The educational pyramid: A paradigm for training, research, and manpower utilization in community psychology

Edward Seidman; Julian Rappaport

doi:10.1007/bf00878039

The educational pyramid: A paradigm for training, research, and manpower utilization in community psychology

American Journal of Community Psychology ◽

10.1007/bf00878039 ◽

1974 ◽

Vol 2 (2) ◽

pp. 119-130 ◽

Cited By ~ 31

Author(s):

Edward Seidman ◽

Julian Rappaport

Keyword(s):

Community Psychology ◽

Training Research ◽

Educational Pyramid

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Training, Research, Intervention and Community Practice: An Overview of the VII International Conference of Community Psychology

Journal of Community Psychology ◽

10.1002/jcop.22484 ◽

2020 ◽

Vol 49 (1) ◽

pp. 7-9

Author(s):

Marianne Daher ◽

Loreto Leiva

Keyword(s):

Community Psychology ◽

Community Practice ◽

International Conference ◽

Training Research

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The context of counselling: a neglected dimension of training, research and practice

British Journal of Guidance and Counselling ◽

10.1080/03069889800760291 ◽

1998 ◽

Vol 26 (3) ◽

pp. 325-336 ◽

Cited By ~ 1

Author(s):

John McLeod ◽

Linda Machin

Keyword(s):

Research And Practice ◽

Training Research

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Multicultural Assessment of Personality and Psychopathology in the United States: Still Art, Not Yet Science, and Controversial

European Journal of Psychological Assessment ◽

10.1027/1015-5759.14.1.62 ◽

1998 ◽

Vol 14 (1) ◽

pp. 62-70 ◽

Cited By ~ 11

Author(s):

Richard H. Dana

Keyword(s):

United States ◽

Racial Identity ◽

The United States ◽

Therapeutic Assessment ◽

Culturally Competent ◽

Research Attention ◽

The Status ◽

Training Research ◽

Multicultural Assessment ◽

Personality Description

This paper describes the status of multicultural assessment training, research, and practice in the United States. Racism, politicization of issues, and demands for equity in assessment of psychopathology and personality description have created a climate of controversy. Some sources of bias provide an introduction to major assessment issues including service delivery, moderator variables, modifications of standard tests, development of culture-specific tests, personality theory and cultural/racial identity description, cultural formulations for psychiatric diagnosis, and use of findings, particularly in therapeutic assessment. An assessment-intervention model summarizes this paper and suggests dimensions that compel practitioners to ask questions meriting research attention and providing avenues for developments of culturally competent practice.

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