President-Elect Column

Dennnis M. Kivlighan , Jr., Ph.D.
Dennnis M. Kivlighan , Jr., Ph.D.

Dennis M. Kivlighan, Jr., Ph.D.

Recognizing Excellence

As I write this column I am reflecting on the APA convention where we again met to conduct the business of our society. As always it was a productive, fun and thought provoking meeting. Once again Dr. Lee Gillis ran a wonderful meeting with just the right balance of attention to the task and socio-emotional aspects of our group process. THANK YOU LEE! When I write my next column I will have assumed the reins from Lee and I hope we will be able to work as effectively as under his leadership. I am also reflecting on the content of the convention and the wonderful program put together by Drs. Jill Paquin and Joe Miles. We had a broad diversity of informative and interesting programs and posters. THANK YOU JILL and JOE! For those of you not at the convention, you missed a stimulating presentation by Dr. Les Greene, the recipient of the Arthur Teicher Group Psychologist of the Year award. Les challenged us by giving us his list of group therapy research that he would not like to see any more (thank goodness I did not make this list) and group therapy research he would like to see more. I found his second list to be a great blueprint for the next generation of group therapy research. THANK YOU LES! As always, however, my favorite part of the convention was the reception in the president’s suite. It is always a great time to catch up with old friends and acquaintances and to get to know new people. For me our social hour always turns a big, and at time overwhelming professional meeting, into an intimate and connected gathering. As Lee Gillis likes to say, when he first came to the Division 49 reception at APA , he knew that he had “found his people”. Most of you know that for a number of years Kathy and John Ritter have coordinated and hosted the reception for the division. This was Kathy and John’s last year of coordinating our signature event and they will be greatly missed. An especially big THANK YOU TO KATHY AND JOHN!!!!

In my last column I asked people to consider recording an interviewed modeled after the StoryCorps segment on National Public Radio, describing their experiences with group, an important group mentor or with the Division. I know that during the APA convention several people who worked with and were mentored by Jack Corazzini. I hope that more of you will also decide to record an interview for our archives. In the rest of the column I want to talk about a second initiative that I hope launch next year.

In developing a new group initiative or advising a student about graduate study we may encounter questions like: “I am the new group coordinator at my counseling center; which counseling center has an exemplary group therapy training program that I can look to for a model?” “I am fascinated by how group work and sometimes do not work, which graduate program will help me learn more about groups?” These and other similar questions highlight the importance of exemplars. We all benefit when we can point to and model after programs of acknowledged excellence. A second initiative that I want the board to consider is to a develop recognition that can highlight exemplars of good training in group psychology and group psychotherapy.

I think that a major role of the Society of Group Psychology and Group Psychotherapy is to encourage and recognize excellence in group psychology and group psychotherapy training and education. Therefore, during our midwinter meeting I will ask the board to consider creating three Excellence in Group Psychology and Group Psychotherapy Training and Education Awards: one award to recognize an academic program that provides exemplary training in group psychology, another to recognize an academic program that provides exemplary training in group psychotherapy, and a third award to recognize an internship program that provides exemplary training in group psychotherapy.

The awards that I envision would be modeled after two successful and important programs developed by the American Psychological Association to promote the use of psychological science by schools and to recognize. The Golden Psi Award, which comes with a $1,000 prize, recognizes schools that “do an exceptional job of using psychological science to help students grow and learn.” The Suinn Minority Achievement Program Award is presented “to a program that has demonstrated excellence in the recruitment, retention and graduation of ethnic minority students.” Both of these awards recognize excellence AND they also are designed to encourage schools to make more use of psychological science or to encourage programs to make an “overall commitment to cultural diversity in all phases of departmental activity.”

In the similar manner the Excellence in Group Psychology and Group Psychotherapy Training and Education Awards would recognize excellence in these areas AND hopefully encourage programs and internships to increase their attention to training and education in group psychology and group psychotherapy.

Jean Keim had the foresight to establish a foundation fund as her presidential initiative. One of the expressed purposes of this fund was to be able to fund awards sponsored by the society. When our fund is fully endowed one possible use of the revenue would be awards like the Excellence in Group Psychology and Group Psychotherapy Training and Education Awards. The foundation fund is a great way to support our division please consider contributing to this fund.

I would love to hear your thoughts and reactions about this potential award program that could be sponsored by the division. You can contact me at

Early Career Psychologists

The Early Group Psychologist Update

ECP Task Force Co-Chairs: Leann Diederich, Ph.D. and Tracy Thomas, Psy.D.

Leann Diederich, Ph.D.
Leann Diederich, Ph.D.
Tracy Thomas, Psy.D.
Tracy Thomas, Psy.D.

The Society of Group Psychology and Group Psychotherapy Recognized as the Division with the Best ECP Engagement

At the 2014 APA annual convention, our Society entered a poster into a competition hosted by APA’s Committee on Early Career Psychologists (CECP). Criteria included having an array of ECP activities, leadership development, and mentoring opportunities. They also evaluated ECP resources, such as social media, and upcoming plans for ECP engagement. To our delight, we won!
Below are selections of the text from the poster, which is linked in full here. While many of these goals and initiatives may be familiar to readers, we wanted to share them here so they are all in one location.

ECP Members and the “Leadership Pipeline”

As is true with many divisions of APA and the membership as a whole, most members are over 60 years old. Over the past 5 years, the Society has taken a number of steps to address this. Since 2011 the numbers of ECPs has increased (from 19 members in 2011 to 30 members in 2014), both in general membership in the Society and in leadership positions (2 ECPS involved in Board or committees in 2011 to 8 involved in Board or committees in 2014).

The Early Career Psychologist Task Force group was created to help introduce ECPs to the Society governance in a graduated method, with many members then moving onto other leadership positions. For instance, in the past few years members have moved from this committee into positions such as the Society’s Secretary, Program Chair, and Member-at-Large.

A secondary component of this pipeline is to have consistent support from the Executive Board. This includes both a stated commitment to ECP participation in avenues such as Presidential addresses at convention; attention to ECP needs our newsletter, The Group Psychologist (TGP), but also practical support through financial support for ECP events at Convention and nomination of ECPs for Board positions.

Preparation for Leadership

New ECPs involved in the Task Force, are encouraged to publish short articles in The Group Psychologist. This includes articles introducing themselves, talking about their involvement in a committee or liaison to an APA group, or articles stemming from our Conference Calls (see below). Each newsletter has an ECP Column which provides an established forum for these publications. Publishing in the newsletter helps promote name recognition for the ECPs, which is a crucial step towards later election to the Executive Board.

ECP Task Force & Group Dynamics

Our ECP group has been through a number of different identities. We originally were an Ad Hoc committee appointed by the President. However, our by-laws require yearly reappointment for this, which we found cumbersome. We then moved to a sub-committee under the Membership Chair (which was co-chaired by an ECP). However, this did not allow for an optimal group identity. Imagine having to introduce yourself as “a member of the Early Career Psychologist Sub-Committee of the Membership Committee”. That didn’t allow for a high group salience (e.g., the “felt significance of a particular social identity” [Gastil, 2010, p. 205]) within the members, so we brainstormed ways to make additional changes.

Thus, at the mid-winter meeting in 2014, the Board approved our formation of an Early Career Psychologist Task Force. There are several benefits to this identity; it is a group that does not require yearly approval for its continuation, it provides a unique group identity, and provides a recognition and status for the ECPs who volunteer their time for the group.

Focusing on group cohesion is a key role for the co-chairs of the Task Force. Taking the lead from the current literature on cohesion, we focus on developing:

  • An understanding of the shared tasks of the Task Force through regular meetings to brainstorm and create goals
  • Creating bonds through personal introductions, social hours with fellow members (e.g., happy hour following the open committee meeting at APA)
  • Creating channels for feedback to attend to the relationships between members (e.g., one to one conversations with upcoming leaders taking on more

ECP Initiatives

The ECP Task Force has several initiatives to aid with ECP engagement. Our goals with these initiatives are to provide services to members, as well as the public at-large. We choose initiatives that the Task Force members are interested in, do not take a large amount of time each week, and are relevant to students and ECPs.

Social Media Presence

The first initiative is to create content for our Facebook and Google+ pages. We started a new series of Wisdom on Wednesdays (#WOW) posts. These are short, educational, and group focused posts which provide resources for our followers. Each Task Force member also creates 4-5 educational posts, thus providing psychological content for our followers, but that isn’t necessarily tied directly to

Since we started our Facebook page in January 2013, we have gained 450 followers. We are reaching our target audience, as 78% of our followers are ages 18 to 44 years old. Our Society Secretary, Dr. Jennifer Alonso (ECP Task Force member) also works closely with our newly hired Social Media Coordinator, Tanya Dvorak, to have posts that are inspirational and motivating. Our Coordinator uses HootSuite to push content to multiple platforms, to capitalize on the work of our small Task Force, without relying on it to manage the content daily. We also are starting a small Twitter presence which we hope to expand in the future.

Conference Calls

A second initiative is to host regular conference calls that are open to the public. This initiative was approved at the 2013 mid-winter Board Meeting.

Topics have included:

  • Diversity in Group Therapy
  • Referring and Recruiting for Groups in College Counseling Centers
  • Teaching Group Therapy Course
  • Groups in Private Practice
  • Group Psychotherapy Research (with special guests Drs. Gary Burlingame and Dennis Kivlighan)

These calls are moderated by members of the Task Force, but are geared towards providing a forum for dialogue for participants and to provide resources related to group therapy and group psychology. A summary of the conference call is sent out to all members, as well as interested parties who couldn’t attend. We then use the content from the call to create an article for The Group Psychologist, so that all Society members can benefit from the ideas discussed.

Member of the Month

A new initiative we are starting in August 2014 is to randomly select one of the Society’s Member’s to feature in a Member of the Month (#MOM) posting on our webpage and pushed to our social media outlets. We hope to feature a member monthly, as a way to bring attention to the great work that our members do in the field of group psychology and group psychotherapy.

Future Initiatives

We are proposing a new initiative of a group based Mentee/ Mentor program at the Executive Meeting during this year’s APA Convention. Due to the small size of our Society, we wanted to take advantage of our Mid-Career Psychologist’s expertise, without overburdening them with a 1:1 ratio. We also wanted to utilize their knowledge in group dynamics to model some of the exact principles they’d be talking about (e.g., creating cohesion in groups) with their mentees.

We hope that this program will take advantage of Google Hangouts by hosting monthly or bi-monthly group meetings between the mentees and the Mid-Career Psychologist. Depending on the interest in the program, we hope to match ECPs with career trajectories that are similar to their Mid-Career Psychologist Mentor.

How to Get Involved

Getting involved in the Society is quite easy. There are several ways to get in contact with us:

  • Visit our social at APA to meet many of the key leaders within the Society. It’s a small group at the social (30-40 people) which allows you to socialize and network with psychologists who share similar interests to you.
  • Speak to one of our volunteers at any of our Society events at Convention. We have a group of students and ECPs who are handing out materials and Society information at each event at the convention.
  • Email us at

Special thanks to the ECP Task Force Members: Joe Miles (Div. 49 Program Co-Chair), Jennifer Alonso (Div. 49 Secretary), Rachelle Rene, Jennifer Smith, Misha Bogomaz, and Sasha Mondragon.

Committee Reports

Group Speciality Report

Nina Brown, Ed.D.
Nina Brown, Ed.D.

Group Specialty Council

The Group Specialty Council is the committee charged with developing the petition to the Commission for the Recognition of Specialties and Proficiencies in Professional Psychology (CRSPPP) to have group psychology and group psychotherapy designated as a specialty for training programs. The American Board of Professional Psychology (ABPP) has designated group as a specialty for individuals, but previous petitions to CRSPPP for recognition of group as a specialty or as proficiency were not successful, and the Society’s Board voted in 2012 to continue the process for developing a new specialty petition for CRSPPP. Much has changed since the initial petition including the composition of the supporting group such as the Group Specialty Council, a need for by-laws and documented regular meetings of the Group Specialty Council, and the comprehensiveness of the petition package.

The Group Specialty Council (GSC) was organized to comply with the CRSPPP requirement that the supporting group be composed of organizations interested in having group as a specialty, and who will sponsor representatives to the Council. This is a change from having the group composed of individuals who are so interested. In the initial effort to organize the GSC, invitations were sent to 20 organizations including 11 APA divisions; 8 (Social), 12 (Clinical), 14 (Industrial/Organizational), 16 (School), 17 (Counseling), 19 (Military), 29 (Psychotherapy), 39 (Psychoanalysis), 45 (Ethnic Minority), 50 (Addictions) and 53 (child and Adolescent); and other organizations such as ASGW, the Washington School of Psychiatry, the Adelphi postgraduate training program, AGPA, Northeastern Group Psychotherapy Society, Eastern Group Psychotherapy Society and Northern California Group Psychotherapy Society. Two of the 20 replied and declined, and no response was received from 16. Our present GSC is comprised of 12 members: Eleanor Counselman (AGPA President-elect), Kathy Ulman (CGP and AGPA Past President), Martyn Whittingham (Catholic Health Partners), Joss Gross ( University of Flordia), Andy Eig ( Adelphi Post Graduate Training Program) Sally Barlow (ABPP), Joel Frost (ABPP), Loretta Braxton ( Durham VA), and Cheri Marmarosh (Chair of ERT – The Society), Sam James, Miska Bogomaz, and Nina Brown (The Society’s representative to CoS).

The GSC held a meeting during the APA convention on August 9th and addressed the following items: election of officers (President – Nina Brown, Secretary – Eleanor Counselman), review of proposed By-laws, a review of the history of the petitions presented by Sally Barlow, discussion of the feasibility of submitting a petition for specialty or for proficiency, and a discussion held with Dave Corey (Police and Public Safety Specialty) who agreed to mentor us through the process. He suggested that we could expedite our petition by applying for specialty at the post-licensure level and petition for the other levels at a later time.

I consulted with the director of APA Education Directorate about the suggestion that we apply for post-licensure recognition as a specialty, but it was not clear that we could submit additional petitions for the other levels at a later date. After consultation with GSC members, we decided to create a petition for designation of group as a specialty at the Internship, Post-doc, and Post-licensure levels.

Following is an abbreviated list of the materials that need to be developed in all three petition areas.

“Criterion IV. Distinctiveness; A specialty differs from other recognized specialties in its body of specialized scientific knowledge and professional application”. We have to document how the group specialty differs and overlaps other specialties “for populations, problems, procedures and techniques for assessment, intervention, consultation, supervision, research and inquiry, public interest, continuing professional development and any relevant additional core professional practice domains.”

“Criterion V. Advanced Scientific and Theoretical Preparation” How specialty specific scientific knowledge, skills and attitudes are acquired.

“Criterion VI. Advanced Preparation in the Parameters of Practice” To encompass the parameters of populations; psychological, biological, and/or social problems; and procedures and techniques.

“Criterion VII. Structures and Models of Education and Training in the Specialty”

There is a considerable amount of work that will go into developing the petition, and the GSC needs the help of the members of The Society. I hope that you will volunteer to contribute some of your time and expertise to this project.

Committee Reports

Publication Chair Report / Secretary

Jennifer Alonso, Ph.D., CGP
Jennifer Alonso, Ph.D., CGP

One of my roles as the Secretary includes integrating and updating the information between the Society’s journal, online newsletter, conference programming, website and social media. Since the last newsletter, we have made updates to the Society’s APA website to ensure information is accurate and up to date. This is a helpful resource for those interested in getting in touch with the Society’s leadership and a place to identify volunteer opportunities for those interested in serving in the Society. A new addition includes the Member of the Month column which provides you a chance to get to know others in the Society. In addition, if you are interested in getting involved in the Society, consider viewing the committees offered and contacting the chair to get involved. I hope you will utilize APA’s MyCommunities site. It is a forum where members can view information related to the running of the Society. You will find business and board meetings for the recent August 2014 convention, as well as previous years, the bylaws, policy manual, and more.



Women in Leadership

STEPPING UP TO THE PLATE: Opportunities and Challenges for Women in Leadership

Susan H. McDaniel, Ph.D., ABPP and Nadine Kaslow, Ph.D., ABPP

 “As we look ahead into the next century, leaders will be those who empower others.” Bill Gates

The two of us have traveled similar paths, having met in Houston when Susan was a postdoc in family therapy and Nadine was a practicum student in child psychology.  Since then, we’ve both:  taken on leadership roles in academic health centers (Susan as a Division Chief in Psychiatry and an Associate Chair of Family Medicine, Nadine as Vice Chair of Psychiatry and Behavioral Sciences and Chief Psychologist at Grady Hospital).  We both did national leadership training:  Nadine following Susan in the HHS Primary Care Policy Fellowship, and Susan following Nadine in the Executive Leadership program for women in Academic Medicine (ELAM).  We have both been active for years in APA governance:  Nadine is now the President of APA, Susan is on the Board of Directors and running for President.  Susan has built a career developing primary care psychology, Nadine has focused on suicide and family violence research, psychology education and training, and family psychology.  Both are experienced journal editors. Both have much experience with the internal and external barriers to women in leadership roles of all kinds.

Answering the phone:

“This is Dr. McDaniel.”

“Can I leave a message for Dr. McDaniel?”

“No, this is SHE.  How can I help you?”

How many of us have had this experience? When we started working in our respective academic health centers in the 80s, there were few women, and we were almost always assumed to be secretaries.  How do we move from there to here—an era when many women want to “lean in,” step up to the plate, and provide leadership to their organizations?

Women often have good interpersonal skills and high emotional intelligence.  That’s how we were raised.  These are VERY helpful in leadership roles.  However, there are plenty of other skills we must learn to be good leaders.  Many women can come to the work world expecting that, like in their childhood, they will be rewarded for being good girls and not causing trouble.  Unfortunately, at least in academic health centers, this behavior often results in taking the woman’s skills for granted rather than developing her abilities and maximizing her contributions.

We will address some of these challenges in this article, starting with assessing the alignment of the system with the woman’s goals, then reviewing issues of power and dependency in leadership, and concluding with conflict management skills.  This treatment is only an appetizer in a very rich meal; we hope you will consider some of the references for more in-depth treatment of these subjects.


Opportunities for leadership can arise in planful or unexpected ways.  One key consideration is the alignment of the mission, values, and culture of the institution with your own.  We find it very useful, as a first task, to write a personal mission statement.  Most of us have participated in writing mission statements for our department or organization.  Spend 20-30 minutes writing one for yourself.  Whenever we’re making difficult decisions about priorities, we return to our personal mission statements and ask what is most important in achieving our personal goals.  Not who will we please, or will we be good for the job, but is it in line with what we care about most?  Is it how we want to spend our energy, our precious time?  Personal mission statements are also useful to read just before going into a difficult meeting.  They ground us in our commitments, and help to quell the reactivity so common to our species.  They also evolve over time, and are worthy of rewriting annually.

After writing a personal mission statement, the next step is to assess the psychological health of the organization for which you may become a leader (McDaniel, Bogdewic, Holloway, & Hepworth, 2008).  Does it have a clear mission and identified goals?  How do these match with your own?

More generally, do its leaders communicate clear expectations for its workers?  Does it have a mentoring system and foster career success?  Are its resources aligned with its stated priorities?  Does it conduct formative reviews?  Does it acknowledge employee value and contributions?  Do leaders have strategies to help individuals having difficulty?  Does it afford latitude for employees with changing life events?  Does it have fair and systematic mechanisms for dealing with disruptive behavior?

Power and Dependency

Leadership, by definition, means confronting issues of power and dependency.  The American Heritage Dictionary lists four definitions of power, the first being  “the ability or capacity to act or perform effectively.” Not until the 4th definition do we get to “the ability or official capacity to exercise control or authority.”  It is this definition that implies domination, and can be problematic for clinicians in relation to patients and other team members.  The antidote to power as domination is shared power, or caring.  Caring consists of being present, listening, demonstrating a willingness to help, and an ability to understand–people talking with each other rather than to each other, interactions based on a foundation of respect and empowerment (McDaniel & Hepworth, 2003).  Sometimes that means finding out the behaviors that the other person experiences as respectful or empowering, or reporting on behaviors we appreciate.

The sociology of superordinates tells us that there are predictable feelings and behaviors experienced by those higher in the hierarchy, as well as by those perceived as lower (Goode, 1980).  In particular, those higher tend to experience their position in terms of feeling burdened and responsible rather than powerful, blessed or lucky.  Those lower can feel that their talents or accomplishments go unrecognized. They can be vulnerable to feeling invisible, unappreciated, disrespected, and eventually, resentful.  Understanding these dynamics can help to provide appropriate support to leaders or followers, and move the culture towards one of collaborative respect.

Conflict Management

Effectively managed conflict promotes cooperation and builds healthier and more positive relationships (Coleman, Deutsch, & Marcus, 2014). Conflict management refers to using strategies that moves the conflict toward resolution without escalation or destruction of relationships.  A strong overall approach to conflict management includes an appreciation that conflicts are complex and thus require differential tactics of management based upon the people involved, the situation, and the style of the parties. It entails thoughtful consideration of the myriad sources of conflict (e.g., misunderstandings and miscommunications, fear, failure to establish boundaries, negligence, need to be right, mishandling differences in the past, hidden agendas, and the intention to harm or retaliate). Conflict management efforts must involve a detailed analysis (i.e., scientific approach) of the facts of the situation and attention to the feelings and perceptions of the parties.

The first step to managing a conflict is identifying the critical issues related to the situation, as well as associated organizational, personal, and cultural factors. Encourage each party to ask him/herself a series of questions, such as “how does my behavior contribute to the dynamics? What elements of the situation am I able and willing to change? What matters most to me/to the other party in the situation?”. If you are a party to the conflict ask yourself these questions.

Finally, take a clear and direct, but respectful and caring approach to addressing a conflict. It is critical that you define the situation in terms of a problem that calls for a solution (Fisher, Ury, & Patton, 2011).  All parties must acknowledge their feelings and acknowledge the feelings of the other(s).  Then ask for specific behavior change and hear the behavior change requests of the other party(ies).  This involves being  clear about the outcome you want, accepting what you can get, giving up on having to be right, and demonstrating your willingness to hear the other party’s perspective and to work collaboratively. Following this, share what you are willing to do to improve the situation and strive to do your best to make these changes.

In conclusion, women bring many talents to leadership.  Like other important decisions in life, it takes courage to “step up to the plate” but it is also a rewarding opportunity to serve.  We all need ongoing coaching and feedback regarding challenges related to defining our personal mission; ensuring its alignment with the institution, agency or organization; and managing issues of power, dependency, and conflict.  We need your talents in this time of transition!


Coleman,P.T.,  Deutsch, M., & Marcus, E.C. (2014). The handbook of conflict resolution: Theory and practice (3rd edition). San Francisco: Jossey-Bass

Fisher, R., Ury, W.L., & Patton, B. (2011). Getting to yes: Negotiating agreement without giving in. New York: Penguin Books.

Goode W.T. (1980). Why men resist.  Dissent27(2), 287-310.

McDaniel, S.H., Bogdewic, S., Holloway, R., & Hepworth, J. (2008). Architecture of Alignment: Leadership and the Psychological Health of Faculty. In: T.R. Cole, T.J. Goodrich, and E.R. Gritz (Eds.) Academic Medicine in Sickness and in Health: Scientists, Physicians, and the Pressures of Success.  Humana Press, pp 55-72.

McDaniel, S.H. & Hepworth, J. ( 2003). Family psychology in primary care: Managing issues of power and dependency through collaboration.  In: R. Frank, S.H. McDaniel. J. Bray, M. Heldring (Eds.), Primary Care Psychology.  Washington, DC: American Psychological Association Publications


Group Training Survey: May 2014

Lee Gillis, Ph.D.
Lee Gillis, Ph.D.

In the last newsletter I shared that working in collaboration with Sean Woodland, current student representative; Rosamond Smith, student representative designate (2015); and Dr. Leann Diederich, membership chair and member at large, an email survey was sent in May 2014 to Directors of Training in both clinical and counseling graduate psychology programs to ascertain the importance their program placed on group training.

We received 54 responses with one respondent declining to participate for a total N of 53.  We sent emails to 57 Council of Counseling Psychology Training Programs (CCPTP) and 21 responded; 31 Directors from National Council of Schools and Programs of Professional Psychology (NCSPP) were identified from webpages and sent email invitations and eight responded and due to a website crash at the Council of University Directors of Clinical Training (CUDCP) an email with the survey link was sent by a member to the listserv and 22 responded (out of approximately 80 recipients). Three board members of the Division responded to the pilot survey with information about their programs that was usable. Thus the response rate (54/168) was approximately 32%.

Clinical psychology accounted for 58% (N=26) of the responding programs and 42% (N=19) as counseling psychology.  Question 2 asked “Does your program provide a group-specific class or classes?”  There was a difference in how clinical and counseling programs responded to this question.  While 35% of the clinical psychology programs answered yes to this question, 100% of the counseling psychology programs responded in the affirmative.  In retrospect, we should have asked if the training program “required” a group specific class.  Most readers know that the Guidelines and Principles for Accreditation of Programs in Professional Psychology  do not include the word “group” in it’s domains and standards and it is difficult to determine if this lack of a requirement distinguishes the clinical and counseling psychology training programs represented in the limited sample of programs responding to the survey or if the difference is related to the philosophies of these approaches or if such a difference is insignificant.  Most of the types of courses offered were introductory group therapy courses; no one mentioned an advanced group course.  There was not a clear indication if courses were primarily didactic or experiential.  Though when asking specifically about courses in a question where the respondent could check all that apply, with 29/53 responding, 83% checked “Experiential”, 59% checked “rotating leadership”, 52% chose “peer leadership”, and 31% chose “other”.

There is more qualitative data in the survey results regarding the settings of group therapy practicum’s; types of group research students are involved in, and ways “experiential” groups are defined.  This data will serve as grist for a future article in The Group Psychologist.  In the meantime, if you desire to see a summary pdf of all the data, please contact

Thirteen programs granted permission for us to mention the name of the program on the Division 49 website and those programs with contact emails are listed below:

Clinical and Counseling Psychology (M.S.) Chestnut Hill College Cheryll Rothery, Psy.D., ABPP
Clinical Psychology Doctoral Program Wayne State University Mark A. Lumley, Ph.D.
Clinical Psychology Doctoral Program Indiana University of Pennsylvania David LaPorte
Clinical Psychology Doctoral Program Seattle  Pacific University David G. Stewart
Counseling and Educational Psychology Indiana University Rex Stockton
Counseling and Student Personnel Psychology University of Minnesota Sherri Turner, Ph.D.
Counseling Psychology New York University Mary B. McRae
Counseling Psychology Carlow University Mary Burke
Counseling Psychology Texas Tech Univ Sheila Garos, Ph.D., DCT
Counseling Psychology University of Maryland Dennis Kivlighan
Counseling Psychology University of Nebraska-Lincoln Michael Scheel
Counseling Psychology Iowa State University Nathaniel Wade
Doctoral Program in Clinical Psychology (PsyD) University of Hartford John Mehm


Committee Reports

APA Council Meeting Report

Sally Barlow, Ph.D.
Sally Barlow, Ph.D.

Council of Representatives August 2014 Report from Sally Barlow, Ph.D.

(Thanks to Rhea Farberman, Monitor Executive Editor for sharing her summary of meeting, portions of which I use here)

1. Council continued work on Good Governance Project (GGP) and Implementation Work Group (IWG), which seeks to streamline APA’s governance system and make it more inclusive. As background, Council approved 3-year trial delegation of duties to Board of Directors (BOD) in 4 areas (finances & budget, oversight of CEO, aligning budget with strategic planning, internally focused policy development) during February meeting, and changes to APA’s board of directors to include 6 member-at-large seats to be elected by general membership, as well as a public member, student and Early Career Psychologist (ECP) and 2 more seats from the newly created Council Leadership Team (CLT) to liaise better between Council and BOD. These changes to the BOD will require a bylaws vote by general membership expected to be sent out during next year.

2. Details about these changes were hammered out (mostly hammered on ) during the August 2014 meeting regarding council’s optimal size and structure (House of Representatives vs senatorial models); that is, an apportionment vs. 1-seat-each model.

3. Council approved changes in oversight functions of Committee for the Advancement of Professional Practice (CAPP), now be wholly a committee of the APA Practice Organization (APAPO), which will be responsible for day to day work including c-6 interests in legislative, legal and regulatory areas.

4. Council approved association rules (attending to issues of inclusivity) to ensure ECP representation.

5. Council adopted a resolution to stem false confessions obtained by police officers from women in the midst of domestic abuse situations as well as mentally disabled adults, both of whom may not understand their right to remain silent.

6. Council adopted as APA policy s resolution on diversity in children and adolescents to encourage greater education regarding gender and sexual orientation.

7. Council adopted resolution in support of UN Convention on Right and Dignity of Person with Disabilities. (See

8. Council approved creation of a Div. 42 journal titled Practice Innovation

9. Council approved creation of a committee on Associate and Baccalaureate education.

10. Council adopted new policy that supports inclusion of all governance boards and committee members who have not previously served in governance.

11. Council elected a class of 111 APA Fellows—if you are not already a fellow, please consider being one!!

*As this was an altogether fractious debate, I will spare you the details. Almost all of the 1 and ½ days spent on this debate appeared to be to be highly managed from the floor by the minority of council reps who wanted to hang on to apportionment. (This is a large debate—I recommend that you review the attachments on representation that I included in the last council report if you are interested.) The debate continued several weeks on list serve exchanges after the DC meeting. I responded on the list serve as a good group person by pointing out the group dynamics impasse. Many of the minority stakeholders insisted on a council retreat (potentially costing APA $200,000) in addition to our 2 face-to-face meetings each year. I am copying one of my list serve responses, and would like you to know that a number of people responded individually to me saying emphatically that I had exactly captured what was happening. “Trying to figure out if I have read the latest raft of emails correctly. 1) the majority/minority continue to fight with each other accusing each other of even nastier politicking including hijacking the parliamentary process and 2) proposing to meet together for even more time in between now and the February 2015 Council meeting presumably because we cannot come to consensus. Wow. If we can’t accomplish our work in our 2 yearly face-to-face meetings, given all the committee work that has gone into council preparations beforehand, all the behind-the-scenes thinking, why would we want/need to meet more? Madness.