Manual for the Edwards Personal Preference Schedule.
Psychological Corporation, 1954
Fricke, B.C., Opinion, Attitude, and Interest Survey Handbook, University
of Michigan Press, 1963
Gage, N.L. (Ed.) Handbook of research on teaching, Rand McNally, 1963
Goldman, L. Using tests in counselling. Appleton-Century-Crofts, 1961
p.
?
Suitable as a text
-3-
?
306
S
Cough, H.C., California Psychological Inventory Manual, Consulting
?
Psychologists Press, 1957
Horrocks, J.E., Assessment of behavior, Merrill, 1966
Johnston, O.G. 6 Boinmarito, J.W. Tests and measurements in child
development: a handbook. Jossey-Bass, 1971
Kelly, E.L., "An evaluation of the interview as a selective technioue,"
Proceedings of the 1953 Invitational Conference on Testing
Problems, Educational Testing Service, 1954
Kleinmuntz, B., Personalit
y
measurement: an introduction. Dorsey, 1967
Murray, H.A., Thematic Apperception Test Manual, Harvard University Press,
1943
Nunnaily, J., Educational measurement and evaluation. McGraw-Hill, 1964
Nunnally, J.C., Introduction to psychological measurement. 2nd Edition
McGraw-Hill, 1.970
Stein, M.I., The
Thematic
Apperce p
tion Test, Addison-Wesley, 1955
Strong, E.K., Jr., Strong Vocational, Interest Blank, Consulting
Psychologists Press, 1959
Strong, E.K., Jr., Vocational Interests of Men and Women, Stanford
University Press, 1943
Super, D.E. 6 Crites,. J.0. Appraising vocational fitness. Revised ed.
Harper, 1962.
Thorndike, R.L., 6 Hagen, E. Measurement and evaluation in psychology
and education. Wiley, 1969
Wechsler, H. The Measurement and Appraisal of Adult Intelligence, 4th Ed.
Williams 6 Wilkins, 1958.
ILI
Suitable as a text
I
?
SENATE CO1MITTEE ON UDERCRADUATE STUDIES
NEW COURSE PROPOSAL FORM
A. CdIendir Information
?
Department: Psychology
Oreviation Code:
PSYC.
?
Course
Number: 371
?
Credit Hours: _3 Vector: 1-3-0
Yitle of
Course:
A Survey of Methods of Therapeutic Interaction I
Calendar Description of Course:
An introduction to various techniques of individual
psychological intervention (e.g. gestalt therapy, behaviour modification, psycho-
analysis, etc.). These are presented by practitioners and discussed critically by
students and faculty in large and small group settings. Relevant readings accompany
each presentation.
Nature of Course
-Led türe/ Tutorial /Seminar -
Prerequisites (or special instructions):
Two of the following three courses: Psyc.
370
(Theories of Personality), Psyc.
340
(Psychopathology), ?
lDsyc. 306 (Survey
of Assessment Techniques).
What course (courses), if any, is being dropped from the calendar .11 this course is
approved: None
SchedulLna
flow frequently will the course be offered?
Once per year
Semester in which the course will first be offered?
September,
1975
Which of your present faculty would be available to make the proposed offering
possible?
Drs. Marcia and Krebs and other faculty as discussants.
ective8 of the
Course
To enable students to gain a. critical overview of the
a.rious psychological. techniques used to relieve emotional distress and promote
psychosocial growth.
4.
l3udetary
and Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty
?
no
Staff ?
none
Library ?
none
Audio Visual, ?
none
Space
?
none
Equipment ?
none
Funds for community practitioners:
$750.
5. Approval
Date:
4,A
• •-*
Chairman, SCUS
St.1S
73-34b:- (When
caipleting this form, for instructions see Memoran4u SCUS 73-34a.
Attach
course outline).
t.'73
p.
2. Nature of Course: One lecture-panel discussion (2 hours)
involving guest lecturer, faculty and students. Evaluation and
critique of
intervention
practices with the supervisory faculty
member or members responsible for this course and 1 hour lecture
per week on the critical evaluation of the relevant therapeutic
practice. Tutorial discussion with TA (1 hour). Readings will
be 2/3
on intervention
techniques,
113
on evaluation and critique
of techniques. See attached tentative outline for Psychology 371
topics.
-0
Psychology 371. A survey of methods of therapeutic interaction.
1. Outline
The course will expose students to a variety of forms of individual
psychotherapy. The treatment practices will include psychoanalysis,
existential analysis, Jungian analysis, behavior modification,
transactional analysis, primal therapy, Gestalt therapy, bioenergetics,
acupuncture,
md
Eastern approaches to psychotherapy and chemotherapy.
The schools of treatment will be presented by people in the community
who employ them or have had extensive contact with their
.
implementation.
The first task of students in the course will be to become fauiliar with
the relevant
existing
forms of psychological treatment by listening to
professionals who employ them and by reading expositiorof the theory
behind them. The second task of students will be to familiarize them-
selves with the issues associated with the evaluation of the methods of
Psychotherapeutic intervention described by the guest lecturers. Students
willbe encouraged to react critically to the process and outcomes of
the methods of psychotherapy. A panel of discussants consisting of the
Instructor of
Psychology
371 and other faculty members in the Psychology
Department will react to the presentations of the guest lecturers after
they give their talks. The instructor of the course will lecture for one
hour a week on the evaluation of psychotherapy.. The overriding goal of
tutorials will be to explore the issues relevant to deciding whether
existing forms of psychological treatment are effective.
All students who take the course will be required to take an exam
that tests their knowledge of the theory that underlies the methods of
intervention and the literature related to the evaluation of their effect.
A substantial paper addressing the implications of one or more forms of
therapeutic intervention will also be required.
•
?
It should be clear that it will not be the purpose of the course to
teach students how to do psychotherapy, *or to
"sell'!
any of the types
of treatment described by the guest lecturers. On the contrary,
.
?
students will be encouraged to adopt a scientific attitude toward the
practices and grapple with the questions associated with their evaluation.
Extensive
readings on the theory that underlies the forms of inter-
vention and the evaluation of
.
psychological treatment will be required.
Tentative Ccurse Sea uence - Psychology. 3'*
Approaches to Individual Psychotherapy
Introduction to Psychotherapy
?
James E. Marcia, Ph.D., Clinical
Psychologist, SFU.
Psychoanalysis
Existential Analysis
Jungian Analysis
Behaviour Modification
ransactional Analysis
Primal Therapy
Gestalt Therapy
Bioenergetics
James E. Marcia, Ph.D., Clinical
Psychologist, SFU.
Eric Leyland, M.D., Psychiatrist,
Private Practice
OR
Milton Miller, M.D., Psychiatrist, Head,
?
Department of Psychiatry, UBC.
John Allen, Ph.D., Psychologist
Education Department, UBC.
Peter MacLean, Ph.D., Clinical Psychologist,
UBC Health Sciences
OR
Michael Quinn, Ph.D., Clinical Psychologist,
Riverview Hospital
Sharon Cooke, M.Sc., Nurse Practitioner, ?
Pastoral Counselling Institute
OR
Barry Cooke, Ph.D., Psychologist,
Education Department, SFU.
Paul Termanssen, M.D., Psychiatrist,
UBC Health Sciences
Ruth McCarthy, M.S.W., Social Worker,
Private Practice
Ellen Tallman, M.A., Educational Psycho-
logist, Cold Mountain Institute.
Acupuncture and Eastern Approaches
?
Bennett Wong, M.D., Psychiatrist, Private
t&Psychotherapy ?
Practice, Cold Mountain Institute
OR
Jock McKeen, M.D., Psychiatrist, Private
Practice, Cold Mountain Institute
Not all of the individuals listed have been contacted. The list is intended to
convey a sense of the range and quality of resource persons available.
Chemotherapy
?
Ed Lipinski,
M.D., Psychiatrist,
Health Services Centre, SFiJ.
Sexism and Psychotherapy
?
Sara David, Ph.D., Clinical Psychologist,
Continuing Education, SFTJ.
-0
1-0
p.
Chairman,
SCIJS
• ?
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
-. ?
NEW COURSE PROPOSAL FORM
Information ?
Department:
Ps ychology
?
-
9Ab
brevia
.
tion Code:
PSYC.
Course
Number:372
?
Credit Hours:
3
?
Vector:
1-3-0
Title of Course:
A Survey of Methods of Therapeutic Interaction II
Calendar Description of Course:
An introduction to family, group, and community
mental health, approaches to psychological intervention. A continuation of
Psychology
371.
Nature of Course
Lecture/Tutorial/Seminar
Prere4uisites (or special instructions):
Psychology
371
What course (courses), if any, is being dropped from the calendar if this course is
approved: ?
None
2. Scheduling
How frequently will the course be offered?
Once per year.
Semester in which the course will first be offered?
January,
1976.
Which of your present faculty would be available to make 'the proposed offering
possible?
Drs. Marcia and Krebs and other faculty as consultants.
bectivea of the Course
Same as Psychology
371.
4. Budgetary and Space Requirements (for information only)
What additional resources will be required In the following areas:
Faculty
None
Staff
None
Library
None
Audio Visual
None
Space
None
Equipment ?
- ?
-
Funds for community practitioners
S.
Approval
Date:
J2,2,ti: ,11S.
$750.
S1S 73-34b:-
(When completing this form, for instructions see Memorandum SCUS 73-34a.
Attach
course outline).
Oct .'73
Psychology 372. A survey of methods of Therapeutic Interaction II.
Outline.
This course is a sequel to Psychology 371. The format will be
the
same,
but the therapeutic practices that will be
examined
will
be group rather than individually oriented. The methods of intervention
that
will
be examined (one a week) will be:
- 0
1.
Couples Therapy
2.
Family Therapy
3.
Group Dynamics
4.
T - Groups
5.
Encounter and Sensitivity Groups
6.
Gestalt Groups
7.
Community Mental Health
8.
Crisis Intervention
9.
Paraprofessional Counselling
10.
Therapy with Families of Heroin
Addicts
11.
Suicide Follow-up Counselling
12.
Models of University Counselling Services.
1^ 0
Tentative Course Sequence - Psychology
372*
Family, Group, and Community Mental Health Approaches
Couples Therapy
?
Charles Brassfield, Ph.D., Clinical
Psychologist, Student Counselling
Centre, SFU.
Family Therapy
Group Dynamics
T - groups
Encounter and Sensitivity Groups
Gestalt Groups
Community Mental Health
46
isis Intervention
Paraprofessional Counselling
Therapy with Families of Heroin Addicts
Suicide Follow-up Counselling
Models of University Counselling
Services
David Freeman, D.S.W., UBC School of
Social Work
Ben Chud, M.S.W., UBC School of Social
Work
Tom Mallinson, Ph.D., Psychologist,
Communications Department, SFU.
Ron Slosky, Ph.D., Clinical Psychologist,
West End Community Care Team
Robert Berger, M.S.W., Cold Mountain
Institute
George Doenetz, Co-ordinator, Strathcona
Community Care Team
Barbara Herrick, M.Sc., Nurse Practitioner,
UBC Health Sciences and School of
Nursing
James E. Marcia
Bruce Alexander, Ph.D., Psychologist,
Department of Psychology, SFU.
Sandy Abfalter, Gladys Adilman, Linda
Rosenfeld, S.A.F.E.R. Project
Counselors
Beatrice Lipinski, Ph.D., Clinical
Psychologist, Director, Student-
Counselling Centre, SFU.
Not all of the individuals listed have been contacted. The list is intended to
convey a sense of the range and quality of resource persons available.
Bibliography
Readings for Psychology
371 372
will be selected from among the
folloiing:
Bergin, A.E. Some implications of psychotherapy research for therapeutic
practice. Journal of Abnormal and Social Psychology,
1966, 71, 235-2146.
Bergin, A.E. The evaluation of therapeutic outcomes. In A.R. Bergin & J.L.
Garfield (Eds.) "Handbook of psychotherapy and behaviour change: an
empirical analysis." New York: Wiley,
1970.
Bergin, A.E. & Garfield, S.L. (Eds.). "Handbook of psychotherapy and be
change: an empirical analysis". New York: Wiley,
1970.
Eysenck, H.J. The effects of psychotherapy. In H.J. Eysenck (Ed.), Handbook
of abnormal psychology. London: Pitmans,
1960.
Eysenck, H.J. Note on "Factors influencing the outcome of psychotherapy",
Psychological Bulletin,
1972, 78, No.
5,
14031405.
Garfield, S.L. & Bergin, A.E. Therapeutic conditions and outcome. Journal of
Abnormal Psychology,
1971, 77, 108-1114.
Garfield, S.L., Prager, R.A. & Bergin, A.E. Evaluation of outcome in psycho-
therapy. Journal of Consulting and Clinical Psychology,
1971, 37(3),
307-313.
Luborsky, L., Chandler, M., Auerbach, A.H., Cohen, J., & Bachrach, H.M. Factors
influencing the outcome of psychotherapy: a review of quantitative research.
Psychological Bulletin,
1971,
75, 1145-185.
Strupp, H.H. & Bergin, A.E. Some empirical and conceptual basis for coordinated
research in psychotherapy. International Journal of Psychiatry,
1969, 7,
18-90.
Strupp, H.H. & Bergin, A.E. Research in individual psychotherapy: a bibliography.
Chevy Chase, Md.: Naitonal Clearinghouse for Mental Health Information,
1969.
Rogers, C. Person to Person.
Stevens, B. Don't Push the River.
Ellis, A. Rational-Emotive Therapy.
Chesler, P. Women and Madness.
Millet, K. Sexual Politics.
David, S. Own papers.
Reich, W. Character Analysis; Selected Writings.
Lowen, A. The Betrayal of the Body; The Language of the Body.
Caplan, G. Principles of Preventive Psychiatry.
Farad, H.
?
Crisis Intervention: Selected Readings.
Sarason, Levine, et.al
.
?
Psychology in Community Settings.
Gowen, Gardner, and Zax.
?
Emergent Approaches in Mental Health.
Caplan, G. ?
The Theory and Practice of Mental Health Consultation.
Satir, V.
?
Conjoint
?
Family Therapy.
Bowen, M. ?
The Use of Family Therapy in Clinical Practice (Article)
Laing, R. ?
Sanity, Madness, and the Family.
Boszormenyi-Nagy and Frano.
?
Intensive Family Therapy.
Lewin, K.
?
Field Theory in Social Science.
Schein and Bennis. ?
Personal and Organizational Change Through Group Methods:
The Laboratory Approach.
Whitaker and Lieberman. ?
Psychotherapy Through ?
the Group Process.
Bach, G. ?
Intensive Group Psychotherapy.
Schutz, W.
Berne, E. ?
Principles of Group Treatment.
Tart, C.
?
Altered States of Consciousness.
Castaneda, C.
?
Journey to Ixtian.
Ornstein, R. ?
The Psychology of Consciousness.
London, Perry. ?
Modes and Morals of Psychotherapy.
Frank, Jerome.
?
Healing and Persuasion.
Kell and Mueller. ?
Impact and Change in ?sychotheray.
Rychiak, Joseph.
?
Introduction to Personality Theory and Psychotherapy.
Menninger, K.
?
Theory of Psychoanalytic Techniques.
Rieff, P. ?
Freud. The Mind of the Moralist. ?
The Triumph of the Therapeutic.
Erikson, E.
?
Growth and Crises in the Healthy Personality.
May, R. ?
Existence.
Boss, M.
?
Psychoanalysis and Daseinanalysis.
Laing, R.D. ?
The Politics of Experience.
Franki. U. ?
The Doctor and the Soul.
Wolpe, Salter, and Reyna.
?
The Conditioning Therapies.
Bandura, A. ?
Principles of Behaviour Modification.
Wolpe, J. and Lazaris, A. ?
Behaviour Therapy Techniques.
Berne, E.
?
Games People Play.
Janov. ?
The Primal Scream.
Pens, F.
?
Gestalt Therapy Verbatim
Fagen and Shepherd.
?
What is Gestalt Therapy.
Naranjo, C. ?
Techniques of Gestalt Therapy.
5. Approval
Date
SENATE CO)INITTEE ON UNDERGRADUATE STUDIES
NEW COURSE PROPOSAL FORM
1. LiIendar
Information
?
Department: Psychology
•
Abbreviation
Code:
PSYC
?
Course Number:
406 ?
Credit Hours:3
?
Vector:
1-o-4
litle of Course:
?
Validation Techniques
Calendar
Description of
Course:
Theory presented with extensive practice in application
of techniques 'that psychologists employ to determine effectiveness of various methods of
assessing personality, aptitudes, etc. This course, in conjunction with PSYC
4
07, is
important for those who plan to work in community settings.
Nature of Course
Lecture/Laboratory
Prerequisites (or special instructions):
PSYC 201, PSYC 210 and either PSYC 305 or PSYC 306.
What course
(courses), if
any, is being dropped from the calendar if this course is
approved: None
2•
Scheduling
How frequently will
the
course be offered?
Once every year or as required by student
demand and faculty availability.
Semester in
which
the course will first be offered?
Fall
1975
Which of your present faculty would be available to make the proposed offering
possible?
Dr. Kendall, Dr. Koopman
,
3 ObJectives of the Course
40
Provides an essential background in basic theory and supervised application of
validation techniques.
4.
hudetary
and
Space. Requirements (for information only)
What
additional
resources will be required in the following areas:
Faculty
None beyond existing and newl
y
approved positions
Staff Priority
access to an apnronriate Com
p
uting Centre programmer is highly desirable
Library ?
None
Audio Visual ?
None
Space ?
None
Equipment
None
(Z•••I ?
&in ?
uean ?
chairman,
SChJS
Attach
SUS
73-34b:-
course outline).
(When completing
this
form, for instructions see Memorandum SCUS
13-34a.
Oct. '73
OUTLINE FOR PSYC
4o6
VALIDATION TECHNIQUES
In this course a heavy emphasis is placed on practice in applying validation
techniques to determine the relations of single actual outcomes with outcomes
predicted from measures of prior status, or with expected outcomes resulting
from treatment programs. Illustrations and problems will be taken from ongoing
research programs in various community settings.
The following topics will be dealt with, and practice in the use of
relevant techniques will be provided, within the context of applied research.
What is to be measured
Methods of measurement and sources of information
-structured task performance
-observation
-self report
-peer reports
Requirements of good measures
-APA Standards for Tests
Sources of review information on published tests
Methods for evaluating the quality of measures - reliability
. ?
-equivalence
-stability
-internal consistency
Methods for evaluating the quality of measures - internal validity
-construct validity
-convergent and discriminant validity
Predictive validity and effectiveness
-assessment correlates of criteria
-treatment correlates of criteria
-effectiveness and decision making
Structural properties of measures which affect quality
-item difficulty
-response format
-interitein correlations
-content sampling
Improving the quality of measures - internal analysis
-increasing internal consistency
-clarifying dimensions
-item analysis methods
, ?
0
Testing
Standardization
and the
and
ethics
norms
of discrimination
406
- ?
BIBLIOGRAPHY FOR PSYC. 406
Assigned readings will he selected from the following:
Albright, Glennon Smith. The use of psychological tests in industry,
Allen., 1963.
Butcher, J.N. (Ed.)
Oblective
personality assessment: changing Derspct-
ives. Academic, 1972
Catteli., R.B., The Scientific Analysis of Personality, Penguin, 1965
Cottle, W.C. The MMPI: A Review, University of Kansas Press, 1953
Cronbach, L.J. and P.E. Meehi., Construct validity in
p
sychological tests,
Psychological Bulletin,
1955,
52, 281-302
Cronbach, L.J. Gleser, fl.C., Nanda, H.,
F
Ralar at
ham
, N. The dependability
of behavioral measurement. Theory of generaiizahility of
scores and nrofiles, Wiley, 1972
Cronbach Gleser. Psychological tests and nersonal decisions.
University of Illinois, 1965
Dahlstrom, W.G., and
.
O,S. Welsh, An NMPT Handboo)c: A Guide to Use in
Clinical Practice Ind Research University of Minnesota Press
1960
Educational and Psychological Measurement
Edwards, A.L., The Measurement of Personality Traits by Scales and
Inventories
1
Holt, Rinehart and Winston, 1970
Gronlund, N.E. (Ed.) Readings in measurement and evaluation. Macmillan,
1968
Guion, R.M. Personnel testing. McGraw-Hill, 1965.
Hawck, M., £ Steinkanrn, S. Survey reliabilit
y and Interviewer copetence.
University of Illinois, 1964
406
-2-
Horst, P. Psychological measurement and prediction. Wadsworth, 1966
Journal of Consulting Psychology
Journal of Educational Measurement
Journal of Educational Psychology
Mehrens, W.A., £ Lehmann, I.J. Measurement and evaluation in education
and ps y
chology. Holt, Rinehart, and Winston, 1973
Murstein, B.I. Theory and Research in Projective Techniques, Wiley, 1963
Nunnally, J. Psychometric theory. McGraw-Hill, 1967
Psychometrika
Solomon, H. (Ed.) Studies in item analysis and prediction. Stanford, 1961
Super, D.E,
g
Crites, 3.0. Appraising vocational fitness. Revised ed.
Harper, 1962
Thorndike, R.L. (Ed.) Educational measurement, 2nd Ed.
Thorndike R.L. Personnel selection. Wiley, 199
C
5 Aprova1 ?
Date:
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
?
c. ?
rIo
NEW COURSE PROPOSAL FORM
U
C
alendar Information ?
Department: ?
Psychology ?
-
•AL,lrevtation Code:
p s y
c. Course
Number: 1407
?
Credit Hours: 3
?
Vector:
lug
..4u
litle of
Course:
Evaluation techniques
Calendar Description
of Course: Theory presented with extensive practice in techninues
of program evaluation. Deals with criterion development, estimation and evaluation of
outcomes, and models for decision-making in classification, selection and placement.
Relevant for research and professional service concerned with results of therapy and
other interventions at individual, group and institutional levels.
Nature of
Course
1 hour lecture,
14
hour lab.
Prerequisites (or special instructions):
PSYC. 1406 - -
Recommended: PSYC
1
411,
310,, COMPT 360
What course (courses), if any, is being dropped from the calendar if this course is
approved:
?
None
2. Scheduling
How
frequently will the course be offered?
Once every year or as reauiréd by student demand
and facult y
availability
Semester in which the course will first be
offered? Spring
1976
Which of your present faculty would be available to make the proposed offering
possible?
Dr. Kendall, Dr. Koopman
Objectivesofthe
_
Course
ssential for those making decisions regarding intervention in an
y
community setting
Core course for students specializing in quantitative psychology or intending to work
in areas involving application of assessment techninues and in program evaluation.
4.
Budgetaryand Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty None
beyond existing and newly approved positions.
Staff
p
riority access to appropriate computing centre programmer is highly desirable
Library
?
None
Audio Visual None
Space ?
None
Equipment ?
None
ScUS
73-34b:--
(When completing this form, for instructions see
Memorandum SCUS
73-34a.
Attach
course outline).
'73
PSYCHOLOGY
407.
Evaluation Techniques
Outline
Presents theory and principles of program evaluation, through illustrations
and problems encountered in ongoing research programs in various community
settings.
The following topics will be dealt with, and practice in the use of
relevant techniques will be provided, within the context of applied research.
Specification of the domain of study - .range of generalizability
-selection and description of subjects
-selection and description of predictors
-selection and d,scription of moderators
-selection and'escription of treatments
-selection and description of situations
Development of comprehensive and representative criteria
-declaration, of goals
-absolute, inferred, and judged standards
-ratings of performance
-indicators of status
0
Problems in measurement of change and growth
-
d
iscrep
a
ncy or gain scores
-quasi-experimental designs
Deterimining quality of initial input data
-adequacy of sampling
-bandwidth and fidelity
Improving
quality
of input data
-condensation
-differentiation
-elimination of garbage
Combining information
-judgmental vs. statistical methods
Multiple regression, discriminant analysis, and canonical analysis'
-concepts
?
'•
?
, '
?
' '
-methods of application to decision making
Decision making
-classification
-selection
-placement
-treatments
"V
Evaluation of decision effects
-base rates and efficacy
-cost/benefit analysis
- ?
S
is
BIBLIOGRAPHY FOR PSYC. 407
?
407
Assigned readings will be selected from the following:
Bass, B.M., and I.A. Berg (Eds.), Objective Approaches to Personality
Assessment, Van Nostrand, 1959
Beegle, C.W. C Brandt, R.M. (Eds.) Observational Methods in the classroom
Washington: Association for Supervision and Curriculum
Development, 1.973
Bijou, S.W., and R.D. Peterson, "The psychological assessment of children:
a functional anal
y
sis." In P.
McReynolds (Ed.), Advances in
Psychological Assessment. Vol. 2, Science and Behavior Books,
1971, pp. 63-78
Blalock, H.M.,.Causal inferences in non-experimental research. University
of North Carolina Press, 1064.
Block ,
,J., The 0-sort Method in Personality Assessment and Psychiatric
Research, Thomas, 1961
Blurton-Jones, N. (Ed.) Ethological studies of child behavior.. Cambridge
University
Press, 1972
Butcher, J.N. (Ed.) Objective personality assessment: changing perspec-
.tives. Academic, 1972
Campbell, D.T. C Stanley, J.C. Experimental and quasi-experimental designs
for research, P.and McNally, 1963
Campbell, Dunnette, Lawler C Weick. Managerial behavior, performance, and
effectiveness. McGraw-Hill, 1970
Caro, Francis, Readings in evaluation research. Russell Sage Foundation
1911
Catteil, R.B., H.W. Eber, and H. Tatsuoka, Handbook for the Sixteen
Personality Factor Ouestionnaire. Institute for Personality
and Ability Testing, Champaign, III. (1970).
Cohen, D.H. C Stern, V. Observing and recording the behavior of young
children.
?
Bureau of Publications, Teachers College,
Columbia University, 1968
-2-
?
t 07
.
?
Crano, W.D. C Brewer, M.B. Principles of Research in Social Psycho1og.
McGraw-Hill, 1972
Cronbach, L.J.,Gleser, G.C., Nanda, H., F, Rajaratham, N. The dependability
of behavioral measurement. Theory of generalizahilitv of scores
and profiles. Wiley, 1972
Cronbach
F,
Gleser. Psychological tests and personal decisions
University of Illinois, 1965.
Converse, J.M. F Schurnon, H. Conversations at random Survey research as
interviewers see it. Uiley, 3974
—10
-9
Dahlstrom, W.G., and G.S. Welsh, An MMPI Handbook: AGuideto Usein
Clinical Practice and Research. University of Minnesota Press
1960
Educational and Psychological Measurement
Edwards. Technicues of attitude scale construction
Fricke, B.G., Opinion, Attitude, and Interest Survey Handbook, University
of Michigan Press, 1963
Fishbein (Ed.). Readings in attitude theory and measurement. Wi1ey, 1967
Glaser, D. Routinizin g
evaluation: Getting feedback on effectiveness
of crime and delinquincy programs, 1973
Gronlund, N.E. (Ed.) Peadings in measurement and evaluation. MacMillan
1968
Gulon, R.M. Personnel testing. McGraw-Hill, 1965
Hawck, M., C Steinkamp, S. Survey reliability and interviewer competence
University of Illinois, 1964
Harris, C. (Ed.) Problems in measuring change. Wisconsin, 1962
Johnston, O.G. C Bammarito, J.W. Tests and measurements in child develop-
ment: a handbook. Josse
y
-Bass, 3971
I
-.3-
?
407
U
—0
Journal of Consulting Psychology
Journal of Educational Measurement
Journal of Educational Psychology
Kell y
, EL., An evaluation of the interview as a selective technique,
Proceedings of the 1953 Invitational Conference on Testing
Problems, Educational Testing Service, 3954
Kahn F,Cannell. The dynamics of interviewing. Wile
y
., 1957
Mehrens, W.A., C Lehmann, I.J. Measurement and evaluation in education
and psychology. Holt, Rinehart, and Winston, 1973
Murray, H.A. Explorations in Personality, Oxford University Press, 1938
McReynolds, P. (Ed.), Advances in Psychological Assessment, Vol. 3,
Science and Behavior Books, 1968
Moser, C.A. C Kalton, C. Survey methods in social investigation. 2nd Ed.
Basic Books, 1972
Martheim, H. C Wilkins, L. Prediction methods in relation to Borstal
training, 1955
Molof, M.J. Statistical prediction of recidivism among female parolees.
1970.
MacNaughton-Smith. Some statistical and other numerical techniques for
classifying individuals. 1965
Nunnali y
, J. Psychometric theory. McGraw-Hill, 1967
Newman, J.R. The prediction of recidivism for misdemeanant offenders?
re1e.sd from Los Angeles County Jail. 1972
*
?
Psychometrika
S
-4- ?
407
Rorschach, H., Psychodiagnostik, Huber, 1921
Rozenboom, W.W. Foundations of the theory of prediction. Dorsev, 1966
Rulon, P.S. Tiedeman, Tatsuoka, 6 Langmuir. Multivariate statistics for
nersonnel classification
Rappeort, J. The clinical evaluation of the dangerousness of the
mentally ill. 1969.
Stephenson, W. The study of behavior: 0-technique and its methodology,
University of Chicago Press, 1.953
Stern, Stein 6 Bloom. Methods
_in personality assessment. Free Press, 1956
Solomon, H. (Ed.) Studies in item analysis and prediction. Stanford 1961
Smith, P.C. Kendall, L.M. C Julin, C.L. The measurement of satisfaction
5 ?
Rand McNall y
, 1969
Smith, R.C. C Kendall, L.M. Retranslation of expectations. Journal of Applied
Psychology, 1963, 47, 1949-155
Simon, F.H. Prediction methods in crirninolpgy, 1971
Super, D.E. C Crites, 3.0. Appraising vocational fitness. Revised ed.
Harper, 1962
Thorndike, R.L. (Ed.) Educational measurement, 2nd Ed., 197
Thorndike, R.L. Personnel selection. Wile
y , 1949
Tufts, E. C Witmer, L.H. The effectiveness of de1inguincpryntian
programs. 1954.
Tucker,. A model for central prediction. Psychometric Monogra
p h 1963, No. 10
Wiggins, J. Personality and prediction: 2rincir1es of personality
assess-
ment. Addison-Wesley, 1973
Weiss, Carol. Evaluating action programs. Allyn C Bacon, 1.972
.
.
-5-- ?
1407
Wilkins, L. Evaluation of penal measures. Random House 196.9
Zubin, J., Eron, L.D.
?
Schumer, F. An experimental approach to projective
techniques. Wiley, 1965
Zimring, F. ?
Hawkins, G. Deterrence. Universit
y
of Chicago Press, 1973
Gottfredson, D.M. Assessment of prediction methods in crime and delinquency
Task force report. (Katzenbach Commission) 1967
Bergin, A.E. The evaluation of therapeutic outcomes. In A.R. r3erpin J.L.
Garfield (Eds.) "Handbook of psvchotherapy and behavior change:
an imoirical analysis." New York: Wiley, 1970.
Ey
senck, H.J. The effects of
p
sychotherapy. In H.J. Eysenck (Ed.), Handbook
of abnormal psycholog y
. London: Pitmans, 1960
Eysenck, H.J. Note on "Factors influencing the outcome of psychotheraphy",?
Psychological Bulletin, 1972, 78, No. 5, 403-405.
Garfield, S.L. C Bergin, A.E.. Therapeutic conditions and outcome. Journal
of Abnormal Psychology, 1971, 77, 108-114
Garfield, S.L., Prager, R.A. C Bergin, A.E. Evaluation of outcome in
psychotherapy. Journal of Consulting arid Clinical Psychology, 1971
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