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This study explored a sample of clinical psychologists' preferred resolutions to a series of hypothetical ethical dilemmas and their primary reasons for these choices. The relationship of various professional characteristics to choices and reasons was assessed. Ethical dilemmas volunteered by respondents were analyzed. Results indicated a general lack of consistency in decision making among psychologists in both actions taken to resolve dilemmas and reasons chosen to justify these actions. On the whole, psychologists with different characteristics did not differ in their choice of response to ethical dilemmas or their reasons for these choices. It is argued that diversity in professional decision making, and the ethical dilemmas volunteered by the profession, may serve as useful indices of those ethical issues that pose difficulties for professionals. These results are discussed in the light of similar findings and in the context of current ethical regulations. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 1997.

This study examines how the beliefs of 139 psychologists regarding the causes of male homosexuality influenced how favorably they perceived male clients presenting in therapy with concerns about sexual orientation. The independent variables were the goal the client identified (accept or change his orientation) and the beliefs the psychologist had about the causes of homosexuality (more the result of "nature" or "nurture"). It was hypothesized that a significant interaction would be found between the client's goal from therapy and the psychologists' etiological beliefs, which would influence favorability of client perception. It was further hypothesized that psychologists would perceive a client seeking change would be perceived less favorably than one seeking to accept his orientation. To measure participants' beliefs, the Etiological Beliefs Regarding Male Homosexuality (EBRMH) scale was developed. Positive scores indicate more internal beliefs (nature), whereas negative scores reflect more external beliefs (nurture). Favorability was assessed by combining four ratings participants' made about the client: 1-client's level of pathology, 2-appropriateness of the client's goal for therapy, 3-likelihood the client will achieve his goal, and 4-participants' willingness to provide requested treatment. Data were analyzed using multiple regression, and no demographic variables made a significant contribution to the model. Both independent variables and their interaction were significant, however. The interaction was more closely examined using the Johnson-Neyman technique.The research hypotheses were largely supported. Participants viewing homosexuality as more influenced by internal factors strongly preferred clients seeking to accept their homosexuality over clients wanting to change it. Participants with more external beliefs felt more similarly regarding clients regardless of goal, though most viewed the client wanting to accept his orientation more favorably. A small group of participants (n = 8) with extremely external beliefs reported no difference in how they viewed the client regardless of his goal.The results of the present study challenge some empirically supported beliefs about judgments regarding homosexual clients. Specifically, several factors often considered to influence how favorably a homosexual client is seen (e.g. amount of clinical experience with homosexual clients, being homosexual oneself) had no real influence on favorability ratings. / Department of Counseling Psychology and Guidance Services

The main purpose of this research was to collect information regarding clinical and counseling psychologists', school psychologists', and child psychiatrists' (a) current knowledge about autism, (b) levels of training and preparedness to provide diagnoses and interventions, (c) common tools and methods used to assess autism, (d) the disorders that are most difficult to differentiate from autism, and (e) the most common recommendations and interventions used for children with autism. Autism currently affects 1 out of 166 children and it has been estimated to have a 10-17% growth annually (Center for Disease Control, 2005). Therefore it is imperative that professionals who work with children who have autism be trained and knowledgeable. No research was found regarding the training, knowledge, assessment, and intervention practices of professionals.A survey was developed to address training, diagnostic techniques, knowledge, and intervention practices of professionals. The survey was initially mailed to a total of 987 professionals within the state of Indiana (394 members of the Indiana Association of School Psychology, 500 members from the Indiana Association of Psychologists, and 99 members from the Council of Child and Adolescent Psychiatrists). A total of 343 usable surveys were returned.Overall, professionals demonstrated a good knowledge base about autism facts verses myths. Professionals also demonstrated good knowledge of disorders that can be comorbid with autism. Professionals underestimated the rate of seizure disorder and mental retardation with autism. Most professionals reported receiving training on autism from workshops and very little training from graduate programs or internships.Professionals reported wanting to have more opportunities for hands-on training with children who have autism. Professionals most often used rating scales when performing assessments for autism and rarely used instruments such as the Autism Diagnostic Observation Schedule (ADOS) or the Autism Diagnostic Interview- Revised (ADI-R). Respondents felt most comfortable with assessment of autism and least comfortable with providing interventions. Communication disorder was ranked as the most difficult disorder to differentiate from autism by all professionals. Respondents differed on specific interventions they recommended and interventions they actually provided. Implications for professionals, training, and future research are discussed. / Department of Educational Psychology

Thesis (Psy. D.)--Wheaton College Graduate School, 2005. / Abstract. Includes bibliographical references (leaves 46-48).

Dissertation (DPhil)--University of Stellenbosch, 2008. / Bibliography. Also available via the Internet.

Thesis (Ph. D.)--Auburn University. / Abstract. Vita. Includes bibliographical references (p. 92-98).

Thesis (Ph.D.)--Cleveland State University, 2008. / Abstract. Title from PDF t.p. (viewed on July 11, 2008). Includes bibliographical references (p.71-80). Available online via the OhioLINK ETD Center. Also available in print.

Thesis (Ph. D.)--Lehigh University, 1998. / Includes vita. Includes bibliographical references (leaves 116-133).

Dissertation (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes bibliographic references.