Guide to Psychological Clinics in the United States
PART II
Chapter I?Classification of Clinics and Tabulation of Data In undertaking the preparation of a Guide to Psychological Clinics in the United States, the committee constructed a questionnaire containing a series of questions concerning clinic organization, clientele, procedure, research, training and practice in clinical service, affiliated educational institutions, circumstances leading to organization, difficulties encountered, and future plans.
An intensive effort was made to reach all psychological clinics in the country. Every clue was followed by a questionnaire and if no answer was at first forthcoming, repeated follow-up letters were sent. The result was 150 filled-out questionnaires, collected during the period January, 1933, to June, 1934.
Of these 150 questionnaires, 87 described psychological clinics, 32 psychiatric clinics offering psychological service, 24 organizations not clinical in type but employing clinical methods in the course of their procedure, and 8 described a private consulting practice.
The first group of psychological clinics includes those in which the organization is clinical in type and in which the psychological point of view dominates. They are in nearly all cases directed by psychologists. This group provides the subject matter of our report. The organizations comprising the second, third and fourth groups are of great interest as indicative of the various types of service to which clinical psychologists are contributing, and the material which we received from them would repay detailed analysis. This has not been attempted by the committee, as these organizations do not fall within the scope of the present study. A short statement concerning each psychological clinic, including a paragraph concerning its origin and purpose, and information in regard to personnel of staff, clientele, clinical procedure, research, training and practice in clinical methods, and affiliated educational institutions is presented in Chapter II. This factual information concerning the clinics is arranged according to state and city location in alphabetical order and constitutes a guide to the existing psychological clinics in the United States. We can scarcely hope that there are no omissions, but we do hope that the publication of this guide will bring to our attention any clinics which we have failed to discover.1
In addition to the report concerning each individual clinic, we have prepared a classification of the 87 clinics according to the type of the supporting organization of each clinic and collated the facts concerning personnel, clientele, procedure, research, training in clinical practice, and educational affiliations reported by each group in the classification. So classified, the 87 clinics represent nine groups:
Universities and Colleges.
Schools?Public and Private.
Social Agencies.
State Agencies.
County Agencies.
City Agencies.
Self-Supporting Clinics.
Foundations.
Institutions.
This grouping is valuable in that it reveals the varying needs which have led to the establishment of clinics, and also the varied trends of procedure developing under different types of service and jurisdiction.
Table I {A, B, C, D, E, and F) presents the number of psychologists, psychiatrists, physicians, research workers, social workers, clinic teachers, and clerks in each clinic, together with the academic degrees held. Summarized, it shows that in the 87 clinics, 350 psychologists are functioning; that of this number 147 have the Doctor’s Degree, 122 the Master’s, 38 the Bachelor’s, and 39 are graduate students. The table on page 17, summarized from Table I A, brings out clearly the relative academic standing of the psychologists employed by the different type groups. The reverse relationship between the number of those holding the Ph.D. and the Master’s degree in the A Group and those holding the Ph.D. and the Master’s degree in the B Group is particularly interesting?80 to 21 in A, and 25 to 63 in B. It is also ini The committee would greatly appreciate being informed of any psychological clinics not included in this Guide, in order that they may be included in future editions.
Table I Classification of Clinics Based on Type of Supporting Organization and Classification of Staff Members A. Psychologists?Number per Clinic with Academic Standing Group A Universities and Colleges Group B Schools?Public and Private Group C Social Agencies Group D State Directors Assisting Psychologists Directors Assisting Psychologists Directors Assisting Psychologists Directors Assisting Psychologists P P o J! J !? Pi Ph P p 3 a p i 11 ?? O ? J “S fig S P “S -S ~o “3 “3 pl,^Ppl,Smo HEh 2 2 5 ? Ph Ph 5 PQ ? ^ Ph Ph O O ^ ^ c3 o o P< 3 n EH Eh p p ^ pd Ph Ph R <i3 3 h ? O O Ph 3 n Eh Eh P P ? 3 1 R Ph Ph p 3 Ph S E”1 E-i 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Grand Total 6 6 6 1 111 20 17 1 14 2 12 6 9 1 2 16 13 12 15 2 4 1 6 1 12 1 7 1 24 15 1 IS 18 3 11 12 12 1 11 13 1 1 10 15 3 3 1 2 2 3 1 4 5 2 12 5 3 4 2 10 4 3 4 8 4 1 9 10 22 3 1 14 8 24 2 2 9 1 13 3 3 11 15 3 2 3 1 8 4 1 2 1 3 16 2 12 4 2 2 2 112 1 4 5 1 1 11 14 3 34 32 1 1 30 1 1 16 21 5 39 147 80 17 17 62 23 112 25 12 3 9 2 20 9 2 16 23 7 12 THE PSYCHOLOGICAL CLINIC Table I (Continued) Group E County Group F City Group G Self-Supporting Group H Foundations Group I Institutions Director Assisting Psychologists Director Director Assisting Psychologists Director Assisting Psychologists Directors Assisting Psychologists ‘?) < ^ s s kH ? O ? ^ n h e-i Pt P “o O R p fi S 1 P* Ph R < <5 $ $ rC kA ‘ O O pH < pq Eh Eh R < ? i h .c Ph ^5 Ph * 2 00 A P4 Ph s i < ph S ? l 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Grand Total 1 1 1 2 2 4 2 3 4 4 4 5 5 1 4 2 12 14 1 11 3 1 112 5 2 4 3 19 5 7 8 4 25 11 REPORT OF COMMITTEE OF CLINICAL SECTION 13 Table I Classification of Clinics Based on Supporting Organization B. Medical Staff?1. Psychiatrists, 2. Physicians Other than Psychiatrists Grand Total 1 2 3 4 5 Grand Total Group A Universities and Colleges 1 ^ I a am ? a j p< -9 ja ? S O O CJ 3 &> fe o TO TO _9 <3 Ph Ph Eh 8 5 4 9 3 15 6 13 3 12 9 9 18 w O .? Z P< F4 Eh 3 3 3 3 4 2 6 1 4 4 1 5 5 8 12 6 18 Group B Schools PublicPrivate f Y “o “ci m m O P-. PM Eh 5 5 5 3 4 2 6 9 2 11 e ?B ?2 m “2 5 O 13 3 oo O .3 o 53 Qu ?a -2 _! i 2 Ph h Eh >> >. J3 J3 3 3 3 2 3 14 13 3 6 9 1 10 Group C Social Agencies ?S en O *c n i 3 Vj co co *2 o | | 1 u CO o Cu H o o c3 3 “t? ,?T CO cq O Ph h 3 3 3 4 4 4 8 113 4 8 8 7 15 H O B S f V I ?? i, i, ? 3 J3 -d o ^ Ph Ph Eh 3 3 3 1 2 2 1 3 3 5 5 3 8 Group D State 1 ? * w O M ?I I d | P-( Ph Eh 15 6 2 2 5 7 ? Ph Group E County s a i l IT”! O w & .2 5 cJ cJ g ^ i -3 J Sf & o ^ Ph Ph H 1 1 1 12 2 2 3 ?a a G 2 n S o ! T Y i 0 ? ? 1 ^ cj bj r 1 1 I ? 5? ? 5 3 J3 ja o ? Ph Ph Eh Group F City ;a ? 9 | Silt! o ^2 TO 2 “3 -3 -2 g u ^ ?-t >> o “S ~S p!J ? p-3 H o o c3 ? >> >? “8 ?C co co O ? Ph Ph Eh “d ‘S I ^ ? Ph Group G SelfSupporting 5 I T U i Q .2 ‘? ^ .2 .2 ? o ? ? j?> O ,c3 c5 ^ IB IS ^ H O O ^ co co O ?h P-i Ph H a 5 8 ?f ?2 ? Ph Group H Foundations G TO 8 $ ? I ?3 00 O -g a I I a O <3 <s I “S .2 .2 g Z Ph Ph Eh 112 3 12 4 6 3 4 6 10 O “f ?3 ? Ph 1 1 1 1 2 2 2 3 Group I Institutions ta 3 To llll ? 5 j? 2 ?S -2 .2 | 0 t. <- >1 M ^ H ? fll 03 TO Q_i ?? 2 2 “3 g p O c3 3 ^ ^ “5 72 CO O Z Ph Ph Eh 1 1 2 3 O f 2 2 2 2 14 THE PSYCHOLOGICAL CLINIC Table I Classification of Clinics Based on Supporting Organization C. Research Workers?Number per Clinic with Academic Degrees Group A Universities and Colleges Group B Schools Public and Private Group C Social Agencies Group D State Group G Self-Supporting Group H Foundations P ^ ? P % < < s p 1 3 12 3 2 2 2 2 4 3 4 3 12 9 12 17 1 16 17 Grand Total 8 2 7 27 36 fc p s ri p E-” H 5 2 2 1 5 111 131 12 11 4 2 12 M -3 ? M ? <D o Ph 2 pq P H 1 1 1 1 112 a <3 1 | q E 3 a ? p H REPORT OF COMMITTEE OF CLINICAL SECTION 15 Table I Classification of Clinics Based on Supporting Organization D. Social Service Workers?Number per Clinic with Academic Degree Group A Universities and Colleges Group B Schools Public and Private Group C Social Agencies Group D State Group E County Group G SelfSupporting Group H Foundations Group I Institutions .2 Q <D GO Ph a _i I ? < ? ? ? m O Q HH J E , g g CZ2 <) bi fc ? ? ? Q 5 ?”! W << t? -5 ~ . o o 6 % pq p H ?a o 3 t **-t cj O M O V . m f R ?< 3 3 . f] . * Q ^ ^ H I H <i 3 3 J : O ? S ? Eh s ^ o I ?& ti | ?2 I 3 o- Sf ?4_ O CJ C3 0 -C S ‘3 h ?? o u S K 02 ?2 3 ~ a i 1 O | a? < < I ? S ? ? S pq Q 1 5 12 1 15 1 2 12 2 3 4 6 7 8 9 12 3 2 13 3 1 3 2 6 2 2 116 12 2 4 116 7 3 12 3 2 14 16 2 2 2 2 2 4 1 1 2 3 IS 18 1 3 6 3 12 2 112 11 12 1 2 Grand Total 7 1 4 1 8 1 15 1 10 3 3 12 6 26 15 3 9 2 2 2 2 2 4 4 1 3 9 18 31 4 3 1 <5 10 16 THE PSYCHOLOGICAL CLINIC Table I Classification of Clinics Based on Supporting Organization E. Teachers?Number per Clinic with Academic Degrees Group A Universities and Colleges Group B Schools Public and Private Group C Social Agencies Group G SelfSupporting Group I Institutions O 0 ? <? o O cS J H 1 ^ 3 3 j ^ o ^ ph S m h o h tu | R 2 3 J H . O O ? p_ ? ? E-I H a> 02 -p ?a o S i3 o o ? 5 tc a 3 o o ? P H O 3 ? a S s ?? 3 ? o 55 H H O ^ 02 0> ?3 fe H -2 ? S ? c3 a ? 3 a> o 55 H Eh 2 112 112 3 1 4 4 111 21 1 1 1 1 2 2 1 2 2 1 5 5 Grand Total 4 S 3 1 9 111 21 2 3 3 1 5 5 1 2 2 Table I Classification of Clinics Based on Supporting Organization F. Clerks?Number -per Clinic Group A Universities and Colleges Group B Schools PublicPrivate Group C Social Agencies Group D State Group E County Group G SelfSupporting Group H Foundations Group I Institutions d O t-. o & & o> O J & A f-i .3 O u o a a 3 3 ? .3 3 t-i o o ,Q a a 3 3 ? 55 03 to G ^ .3 oj O O a a j=? 3 55 55 02 m ,2 .a s o o X! a a 3 3 55 55 J J O O ?2 .C a a 3 3 15 55 .3 Q o o ^2 XI a a 3 3 55 55 .3 a> o o J3 a a 3 3 55 55 .2 ^ 3 ^ o o X! ?2 a a 3 3 55 55 Grand Total 14 14 4 8 1 3 20 31 4 4 4 8 3 9 3 15 1 6 1 7 16 49 1 1 2 4 3 9 1 4 7 18 2 2 2 4 1 2 1 3 5 12 1 5 1 5 1 3 1 5 3 3 1 2 1 3 1 4 6 12 REPORT OF COMMITTEE OF CLINICAL SECTION 17 Group Clinics Psychologists Ph.D. Masters Bachelors Graduate Student A B C D E F G H I 34 17 12 6 2 1 2 4 9 147 112 20 23 5 1 9 8 25 80 25 9 7 1 1 9 4 11 21 63 8 16 2 5 24 2 39 87 350 147 122 38 39
teresting to note that graduate students are largely used in the A Group and apparently not used in any other, and that in the G Group all the psychologists hold the Ph.D. degree. The following abridged table, also taken from Table I, presents the number of psychologists, psychiatrists, physicians other than psychiatrists, research workers, social workers, teachers, and clerks employed by each group of clinics from A to I.
Group PsycholoPsychiatrists Staff Cons Physicians Staff Cons Research Workers Clinics Social Workers Teachers Clerks A B C D E F G H I 147 112 20 23 5 1 9 8 25 12 9 5 1 1 1 4 3 2 36 12 3 1 15 26 9 2 4 1 31 10 31 49 18 12 5 12 350 40 30 38 11 61 22 98 21 140
An interesting point made clear by this table is that of the total 70 psychiatrists on the staff, 30 are consultants only, and that of the 49 physicians other than psychiatrists, 11 are consultants. Much of the psychiatric and medical work is secured through physicians who are not full time members of the clinic staffs. This table brings out very clearly that provision for research is sadly inadequate in all the clinic groups. The number of clinics making special provision for research are: A Group, 8; B Group, 7; C Group, 2; D Group, 1; 6r Group, 2; H Group, 1; and I Group, 1; 22 clinics in the total of 87.
What rich contributions to the science of psychology, as well as to the methods of applying that science to the problems of humanity, are lost by our neglect of adequate study of the data being rapidly accumulated in the 87 unit clinics here reported it is impossible to surmize. We, however, would expect some worthwhile findings to result from the combined work of 350 psychologists, 119 physicians, 98 social workers, and 21 remedial teachers. Only 22 clinics have realized this with sufficient force to bring about the employment of special research workers, and of the 61 persons engaged in research in connection with these clinics, over half (36) are graduate students who are preparing theses. Other than graduate students, only 25 persons are actively engaged in research in these 87 clinics.
The committee is of the opinion that the accumulation of these data obligates those in charge of clinics to save whatever of value they contain from oblivion, and it feels justified in sharply criticizing the present neglect of adequate provision for research in the existing clinics.
The small number of social workers on the staff of the clinics, 98 in all, would indicate that very little follow-up work is being accomplished. As a matter of fact, much more is being accomplished than these figures indicate, as many, indeed the great majority of the clinics, secure much field work from the referring organizations and from departments in their own organizations which are not a part of the clinical set-up. In spite of these facts, which throw a more favorable light upon the situation than our figures lead us to expect, it is true that the clinics find themselves greatly hampered in doing the type of social follow-up work which their diagnoses indicate should be done. This is so because they must depend upon social workers attached to other departments who are not as a rule trained along the lines which make them capable of satisfactorily interpreting and carrying out the recommendations of the clinics, and who, when capable of this work, are so swamped by the routine work of the department to which they primarily belong, that adequate work for the clinic is out of the question. The clinics keenly feel the need of social workers for whom the carrying out of the recommendations of the clinics is their primary concern.
The committee is of the opinion that the ultimate value of clinical psychology can be proven only by a much closer connection between the clinical work and the carrying out of the recommendaREPORT OF COMMITTEE OF CLINICAL SECTION 19 tions based upon it in the actual life of the individual child, and that this can be accomplished only by social workers attached to the clinic staff. Perhaps the most important fact, brought out by Sheldon and Eleanor T. Glueck in their recent book, “One Thousand Juvenile Delinquents, Their Treatment by Court and Clinic,’’ is the impossibility of judging the value of clinic service by results obtained under a system which so definitely deprives psychologists of the function of directing the carrying out of their recommendations and so definitely deprives the child of the benefits which might accrue from the clinical study if so completed in the child’s life.
One member of this committee considers the lack of social service immediately connected with the staff the greatest obstacle met in actual clinical practice.
Closely connected with unsatisfactory provision for social service is the scarcity of provision for remedial teaching in the clinics. Groups A, B, C, G, and I report remedial teaching. Twenty-one teachers are listed for these five groups. As clinical teaching is in
Table II Clientele op Clinic A. Approximate Number Examined per Year BCD ^ Total w ^ P? *?? Q bO >. Co PO 100 or less 9 12 12 100 to 200 8 2 1 1 12 200 to 300 4 1 1 1 2 9 300 to 400 2 2 1 5 400 to 500 1 1 500 to 600 2 2 2 1 7 600 to 700 2 1 1 2 1 2 9 700 to 800 2 2 1 5 800 to 900 2 2 1 1 6 900 to 1000 1 1 1000 to 2000 2 2 2000 to 3000 Ill 3 3000 to 4000 2 2 4000 to 5000 1 1 7000 1 1 8000 1 1 13000 1 1 22000 1 1
a certain sense inseparable from clinical diagnosis, and as for a large number of children clinical teaching must be continued over a period of time in order to arrive at a satisfactory diagnosis, it is clear that this phase of the work is much underdeveloped. Table II (A, B, C, and D) presents the data for the clinic groups A to I concerning Section II of the questionnaire: clientele of clinics, number of persons examined per year, age range of those examined, reasons for request for examination, and sources of reference.
Table II Clientele of Clinic B. Age Range o> t>0 ?3-3 PU I 03 I s D E H Total Infancy to Adult Children to Adult Adolescence to Adult.. Infancy to Adolescence Children to Adolescence 7 17 4 5 16 33 1 13 16 Table II Clientele op Clinic C. Reasons for Reference Conduct Problems Educational Problems Home Placement Problems Guidance Problems Mental Defects and Abnormalities Neglect Personality Vocational Guidance Physical Problems ‘2”o PO 32 30 10 21 27 16 7 1 ?^”2 12 16 8 12 11 9 11 12 11 12 11 8 1 2 Total 72 74 41 60 65 39 9 3 3 REPORT OF COMMITTEE OF CLINICAL SECTION 21 Table II Clientele of Clinic D. Sources of Reference Welfare Agencies Public and Private Health Agencies Courts?Police?Probation Social Settlements Colleges and Schools Institutions Parents, friends, self Physicians Churches Clubs or Societies ?2 O “So 19 12 4 11 33 1 21 6 4 B C Is i 03 1|? ?a*? o a CO 03 10 4 6 15 12 2 12 9 6 2 9 3 9 5 3 H Total 57 27 32 14 70 9 50 21 7 1
Interesting is the finding that none of the University Clinics examined more than 900 persons per year, seventeen of this group examining approximately 200 or less, while the Public School Clinics run their numbers into the thousands. The approximate number of persons examined in the Social Agency Clinics and in the University Clinics is about the same.
Reasons for reference and sources of reference are multiple in all types of clinics. The work of nearly all the clinics reaches far into the social work field.
Table III (A, B, and C) presents the data concerning methods of clinical procedure: methods of obtaining social data and physical examinations, clinical teaching, and psychological tests used. Table III (C) presents a list of the tests reported as used, designating the number of clinics in each group {A to I) using each test. Many clinics failed to list the tests used, simply reporting such a statement as, ‘’ Practically all available tests.’’ This practice possibly reduced the number of clinics using the separate test items without affecting materially the order of tests in reference to frequency. Table IV (A and B) presents the number and classification of research workers in clinic groups A to I and lists the research projects now in progress. 22 THE PSYCHOLOGICAL CLINIC Table III Clinical Procedure A. Methods of Obtaining Social Data Clinic Interviews Clinic Blanks Social Worker Visiting Teacher Nurse Probation Officer Students School Correspondence Referring Agency Records of Other Agencies. 21 4 6 PL, ? I 03 I > JS t-t 8^ D E Total 4 44 1 7 7 35 2 5 2 6 1 2 1 4 1 20 3 19 Table III Clinical Procedure B. Methods of Securing Medical and Psychiatric Examinations Medical Examination Routine at Clinic Medical Examination Secured Through Referring Agency Medical Examination Secured Through Private Physician or Other Clinics Psychiatric Examination Made at Clinic 10 21 4 1 “S I OCLi 5 15 2 1 E Total 8 37 1 57 3 11 2 11 REPORT OF COMMITTEE OF CLINICAL SECTION 23 Table III C Tests Used by Clinics Answering Section III Number in Each Group A?I Using Each Test Recorded Adaptation Board Allport Study of Values American Council of Education Anthropometric Measures Army Alpha Army Alpha Revised Army Beta Army Performance Arthur Performance Scale Ayres Arithmetic Babcock Mental Efficiency Bernreuter Personality Schedule Binet-Simon Intelligence Binet Simon Intelligence: Hayes Revision for the Blind Herderschee Revision for the Deaf. Herring Revision Kuhlmann Revision Stanford Revision Blanton-Stinchfield Speech Breathing Capacity Spirometer Sphygmomanometer Stethoscope Breathing Proficiency Pneumomanometer Brueckner?Arithmetic Brueckner?Diagnostic Buckingham Ayres Spelling Buswell Diagnostic Arithmetic Carnegie Group Colgate Personal Inventory Color Cubes Comprehension Span Cowdery Vocational Interest Cube Construction Cube Imitation and Construction Dearborn ABCD Dearborn Formboard Dearborn Formboard No. 3 Design Blocks Detroit Advanced Detroit Alpha Detroit First Grade Detroit Kindergarten Detroit Manual Ability Detroit Mechanical Aptitude Detroit Primary Detroit Word Recognition Diagonal Directions?Easy and Hard Discernment Spans Downey Individual Will-Temperament B Total 2 6 1 1 10 4 4 4 26 1 1 11 11 7 1 16 19 49 2 1 2 1 1 2 1 1 3 1 1 1 2 7 10 2 1 8 8 1 2 1 2 3 1 1 3 1 5
Table III C?Continued G H I Total Emotions Emotions?Town Eye?Hand Dominance Feature Profile Ferguson Form Board Freyd Interest Furfey Developmental Scale Garretson Interest Gates Diagnostic Reading Gates Four Type Reading George Washington University Aptitude Gesell Developmental Gesell Developmental?Rome adaptation Goddard Form Board Goodenough Drawing Gray Oral Reading Gwinn-Thurstone Ingenuity Haggerty Delta I and II Haggerty Sigma I Haggerty Reading Handschin Modern Language Healy A and B Healy I Healy II Hearing?audiometer and other apparatus Henman-Nelson I. E. R. Assembly I. E. R. Assembly Viteles Modification.. I. E. R. Clerical Ability Ink Blot Iowa Placement Iowa Silent Reading Comprehension… Iowa State Arithmetical Disabilities. .. Judge Baker Scaled Information Kansas State Teachers College Arithmetic Kelly Construction Vocational Placement Kelly Trabue Sentence Completion Kent Emergency Kent-Rosanoff Free Association Knox Cubes Knox Lines Knox Moron Kohs Blocks Kohs Ethical Discrimination Kuhlmann and Anderson Battery Kuhlmann Infant Scale Kwalwaser-Dykema Music Laird C2 and C3 Laird Personality 1 1 1 1 3 1 10 1 1 1 2 7 1 20 1 5 1 2 17 1 7 1 1 1 I 3 II 6 1 7 1 17 2 24 1 2 6 1 1 2 2 1 1 2 1 1 1 1 1 1 1 6 3 2 1 6 1 20 4 2 2 1
Table III C?Continued Lewerenz Fundamental Abilities in Vis ual Art Los Angeles Arithmetic Los Angeles Diagnostic Los Angeles Reading MacQuarrie Mechanical Aptitude…. Manikin Manson Occupational Interest Matthews Questionnaire McAdory Art McCall Multi Mental Scale McHale Interest Meier-Seashore Art Judgment Memory Span Merrill-Palmer Pre School Miner Interests Minnesota Interest Minnesota Mechanical Minnesota Paper Form Board Minnesota Pre School Scale Minnesota Spacial Relations Moller Character Sketches Monroe Diagnostic Reading Morgan Mental Measure Morrison-McCall Spelling Myers Mental Measure National Intelligence Neymann and Kohlstedt?IntroversionExtroversion North Carolina Rating Scale O’Connor English Vocabulary O’Connor Clerical Aptitude O’Connor Form Board O’Connor Sales Aptitude O’Connor Wiggly Blocks Ohio Intermediate Ohio Literary Otis Intelligence Otis Intermediate Otis Self Administrative Parsons Manoptoscope Pegboard?Color Philadelphia Public School Standards.. Pintner-Cunningham Pintner?non-Language Group Pintner-Patterson Performance Poppelreuter Work Samples Porteus Maze Porteus Form and Assembling Pressey Classification and Verifying…. Pressey Cross Out, New Form Pressey Diagnostic English Pressey X-0 Providence Drawing Scale II Total 3 1 1 1 7 3 4 1 1 2 1 5 2 22 1 1 6 1 4 1 1 10 5 2 3 2 4 1 2 12 2 12 2 2 1 5 4 22 1 27 2 4 6 1 3 1
Table III C?Continued D E Psycho-Educational Clinic Arithmetic.. Public School Achievement Public School Reading Pyle Digit Symbol Randall’s Island Performance Reflexes Rhode Island Intelligence Roback Comprehension Roback Scientific Ingenuity and Juristic Attitude Roback Superior Adult Rogers Personality Adjustment Rosanoff Higher Form of Mental Measurement Rutgers Drawing Sangren Information?for Young Children Seashore Musical Talent Seguin Form Board Shank Reading Speech Comprehension Speech Efficiency?Miscellaneous Material Speech Sound Discrimination Stanford Achievement Stanford Attitudes and Interests Stanford Masculine-Feminine Stanford Motor Skills Unit Stanford Scientific Aptitude Stenquist Assembly Stenquist Clerical Stenquist Mechanical Aptitude Stevenson Arithmetic Strong Interests Stutzman Performance Taylor Number Tendler Emotional Insight Terman Group Terman Interests Thorndike-McCall College Entrance… Thorndike-McCall Reading Thurstone Clerical Thurstone Personality Schedule Thurstone Typing Thurstone Vocational Guide Toops I. E. R. Assembly Town Picture Memory Trabue Language Triangle Van Alstyne Vocabulary Pre-School … Van Wagenen History Vernon-Allport Study of Values Viteles Machine Feeding Viteles T-100 Wallin Pegboard
Table III C?Continued A B C D E F II Total Western Electric Pegboard Wichita Kansas Motor Coordination… Williams Reading Wisconsin Arithmetic Witmer Battery of Proficiency Witmer Cylinder Witmer-Dearborn Form Board Witmer Form Board Woodworth-Cody Psycho-Neurotic Inventory Wood worth-House Woodworth-Matthews Woodworth-McCall Arithmetic Wood worth Personal Data Wood worth Wells Substitution Word Association Young Slot Maze Tests Most Frequently Used by Clinics Tests Number of Clinics Using Stanford Revision 49 Porteus Maze 27 Arthur Performance 26 Healy II 24 Pintner-Patterson 22 Stanford Achievement 22 Merrill-Palmer 22 Gesell 20 Kuhlmann-Anderson 20 Table IV Research A. Persons Conducting Research Director of Clinic or Director of Research Director of Clinic Research Assistants Graduate Students Director of Clinic Graduate Students Director of Clinic Research Assistants Clinic Staff Director of Clinic Clinic Staff Director of Clinic Clinic Staff Graduate Students Graduate Students Research Assistants Volunteers ….
3 c3 Ph.? C D E G H Total 10 2 10 5 20 11 4 1 28 THE PSYCHOLOGICAL CLINIC Table IV B Besearch Projects Clinic Groups A to I Eesearch Interests Listed According to Clinic Groups Universities and Colleges (Group A) 1. Action current 2. Adjustment cases 3. Auto-biographical 4. Bilingualism 5. Binet Test 6. Causes of special defects and remedial measures 7. Child development 8. Child guidance 9. Chronaxie 10. Clinical and developmental studies of special cases 11. Clinical psychology 12. Clinical test approaches utilized in wide variety of problems 13. Delinquency areas and special factors determining them 14. Development of Ink Blot Test 15. Drawing test 16. Eye movement photography 17. Hypnotic phenomena 18. Individual development 19. Individual growth differences 20. Juvenile delinquency 21. Left-handedness 22. Mental deficiency 23. Mental tests 24. Motor coordination 25. Norms of behavior development in infancy 26. Personality Studies 27. Personnel 28. Prevention through early habit formation 29. Bacial differences 30. Selection of students for Teachers College on basis of personality 31. Sterilization 32. Study of over-protected children 33. Tests 34. Tests for constitutional types 35. Training technique for the birth injured 36. The psychonomic approach to analytic technique 37. Vocational guidance. Schools?Public and Private (Group B) 1. Causes for unsatisfactory progress in learning to read 2. Comparison of group and individual tests 3. First grade entrance test 4. Handedness and eyedness REPORT OF COMMITTEE OF CLINICAL SECTION 29 Research Interests Listed According to Clinic Groups (continued) 5. Problems and adjustments in tlie lives of college women 6. Relation between Dearborn Formboard performances and Binet-Simon I.Qs. 7. Results of retesting special class children 8. Study of behavior problem children and their traits 9. Tests?Educational 10. The effect of early entry on the child’s subsequent school history. Social Agencies (Group C) 1. Delinquency among girls 2. Educational problems 3. Effect on intelligence rating of an improved endocrine condition 4. Effect on intelligence rating of an improved pre-tubercular condition 5. Emotional Strengths and Balance G. Familial feeblemindedness 7. Feebleminded in the community 8. Increase in ungovernable cases due to depression 9. Industrial problems 10. Illegitimacy and its relation to mental ability 11. Psychology of the Iroquois Indian 12. Reexamination of children after a period of years 13. Trends of Juvenile delinquency in Rochester 14. Unmarried mothers considered from the standpoint of psychology 15. Vocational. State Organization (Group D) 1. Intelligence Tests?new and old. County Organization (Group E) 1. Delinquency 2. Environment 3. Heredity. Independent Clinics (Group G) 1. Art 2. English usage 3. Eugenics 4. Heredity 5. Mental disorders 6. Personality. Foundation Clinics (Group II) 1. Criminality 2. Family life 3. Motor psychology 4. Studies of delinquency. Institution Clinics (Group I) 1. Abnormal psychology 2. Clinical psychology 30 TEE PSYCEOLOGICAL CLINIC Research Interests Listed According to Clinic Groups (continued) 3. Comparison of problem and honor children 4. Effect of the homogeneity of environment on the variability of intelligence rating 5. Experimental kindergarten 6. Heart size in children 7. Mental deficiency 8. Methods of clinical examination 9. Minor educational studies 10. Mooseheart School Survey: I. The testing of general ability II. Comparison of results with National norms III. Test evaluation. 11. Placement problems 12. Preliminary study of the relation of certain background factors to intelligence 13. Problems of learning, transfer of responses 14. Problems in nutrition 15. Speech defects among Mooseheart population 16. Study of development of visual perception 17. Study of enure tic children 18. Study of food consumption in children 19. Study of the fundamental independent personality and behavior traits of children 20. Study of personality?diary records 21. Study of the reaction time of speech defectives 22. Test adaptations 23. The Merrill-Palmer and Binet Test results in same children at one year intervals 24. The physical and mental status of short-term prisoners in relation to their segregation, classification, and social treatment 25. The pre-school blind child 26. Variations in development of children in institutions and foster homes 27. Vocational guidance study of pupils ready to enter high school at Mooseheart
X-ray study of bone growth.
The variety of research projects is startling and indicates an alert interest in the problems constantly thrusting themselves on the attention of those working with human beings. Even under the present conditions, with lack of time and lack of funds to devote to the production of research, it is being produced and its quality is good.
Training and practice in clinical service is offered by twentynine clinics in Group A, two in Group B, six in Group C, two in Group D, two in Group H, and one in Group I. In a number of the University Clinics the necessity for the training of students in clinical practice is the reason for conducting the clinic. Details concerning the requirements for admission to courses in clinical practice and the type of practice offered were stated by some clinics and these will be found in the report of the individual clinics in Chapter II. We did not find a great uniformity of practice either in admission requirements or type of training offered. Difficulties Encountered and Plans for Future The inquiry concerning difficulties encountered and plans for the future brought out many important phases of clinical experience, differing according to the clinic organization. The points emphasized by the Universities and Colleges (Group A), 34 in all, follow: Insufficient funds 18 Insufficient psychological staff 16 Insufficient social service staff 11 Insufficient psychiatric and medical assistance 6 Insufficient room 5 Insufficient equipment 5 Insufficient time for teaching and remedial work 7 Insufficient clerical staff 3 Insufficient provisions for research 3 Lack of community understanding 2 Lack of understanding by the schools and educators 1 Lack of understanding by the Board of Directors 1 The demand from the community for service from the University and College clinics is everywhere much greater than the clinics are equipped to give. When it is taken into consideration that much of the time of staff members is devoted to university teaching, it appears that many of the clinics are insufficiently staffed. Larger and more diversified staffs are needed in order that the remedial teaching and training which should follow the diagnosis, be carried out. Everywhere the budgets seem unequal to the staff requirements. It is plain that the community demand for service is growing much more than are the clinical staffs and equipment, and there is a generally expressed need not only to increase the facilities to take care of the present demands, but also to increase the scope of the clinical work to include greater varieties of psychological problems and more intensive work from the medical, social and psychiatric aspects.
The necessity of continued observation and training of children presenting specific behavior difficulties is emphasized by the University Clinics?one would like to establish a Nursery School modeled after that of Dr Gesell; one proposes a Hospital School; several, experimental classes for remedial teaching; and one would meet the problem by the establishment of foster homes conducted by specially trained persons in which to place children for special study of habits and for training.
Several of the clinics in the Group (A) desire more flexibility of organization; several, a closer affiliation with medical staffs, dispensaries and clinics; several desire more specialized staffs, especially for remedial work of various descriptions. One college clinic desires to organize units of special interests such as nursery schools, delinquent children, etc., in order to supply more specialized training to students. One clinic would arrange special staff units to handle cases according to the source of reference: one unit for cases sent by Juvenile Court, one for those referred by schools and visiting teachers, one for those referred by public health associations, one for those coming from the social agencies, these various groups of agencies helping to finance the clinical work for their own referrals until some future date when the clinic may be financed by the Community Chest. One additional unit is suggested, that of children of parents who can afford to pay a minimum fee, and it is further suggested that an endowment might be raised to finance the work for this unit and also to finance research. Points emphasized by the Schools?Public and Private (Group B), 17 in all, are:
Insufficient funds 5 Insufficient psychological staff 6 Insufficiently trained staff 1 Insufficient equipment 2 Lack of understanding of the work by both general public and school people 2 Lack of understanding of the work by the school physicians …. 1 Prejudice against singling out behavior problems 1 Insufficient social field work service 5 Insufficient medical and psychiatric service q Need for free medical laboratory, facilities, basal metabolism blood chemistry, X-rays, etc 1 Need for facility to carry on treatment of psychotic and epileptic children 1 Need for facilities for research 3
In this group, as in the University Group, the demand for service is greater than the clinical facilities are able to meet. One clinic notes that the pressure for practical service crowds out important, constructive research necessary for the clinic’s development. Two other clinics desire a greater provision for research. One clinic desires facilities and equipment for four times the case load that it now carries.
One clinic serving a City School System would like to develop the clinical work through establishing adequately staffed centers, each center serving a certain area of the city; one advocates State controlled clinics; one emphasizes the need of a closer relationship between psychological clinic and field work than an associated visiting teacher department can offer, and a closer relationship between psychological clinic and medical examinations than a city health board can provide. One clinic sees an advantage in a relationship with the universities which makes clinic training available for university students, but thinks this wise only if the clinic organization is strong enough to devote considerable time to the supervision of the work.
More field work with young behavior problems is proposed, and also an extension of teacher training in mental hygiene and special mental disabilities. Expansion along the lines of diagnostic and remedial teaching is desired by three, along the lines of vocational testing in order to aid vocational counsellors, by one, and along the lines of social field work, medicine and psychiatry by six.
Of the twelve Social Agency Clinics (Group C), five report insufficient funds and two, insufficient room and inadequate quarters. One clinic is in need of better trained social workers; one finds the work greatly hampered by the lack of a social worker directly connected with the psychological clinic. Though this clinic works through social workers, it finds it impossible to do the same type of work as is possible with a psychologically trained field worker whose primary concern is to carry out the clinic’s recommendations. Two clinics keenly realize the need of a small study home conducted by trained educators and directly connected with the psychological clinics. Two clinics emphasize the need for research facilities, one considering research not only an obligation assumed with the collecting of data but also indispensable to the further development of the clinic.
One clinic would like to expand along the lines of diagnostic teaching, occupational therapy, child study, research of a case study type, and certain types of student training. One plans expansion along the lines of diagnostic teaching and vocational testing. One traveling clinic finds itself much impeded by the lack of the usual equipment which it is impossible to carry from place to place, also by the large number of cases to be examined which precludes prolonged and remedial treatment.
One clinic which handles defective girls proposes a farm colony for the training of borderline cases.
Lastly, one clinic emphasizes the need of more definite standards of the various professional groups, and also the need for community education. Four clinics of the eight connected with State, County, and City organizations (Group D, E, and F) report that financial support is insufficient to meet the demands for adequate staff; one complains that on account of political control the continuity of the work is periodically interrupted. There is desire for increased psychological staff, for increased medical and psychiatric assistance, for more clerical help and more general equipment. One proposes that either the staff be increased to meet demands or that fewer cases be accepted, in order that more detailed recommendations and treatment be accomplished. One clinic desires to offer research scholarships. The two Self-Supporting Clinics (Group G) report themselves as hampered by insufficient funds. Money is especially needed for research; one clinic points out the necessity for research in order to secure a continual flow of material for practical application in clinical practice, and in order that the material which is accumulating in the files may be used for the benefit of others. One clinic emphasizes the difficulties caused by lack of community understanding of the work and also by the conflicting ideas and schools of thought in the field of psychology itself.
Deduction of budget due to the depression, and lack of understanding of work on the part of the community are the only difficulties cited by the clinics financed by Foundations (Group H). One of these clinics is developing closer affiliations with public schools and stressing the training of teachers in mental hygiene as it is applied to children. The same clinic also is developing a closer relationship with pediatricians. These policies are adopted because the clinics believe that work in child guidance will more and more depend upon teachers and pediatricians.
Of the nine Institutional Clinics (Group I), four are handicapped by lack of funds, three by insufficient psychological staff, one considers the academic training of the staff inadequate, and in two the social field work is insufficient. One is hampered by the established customs and attitudes prevailing in the institution. One clinic of this group desires a closer cooperation between psychological and psychiatric staffs and one a closer affiliation with tutors in special education.
The need for greater financial support, reported by so many of the clinics, is doubtless partly due to the economic depression, but the need is certainly not entirely limited to these difficult times. It may be that more abundant funds could be diverted to the support of clinics, were the psychologists more successful in interpreting their work and its need for support to their organizations and their communities.
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