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Introduction to Clinical
Psychology
Science, Practice, and Ethics
Jeffrey E. Hecker
University of Maine
Geoffrey L. Thorpe
University of Maine
J.E.H.: To Lee and Olivia
G.L.T.: To Beth and Tim
First published 2005 by Pearson Education, Inc.
P ublished 2016 by Routledge

2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
711 Third Avenue, New York, NY 10017, USA
Routledge is an imprint of the Taylor & Francis Group, an informa business
Copyright © 2005 Taylor & Francis. All rights reserved.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in
any form or by any electronic, mechanical, or other means, now known or hereafter
invented, including photocopying and recording, or in any information storage or
retrieval system, without permission in writing from the publishers.
Notice:
Product or corporate names may be trademarks or registered trademarks, and are
used only for identification and explanation without intent to infringe.
Credits and acknowledgments borrowed from other sources and reproduced, with
permission, in this textbook appear on appropriate page within text.
ISBN : 9780205277742 (hbk)
Library of Congress Cataloging-in-Publication Data
Hecker, Jeffrey E., 1959–

Introduction to clinical psychology : science, practice, and ethics / Jeffrey E. Hecker,
Geoffrey L. Thorpe
p. cm.
Includes bibliographical references and index.
ISBN 0-205-27774-8
1. Clinical psychology. I. Thorpe, Geoffrey L. II. Title.
RC467.H388 2004
616.89–dc22
2003063232
Please visit the companion website at www.routledge.com/9780205277742

CONTENTS
Preface xiii
PART ONE Introduction and Foundations 1
1 Definition and Training 3

Definition 3
Characteristics of Clinical Psychology 4
Emphasis on Science 4
Emphasis on Maladjustment 5
Emphasis on the Individual 5
Emphasis on Helping 6
Activities and Work Settings of Clinical Psychologists 6
Research 6
Teaching 7
Psychotherapy 10
Assessment 11
Consultation 12
Administration 13
Distinguishing Clinical Psychology from Related Professions 16
Psychiatry 17
Counseling Psychology 19
School Psychology 19
Social Work 20
Other Related Professions 20
Training in Clinical Psychology 21
Undergraduate Preparation 25
Graduate Training 27
Post-Doctoral Training 29
Continuing Professional Education in Psychology 31
Ethics and the Development of a Clinical Psychologist 34
iii
iv CONTENTS
2 History and Recent Developments 37

Ancient Roots 37
Eighteenth and Nineteenth Centuries: Laying the Groundwork for Clinical
Psychology 39
Understanding of Mental Disorders 40
Measurement of Individual Differences 42
Emergence of Scientific Psychiatry 43
Hysteria and the Ascendance of Psychological Determinism 44
The Birth of a Discipline: 1890–1910 45
Childhood: World War I through World War II 48
Assessment 49
Theory 51
Professional Developments 53
Adolescence: Post WWII and the Development of an Identity 55
Adulthood: Milestones and Growing Pains 58
Training 58
Psychotherapy 59
Psychological Testing 62
Professional Practice 64
Specialization 67
Growth 68
Concluding Remarks 71
3 Psychological Models in Clinical Psychology 73

The Role of Theoretical Models 73
How Models Help 73
Dangers of Models 73
Psychoanalysis 74
Development 75
Key Assumptions 77
Influences on Clinical Psychology 82
Current Status 83
Interpersonal Models 84
Development 84
Key Assumptions 86
Current Status 87
CONTENTS v
Humanism 87
Development 87
Key Assumptions 90
Current Status 93
The Behavioral Model 94
Development 95
Key Assumptions 97
Current Status 100
The Cognitive Model 101
Development 102
Key Assumptions 102
Current Status 104
4 Biological Models in Clinical Psychology 106

Development 107
Electricity and the Nervous System 107
Phrenology 108
The Case of Phineas Gage 108
Key Assumptions 109
The Brain and the Nervous System 109
Brain Structure and Function 112
Behavioral Genetics 116
Family, Twin, and Adoption Studies 118
Medical Imaging Techniques 120
Current Status 121
Integrating Biological and Psychological Models 121
Biological and Behavioral Processes 122
PART TWO Psychological Assessment 125
5 General Issues in Psychological Assessment 127

Stage I: Planning the Assessment 127
Classification 128
vi CONTENTS
Description 133
Prediction 134
Stage II: Data Collection 142
Stage III: Processing Assessment Data 143
Clinical Judgment 145
Computer-Assisted Assessment 149
Stage IV: Communicating Assessment Findings 151
Goals 151
Writing Style 152
Organization of the Report 153
Concluding Comment: Testing versus Assessment 155
6 Clinical Interviewing 159

Types of Clinical Interviews 160
Intake 160
Case History 162
Diagnostic 165
Mental Status Exam 165
Crisis 167
The Importance of Rapport 168
Communication Strategies 169
Verbal Strategies 169
Nonverbal Strategies 170
Listening Skills 171
Diagnostic Interviewing 172
Structured Interviews 176
Research on Diagnostic Interviewing 177
Interviewing with Children 180
Developmental Considerations 183
Interview Techniques 184
Issues of Cultural Diversity in Clinical Interviewing 187
7 Intellectual and Educational Assessment 192

Intelligence 192
Definition 192
Theories of Intelligence 194
Measurement 199
CONTENTS vii
Interpretation of Individually Administered Tests of Intelligence 207

Screening Measures 209
Issues and Controversies 210
Correlates of IQ 211
Heritability of IQ 211
Malleability of IQ 215
Intellience over the Life Span 217
Educational Assessment 218
Tests of Aptitude and Test of Achievement 218
Tests of Aptitude 220
Tests of Achievement 220
Learning Disabilities 221
8 Personality Assessment 226

Projective Methods 227
Rorschach 228
Thematic Apperception Test 235
Projective Drawings 239
Objective Methods 242
MMPI/MMPI-2/MMPI-A 243
The Millon Scales 251
NEO-Personality Inventory 256
The Place of Personality Assessment in Contemporary
Clinical Psychology 258
9 Behavioral Assessment 262

Conceptual Basis 262
Typical Procedures 263
Traditional Approaches to Assessment 264
Syndrome-Based Diagnosis 264
Empirically Based (Dimensional) Classification 266
Traditional Psychodynamic Approaches 267
Defining Features of Behavioral Assessment 267
Development of Behavioral Assessment 268
Current Views 269
viii CONTENTS
Functional Analysis 270

Problem Description 271
Identifying Controlling Variables 272
Adaptive Significance of the Problem Behavior 272
Selection of Treatment 273
Evaluation of Treatment Progress and Outcome 273
Behavioral Assessment Methods 274
Behavioral Interviews 274
Structured Interviews 275
Questionnaires 276
Behavior Rating Scales 276
Analogue Techniques 277
Self-Monitoring 277
Direct Observation 278
Psychophysiological Recording Methods 279
Assessment of Dysfunctional Cognitions 279
Self-Statements 279
Automatic Thoughts and Cognitive Schemas 280
Irrational Beliefs 281
PART THREE Intervention 285
10 Psychotherapy: Research Issues and Efficacy 287

What Is Psychotherapy? 287
The Psychotherapy Client 288
The Psychotherapist 289
The Psychotherapy Relationship 290
Research Issues 291
Goals of Psychotherapy Research 293
Psychotherapy Research Studies 294
Psychotherapy Research Designs 295
Analogue Research 304
Validity of Psychotherapy Research 305
Does Psychotherapy Work? 309
Eysenck’s Challenge and Meta-Analysis 309
Empirically Supported Treatments 313
Efficacy versus Effective Research 318
Are All Psychotherapies the Same? 319
Concluding Comments 323
CONTENTS ix
11 Psychodynamic Psychotherapy 326

Psychoanalysis 326
Background and Basic Principles 326
The Technique of Freudian Analysis 331
The Course of a Therapeutic Analysis 332
Psychoanalytic Theory since Freud 335
Carl Jung’s Analytical Psychotherapy 336
Alfred Adler’s Individual Psychology 340
The Neo-Freudians 343
The Ego Psychologists 344
The Object Relations Theorists 344
Brief Psychodynamic Theory 346
Interpersonal Psychotherapy 349
The Place of Psychodynamic Psychotherapy in Contemporary
Clinical Psychology 350
12 Humanistic, Experiential, and Family Therapies 356

Humanistic Psychotherapy 356
Existential Psychotherapies 356
Gestalt Therapy 357
Client-Centered Therapy 359
Eclectic Treatment Combinations 363
A Three-Stage Model of Helping 363
Process-Experiential Therapy 364
Family Therapy 367
Systems Perspective 368
Development of Family Therapy 369
Schools of Family Therapy 370
Criticisms 373
Group Therapy 373
Group Analytic Psychotherapy 374
Behavior Therapy in Groups 375
Humanistic Group Therapy 375
Common Features of Group Therapy 376
13 Cognitive-Behavioral Interventions 379

Behavior Therapy Techniques 379
x CONTENTS
Anxiety-Reduction Methods 380

Operant Learning Techniques 381
Applied Behavior Analysis 384
Social Skills and Problem-Solving Training 387
Cognitive Modification Procedures 389
Cognitive-Behavior Modification 390
Rational-Emotive Behavior Therapy 392
Cognitive Therapy 394
Cognitive Restructuring 396
Coping and Problem Solving 396
Cognitive-Behavior Therapy: Specific Applications 397
Panic Disorder 398
Phobias 398
Generalized Anxiety Disorder 399
Conditioning Theories of Anxiety 399
Cognitive Theories of Anxiety 401
Cognitive-Behavioral Interventions 402
Cognitive-Behavior Therapy: Holistic Approaches 410
PART FOUR Specializations in Clinical Psychology 415
14 Clinical Neuropsychology 417

Discovering Brain-Behavior Relationships: A Brief History 418
Development of Clinical Neuropsychology 420
A Map of the Human Brain: Structure and Function 421
Causes of Brain Dysfunction 425
Trauma 425
Cerebrovascular Disease 426
Degenerative Diseases 426
Tumors 427
Chronic Alcohol Abuse and Nutritional Deficits 427
Clinical Neuropsychology as a Specialty Area 428
Neuropsychological Assessment 429
Comprehensive Batteries 430
Individualized Neuropsychological Assessment 432
Putting It All Together 435
Rehabilitation 442
Training and Certification 443
CONTENTS xi
15 Clinical Health Psychology 448

Definitions 449
Models of Illness and Health 450
Biopsychosocial Model 453
Clinical Health Psychology: A Brief History 455
Prevention and Health Promotion 457
Stress and Illness 457
Behavior and Health 461
Illness 464
Diabetes Mellitus 465
Headache 468
Cancer 470
Training and Certification in Health Psychology 474
Career Opportunities in Clinical Psychology 474
16 Forensic Psychology 477

Definitions 477
Psychology and Law: A Wary Alliance 479
Expert Witnesses 481
Psychology and Criminal Law 483
Competence to Stand Trial 483
Other Competencies in the Criminal Process 484
The Insanity Defense 486
Sentencing 492
Civil Commitment 494
Civil Commitment Laws 497
Civil Commitment Procedures 499
Child Abuse and Neglect 500
Child Custody in Divorce 503
The Power and Perils of Testifying in Court 506
Training and Certification in Forensic Psychology 507
Epilogue: Conclusions and Future Directions 510

xii CONTENTS
Emphases in Clinical Psychology: A Review 510

Emphasis on Science 510
Emphasis on Maladjustment 511
Emphasis on the Individual 511
Emphasis on Helping 511
Future Directions 512
Increased Specialization 512
Decrease in Adherence to Theoretical Models 512
Splitting of Science and Practice 513
Shrinking Psychotherapy Market 513
Concluding Comment: A Focus on Ethics 514
Appendix A: American Psychological Association’s Ethical Principles

and Code of Conduct 515
Appendix B: A Review of Statistical and Psychometric Concepts 51
References 51
Index 1
PREFACE
W elcome to Introduction to Clinical Psychology: Science, Practice, and Ethics. We are

excited to share our passion for clinical psychology with you. We had several goals in writ-
ing this textbook. First, we wanted to provide a broad overview of the field of clinical psy-
chology. Our discipline is diverse and expanding, and we wanted to develop in students an
appreciation of the breadth of the field. Second, we wanted to write a user-friendly textbook.
The writing style was designed to be more conversational than academic. The intended audi-
ence for this book is advanced undergraduate and beginning-level graduate students in psy-
chology. We strove to write in a style that was readily accessible to students at this level of
training. Third, we wanted to cover some topics in greater depth than is typical of many books
of this type on the market. For example, we discuss research methods in psychotherapy in
some depth (Chapter 10), since we feel that understanding how evidence is gathered about
whether a psychotherapy works is important to contemporary clinical psychologists. Sim-
ilarly, we devote an entire chapter to biological models (Chapter 4) because of the importance
attributed to the biological bases of problematic behavior in today’s world and because
these models are having an increasing impact on the science and practice of clinical psychol-
ogy. Finally, we sought to integrate discussion of the science and practice throughout the text
since our view is that the two should go hand in hand.
The reader will soon discover several characteristics of the text. There is an empha-
sis upon science throughout the book. We are unapologetic advocates of the scientist-
practitioner model of training and practice (see Chapters 1 and 2). We believe that one of
the strengths of the discipline, and a characteristic that sets it apart from other mental health
disciplines, is an emphasis upon science. Therefore, we critique research and practice in
clinical psychology from a scientific perspective. What are the limitations of our research
methods? How strong is the scientific basis for the assessment and intervention strategies
used by practitioners? We discuss these and related questions with the hopes that students
will develop an appreciation for their complexity.
There is also an emphasis upon controversies. The field of clinical psychology was
shaped by controversies. Significant advances in psychological assessment and psychother-
apy were triggered by vehement criticisms of the state of the art and equally fervent defenses
of time-honored practices. Conflict over the way clinical psychologists should be trained was
present at the birth of the discipline and continues today. Conflict and controversy will con-
tinue to shape the discipline. Rather than shy away from controversies or soft-peddle dif-
ferences, we sought to immerse students in the conflicts. Our hope is to raise more
questions than we answer.
We believe that it is important to understand where a discipline came from in order
to understand where it is today. Therefore, we cover the development of the field in some
detail in Chapter 2 and provide additional historical information in other chapters as needed.
However, the reader will find a strong emphasis upon contemporary clinical psychology
throughout the text. We want students to understand what clinical psychology is all about at
the beginning of the twenty-first century.
xiii
xiv PREFACE
Finally, as the subtitle of our text indicates, there is an emphasis upon ethics through-
out the book. We discuss ethical dilemmas faced by clinical psychologists in every chap-
ter. In the Focus on Ethics boxes, the reader is introduced to ethical challenges and provided
some information about how psychologists manage these challenges. Students will become
familiar with the ethical standards psychologists use as guides to negotiate their way
through ethical dilemmas. Our decision to discuss specific ethical issues within certain
chapters was arbitrary. For example, we discuss ethical issues associated with advertising
in the Focus on Ethics box in the chapter on Clinical Neuropsychology (Chapter 14). This
is no way meant to imply that neuropsychologists are more likely to deal with ethical issues
in advertising than are other psychologists. We recognize that only a minority of students
who read this book will pursue careers in clinical psychology. Nonetheless, we believe that
it is important for everyone to grapple with questions about what is right and what is wrong
and why. It is our hope that exploration of how clinical psychologists as individuals and
how psychology as a discipline have struggled with these issues can help readers develop
their own personal ethics.
Acknowledgments
Producing the first edition of a textbook is a task that involves many people beyond the
authors. We are grateful to many colleagues and students who helped in a variety of ways.
Several friends provided valuable comments and critiques of draft chapters, including Sue
Righthand, Bruce Kerr, Larry Smith, Sandy Sigmon, and Anne Hess. We appreciate their
thoughtful comments. We would also like to thank the external reviewers who were appro-
priately critical, but also supportive, in their feedback: Clint Bowers, University of Central
Florida; Michele M. Carter, American University; Cynthia M. Hartung, Oklahoma State Uni-
versity; Lynne Kellner, Fitchburg State College; Roxann Roberson-Nay, University of Mary-
land; David A. Smith, Ohio State University; Richard Wenzlaff, University of Texas-San
Antonio; and Eric Zillmer, Drexel University. Several students participated in gathering and
organizing information, most notably Elizabeth Ranslow, Jamie Scoular, Jared Bruce, Becky
Garnett, and Margaret Smith. We are grateful to Sheryl L. Olson, Ph.D., of the University
of Michigan, who permitted us to draw outline material from the Behavioral
Assessment chapter in the second edition of Behavior Therapy: Concepts, Procedures, and
Applications by Geoffrey L. Thorpe and Sheryl L. Olson (Boston: Allyn and Bacon,
1997).The support and encouragement of Carol Thorpe are greatly appreciated, as are her
many hours of work in compiling the references. Secretarial support was graciously provided
by Sandy Page and Kathy McAuliffe. We also wish to thank the editorial staff at Allyn and
Bacon for their encouragement, support, and guidance. Finally, we are indebted to the stu-
dents at the University of Maine, whose passion for learning motivated us to write this book.
PART ONE
Introduction and
Foundations
1
This page intentionally left blank
CHAPTER
1 Definition and Training
S top for a moment before reading any further. Take a minute to think about what you know,
or think you know, about clinical psychology. On a piece of scrap paper (a 3×5 card or self-
stick note will do), complete this sentence: “Clinical psychology is . . .”
Over the past several years the first author has used this exercise to begin his introduc-
tion to clinical psychology class. The responses he has gotten have been extremely inter-
esting, ranging from the bluntly honest (“Clinical psychology is . . . I have absolutely no
clue”) to the dramatic (“Clinical psychology is searching for clues, analyzing backgrounds,
tying together leads, hopefully concluding with somewhat of an answer to the problem—a
detective of the mind, if you will”). Organizing students’ responses to this incomplete sen-
tence exercise into various categories has illuminated a picture of how clinical psychology
is perceived by this sample of undergraduates. Far and away, most students associate clinical
psychology with some type of therapeutic activity. Fully 79 percent of the responses identify
clinical psychology as a field that is involved in psychological treatment. The most common
type of response (44 percent), in fact, is to define clinical psychology in terms of therapy.
The second most common type of response (35 percent) also emphasizes therapy but includes
one or more other endeavors (e.g., research, assessment, diagnosis). A minority of students
define clinical psychology as a research or scholarly discipline (10 percent).
Although the sample is neither randomly selected nor representative of undergraduate
psychology majors throughout the country, my suspicion is that the identification of clinical
psychology with psychotherapy is fairly common. As we will see later, in this chapter, this
view of the field, while not inaccurate, does not capture the richness of the subject. There
is so much more to clinical psychology.
Definition
Division 12, the Society of Clinical Psychology of the American Psychological Association,
offers the following definition of clinical psychology. “The field of Clinical Psychology inte-
grates science, theory, and practice to understand, predict, and alleviate maladjustment, dis-
ability, and discomfort as well as to promote human adaptation, adjustment, and personal
development. Clinical Psychology focuses on the intellectual, emotional, biological, psycho-
logical, social, and behavioral aspects of human functioning across the life span, in varying
cultures, and at all socioeconomic levels” (Society of Clinical Psychology, 2002). If your
3
4 P A R T O N E / Introduction and Foundations
response to the incomplete sentence task approximated this definition, then maybe you
don’t need this book. If it didn’t, read on.
We will not try to one-up the Society of Clinical Psychology by offering our own def-
inition of the field. Rather, we will attempt to give you a sense of what clinical psychology
is all about in four ways. First, we will describe some of the general characteristics of the
discipline. Second, we will describe the professional activities and work settings of clinical
psychologists. Third, we will seek to define clinical psychology by distinguishing it from
related disciplines. Finally, in the second half of this chapter we will examine in some detail
the training of clinical psychologists.
Characteristics of Clinical Psychology

Emphasis on Science
Clinical psychology is a subdiscipline of psychology. Many in the general public probably
equate psychology with clinical psychology. It is the largest subdiscipline of psychology.
The majority of doctoral degrees in psychology are awarded in clinical psychology (Ameri-
can Psychological Association, 1997, 1999) and clinical psychology is listed as the specialty
area of the majority of the members of the American Psychological Association (American
Psychological Association, 1997) and the majority of psychologists in the United States
(Stapp, Tucker, & VandenBos, 1985)
We might be congratulated, sarcastically, for our keen grasp of the obvious when we
point out clinical psychology’s relationship to the larger discipline of psychology. But we
do so because recognition of clinical psychology as a specialty within psychology is impor-
tant to have if one is to understand the discipline. Psychology is the branch of science that
is devoted to studying and understanding behavior. As a subdiscipline of psychology, clin-
ical psychology is imbued with the values and assumptions of science. A couple of the
assumptions of science that are particularly important for understanding clinical psychology
are determinism and empiricism. Determinism is the assumption that all events have causes
and that these causes are potentially knowable. Science assumes that the causes of events
are not random but follow some order or set of rules. These rules are also potentially discov-
erable. Events can be understood if we can identify all of the relevant rules. For psychology
then, the causes of behavior are potentially knowable and are assumed to follow a set of rules
that are also identifiable.
Empiricism is the assumption that science concerns itself with events that are observ-
able and measurable. This is common sense. How can one study a phenomenon if the phe-
nomenon cannot be observed? Historically, the argument that psychology should concern
itself only with observable events is associated with behaviorism (see Chapter 3). John Wat-
son launched behaviorism with a 1913 paper in which he argued that the only acceptable
form of psychological data is observable behavior, thus excluding mental processes from
psychology altogether. A strict empirical approach to science, however, is not tenable. Sci-
entists have long recognized the need for nonobservables in science. Gravity is a phenom-
enon that cannot be directly observed but is extremely useful in understanding the action of
objects of different mass.
C H A P T E R 1 / Definition and Training 5
Hypothetical constructs are not directly observable but are known by their relationship
to observable events. Gravity is an example of a hypothetical construct. While we cannot
observe gravity directly, the validity of statements about gravity can be tested through obser-
vation. Examples of hypothetical constructs in clinical psychology include anxiety, depres-
sion, self-efficacy, and intelligence. None of these constructs can be observed directly but
predictions about observable behaviors (e.g., trembling, crying, approaching a feared situa-
tion, and performance on a test) can be made based upon these hypothetical constructs and
these predictions are open to empirical test. Accepting that hypothetical constructs have a
place in science does not mean the death of empiricism. The validity of a hypothetical con-
struct can be tested by examining relationships among observable events.
In addition to the scientific assumptions that pervade clinical psychology, clinical psy-
chology is a discipline that employs and values scientific methods. As such, there is a strong
emphasis upon research in clinical psychology. Many but not all clinical psychologists do
research. However, even those who do not are taught to value research and to apply knowl-
edge gained through research to address practical problems.
Emphasis on Maladjustment
There are, of course, many subdisciplines of psychology besides clinical psychology. There
are, for example, 52 other divisions of the American Psychological Association besides
Division 12. Clinical psychology is a specialty within psychology that concerns itself with
abnormal behavior and emotional suffering. For the most part, clinical psychology concerns
itself with problems with which human beings struggle. As researchers, clinical psychologists
apply scientific methods to understand how problems such as phobias, self-induced vomiting,
compulsive gambling, and many others develop and are maintained. As clinicians, psychol-
ogists seek to understand the problems their clients experience and apply that understand-
ing to help them gain relief. The focus upon “maladjustment, disability, and discomfort” is
one of the characteristics that sets clinical psychology apart from other subdisciplines of
psychology.
Emphasis on the Individual

Another characteristic that helps distinguish clinical psychology is its emphasis upon the
individual. Psychology, as a science, seeks to understand the general relationships among
variables that govern behavior. That is, psychology is interested in understanding behavior
at a nomothetic level. Clinical psychology is interested in this level of understanding. How-
ever, the emphasis in clinical psychology is upon how general principles can be applied to
understand the individual. This idiographic level of understanding is central to the practice
of clinical psychology. An example may help illustrate the nomothetic-idiographic distinc-
tion. Research studies find that between 7 percent and 15 percent of women experience a
period of significant depression after the giving birth and that acute life stressors are a risk
factor for postpartum depression (Swendsen & Mazure, 2000). Clinical researchers have also
found that the degree of social support and the range of coping strategies that a new mother
has influence whether she becomes depressed and the severity of depression. This nomothetic
information is used by the clinical psychologist to develop an idiographic understanding of

the client referred for postpartum depression. What are the significant stressors faced by
this woman? How does she cope? Who supports her? With the answers to these and other
questions, the clinician develops an understanding of this particular woman’s experience of
postpartum depression. Treatment is based upon this idiographic understanding.
Emphasis on Helping
A fourth characteristic of clinical psychology is that it is a helping profession. Clinical psy-
chologists work to help people who are in psychological distress. If the findings or our
informal study using the sentence completion task (“Clinical psychology is . . .”) are at all
valid, you probably already associate clinical psychology with treatment. This association
of clinical psychology with psychotherapy is interesting, given that psychotherapy was not
really a significant function for clinical psychologists throughout the first half of the pro-
fession’s history (see Chapter 2).
None of the four characteristics of clinical psychology discussed—scientific assump-
tions and values, concern with psychological distress, emphasis on the individual, and help-
ing profession—are unique to clinical psychology. Many disciplines within psychology apply
a scientific approach to understand human behavior (e.g., personality, social, cognitive psy-
chology). Other disciplines, most notably psychiatry, are concerned with human maladjust-
ment. And there are, of course, many other helping professions (e.g., medicine, nursing,
social work). It is the integration of these characteristics within a single discipline that dis-
tinguishes clinical psychology. Clinical psychology applies the assumptions and methods
of psychological science to problems of human behavioral, emotional, and mental function-
ing to better understand and treat these problems.
Activities and Work Settings of Clinical

Psychologists
Another way of learning about what clinical psychology is involves looking at what clinical
psychologists do. Clinical psychologists meet privately with people who are in psychologi-
cal distress to help them overcome their problems. But clinical psychologists do so much
more. They are involved in research, writing, teaching, assessment, consultation, adminis-
tration, and other professional activities.
Research
Most clinical psychologists are products of graduate programs that include extensive training
in research design, methods, and statistics. Clinical psychologists who train in traditional
scientist-practitioner programs (see section on training) must conduct at least one piece of
original research in order to obtain their degree. In fact, training in research is one of the char-
acteristics that distinguishes clinical psychology from most other helping professions.
Although many clinical psychologists are involved in research in one form or another,
a minority consider “researcher” to be their primary professional identity (Norcross, Karg,
& Prochaska, 1997b). It is more typical for researcher to be one of the professional hats
worn by a clinical psychologist. In fact, even clinical psychologists who are university pro-
fessors report that, on average, they spend about a quarter of their professional time engaged
in research (Norcross et al., 1997b).
The types of research clinical psychologists conduct is extremely varied. A quick
perusal of the table of contents of a recent volume of the Journal of Consulting and Clinical
Psychology received at the time of this writing show studies on adolescent physical aggres-
sion (Andrews, Foster, Capaldi, & Hops, 2000), work adjustment of bipolar patients (Ham-
men, Gitlin, & Altshuler, 2000), treatment of spit tobacco users (Hatsukami, Grillo, Boyle,
Allen, Jensen, Bliss, & Brown, 2000), posttraumatic stress disorder (Schnurr, Ford, Friedman,
Green, Dain, & Sengupta, 2000), prevention of delinquent and violent behavior (Stoolmiller,
Eddy, & Reid, 2000), couples therapy (Jacobson, Christensen, Prince, Cordova, & Eldridge,
2000), and telephone-administered treatment of depressive symptoms in people with multi-
ple sclerosis (Mohr, Likosky, Bertagnolli, Goodkin, Van Der Wende, Dwyer, & Dick, 2000).
Survey studies of clinical psychologists tend to find that a minority of psychologists
publish the lion’s share of research. In fact, over twenty years’ worth of survey studies have
repeatedly found that the modal number of publications for clinical psychologists is 0
(Garfield, & Kurtz, 1974; Norcross & Prochaska, 1982; Norcross et al., 1997b). But this
number is misleading. These same survey studies tend to find that most psychologists do pub-
lish at least one article (81 percent in the most recent survey; Norcross et al., 1997b). About
three-quarters of clinical psychologists report having presented at least one paper at a con-
ference and about one-quarter have published at least one book (Norcross et al., 1997b).
Teaching
Clinical psychologists are engaged in a variety of forms of teaching. About 50 percent of
clinical psychologists report that they spend some portion of their professional time teach-
ing (Norcross et al., 1997b). Between 15 and 20 percent are employed as professors at col-
leges, universities, and other academic institutions (American Psychological Association,
1999; Norcross, Karg, & Prochaska, 1997a). Clinical psychology professors typically teach
courses that are within the domain of clinical psychology. At the undergraduate level, courses
might include abnormal psychology, tests and measurement, introduction to clinical psy-
chology, and systems of psychotherapy. Graduate courses taught by clinical psychologists
include psychological assessment, theories of psychopathology, psychotherapy, clinical
research methods, professional ethics, and any number of focused advanced seminars such
forensic psychology, child psychopathology, child assessment, neuropsychology, health
psychology, or geropsychology.
In addition to traditional classroom-based courses, clinical psychologists engage in a
variety of other forms of teaching. Perhaps one of the most challenging but also most grat-
ifying forms of teaching is clinical supervision. Here the clinical psychologist works with
graduate students to help them develop clinical skills in assessment, psychotherapy, or other
applied activities (e.g., consultation). Many graduate programs in clinical psychology have
affiliated training clinics where students work with real people presenting with real problems
under the supervision of a licensed psychologist. Clinical supervision includes didactic
instruction in the theoretical and empirical basis for clinical activities but also draws from
the clinical supervisor’s own experience. Clinical supervision might take the form of model-
ing interviewing, testing or therapy skills, observing the trainee, listening to audiotape
recordings of therapy sessions, or critiquing videotaped sessions along with the supervisee.
Clinical supervisors often need to help supervisees manage their own anxiety about clinical
work or to work through feelings aroused by the client. Box 1.1 explores some of the ethical
issues that can arise in clinical supervision.
BOX 1.1
Focus on Ethics: Ethical Issues in Clinical Supervision
The Psychological Services Center is the training clinic affiliated with the doctoral training pro-
gram in clinical psychology at the University of Maine. The clinic provides outpatient psychological
services, including psychological assessment and psychotherapy, to people from the surrounding
community. When a potential client contacts the clinic, the case is assigned to a graduate student
clinician and a clinical supervisor. The supervisors are licensed psychologists, most of whom are
also faculty members in the Department of Psychology. The clinician-supervisor team takes respon-
sibility for the case. Typically, the graduate student has most of the face-to-face contact with the
client. The supervisor may observe the clinician directly through a one-way mirror as he or she
works with the client. Alternatively, the supervisor may listen to audiotapes of therapy sessions or
watch videotapes. The supervisor and clinician meet regularly to discuss the case, to develop plans
for future sessions, and for the supervisor to give the clinician feedback and help him or her work
through problems that arise. These procedures, which are representative of those used in most train-
ing clinics, create a host of opportunities for ethical dilemmas to arise.
One basic ethical challenge faced by clinical supervisors every time they agree to supervise
a case is the multiple levels of ethical responsibility inherent in clinical supervision. Supervisors have
responsibility to assure that the clients are provided the best possible services. At the same time,
they have a responsibility to their supervisees to assure that the student clinicians have the best pos-
sible learning experience. Fortunately, in most instances, working toward one goal facilitates move-
ment toward the other. The better the learning experience for the clinicians, the more the clinicians
improve, and the more the clinicians grow and develop, the better the service to the clients. Ideally,
the more conscientious supervisors are about observing therapy sessions, about providing timely and
constructive feedback, about providing the supervisee with complementary resources (e.g., books
or tapes), about modeling therapeutic techniques, and about creating a supervisory relationship in
which students feel comfortable bringing up issues and concerns, the more the students will learn
and the better served clients will be.
In reality, however, there are times when working toward the goal of helping supervisees
develop as clinicians and the goal of providing clients with the best possible service may conflict.
It is a cliché to say that we learn from our mistakes, but it is often true. For developing clinicians,
some of the most powerful learning experiences may be those times during which they struggle, fal-
ter, or screw up. Students need to have the opportunity to try new things. Supervisors must balance
the sometimes conflicting ethical responsibilities to clients and to supervisees. They must assure that
clients receive adequate and appropriate services as supervisees learn to implement clinical tech-
niques and procedures.
BOX 1.1 Continued

A second area of clinical supervision that creates ethical challenges is evaluating supervisees’
performance in clinical practice. In most courses, the instructor can specify at the outset exactly
what the expectations are for that course and how students will be evaluated. Students know when
the exams will be given, generally what topics the exams will cover, and what kinds of test items will
be included (e.g., essay, short answer, multiple choice). They know whether the course includes a
research paper and what percentage of the grade the paper is worth. On the other hand, when stu-
dents begin a semester of practicum training in psychotherapy, for example, the instructor can only
provide an outline of what is expected (e.g., how many clients the student will see, how often they
will meet for supervision, etc.). Each student who takes the psychotherapy practicum will have a
different experience. Neither the supervisor nor the student can know at the outset exactly what kinds
of clients the student will see, what issues those clients will present, what crises might arise, and what
emotional reactions the student may experience as he or she works with a client. For one student,
a semester of practicum training may include helping a client through an acute suicidal crisis. For
another student, the experience may involve coping with feelings of romantic attraction to a client.
For a third, practicum may include helping a highly motivated client work through a structured
treatment protocol for learning to manage anxiety. All three students are evaluated on a variety of
criteria, which might include their ability to deal effectively with their own feelings in therapy, their
ability to convey warmth and empathy to the client, their willingness to raise issues in supervision,
and their openness to corrective feedback. Surely, for these hypothetical students, their performance
in each of these criterion areas is dependent not only upon their skills and professional develop-
ment but also upon the clients with whom they are working. For the supervising psychologist, the
ethical challenge is to evaluate each practicum student in a fair and equitable manner given the
variability in experiences across students.
A third way in which the clinical supervisor to supervisee relationship can present ethical
challenges is the fact that it creates opportunities for exploitation. Several commentators have noted
the parallels between the therapist-client relationship and the clinical supervisor-supervisee relation-
ship (e.g., Koocher & Keith-Spiegel, 1998; Sherry, 1991). Just as in the therapist-client relationship,
there are inequities in the clinical supervisor-supervisee relationship. Supervisees are expected to
disclose personal information about their thoughts and feelings, whereas supervisors are not. The
supervisor and supervisee frequently meet alone. Supervision sessions can be emotionally charged.
Just as therapists do, clinical supervisors try to help supervisees develop self-awareness and explo-
ration. At the same time, the supervisor is evaluating the student clinician. In addition, the supervi-
sor may have other relationships with the student that are also characterized by an inequity of power
(e.g., research supervisor, classroom teacher). The inequity of the relationship creates opportunities
for abuse. It is upsetting to note that survey studies have found that sexual contact between clinical
supervisors and their supervisees occurs fairly often (Glaser & Thorpe, 1986; Levenson & Shover,
1979, cited in Koocher & Keith-Spiegel, 1998). The Ethics Code (American Psychological Associ-
ation, 2002) expressly prohibits sexual relationships between psychologists and their supervisees
since such relationships impair the supervisor’s ability to be objective and because there is such a
potential for supervisor-supervisee sexual relationships to be exploitative.
There are, of course, many other ways, besides sexual, in which clinical supervisors can
exploit their supervisees. Some are obvious (e.g., requiring supervisees to do extra work for which
the supervisor receives financial compensation). Others are more subtle (e.g., using supervision time
to discuss the supervisor’s own clinical experiences without adequately discussing the supervisee’s
case). In order to minimize the opportunities for abuse, alternatives to one-on-one supervision are
sometimes used. Some supervisors meet with multiple supervisees at one time. Group supervision
(continued)
BOX 1.1 Continued

allows students to learn from others’ experiences and diffuses the intimacy created in individual
supervision. Another alternative is to have multiple supervisors. A third approach is sometimes
called “vertical supervision” in which a team of students at different levels of training work under
the direction of the psychologist supervisor. The more senior student clinicians supervise the less
seasoned supervisees, with the psychologist overseeing the whole team. In this model the more
advanced students receive training not only in clinical skills but also in clinical supervision.
No approach to clinical supervision completely avoids ethical challenges. As we will illus-
trate throughout the book, ethical issues arise in every area of clinical psychologists’ professional
lives. The goal for training in professional ethics is not to learn how to avoid ethical dilemmas.
Instead, the goal is to learn how to manage ethical issues as they arise.
Clinical psychologists who do not hold academic positions are also frequently involved
in teaching. Psychologists are often called upon to do in-service training for other helping
professionals or paraprofessionals. For example, a clinical psychologist might provide tele-
phone hotline volunteers training in crisis intervention. Psychologists may train medical
students in basic interviewing skills or teach a group of lawyers about the limitations of
psychological tests. Clinical psychologists also often share their knowledge with psychol-
ogists and other professionals through continuing education workshops or grand rounds
presentations.
Before leaving the topic, we think it is important to point out that while many clini-
cal psychologists teach as part of their professional work, very few receive formal training
in teaching while completing their graduate education. More typically, psychologists learn
teaching by doing. The absence of teaching training from graduate curricula is unfortunate
given the prominent role teaching plays in the lives of many clinical psychologists.
Psychotherapy
Psychotherapy involves helping people to understand and resolve problems. The term psy-
chotherapy encompasses a broad array of psychological interventions including behavior
modification, individual counseling, family therapy, parent training, and others. The proto-
type for psychotherapy is a one-on-one meeting between the therapist and client to discuss
the client’s problems. This form of therapy, referred to as individual psychotherapy, is the
most common form of therapy engaged in by clinical psychologists (Norcross et al., 1997b),
but it is not the only form of psychotherapy. Therapy can include meetings in groups, with
couples, or with extended families. The variety of presenting problems that psychotherapy
can be used to address is practically endless. Anxiety, depression, eating disorders, psychoses,
alcohol abuse, drug addiction, relationship difficulties, compliance with medical procedures,
sexual functioning, traumatic memories, phobias, shyness, and a host of other issues might
prompt someone to seek help from a psychotherapist.
Psychotherapy has become the predominant activity of clinical psychologists. It is
their most frequently engaged in activity. Eighty-four percent of clinical psychologists in a
recent survey reported that they engaged in psychotherapy (Norcross et al., 1997b). The
percentage of time spent in psychotherapy varied according to the work setting of the psy-
chologists. University professors spent about 10 percent of their time, clinical psychologists
in hospital settings spent about 40 percent of their time, and private practitioners about 60
percent of their time in psychotherapy (Norcross et al., 1997b).
Psychotherapy has clearly been the growth area for psychologists over the past forty
years. But there is strong evidence that this growth cannot continue and that, in fact, psy-
chotherapy may play a less central role in the professional lives of psychologists in years to
come. Changes in health-care delivery systems in the United States and increased competition
from other professional groups interested in providing psychotherapy services has resulted
in a shrinking market for psychologist-psychotherapists. The opportunities for psycholo-
gists as psychotherapy providers will likely shrink in the future (Cummings, 1995; Norcross
et al., 1997b). One of the challenges facing clinical psychology today is to develop alterna-
tive career opportunities for its professionals.
Assessment
After psychotherapy, psychological assessment is the most frequently engaged in activity
by clinical psychologists (Norcross et al., 1997b). Psychological assessment involves col-
lecting information about people’s behavior, interests, emotions, thoughts, intelligence, inter-
personal styles, and so on and integrating this information to develop a greater understanding
of the person. Clinical psychologists use interviews, psychological tests, and observations
to collect the data upon which they base their assessments.
The procedures used in any given psychological assessment will vary depending upon
the goal of the assessment. Some of the general goals of psychological assessment are to
diagnose, to formulate treatment plans, to make predictions about future behavior, and to
evaluate the outcome of a psychological intervention. The complexity of psychological
assessment can best be appreciated by looking at the types of questions clinical psycholo-
gists evaluate. Consider for a moment the following assessment questions:
A child is failing the fourth grade. Why and what can be done to help?
A 24-year-old suffers a head injury in a car accident. What impact has this had upon
his intellectual functioning?
A 33-year-old woman seeks a therapist and complains that she has lost her zest for
life. What can be done to help her?
A 39-year-old women becomes violently ill on the way to her outpatient chemother-
apy treatments. Why and what can be done to help her?
A 46-year-old man has been convicted of sexually abusing his 8-year-old stepdaugh-
ter. What level of risk does he pose to the community? Can he benefit from psycho-
logical treatment?
A 52-year-old business executive is referred to a psychotherapist by the company’s
employee assistance program because he has begun losing his temper with his employ-
ees frequently. What is going on?
A 76-year-old woman spends most of her days in bed, rarely talks to her children when
they visit, and is not keeping up her personal hygiene. She suffered a minor stroke
eight years ago. Her husband died three years ago. Is she depressed, or is her behavior
due to deterioration in brain functioning?
Consultation
When functioning in the role of consultant, a clinical psychologists may utilize skills in teach-
ing, research, assessment, or even psychotherapy. Clinical psychologists are often hired by
organizations to provide advice and share their expertise. A school might hire a clinical psy-
chologist to evaluate students who present significant behavior problems. The psychologist
evaluates students and then works with the staff to design learning environments that best
suit to the students’ needs. A clinical psychologist might consult with a pediatric oncology
center to develop strategies to help patients comply with unpleasant medical procedures. In
a business setting, a clinical psychologist might be hired to help employees learn to man-
age stress. A correctional facility might hire a clinical psychologist to provide staff training
in suicide prevention. Clinical psychologists have been hired by law enforcement agencies
to assist in hostage negotiations (Hatcher, Mohandie, Turner, & Gelles, 1999). A clinical psy-
chologist might be hired by a mental health agency to help develop methods of evaluating
the efficacy of clinical intervention services provided by the agency.
The first author has provided consultation services to a federally funded job training
program for the past fifteen years. The program provides job training and basic education
to disadvantaged adolescents and young adults. The author’s experience illustrates how sev-
eral of the skills of a clinical psychologist are used in the role of consultant. The typical ten-
hour consulting day begins with a review of the students who have been referred for
evaluation. The referrals are prioritized and the morning is spent conducting brief evalua-
tions of from four to eight students. These evaluations consist of clinical interviews, telephone
interviews with relevant staff members, and reviews of medical and/or disciplinary records.
The afternoon is devoted to meetings with various groups of staff members. The consultant
meets with the on-site counseling staff to review the students evaluated that day and to
develop case management plans. Typically, a portion of this meeting is devoted to staff
development activities such as training in referral writing. A meeting with the residential
life staff focuses upon a discussion of the management of students who present behavioral
problems in the dormitories. A formal staff training meeting occurs in the later afternoon.
The consultant meets with about one-quarter of the staff at a time to provide more formal
training in areas such as conflict resolution, talking to students about sexual issues, anger
management, or managing job-related stress. After that training, the consultant might meet
with individual staff members to help them with specific problems or concerns. Recent exam-
ples include helping the health education instructor develop a curriculum on anxiety and
depression and meeting with the substance abuse specialist to develop a set of semi-structured
group therapy exercises. The consultant also meets with the center’s director to discuss staff
problems and identify training needs.
Some clinical psychologists find consultation work to be personally and financial
rewarding enough that they make it their primary professional activity. It is more typical,
however, for clinical psychologists to spend only a portion of their professional time con-
sulting. More than half of clinical psychologists report doing some consultations but typi-
cally they spend less than 10 percent of their time in this activity (Norcross et al., 1997b).
In addition to paid consultation work, psychologists also frequently provide informal con-
sultation to professional colleagues without charging a fee. Informal consultation with one’s
colleagues is considered an important component of professional development by many
clinicians (Cohen, Sargent, & Sechrest, 1986).
Administration
Although not the most glamorous of professional activities, many clinical psychologists
find themselves holding administrative responsibilities as their careers develop. At univer-
sities, clinical psychologists are department chairs, deans, vice presidents, and presidents.
Psychologists also frequently occupy administrative positions in hospitals, clinics, and men-
tal health agencies. On average, clinical psychologists report spending about 10 percent of
their time with administrative duties (Norcross et al., 1997b).
Why do so many clinical psychologists end up in administrative positions? We know
of no research that might shed some light upon this question. And we acknowledge that one
could propose a variety of reasons, some of which may not paint a very flattering picture.
Nonetheless, we prefer to speculate that clinical psychologists have some skills and char-
acteristics that make them suited for administrative work. First, through their training in
research, clinical psychologists develop strong organizational skills. Second, through their
clinical training, clinical psychologists develop strong interpersonal skills. It may be this
combination of a highly organized individual who is skillful at interacting with people in a
variety of emotional states that lends itself to successful administrative work.
Research, teaching, assessment, therapy, consultation, and administration are six gen-
eral categories of work engaged in by clinical psychologists. One of the interesting things
about clinical psychology as a career choice is that it opens doors to a variety of professional
opportunities. But a clinical psychologist need not walk through only one door. In fact, it is
unusual for a clinical psychologist to spend all of his or her time in one type of professional
activity. Variety is the norm. Table 1.1 summarizes the findings from a survey of clinical psy-
chologists conducted in 1995. The table suggests that it is rare for clinical psychologists to
limit their professional life to only one type of activity. Not surprisingly, psychologists in pri-
vate practice spend most of their time in assessment and psychotherapy and university pro-
fessors spend theirs doing research and teaching. The distribution of times spent in different
activities varies by work settings, but clinical psychologists tend to spend some portion of
their professional time in a variety of different activities. Box 1.2 provides some examples of
the variety of activities clinical psychologists engage in a typical week.
The variety of activities engaged in by clinical psychologists is matched by the vari-
ety of work settings. Clinical psychologists are employed at four-year colleges, universities,
medical schools, dental schools, solo private practices, group practices, mental health clin-
ics, businesses, all branches of the military, general and psychiatric hospitals, and Veterans
Administration medical centers. Table 1.2 provides information on the primary employment
sites for clinical psychologists reported in survey studies over a twenty-two-year period.
The one area of clear growth has been private practice. While 23 percent of psychologists
reported that they worked in private practice in 1973, that percentage jumped to 40 percent
TABLE 1.1 Activity Profiles of Three Groups of Clinical Psychologists
Private University Hospital

Practitioners Professors Psychologists
% Mean % Mean % Mean

involved % of time involved % of time involved % of time
Psychotherapy 95 61 68 11 91 41
Diagnosis/ 78 17 44 3 86 22
assessment
Research/ 22 2 92 27 46 5
writing
Teaching 25 2 97 34 48 6
Clinical supervision 46 4 69 8 68 8
Consultation 53 7 53 5 55 5
Administration 28 3 55 10 57 10
Source: Adapted from Norcross, Karg, & Prochaska (1997b).
BOX 1.2
A Week in the Life of Two Clinical Psychologists
Clinical psychologists’ professional time is filled with a variety of activities. We asked two psy-
chologists who have different primary work settings to describe typical weeks in their professional
lives.
Work Site: Mental Health Department, Community Hospital.
Responsibilities: Psychotherapy and psychological assessment services to outpatients; consultation
to inpatient psychiatric unit and other medical units; supervision of master’s-level clinicians; admin-
istrative and committee meetings; on-call crisis intervention coverage.
Monday Tuesday
8:00 - check messages, e-mail, return calls 8:00
9:00 - psychotherapy client 9:00 - check messages, return calls, prepare
10:00 - psychotherapy client 10:00 - score/interpret psychological testing
11:00 - case conference -review new cases 11:00 - report writing
12:00 - continuing education luncheon 12:00 - lunch
1:00 - intake new psychotherapy client 1:00 - psychotherapy client
2:00 - consult with psychiatrist re: inpatients 2:00 - psychological evaluation
3:00 - intake new psychotherapy client 3:00 - psychological evaluation continued
4:00 - supervision of masters-level clinicians 4:00 - psychotherapy client
5:00 - paperwork 5:00 - paperwork
BOX 1.2 Continued

Wednesday Thursday
8:00 8:00 - check phone and e-mail, return
9:00 - check phone and e-mail, return messages messages
10:00 - multidisciplinary team meeting 9:00 - psychological evaluation
11:00 - staff meeting 10:00 - evaluation continued
12:00 - lunch, paperwork, phone calls 11:00 - evaluation continued
1:00 - psychotherapy client 12:00 - lunch, return calls
2:00 - psychological evaluation 1:00 to 5:00 - on call for clinical emer-
3:00 - evaluation continued gencies and crisis intervention
4:00 - psychotherapy client 3:00 - score/analyze psychological testing
5:00 - paperwork 4:00 - write reports as time allows
5:00 - catch up
Friday
8:00 - check phone and e-mail, return messages
9:00 - report writing
10:00 - psychotherapy client
11:00 - Policy Committee
12:00 - Wellness Committee
2:00 - consultation with inpatient psychiatry
3:00 - consultation continued
4:00 - consultation continued
5:00 - return messages
Work Sites: Department of Psychology, public university; part-time private practice.
Responsibilities: Teach undergraduate and graduate courses; supervise doctoral students’ research;
clinical supervision; administrative and committee meetings; research; scholarly publishing. Pri-
vate practice responsibilities include psychotherapy and psychological assessment.
Monday Tuesday
8:30 - check phone and e-mail, return messages 8:30 - review cases for day
9:00 - course preparation 9:00 - psychological evaluation
10:00 - teach undergraduate abnormal psychology 10:00 - evaluation continued
11:00 - meeting with research lab 11:00 - evaluation continued
12:00 - lunch 12:00 - score tests, begin report
1:00 - case conference 1:00 - report writing
2:00 - clinical faculty meeting (every other week) 2:00 - psychotherapy client
3:00 - faculty meeting (once a month) 3:00 - psychotherapy client
4:00 - return calls, paperwork, etc. 4:00 - psychotherapy client
5:00 - go home 5:00 - psychotherapy client
evening - prepare for next day’s assessment evening - catch up on therapy contact notes
(continued)
BOX 1.2 Continued

Wednesday Thursday
8:30 - check phone and e-mail, return messages 8:30 - check phone and e-mail, return
9:00 - course preparation messages
10:00 - teach undergraduate abnormal psychology 9:00 - scholarly writing
11:00 - swim or work out 10:00 - research activities (data analysis)
12:30 - group clinical supervision 11:00 - continued
1:00 - group supervision continued 12:00 - basketball
2:00 - individual supervision 1:00 - scholarly writing and
3:00 - office hours/return messages 2:00 research activities (data analysis)
4:00 - office hours continued 3:00 - continued
5:00 - 4:00 - continued
evening - read to prepare for Friday seminar evening - read to prepare for Friday seminar
Friday
8:30 - check phone and e-mail, return messages
9:00 - Human Subjects Committee (HSC, once per month)
10:00 - HSC or seminar preparation
11:00 - seminar preparation
12:00 - lunch or swim/work out
1:00 - teach graduate seminar
2:00 - seminar continued
3:00 - seminar continued
4:00 - return messages
by 1995. What is not included in Table 1.2 is information about part-time private practice.
Fully 60 percent of clinical psychologists who did not indicate private practice as their pri-
mary employment reported that they engaged in part-time private practice. Combining the
full-timers and part-timers, a full 76 percent of the clinical psychologists surveyed were
engaged in some private practice. The ability to set one’s own hours and to be one’s own boss
are attractive features of solo private practice. In the 1970s and 1980s it represented a rela-
tively lucrative option for full- or part-time employment. The changes in health-care delivery
that took place in the United States in the 1990s and that continue today have cut the profits
and increased the hassles associated with private practice. Some commentators have sug-
gested that the days of the independent practitioner are numbered (e.g., Cummings, 1995).
Distinguishing Clinical Psychology from Related

Professions
A third approach to understanding clinical psychology is to look at what it is not. Clinical psy-
chology is one of several helping professions that concerns itself with human psychological
distress. There is considerable overlap in the activities of clinical psychologists and those of
TABLE 1.2 Primary Employment Sites for Clinical Psychologists
1973 1981 1986 1995

Employment Site % % % %
Psychiatric Hospital 8 8 9 5
General Hospital 6 8 5 4
Outpatient Clinic 5 5 4 4
Community Mental Health Center 8 6 5 4
Medical School 8 7 7 9
Private Practice 23 31 35 40
University, Psychology 22 17 17 15
University, Other 7 5 4 4
VA Medical Center — — — 3
None 1 1 4 1
Other 1 12 10 11
Source: Adapted from Norcross, Karg, & Prochaska (1997a).
related professions. Clinicians with graduate level degrees in medicine, psychology, social
work, nursing, or education might, for example, provide psychotherapy. Legitimate questions
for someone interested in the mental health field and considering post-undergraduate educa-
tion to ask are: Why clinical psychology? and What sets this field apart from the others? We
will endeavor to highlight the characteristics of clinical psychology that distinguish it from
related professions. Our intention here is to answer the second question but not the first.
Everyone must choose his or her own educational path. Clinical psychology is the right road
for some. But for others, it would be the wrong avenue to travel.
Psychiatry
Probably the most commonly asked question of any clinical psychologist is some variations
of “What’s the difference between a psychologist and a psychiatrist?” The short—somewhat
flip—answer has been to say, “Psychiatrists prescribe medication, psychologists don’t.”
This answer never did justice to the many differences between the two professions and may
not be true for very long. There is a concerted effort underway for psychologists to obtain the
legal privilege to prescribe medications (Deleon & Wiggins, 1996). In 2002, New Mexico
became the first state to pass legislature allowing licensed psychologists with appropriate
training to prescribe medications. We will distinguish the two disciplines by describing dif-
ferences in training, theoretical models, and professional activities.
Psychiatry is a medical specialty. The undergraduate education of most psychiatrists
had a heavy emphasis upon course work that prepared them for medical school (e.g., biology,
chemistry). Psychiatrists complete four years of post-baccalaureate training in a medical
school and obtain a medical degree (M.D.). Medical school training for psychiatrists is the
same as that of physicians who specialize in other areas. After medical school, psychiatrists
complete a one-year internship in general medicine. Typically, the internship consists of a
series of rotations lasting one month or so, during which new M.D.s work with resident and
attending physicians in different specialty areas. Focused training in psychiatry does not
begin until the residency. Psychiatrists complete a three-year psychiatric residency, after
which they take examinations to become board certified in psychiatry.
The training of clinical psychologists is quite different. At the undergraduate level,
training typically is in psychology or a related social science. Students take course work in
the psychological approaches to understanding normal and abnormal behavior (e.g., learn-
ing, personality, cognition). Graduate school is typically designed to last five years, although
it may take longer. The first four years of training occur at the home institution and involve
course work in psychology, practicum training in the clinical areas (e.g., assessment, psy-
chotherapy), and training in research. The fifth year of training is the pre-doctoral internship,
which is usually spent at another institution and involves twelve months of full-time clini-
cal work. The degree in clinical psychology (Ph.D. or Psy.D.; see below) is awarded after
the student defends his or her doctoral dissertation.
Besides the differences in training content and training methods that distinguish psy-
chiatry from clinical psychology, the difference in training philosophy may be the most
important distinction of all. In medical school, students learn facts about biochemistry,
anatomy, and physiology. In graduate school, psychology students learn about theories and
how to critically evaluate research. The last thing that medical students do before they are
awarded the M.D. is take the Hippocratic oath. The last thing that graduate students in psy-
chology must do is defend their dissertation research. Sandford Goldstone, a mentor to the
first author and colleague of the second, captured well the important distinction in train-
ing philosophies between the two disciplines. To paraphrase Dr. Goldstone, “When they
are through with their training they take an oath. When we are through we get into an argu-
ment.” As Dr. Goldstone’s comment suggests, the final steps in medical and psychological
training may tell us a lot about the way the two professions approach their work. Physi-
cians learn facts and use this knowledge to understand and treat patients. Psychologists
learn to think as researchers, to evaluate probabilistic findings, and to defend their views by
citing the data.
Differences in training content highlight the differences in models for understanding
human behavior that distinguish the two professions. Psychiatry is strongly dominated by
the biological model of human behavior. Historically, American psychiatry allied itself with
psychoanalysis in the first half of the twentieth century. The past fifty years, however, have
witnessed the ascendancy of biological psychiatry. In clinical psychology, there has been far
less agreement regarding the most appropriate model for understanding behavior (see Chap-
ters 3 and 4). The biological basis of human behavior and psychological distress is only one
of several ways of understanding for a clinical psychologist.
Clearly, there is overlap in the professional activities of psychologists and psychia-
trists. Both types of clinicians make diagnoses, for example. Psychologists may use psy-
chological tests to assist in the diagnostic process, whereas psychiatrists, who do not receive
training in psychometric testing, typically do not. Both disciplines consider psychotherapy
to be within their professional purview. As we have seen, this has become the dominant
activity of clinical psychologists. Training in psychotherapy begins early in graduate school
and is a significant component of most internships. The ascendance of biological psychia-
try has been accompanied by a decrease in the importance of psychotherapy in the profes-
sional training and practice of psychiatry (Fleck, 1995).
Counseling Psychology
Counseling psychology is the specialty of psychology that is most similar to clinical psy-
chology. Like clinical psychologists, counseling psychologists complete five years of grad-
uate training that includes a one-year full-time internship. They receive training in research
and must complete a dissertation. In most states, clinical and counseling psychologists are
licensed under the same law. The clinical work of counseling psychologists involves psy-
chological assessment, therapy, and consultation.
Traditionally, the distinction between clinical and counseling psychology has been in
the areas emphasized in training and practice. Counseling psychologists have tended to deal
with problems of adjustment in healthy individuals or more minor forms of maladjustment.
Typical activities that defined counseling psychology included career and educational coun-
seling. There was less of an emphasis upon testing in counseling psychology, and when it
was used, testing tended to involve vocational interest inventories, aptitude testing, and per-
sonality. The prototypical work setting for a counseling psychologists was the college or
university counseling center. Student counseling centers typically emphasize outreach pro-
grams (e.g., eating disorders awareness presentations), prevention (e.g., workshops for mar-
ried students), and short-term counseling.
The practice of counseling psychology has changed over the past few decades. Coun-
seling psychologists have expanded their areas of practice beyond career and short-term
counseling to include more general psychotherapy. They have expanded their work settings
to include private practice (Vredenburgh, Carlozzi & Stein, 1999; Zook & Walton, 1989),
health care (Ruth-Roemer, Kurpin, & Carmin, 1998), and psychiatric institutions. The valid-
ity of the distinction between clinical and counseling psychology may be fading and some
commentators have suggested that it is no longer justified (e.g., Beutler & Fisher, 1994).
School Psychology
School psychology is another specialty area that has some characteristics in common with
clinical psychology. School psychologists work with educators to help them meet the intel-
lectual, social and emotional needs of school-age children. A significant component of the
work of school psychologists involves psychological testing. They typically rely heavily
upon tests of intelligence, academic achievement, and behavior functioning. School psychol-
ogists are called upon to make diagnoses about learning disability, attention deficit hyper-
active disorder, or mental retardation. They consult with schools to help them create learning
environments that promote children’s academic and personal development. They may help
teachers to develop and refine their classroom management skills. School psychologists
sometimes may provide brief therapy for students.
Some school psychologists receive a doctorate degree. In 1997, for example, 95 doc-
toral degrees in school psychology were awarded (American Psychological Association,
2000). Most school psychologists, however, have only masters-level training. The National
Association of School Psychologists recognizes the masters as the degree necessary for enter-
ing the profession. In contrast, clinical psychology has always viewed the doctorate as the
entry-level degree.
Social Work
Social work is a profession whose roots are in social service. Traditionally, social workers
have worked with the poor and disenfranchised segments of the population (Richie, 1992).
In mental health settings, the social work role historically had been to take the social history,
hook patients up with social resources (e.g., disability benefits, welfare), and arrange for
residential or vocational placements. The traditional roles of different professions working
as a multidisciplinary team in a psychiatric hospital or community mental health center would
be as follows. At intake, the social worker would take a social history, the psychiatrist would
conduct a diagnostic interview, and the psychologist would administer psychological tests.
The team, usually with the psychiatrist as its head, would meet to develop a treatment plan.
In treatment, the psychiatrist would prescribe and monitor medications, the psychologist
would conduct psychotherapy, and the social worker would provide support services for the
family and mobilize community resources as needed (e.g., halfway house, food stamps, job
training, etc.).
These traditional roles have disintegrated over time. As the profession has aged,
social workers are less likely to be satisfied with their traditional roles. Contemporary clini-
cal social workers make diagnoses and conduct psychotherapy. They are also likely to occupy
important administrative positions in hospitals, clinics, or other social services agencies.
Given its history, it is not surprising that theories of clinical social work tend to
emphasize the role of social factors such as poverty, racism, and sex-role stereotyping in
psychological distress. Social work intervention is often directed toward empowering the
disenfranchised.
The training of clinical social workers is markedly different from that of a clinical
psychologist. The Masters in Social Work (M.S.W.) is the degree required for clinical
practice. M.S.W. programs typically do not provide training in research. There is usually no
masters thesis requirement. Clinical training takes place in the field under the supervision
of a licensed social worker. To become a Licensed Clinical Social Worker (L.C.S.W.), most
states require the M.S.W. and one to two years of supervised clinical work. The L.C.S.W.
may practice psychotherapy as well as other clinical activities. Clinical social workers are
employed by public and private agencies such as child protective services, community men-
tal health centers, and psychiatric hospitals. A growing number of social worker are employed
in private practice (Strom, 1993).
Other Related Professions

The mental health field is not limited to individuals with training in psychology, psychiatry,
or social work. A growing number of states are recognizing other groups of professionals. In
California, one can become licensed in Marriage, Family, and Child Counseling (M.F.C.C.).
Typically, an M.F.C.C. has a masters degree in psychology, education, counseling, or a
related profession. Two years of supervised experience is required for licensure. M.F.C.C.s
can practice independently. Several states have similar types of licenses. In Maine, for
example, one can become a Licensed Clinical Professional Counselor, while in Massachu-
setts, with similar credentials one can be a Licensed Mental Health Counselor. It is difficult
to comment upon these disciplines since education, clinical experience, and supervision of
these professionals varies so greatly.
As the preceding discussion indicates, it is not easy to distinguish clinical psychology
from other mental health professions by focusing upon clinical activities. Several profes-
sions engage in diagnosis, assessment, and psychotherapy. In the next section of this chap-
ter we turn our attention to the training of clinical psychologists. The models and methods
of training clinical psychologists may be the feature that most clearly distinguishes the dis-
cipline from others.
Training in Clinical Psychology

The hallmark of training in clinical psychology is the integration of science and practice.
The scientist-practitioner model has been the preeminent approach to training in clinical
psychology over the past fifty years (Norcross et al., 1997a; Stricker, 2000). One of the
basic assumptions of scientist-practitioner model is that science and practice must continually
inform each other. What better way for this to occur than for clinical psychologists to be
trained as scientists and practitioners? But this training must not be separate. Clinical psy-
chologists are not scientists on Mondays, Wednesdays, and Fridays and practitioners on
Tuesdays and Thursdays. Scientist-practitioner training is not training in science plus training
in practice (Belar, 2000). Integration of science and practice defines the model. “Scientist-
practitioner psychologists embody a research orientation in their practice and a practice rel-
evance in their research” (Belar & Perry, 1991, p. 7).
Graduate training programs that adhere to the scientist-practitioner model prepare stu-
dents in three broad areas: research, assessment, and intervention. Students are trained to
conduct psychological research but also to apply knowledge drawn from psychological
research in their practice. “The graduate of this training model is capable of functioning as
an investigator and as a practitioner, and may function as either or both, consistent with the
highest standards in psychology” (Belar & Perry, 1991, p. 8). In order to prepare scientist-
practitioners, graduate programs provide didactic instruction in core content areas in psy-
chology (e.g., biological bases of behavior, learning and cognition, social influences upon
behavior, individual differences). Didactic instruction is coupled with experiential learning
through clinical practica to prepare students to deliver psychological services. Students learn
to critically evaluate the scientific status of assessment and intervention techniques at the
same time they are learning to apply these techniques. Research training usually includes
research mentoring, in which the graduate student works closely with a research advisor,
along with instruction in research design, methods, and statistics. Students design and carry
out an independent research project, the doctoral dissertation, at the culmination of their
research training.
The scientist-practitioner model of training is often referred to as the Boulder model,
named for Boulder, Colorado, the city where a committee of psychologists met in 1949 and
formally adopted this model of training for clinical psychology (see Chapter 2). The Boul-
der model has been alternatively hailed and denigrated over the years. While opinions vary,
we feel it is important for the reader to know that we fall strongly in the camp of support-
ers of scientist-practitioner training. Boulder model thinking pervades this book. When
Boulder model training succeeds, the product is a unique type of health professional. We
can do no better that to quote the authors of a policy statement that emanated from a
national conference on scientist-practitioner training in capturing the ideal graduate of a
Boulder model training program. “The scientist-practitioner model produces a psychologist
who is uniquely educated and trained to generate and integrate scientific and professional
knowledge, attitudes, and skills so as to further psychological science, the professional
practice of psychology, and human welfare” (Belar & Perry, 1991, pp. 7–8).
But the scientist-practitioner model is not the only approach to training clinical psy-
chologists. And while most clinical psychologists describe their training as Boulder model
(Norcross et al. 1997b), the percentage of newly graduated doctorates in clinical psychol-
ogy from Boulder model training programs has been shrinking for several years (Rice,
1997). The most common alternative to the Boulder model is the Vail model, also named
for a city in Colorado that hosted a major training conference (see Chapter 2). The Vail
model, which is sometimes called the scholar-practitioner model, deemphasizes the need
for research experience in training and emphasizes training in the delivery of psychologi-
cal services. The Vail model training program prepares its graduates for careers in clinical
practice.
Vail model training may occur within a psychology department at an accredited uni-
versity, which is the home for most scientist-practitioner training programs. But practice-
oriented training also takes place within so-called “free-standing” schools of professional
psychology. These schools are private, for-profit, and not affiliated with a university. One
of the largest free-standing schools is the California School of Professional Psychology,
which currently has four campuses. These schools represent a controversial development in
the history of clinical psychology and are a marked departure from the model graduate
training program envisioned by the attendees at the Boulder conference (Raimy, 1950). Box
1.3 outlines some of the differences between training in a free-standing professional school
and a university-based graduate program in clinical psychology.
Students who receive graduate training in clinical psychology that emphasizes psy-
chological practice sometimes receive a Psy.D. (Doctorate of Psychology) as opposed to a
Ph.D. in psychology. The first Psy.D. training program was developed at the University of
Illinois and commenced in 1968 (Peterson, 1968). While this program was eventually elim-
inated, many other Psy.D. programs have sprung up over the years. In 1999, 39 of the 199
doctoral training programs in clinical psychology accredited by the American Psychologi-
cal Association offered the Psy.D. (American Psychological Association, 1999)
The relationship between the Psy.D. degree and professional training schools is not
one to one. That is, not all professional schools offer the Psy.D. and not all Psy.D. degrees
are awarded by professional schools. In 1993, for example, more professional school grad-
uates earned the Ph.D. than the Psy.D. (American Psychological Association, 1993, cited
in Rice, 1997). Many of the accredited doctoral training programs that offer the Psy.D. are
affiliated with universities.
BOX 1.3
Training in a Free-Standing Professional School versus a
University-Based Doctoral Program
The traditional homes for doctoral training programs in clinical psychology have been departments
of psychology within regionally accredited universities. The late 1960s and early 1970s, however,
witnessed the birth of new homes for training clinical psychologists. Professional schools of psy-
chology, sometimes referred to as free-standing because they are not affiliated with accredited uni-
versities, sprang up first in California and then throughout the United States. In this box we will
discuss some of the differences in the experiences of students who receive their training in a pro-
fessional school as compared to a university.
One of the first differences students will note—and for some students the most important—
is in the cost. With few exceptions, it is more expensive to receive training in a professional
school. There are two main reasons for the cost difference. First, free-standing schools are much
more dependent upon tuition for financial stability. In contrast, universities rely upon a wider vari-
ety of sources of financial support, including indirect support from research grants, public moneys,
and endowments. Second, it is far more common for students in university-based doctoral pro-
grams to receive financial support. Students commonly work as research or teaching assistants dur-
ing their graduate years at a university. In contrast, students in professional schools rarely receive
financial support from the institution (Norcross, Sayette, & Mayne, 1998).
A second difference is class size. Professional schools tend to accept much larger classes
of students than do university-based programs. Given the reliance upon tuition dollars to pay the
bills, the motivation to accept large classes is obvious. It is not uncommon for the entering class
of a professional school to be on the order of thirty to sixty students, whereas university-based
programs tend to accept classes of about five to ten students. To illustrate the difference we will
use our own graduate program as an example, compared to the Massachusetts School of Profes-
sional Psychology (MSPP; geographically, the closest professional school). Nine students were
offered a place in our entering class for fall 1999 (12 percent acceptance rate). Five students
entered our program that fall. According to their website, MSPP routinely has entering classes of
approximately thirty-five students. Forty-two percent of the applicants were offered admission
in fall 1999.
A third difference between professional schools and universities is the makeup of their
respective faculties. The faculties at professional schools tend to be primarily clinical in their ori-
entations and experience. Typically, they do not do research. A relatively large percent of the fac-
ulty of professional schools hold part-time positions. These part-time faculty typically have clinical
jobs as their primary form of employment. Advocates for professional school training argue that
these clinician faculty are strong professional role models for their students, who, by and large, are
interested in clinical positions upon graduation. At a traditional university, the graduate students
are trained by full-time faculty members who are researchers as well as teachers and clinicians. A
typical clinical faculty member is a tenure-track or tenured professor who devotes 25 percent, 50
percent, or more of his or her time to research. Student contact with clinically oriented professional
psychologists is often limited to practicum supervision.
The fourth difference between training in the two types of schools is related to the third. Train-
ing at a university has a much stronger research orientation than does training at a professional
(continued)
BOX 1.3 Continued

school. Graduate students are involved in research throughout their training. Typically, they work
closely with a research advisor, assisting on the advisor’s studies as they develop their own line of
research. Students complete an independent research project, the doctoral dissertation, at the conclu-
sion of their training. In professional schools there is very little emphasis upon research. Students may
do a dissertation project but this does not necessarily involve collecting original research data. These
schools emphasize clinical functions. Students are trained to consume research as it relates to clini-
cal practice, whereas students in university programs are trained to be producers of research.
What are the differences between Psy.D. and Ph.D. training? The main difference, of
course, is the relative emphasis placed upon research and practice. Ph.D. programs, partic-
ularly those that endorse the scientist-practitioner training model, place a heavy emphasis
upon research training and production. In Psy.D. programs students do receive some research
training but usually are not required to carry out an empirical study. Professional training
schools allow for a wider definition of what might be considered acceptable dissertation
research, including theoretical analyses, surveys, analyses of archival data, qualitative inves-
tigations, case studies, and public policy investigations (Peterson, Peterson, Abrams, &
Stricker, 1997).
Within programs that offer a Ph.D. in clinical psychology there is great variability in
the training experiences students receive. There are marked differences between traditional
research-oriented training programs and professional-applied programs in clinical psychol-
ogy. Research-oriented programs tend to have smaller faculty to student ratios, higher qual-
ity faculty (in terms of publications), more full-time and fewer part-time faculty, smaller
class sizes, and they admit students with higher GRE scores than professional-oriented
Ph.D. programs (Maher, 1999). A trend that is of concern for many research-minded clin-
ical psychologists is that the percentage of Ph.D.s in clinical psychology being offered by
lower-quality programs is increasing (Maher, 1999). Graduates of schools with an applied
orientation tend to score lower on a standardized test used for licensure than graduates of
research-oriented programs (Yu, Rinaldi, Templer, Colbert, Siscoe, & VanPatten, 1997).
While Psy.D. and Vail model training programs do not provide the same level of
research training as Boulder model programs, that should not be construed to mean that the
scientific foundations of psychology are ignored. On the contrary, training in science
should be part of any graduate program in clinical psychology. The importance of training
in the scientific foundations of clinical psychology have been affirmed at every major con-
ference on training since the meeting at Boulder (Ellis, 1992). The educational model pro-
moted by the National Council of Schools and Programs of Professional Psychology (an
organization of professional schools) views professional practice as a form of science (Peter-
son et al., 1997). “The properly trained professional psychologist is a scientist in the sense
that the skilled physician is a local clinical, biological scientist and the skilled engineer is a
local physical scientist” (Peterson et al., p. 376). It is this training in critical, scientific think-
ing that sets clinical psychologists apart from other professionals.
A third variation on graduate training in clinical psychology has emerged in recent

years. The clinical-scientist model of training, as the name implies, strongly emphasizes
scientific research. The goal of clinical scientist training programs is to produce psychologists
who will further our applied knowledge through research. It is not that clinical scientist
programs do not train students in psychological assessment and intervention. Rather, they
limit the scope of the training to practices that have sufficient scientific support. The prod-
uct of a clinical-scientist program is individuals who will “think and function as a scientist
in every respect and setting in their professional lives” (McFall, 1991, p. 85).
Graduate training programs that adhere to the clinical-scientist model have recently
formed the Academy of Psychological Clinical Science. The academy provides these pro-
grams with the opportunity to share information and resources to work toward the organi-
zation’s goals, which include fostering “the training of students for careers in clinical science
research, who skillfully will produce and apply scientific knowledge” (Academy of Psycho-
logical Clinical Science, 2003).
Graduate training programs in clinical psychology vary with respect to how strongly
they adhere to any one model of training over another. Some programs are strongly prac-
tice oriented, whereas others, such as those that belong to the Academy of Psychological
Clinical Science, place significantly more emphasis upon research training. But it would be
inaccurate to imply that every graduate training program can be neatly pegged into one of
these three categories. Within the same scientist-practitioner model programs some students
may gear their training experiences toward careers in clinical practice, while others will aspire
to careers in clinical science and gear their training accordingly. When planning for grad-
uate training in clinical psychology, it is important to know the training philosophy espoused
by the program; however, it is also important to look within the program to understand the
possibilities it offers.
In the next section of this chapter we will take the reader through the educational life
of a clinical psychologist from undergraduate preparation through post-graduate continuing
education.
Undergraduate Preparation
Training in clinical psychology occurs at the graduate level. But in order to participate in
graduate-level training, one must first, of course, complete a course of bachelor’s-level edu-
cation. A strong undergraduate education in psychology is the best preparation for special-
ized training in clinical psychology. Course work in the basic areas in psychology such as
biological bases of behavior, learning, social, cognition, perception, and developmental psy-
chology lay the groundwork for specialized training. Courses in clinically relevant areas of
psychology are important as well (e.g., abnormal psychology, tests and measurement, and
personality theory). Most psychology majors will complete a sequence of courses in research
design and statistics. These are critically important courses for students interested in scientist-
practitioner training.
At most universities, the psychology department is housed within a college of liberal
arts and sciences. Students therefore are typically required to take a breadth of courses to
fulfill the requirements for a liberal arts degree. A broad-based education makes sense for the
student interested in a career in clinical psychology. Graduate training programs are inter-
ested in well-educated students. Undergraduate course work in other sciences, such as biol-
ogy or chemistry, is usually looked upon favorably. Mathematics and computer science are
also valuable. Finally, course work in other social sciences (sociology or anthropology in
particular), introduces students to nonpsychological perspectives on understanding human
behavior.
However, having a well-rounded liberal arts education with an emphasis in psychol-
ogy usually will not be enough to garner acceptance into most graduate programs in clinical
psychology. Students can obtain five basic things to improve their chances of acceptance into
graduate school in psychology:
1. High grade-point average

2. Good scores on the Graduate Record Examination
3. Research/scholarly experience
4. Clinically relevant experience
5. Strong letters of recommendation
The acceptance standards for graduate training in clinical psychology are competi-
tive. One of the factors considered by training directors is grade point average obtained in
undergraduate courses. While there is no hard and fast cutoff for acceptable grade point
average, and different programs give different weights to this criterion, the higher the GPA
the better. For example, it would not be uncommon for a doctoral program in clinical psy-
chology to set 3.5 (on a 4-point system) as the minimum required GPA for consideration
(Fiore, 1991). Some of the more prestigious graduate programs might set the minimum GPA
even higher. One limitation of the GPA is that it is not standardized, making it difficult to
compare GPAs across different institutions. It is unlikely that GPA is ever considered alone.
A candidate with somewhat lower grades might be accepted if he or she has significant
research accomplishments, for example. In addition, different training programs may empha-
size different parts of the GPA. Some look at the GPA obtained over the entire undergrad-
uate education, while others are more interested in the GPA for the last two years of college.
The Graduate Record Examination (GRE) is a standardized test used by most gradu-
ate schools to assist in evaluating applicants. The GRE is to acceptance into graduate school
what the SAT (Scholastic Aptitude Test) is to acceptance into college. The general GRE test
yields two scores: Verbal and Quantitative. A third general score, Analytic, was dropped from
the test in 2002. In addition to these scores, many graduate programs are interested in stu-
dents’ scores on the GRE subject test in psychology. Applicants’ scores on these provide
information that allows application committees to make comparisons of student from dif-
ferent undergraduate institutions. As with the undergraduate GPA, students accepted into
graduate programs in clinical psychology tend to have high GRE scores (e.g., 600 or higher
in most areas).
The third basic thing to do to prepare for graduate school in clinical psychology is to
obtain research experience. Probably the most common way an undergraduate gains research
experience is by working as a research assistant for a psychology professor at his or her
undergraduate institution. Many psychology departments offer a limited number of course
credits for students who work as research assistants. Conducting independent research as part
of a research methods course or as an honors thesis is also a good way to get one’s feet wet
as a researcher. Presenting research at a conference, or better yet being a co-author on a pub-

lished paper, shows strong interest in research and is looked upon very favorably by directors
of clinical psychology training programs (Piotrowski & Keller, 1996). Active participation in
research is important for a variety of reasons. Students learn about doing research, which can
help them to determine whether a career that involves research is a good match for them. Sec-
ond, it is a great way for students to get to know faculty members and for faculty members to
know them. This is extremely important when it comes time for letters of recommendation.
Third, research involvement is valued highly by directors of clinical psychology training
programs (Piotrowski & Keller, 1996), particularly directors of scientist-practitioner and
clinical-scientist programs. Interestingly, however, directors of Psy.D. programs also give
considerable weight to applicants’ research work when evaluating applications (Piotrowski &
Keller, 1996).
Reflecting the science-practice nature of clinical psychology, in addition to research
experience, clinical experience can help an applicant create a successful application. Work
as a hotline counselor, a volunteer at a psychiatric facility, a psychology technician, or other
clinically relevant experiences help round out an application. While it is true that most
application committees value research experience over clinical work (Piotrowski & Keller,
1996), the latter can help support an application. Directors of Psy.D. programs, in fact, tend
to weigh clinical and research experience equally (Piotrowski & Keller, 1996). In addition
to the functional value of helping to build a strong application, clinical experience helps stu-
dents learn about the applied aspects of clinical psychology. As with research experience,
exposure to this type of work can help students make decisions about the type of graduate pro-
gram that best matches their career goals.
The fifth basic component of a graduate school application is letters of recommenda-
tion. All graduate programs require them; most require at least three. It is best if these letters
are from individuals who are familiar with different aspects of the student’s education and
training. At least two of the letters should come from psychology faculty (Fiore, 1991). These
might be faculty with whom the student has had more than one class or for whom the student
worked as a research assistant. Psychologists, or professionals from related disciplines, who
supervised the student’s clinical work also frequently provide letters of recommendations.
In addition to the basic five described above, an additional consideration in prepar-
ing oneself for graduate training in clinical psychology is what area within the broad field
is of greatest interest. Clinical psychology is an expanding discipline. As it grows, there is
a move toward increased specialization. Students who can focus their interests are more
likely to be able to identify programs and faculty members with similar interests. The match
between the applicant and potential faculty mentors is extremely important. This is particu-
larly true for research-oriented graduate programs within which graduate students work
closely with a research mentor. A close match between an applicants’ research experience and
interests and those of a potential research mentor can override less than stellar GPA or GRE
scores when faculty choose who to accept.
Graduate Training
As our earlier discussion indicated, the graduate school experiences of clinical psycholo-
gists vary based upon the training philosophy of the training program and a myriad of other
factors. Keeping this variability in mind, in the following section we endeavor to give you
a sense of the basic components of graduate training in clinical psychology.
Most graduate programs require advanced course work in the basic areas of psycho-
logical science. Scientist-practitioner programs, for example, typically include training in
the following content areas: biological bases of behavior, cognitive-affective bases of
behavior, social bases of behavior, and individual behavior (Belar & Perry, 1991). How
these basic content areas are covered varies depending upon the competencies and interests
of the training faculty. Biological bases of behavior may be covered through courses in neu-
ropsychology, neuroanatomy and physiology, circadian rhythm, or endocrinological influ-
ences on behavior. Similarly, courses in psychopathology, personality theory, or child
development would all be relevant to developing a knowledge base about individual dif-
ferences in behavior.
Course work and experience in clinical psychology are, of course, central to any train-
ing program. Graduate seminars in psychological assessment, pscyhotherapy, and psy-
chopathology typically make up the core clinical courses. Many programs require that
students receive training in professional ethics and legal issues germane to clinical psychol-
ogy. Specialized courses in areas such as neuropsychology, psychopharmacology, health
psychology, family systems therapy, or consultation in medical settings might round out the
clinically oriented course work.
Doctoral training programs typically require that students complete a doctoral quali-
fying examination before they are officially considered to be doctoral candidates. These
examinations often take place over several days and rigorously evaluate not only students’
knowledge but their ability to present their ideas in written and oral formats. The doctoral
qualifying examinations, sometimes referred to as comprehensive exams, usually fall some-
where around the midpoint of students’ graduate careers and mark a transition from grad-
uate student to doctoral candidate. Some more research-oriented programs require students
to write a grant proposal or a review paper in lieu of the qualifying exam.
Much of the clinical training of graduate students takes place outside of the classroom.
Usually by no later than their second year in training, students participate in practical train-
ing. They work with real clients under the supervision of licensed psychologists. Practicum
training may occur in a training clinic affiliated with the graduate program, or it may take
place in the field. Students often obtain 1,000 or more hours of practicum training prior to
internship (Hecker, Fink, LeVasseur, & Parker, 1995). These clinical hours include a vari-
ety of professional activities including assessment and psychotherapy, supervision, writing
case notes and reports, case conferences or clinical rounds, and consulting with other pro-
fessional on clinical issues.
Training in the more applied aspects of clinical psychology continues after students
leave their graduate programs and before they complete the doctoral degree. The American
Psychological Association requires that training include a one-year pre-doctoral internship
in order for graduate programs to be accredited by the professional organization The intern-
ship year is a full twelve months of applied clinical experience. Graduate students compete
for slots in accredited internship programs. Typically, the internship year is completed at an
institution not affiliated with the graduate training program. Internships, in fact, may be great
geographical distances from training programs. Students from our training program here in
Maine, for example, have done their internships in several New England states but also in
Florida, Mississippi, California, Texas, Hawaii, Oklahoma, and British Columbia, to name
a few.
Research training is another significant aspect of graduate work in clinical psychol-
ogy. Training programs typically require courses in research design and advanced statisti-
cal analysis. But research training, like clinical training, involves a great deal of experiential,
hands-on learning. Particularly in traditional scientist-practitioner and clinical-scientist pro-
grams, students work closely with mentors, learning about research and developing exper-
tise in a particular area experientially. Graduate students often present research papers at
conferences and many co-author, or sometimes solely author, published empirical studies,
review papers, book chapters, or other scholarly works.
The relationship between the graduate student and his or her research advisor can be
one of the most important associations in the professional development of a clinical psy-
chologist, particularly for those interested in careers that emphasize research (Blount,
Frank, & Smith, 1993). The relationship can be an intense one since the research mentor
must play a variety of roles including critic, professional role model, supporter, and confidant
over five years or more of training. When it works well, the relationship between research
mentor and graduate student changes over time so that by the time the Ph.D. is awarded,
their interactions are more akin to colleagues than teacher and student. Long after receiv-
ing their Ph.D.s many psychologists still identify themselves with their research mentors.
(For example, in a recent e-mail with a psychologist whom I had never met, she oriented
me to her professional views by writing, “What would you expect from one of Borkovec’s
students?” Thomas Borkovec was her research advisor.)
Involvement with research in one form or another is a hallmark of scientist-practi-
tioner training. In addition to collaborating with their research advisors, graduate students
will need to produce independent research. Many, but not all, doctoral programs require the
completion of a master’s thesis. All Ph.D. programs require a doctoral dissertation. The dis-
sertation represents the culmination of the student’s research training. It requires mastery
of an area of scholarly literature, creativity in designing a research study that will contribute
to the literature, perseverance in carrying out the project, collecting and analyzing the data,
and writing the final dissertation. The dissertation must meet the approval of a committee
of faculty members. Often the last thing that a clinical psychology graduate student has to
do before the doctorate is conferred is orally defend the dissertation in front of the disser-
tation committee and others. In this “argument,” students must demonstrate not only that
they have a grasp on a large amount of factual information, but that they can present and
defend their own interpretation of the information and their opinions.
Table 1.3 contains a sample program of study from a scientist-practitioner model grad-
uate training program.
Post-Doctoral Training
It has long been recognized that there is a need for training in clinical psychology to con-
tinue beyond the awarding of the doctoral degree. Post-doctoral training in psychology has
been discussed at every major training conference on clinical psychology including the orig-
inal Boulder Conference (Belar, Beiliauskas, Klepac, Larsen, Stigall, & Zimet, 1993; Raimy,
TABLE 1.3 Sample Program of Study for a Scientist-Practitioner Model Graduate Program
Year One
Fall Spring Summer
Psychological Assessment I Psychological Assessment II Seminar in Ethics and

Adult Psychopathology Seminar in Psychotherapy Professional Issues
History and Systems of Research Methods Practicum
Psychology Directed Research Directed Research
Directed Research
Year Two
Fall Spring Summer
Seminar in Cognitive Child Psychopathology/ Practicum

Behavior Therapy Therapy Directed Research
Advanced Psychological Multivariate Statistics Doctoral Qualifying
Statistics Practicum Exam
Cognitive Psychology Social Psychology
Practicum Directed Research
Directed Research
Year Three
Fall Spring Summer
Topics in Clinical Topics in Clinical Practicum

Psychology Psychology Directed Research
(Forensic Psychology) (Women’s Health Dissertation Proposal
Child Psychopathology Psychology) Due
Practicum Theories of Learning
Directed Research Practicum
Directed Research
Year Four
Fall Spring Summer
Seminar in Physiological Topics in Clinical Practicum

Psychology Psychology Dissertation Defense
Dissertation (Clinical Supervision)
Practicum Dissertation
Practicum
Year Five
Fall Spring Summer
Internship Internship Internship

1950). Specialty areas within clinical psychology were the first to develop criteria for post-
doctoral training (e.g., health psychology, Stone, 1983; clinical child psychology, Tuma,
1985; and clinical neuropsychology, INS-Division 40 Task Force Report, 1987). Most
states have codified the need for post-doctoral training in their licensing laws. One year of
post-doctoral training is the typical prerequisite for licensure (Stewart & Stewart, 1998).
There is general agreement in the field that a period of supervised post-doctoral experience
should be required for licensure (Frances & Wolfe, 2000).
Psychologists who plan to practice under state licenses are not, however, the only group
for whom post-doctoral training is helpful. Psychologists pursuing careers in academia and
research also frequently complete one or more years of organized post-doctoral training.
Research post-doctoral training fellowships are typically supported by grants. The post-
doctoral training period is a time to develop a research speciality and to establish the track
records of scholarly publications one needs to secure an academic position.
Post-doctoral training is far less regulated than graduate training in clinical psychol-
ogy (Frances & Wolfe, 2000). State licensing laws require a year of supervised practice, not
a year of organized post-doctoral study. Oversight of what constitutes supervision is mini-
mal in most states. There has been an effort in recent years to better organize and regulate
post-doctoral training in psychology. The Association of Psychology Postdoctoral and Intern-
ship Centers lists post-doctoral training programs that meet some basic criteria. In 1997, the
American Psychological Association established guidelines for post-doctoral training in
psychology and began accrediting post-doctoral training programs. APA accreditation is
voluntary and so far does not carry much weight with licensing boards or organizations rep-
resenting specialties within psychology. As of this writing, there are only six APA-accredited
post-doctoral training programs in psychology.
In 1992, a National Conference on Post-Doctoral Training in Professional Psychol-
ogy was held in Ann Arbor, Michigan. In the policy statement that emanated from the con-
ference, the attendees identified three groups of psychologists for whom a post-doctoral
residency would be appropriate (Belar et al., 1993, p. 1286):
1. Professional psychologists who plan to practice or supervise practice in a specialty or

general practice setting
2. Professional psychologists who wish to teach professional courses at the graduate
level, supervise in, or direct a professional psychology program
3. Professional psychologists who are preparing for a career involving research on clin-
ical problems
Continuing Professional Education in Psychology

In a 1972 article in the American Psychologist, Samuel Dubin estimated that the half-life
of a doctoral degree in psychology is about ten to twelve years. In other words, about ten
years after completing a doctoral training program, the graduate can expect that about half
of the knowledge acquired is obsolete. Given the rapid growth of the discipline over the
past thirty years, we would argue that ten to twelve years is probably a high estimate. The past
three decades have witnessed dramatic technological advances impacting clinical practice,
an explosion of practice-relevant empirical research, and an increasing trend toward spe-

cialization. The need for clinical psychologists to educate themselves throughout their pro-
fessional lives is obvious.
The American Psychological Association has recognized the need for psychologists
to acquire professionally relevant knowledge throughout their professional careers. APA
defines continuing professional education as follows:
Continuing Professional Education (CPE) in psychology is an ongoing process consisting of

formal learning activities that (1) are relevant to psychological practice, education and sci-
ence, (2) enable psychologists to keep pace with emerging issues and technologies, and (3)
allow psychologists to maintain, develop, and increase competencies in order to improve
service to the public and enhance contributions to the profession. (APA website)
Most state licensing boards have also recognized the need for ongoing education for
psychologists. In forty states psychologists must participate in formal continuing education
activities in order to maintain their licenses to practice psychology. Typically, this means that
psychologists must provide the licensing board with documentation of continuing education
activities. Probably the most common way for psychologists to obtain continuing education
credit is to attend workshops or scientific meetings that have formal learning objectives.
Other ways for psychologists to obtain credit for continuing education activities are to read
books or participate in structured web-based learning programs. To get credit for these types
of activities, psychologists must complete an assessment of their learning. Just like in your
undergraduate psychology courses, it’s not enough to read the book—psychologists have to
show they know what it said.
In addition to maintaining competence and staying abreast of new developments in
the field, psychologists use continuing education activities to expand their areas of compe-
tence. For example, a psychologist whose practice has involved a combination of psy-
chotherapy and consultation to schools might wish to extend his or her practice to include
some forensic work (e.g., custody evaluations). Extending one’s areas of proficiency is not
something that clinical psychologists should take on lightly. Practicing beyond their areas
of competence is one way that psychologists get into legal and ethical hot water. Respon-
sible expansion of competence usually involves some combination of the following steps:
1. Psychologists should choose areas of expansion that are related to their current com-
petencies. A psychologist who specialized in behavioral treatment of attention deficit
hyperactivity is probably on solid ground if he or she seeks to expand practice to
include working with children who are noncompliant with medical treatments. This
same psychologist would be on much shakier footing if he or she sought to move into
psychoanalytic treatment of adult personality disorders.
2. Psychologists should develop a plan of study to prepare themselves for the new area
of practice. This plan of study would ideally include an organized plan for reading in
the area as well as participation in formal continuing education programs such as
weekend workshops.
3. Psychologists should arrange for supervision by more experienced colleagues as they
begin to do work in a new area.
Psychologists who obtain a significant amount of advanced training and continuing

education in a given specialty area will sometimes choose to obtain voluntary credentials
demonstrating their advanced proficiency. There are a variety of types of voluntary creden-
tials psychologists can obtain if they so choose. Some of these advanced “certifications”
require minimal documentation by way of proof of the psychologists’ competency. Quite
frankly, the main function of some of the more questionable credentials seems to be to pla-
cate the psychologists’ vanity. Unscrupulous professional psychologists can probably
obtain a veritable alphabet soup of letters to place after their names. The following example
was taken from a book on professional ethics in psychology: Roger A. Droit, Ph.D. (c), MAT,
C.Ht. When asked to explain the abbreviations, Mr. Droit indicated that Ph.D. (c) meant
that he was a Ph.D. candidate (in other words, he had not yet finished his degree), the MAT
stood for Master of Arts in Teaching, and the C.Ht. stood for Clinical Hypnotist (a creden-
tial he had obtained via a correspondence course) (Koocher & Keith-Spiegel, 1998). Another
favorite example of bogus credentials is the organization that periodically sends solicita-
tions to the authors in which they are informed that they may already qualify for an advanced
credential in forensic psychology. The solicitation explains that the applicant should award
himself or herself a certain number of points for having a doctorate degree, a certain num-
ber for each psychological evaluation completed for forensic purposes, as well as points for
relevant books read or workshops attended. If one’s point total is greater than 100, the appli-
cant has already qualified for the credential (provided he or she sends in a check for the
application and membership fee).
Lest the reader get the wrong impression, we want to be clear that not all voluntary
credentialing is bogus and obtained for questionable reasons. The most well-recognized and
well-respected voluntary credential for professional psychologists is the ABPP, the Amer-
ican Board of Professional Psychology. The board was established in 1947 with the goal of
serving the public by certifying psychologists competent to deliver high-quality services in
specialty areas. The primary purpose of board certification is to communicate to the public
that the psychologist has demonstrated expertise in a specialty area within psychology.
Board-certified psychologists may list ABPP after their doctorate degree (for example, Geof-
frey L. Thorpe, Ph.D., ABPP).
When the board was originally formed, and throughout much of its history, ABPP
certification was awarded in one of four areas: clinical psychology, counseling psychol-
ogy, school psychology, and industrial psychology. In recent years, however, reflecting the
diversity and increasing specialization of professional psychology, ABPPs are now
awarded in twelve different speciality areas. Currently, the American Board of Profes-
sional Psychology is the governing body for twelve distinct member boards. These are listed
in Table 1.4.
The requirements for the ABPP are quite rigorous. A doctoral degree, licensure, and
at least five years of experiences are minimum. The candidate must also demonstrate spe-
cialized training, evidence of substantial experience, and continuing education in the
specialty area. A committee of board-certified psychologists reviews samples of the psy-
chologist’s work (e.g., reports of psychological evaluations, transcripts of therapy sessions)
and conducts an oral examination that usually takes four to five hours to complete. The
examination usually includes the candidate’s doing some type of live clinical activity (e.g.,
evaluation, interacting with a real client, conducting clinical supervision).
TABLE 1.4 American Board of Professional Psychology and Member Boards
American Board of Professional Psychology
American Board of Behavioral Psychology American Board of Group Psychology

American Board of Clinical and Health American Board of Industrial/Organizational
Psychology Psychology
American Board of Clinical Neuropsychology American Board of Psychoanalysis in
American Board of Clinical Psychology Psychology
American Board of Counseling Psychology American Board of Rehabilitation
American Board of Family Psychology Psychology
American Board of Forensic Psychology American Board of School Psychology
The ABPP diploma is generally considered a prestigious credential. While licensure is

a credential that is required to practice psychology, the ABPP is a voluntary credential that
carries no legal weight. While licensure signals to the public that the psychologist has the min-
imal competencies needed to practice psychology, the ABPP signals advanced proficiency.
Ethics and the Development of a Clinical

Psychologist
Ethics is the branch of philosophy that deals with moral judgments. Ethics provide guidance
for making moral decisions, for deciding what is “right” versus “wrong,” “good” versus
“bad,” or “appropriate” versus “inappropriate.” For example, one approach to ethical deci-
sion making is teleology, which argues that actions should be judged by their consequences.
An action is morally right if it results in more positive than negative outcomes. For exam-
ple, if a lifeboat with ten people on it can only operate safely with eight, is it okay to force
two off to save the rest? An alternative approach to justifying ethical decisions is referred
to as deontology. In contrast to teleological justification, in the deontological approach a
small set of moral principles are used to judge the morality of an action. For example, one
might use the principle that being honest is ethically correct. Difficulties with the deonto-
logical approach arise when more than one ethical principle is involved. For example, is it
okay to lie (violate the principle be honest) in order to save someone’s life (adhere to the
principle preserve life)? The classic example of this dilemma is a physician in Nazi-occupied
Europe who is asked if there are any Jewish patients in the hospital (Haas & Malouf, 1995).
Should the physician accurately report that there are Jewish patients (be honest)? Or should
he or she lie in order to protect the Jewish patients (preserve life)?
Professions generate ethics codes to guide their members in making decisions on eth-
ical matters and so that they have a basis to judge the appropriateness of their members’
actions. The Hippocratic oath was the first profession-generated ethics code (Koocher &
Keith-Spiegel, 1998). The development of a set of professional ethics is an important mile-
stone in the development of any profession. Psychology published its first set of ethical prin-
ciples in 1952 (see Chapter 2, Box 2.2, for history of the APA ethics code). The most recent
version of the ethics code, Ethical Principles of Psychologists and Code of Conduct, was
approved by the governance of the American Psychological Association in August 2002 and
published later that year. The Ethics Code, as it is referred to, is reprinted in Appendix A.
The Ethical Principles of Psychologists and Code of Conduct (APA, 2002), referred
to as the Ethics Code, consists of four parts: Introduction, Preamble, General Principles (of
which there are 5), and Ethical Standards (of which there are 89). The Introduction discusses
intent and scope of the Ethics Code. The Preamble and General Principles are aspirational
in nature. They express goals toward which psychologists should aspire. The five General
Principles are Beneficence and Non-Maleficence, Fidelity and Responsibility, Integrity,
Justice, and Respect for the People’s Rights and Dignity. The principles are written in aspi-
rational language (e.g., Principle B: “Psychologists establish relationships of trust with those
with whom they work.”). As such they are essentially unenforceable. Instead, the intent of
the General Principles is to “inspire psychologists toward the highest ethical ideals of the
profession.” The Ethical Standards, in contrast, are written in concrete enough language so
that they can be used to more easily determine whether a psychologist’s behavior is incon-
sistent with the standard and hence sanctionable (e.g., “Psychologists do not engage in sex-
ual intimacies with current therapy clients/patients.”). If a psychologist’s actions violate one
of the ethical standards, it can form the basis for imposing sanctions against the psycholo-
gist by the American Psychological Association, a state licensing board, or others.
Having a professional code of ethics does not assure that psychologists’ behavior will
always adhere to the ethical standards. Gerald Koocher and Patricia Keith-Spiegal (1998)
identify several characteristics of psychologists who behave in ethically questionable or
unprofessional ways: (1) Some are ignorant of, or misinformed about, the ethical standards
(e.g., “I didn’t know I couldn’t have sex with my psychotherapy clients; I never charged
them for those sessions.”). (2) Some psychologists practice outside their areas of compe-
tence (e.g., “I’ve been doing psychotherapy with adults for years. I don’t see why I can’t see
kids as well. After all, they’re just like adults, only shorter.”). (3) Some are insensitive to the
feelings and needs of the people with whom they work (e.g., the psychologist who responds
to a client’s questions about the theory underlying a projective test by saying, “It’s quite
complicated. I don’t think you’d understand.”). (4) Some psychologists are clearly exploita-
tive (e.g., the psychology professor who makes herself first author on a paper based upon
her doctoral student’s dissertation). (5) Some behave irresponsibly (e.g., A psychologist drops
a psychotherapy client from his practice after the client comes to a therapy session in an
acute suicidal crisis. He provides the client with names of other therapists but takes no steps
to assure that the client actually gets in to see someone else. The psychologist explains, “I
have a part-time practice. I’m not set up to deal with suicidal clients.”). (6) Some psycholo-
gists unethical behavior appears to be motivated by vengeance (e.g., a psychologist lets loose
a barrage of derogatory statements toward his client after the client complains that she is not
getting any better).
Ethical dilemmas may be an unavoidable part of the professional life of a psycholo-
gist. No matter what professional activity clinical psychologists engage in, ethical issues are
likely to arise. In order to be prepared to deal with these, psychologists must first recognize
Exploring the Variety of Random
Documents with Different Content
ensiksikin uhraava nöyryys, millä Koidula ilman muuta,
vastaanpanematta, alistuu perheen toimeentulon takia, isänsä takia
hengettömäksi työkoneeksi. Hän rukoilee itselleen "rauhallista
sydäntä", koska jokainen avioliiton mahdollisuus merkitsisi perheen
aineellista häviötä. Aivan samaan aikaan kuin hänen runolahjansa,
hänen haltioitumiskykynsä, näyttäytyy hänessä muuan toinen
ominaisuus, yhtä kohtalokas, yhtä syvälle hänen elimistönsä
pohjakerroksiin juurtunut, yhtä määräävä hänen koko elämäänsä
nähden, — hänen passiivinen suhteensa elämään. Hänessä kehittyy
näinä aikoina, näin varhain siis, eräänlainen voimakas, alistuva ja
suuressa määrin passiivinen velvollisuudentunto, joka sitten kestää
kautta koko hänen elämänsä eikä ole missään yhteydessä ulkonaisen
toimeliaisuuden kanssa. "On olemassa totinen jumalatar, jonka
tummat, ankarat silmät sentään voivat niin hilpeinä katsella:
Velvollisuus. Nämä silmät, — ne katsovat minua jo jonkun aikaa niin
ylen vakavina", hän kirjoittaa. Huomattavaa on, kuinka vierekkäin,
kuinka rinnan haltioitumiskyky ja passiivisuus kulkevat Koidulan
elämässä, näennäisesti usein ristiriidassa keskenään. On kuin olisi
Koidulan kohtalo pitkin elämäänsä aina ollut joutua itseään
voimakkaamman, etupäässä käytännöllisemmän tahdon ohjattavaksi,
— ja käytettäväksi. Kaikesta itsenäisyydestään, kaikesta
tunnekyllyydestään huolimatta, on Koidulan sielu ollut avuton kuin
alaikäisen lapsen, epävarma aina silloin, kuin elämä sitä lähestyi, luja
ainoastaan velvollisuudentunnossa, itsensäuhrauksessa ja
kärsimyksessä.
Mutta paitsi sitä eroitti kirjallinen työ Koidulan kokonaan muista

ikäisistään, heidän huveistaan ja harrastuksistaan, sitoi hänet, esti
hänen elämäänsä muodostumasta muitten nuorten elämän
kaltaiseksi. Sama poikkeuksellisuus, joka oli saattanut hänet
sairaalloisten taipumustensa takia kasvinaikanaan tuntemaan itsensä
ikäisilleen vieraaksi, eristi hänet nytkin erikoisasemaan. Hän oli,
kirjallista työtä tekevänä naisena, täysin poikkeuksellinen ilmiö
baltilaisten kanssasisartensa joukossa, joitten ylin ihanne oli kolmella
K:lla lausuttu, — "Kinder, Kirche, Küche",— oli muitten silmissä
armotta "die Lydia, das tolle Frauenzimmer!" (Lydia, tuo hupsu
naikkonen!)
Mutta hänen ulkonaisen elämänsä täten kuluessa kirjoituspöydän

takana, suurimmaksi osaksi ylen koneellisessa työssä, pääsi hänen
unielämänsä sitä rehevämmin kukoistamaan. Juuri työn koneellisuus,
aamusta iltaan kertautuva yksitoikkoisuus, joka ei suonut tilaa
minkäänlaiselle mielikuvitukselliselle liikunnolle, vaati
vastapainokseen sitäkin haaveellisemman ja rikkaamman sisäisen
elämän.
On hyvin kuvaavaa Koidulalle, että kaikkein korkein ja

hedelmällisin suhde, minkä hän eläessään on toiseen ihmiseen
solminut, ainoa suhde, joka todella oli hänen arvoisensa, jossa hän
tapasi täysin vertaisensa, niin, mestarinsakin, on melkein
yksinomaan ollut kirjevaihtoa, yksinomaan henkistä laatua, suhdetta
kahden toisistaan kaukana asuvan, iän, paikan ja elämänkohtalon
eroittaman ihmisen välillä.
Koko meidän inhimillinen kielenkäyttömme ei ole muuta kuin

alituista sovittelemista Prokrusteen vuoteeseen, jossa sitten tarpeen
mukaan venytämme tai typistämme, saadaksemme elävät ilmiöt
kuolleitten sanojemme mukaisiksi. Alituisesti koetamme sanojen
kahleilla vangita jotain elävää ja vangitsematonta. Sanat ovat meillä
ikäänkuin kemiallisesti puhtaina edessä: tuossa rakkaus, tuossa
ystävyys, tuossa viha, tuossa välinpitämättömyys. Verhoamme
ystävyyden nimellä montakin miehen ja naisen välistä suhdetta,
joissa eroottinen lisäys on selvästi tuntuva. Ranskan kieli, joka on
niin kekseliäs tunnevivahduksien nimittämisessä, on luonut
nimityksen "amitié amoureuse" — rakastunut ystävyys. Ja kuitenkin,
voimme keksiä sata nimeä eri vivahduksia varten, — sadasyhdes jää
sentään ilman. Sielullisessa elämässä vallitsee sama laki kuin
muualla elimellisessä elämässä: hyppäyksiä ei ole, kaikki käy
hitaitten ylimenojen ja vivahdusten kautta, — asteita on yhtä
lukemattomia, kuin väreillä eri tuntuja. Rakkauden ja ystävyyden
välillä on pitkä tunneasteikko, ja kuitenkin on kielessämme vain
näitten tunteitten eri päätepisteillä nimensä. Olisi epäilemättä
erehdys ryhtyä erittelemään Koidulan ja Kreutzwaldin suhdetta,
sellaisena kuin se heidän sadassa kirjeessään esiintyy, kaava
kädessä. Hartaus jokaisen uuden elämänilmaisun vivahduksen,
jokaisen uuden inhimillisen todistuskappaleen edessä, on ainoa oikea
edellytys niitten ymmärtämiseen. Monien kohtalo-draamojen ja
murhenäytelmäin joukossa, joiksi inhimilliset suhteet usein
muodostuvat, on Koidulan suhteella Kreutzwaldiin, huolimatta
kaikista myöhemmistä sorasoinnuista, kuitenkin sijansa idyllinä,
ihanteellisen ajan ihanteellisena suhteena, yllään kansallisen
romantiikan aamukajastus.
5.
Ei voi Koidulan vastaiseen kehitykseen nähden koskaan kyllin

korkealle arvostella sitä sattumaa, joka hänet juuri nousevana,
vaikutusherkimpänä kautenaan vei Kreutzwaldin arvostelevan älyn ja
harvoille valituille, mutta sitä lämpimämmin sykkivän sydämen
johdettavaksi. Parempaa kasvattajaa, syvempää ymmärtämystä ei
Koidula silloisessa Virossa olisi voinut saada.
Viron sivistyshistorialla on tähän asti tuskin toista nimeä
tarjottavana, joka niin täydellä syyllä vetäisi puoleensa sekä
kirjallisen että inhimillisen mielenkiinnon, kuin Friedrich Reinhold
Kreutzwald, Viron Lönnrot. Tuntuvasti edellä oman aikansa kun oli,
ulottuvat hänen laajanäköisyydessään vapaamielisen, jalostuneen
persoonallisuutensa perusviivat nykypäiviin saakka. Koidulan häneen
tutustuessa oli Kreutzwald jo ennättänyt elämänsä iltaan. Huolimatta
kaikesta tunnustuksesta, mikä oli tullut vuonna 1862 ilmestyneen
Kalevipoegin osaksi, ei Kreutzwald lähimainkaan nauttinut samaa
kansansuosiota kuin isä Jannsen, jonka kanssa hänellä muuten alati
oli kaunaa. Hänen luonteensa oli aivan liian eristynyt ja
ylimyksellinen, tullakseen toimeen ihmisten kanssa, hänen henkensä
liian sarkastinen, liiaksi ajastaan eroava. Kasvanut kun oli vuosisadan
vaihteessa Baltiaan uloittuneessa valistusajan hengessä, — hän oli
syntynyt orjan poikana 1803, — säilytti hän elämänsä loppuun
saakka leppymättömän vihansa kaikkia ennakkoluuloja ja dogmeja
vastaan, kohdistaen sen usein varsinkin pappissäätyyn, jonka
"mustatakkeja" hän ei herkeä asettamasta nuoliensa maalitauluksi.
Hänen suoruutensa on joskus jyrkkää, mutta ei koskaan
pikkumaista. Laaja humaanisuus, vääjäämätön totuuden rakkaus,
vastenmielisyys kaikkea ulkonaista loistoa vastaan, yhtyy hänessä
tarvittaessa iskevään ivaan ja synnynnäiseen ihmisepäilyyn.
Elämä ja oma luonne olivat hänet jo aikoja yksinäistyttäneet.

Pienen, uneliaan Võrun kaupungin hengettömässä ympäristössä hän
elää työnrasittamaa elämää, sisäisesti erakkona, laajaa
lääkäritointaan harjoittaen. Sairashuone, alituiset ajomatkat
kaikenlaisella säällä ja sairaskäynnit kaupungilla täyttävät hänen
elämänsä aamusta iltaan. Voimme kuvitella häntä kivulloisena
vanhuksena, joka pitkästä elämästään suurimpana viisautena on
omistanut tyytymyksen hyveen, pohjaltaan katkerana ja
yksinäisyydestään kärsivänä, mutta liian ylpeänä sitä
tunnustaakseen. Milloin aikaa kävelyihin riittää, suuntautuvat
askeleet Võrun hiljaiselle hautuumaalle; yksilöllisen elämän lopputilit
ovat aikoja sitten tehdyt. Ei aikalaisten ylistys eikä väärinymmärrys
jaksa enää järkyttää pettymysten karkaisemaa sydäntä. Kreutzwaldin
kuva näyttää korkeaotsaiset, rauhalliset ajattelijan kasvot,
herkkäpiirteisen suun, sisäänpäinkääntyneen, yhdellä kertaa terävän
ja aran katseen, laihat, sileäksi ajellut posket, rinnalle vajonneen
leuan. Pään ja olkapäitten asento on kumara ja väsynyt.
Tähän tasaisesti päämääräänsä kohti vierivään elämään tunkeutuu

Koidulan säteilevä, nuori olemus.
Syynä heidän kirjevaihtonsa alkuun oli väärinkäsitys ja

loukkaantuminen. Kreutzwald, Jannsenin vanha vastustaja, joka aina
tilaisuuden sattuessa hämmästeli milloin Jannsenin leppyisää
suhdetta papistoon, milloin hänen vanhoillista kantaansa
kieliuudistuskysymyksessä, — Jannsenin taas pilkatessa Kreutzwaldin
muka jonninjoutavaa kansanrunouden harrastusta, — ulotutti
vihdoin ivanuolensa vastustajansa tyttäreenkin.
[W. Reiman kuvaa seuraavin sanoin Kreutzwaldin ja Jannsenin

suhdetta:
"Kreutzwaldin ja Jannsenin suhde oli alusta alkaen vihamielinen.

Kreutzwald pistelee yhtämittaa Jannsenia. Kumpikin oli niin toisistaan
eroava luonteeltaan, ettei minkäänlaista sopusointua voinut syntyä.
Kreutzwald,— täynnä sappea, pilkallinen, repostelija, Jannsen, —
auringonlapsi, elämäniloinen, leikkisä humoristi. Kreutzwald jo
hautaan vajoovan ratsionalismin edustaja, jonka mielestä sen
mukana valo ja totuus samoin hautautuivat, Jannsen voittoisan
pietismin ja uuden oikeaoppisuuden käsityskannan lämmin
puolustaja. Kreutzwald syvällisesti sivistynyt, uudenajan ihminen,
tieteen ystävä ja tuttava, Jannsen hiukan hiottu, vaillinaisen
alkeiskoulun perustuksen saanut itseoppinut. — Lyhyesti: Kreutzwald
— lääketieteen tohtori, — Jannsen — kanttori."]
Julkaisemassaan kalenterissa pilkkaa Kreutzwald naisia, jotka

luopuvat neulasta ja sukkapuikoista, ja varoittaa nuoria miehiä
moisista "kirjaneideistä" ja "paperinäädistä".
Tämän johdosta kirjoittaa Koidula Kreutzwaldille ensimäisen

kirjeensä. Oikeutettu närkästys taistelee esille puhkeavan, ikäänkuin
kauan patoutuneen kiintymyksen kanssa, kunnes haaveellinen, nöyrä
ihailu saa voiton. Koidula kertoo kauan taistelleensa, ennenkuin
arkuudestaan pääsi, — hän, joka "isänsä lapsena ja monessa
muussakin suhteessa" tiesi olevansa Kreutzwaldille vastenmielinen.
"Kunnioitettu herra, oletteko eläissänne saanut kokea, miten
tuskallista on nähdä toisen tuomitsevan, tekojenne pohjan ja
oikeutuksen jäädessä tuomarille hämäriksi? Ah, se on katkeraa
kestää, sitä katkerampaa, mitä korkeamman kunniasijan sitä ennen
olitte tuomarille sydämessänne rakentanut." Kirjallisen työnsä
puolustukseksi kertoo Koidula kotioloistaan ja antautuu lopulta
täydellisesti Kreutzwaldin armoille, pyytäen häneltä neuvoa, jatkaako
runoilemista vai eikö. "Nyt sitävastoin, kun tulen luoksenne
opinhaluisena lapsena, rukoillen Teitä: langettakaa tuomio, oikea
tuomio, nyt Kalevipoegin runoilija, nyt kansamme laulu-isä, nyt
unohtakaa, kuka anoja on, mikä Teitä ja häntä on eroittanut ja yhä
eroittaa, nyt auttakaa epäilevää ihmisparkaa sovintoon ja rauhaan
itsensä ja mailman kanssa. Sanokaa, mitä minun tulee tehdä, ja jos
Te neuvotte: jätä, mihin Sinulla ei ole kykyä, silloin tahdon uskollisin
sydämin koettaa haudata menneiden aikojen helmaan kaiken
laulunlaadinnan, kuolettaa sydämessäni kaiken laulunpakon. Tahdon
silloin koettaa hankkia muuta työtä, joka sydämeni vaimentaisi, ja
panisi unohtamaan, ettei ihminen ole luotu mailmaan vain
syödäkseen ja juodakseen."
Koidulan ensi kirjeeseen vastaa Kreutzwald yhtä

luonteenomaisella, jonka isällisen sävyn alta jo voi kuulla heräävän
mielenkiinnon ensi tykytyksen. Sen mottona on vanhan laulun säe:
"Vertraue dem warmen Sonnenstrahl, Er löst vom Nebel Berg und
Thal!" (Luota päivän lämpimään säteeseen, se vapauttaa usvasta
vuoret ja laaksot.) Kreutzwaldin laajan, kaiken ymmärtämykseen
pyrkivän, usein niin hämmästyttävän nykyaikaisen persoonallisuuden
ääriviivat ovat kirjeessä haahmoitellut. "Sydämeni on Jumala luonut
kaikin tavoin avaratilaiseksi, niin että kaikki edistykseen pyrkivät
harrastukset siinä riittävän sijansa saisivat." "Olen suurimman osan
elinaikaani käyttänyt yksinomaan siihen, että oppisin luontoa ja
kaikkea luotua niin perinpohjaisesti tuntemaan, kuin nykyinen
tiedonkehitys sallii." Koidulan ylistykset hän torjuu järkähtämättä
takaisin: "En ole mikään kansan laulu-isä, kuuluisa Virulaulik,
(Kreutzwaldin runoilijanimi), vaan heikko, erehtyvä ihmisolento."
Täten alkaa kirjevaihto, joka nyt herkeämättä jatkuu. Koidulan

kirjeet ovat alussa usein lyyrillisiä tunnepurkauksia, joista puhuu
mitä nöyrin ja ihannoivin ihailu. Vuosien kuluttua Koidula itse
tunnustaa Kreutzwaldille, mitenkä hän alussa vapisevin käsin avasi
Võrusta tulleet kirjeet "siniseinäisessä" huoneessaan. "Povessani on
paikka, mistä Virulaulikin nimi ei häviä, ennenkuin sydämen sykintä
päättyy, ja kaksi kättä rinnalle ristitään." "Te, te, herra, voitte
minusta ja minulle tehdä, mitä haluatte, ja mitä mahdollisena
pidätte, olen kuin vaha käsissänne." "Tuhansille ei ole suotu samaa
onnea kuin minulle, ammentaa opetusta kaikkein kauniimmasta
lähteestä, kaikkein virkistävimmällä vedellä henkeään juottaa." Ja
toisessa kirjeessä: "En vielä tänä päivänäkään ymmärrä yhtä
seikkaa: kuinka olen niin pitkät ajat ilman Teidän kunnioitetun
kätenne johdatusta jaksanut elämääni elää. Kiitollisuuden kyyneleet
kostuttavat kirjeenne rivejä, haluaisin heittäytyä kirjoituspöytänne
eteen."
Se on mestarinsa jalkojen juuressa istuvan opetuslapsen puhetta.

Jos siinä on erotiikkaa, niin on se kehitysiässä olevan lapsen
epämääräistä, aistillisuudesta vapaata tunnetta, joka niin mielellään
syttyy suitsutukseksi jonkun kuuluisuuden jalustalle. Huomattavaa
on, ettei Koidula tähän saakka vielä koskaan ollut nähnyt
Kreutzwaldia, paitsi kuvissa. Mutta hänen sielunsa tarvitsi
haltioitumista, antaumusta, sentähden tuli vanhasta Kreutzwaldista,
neljänkymmenen vuoden ikäerosta huolimatta, hänen unielämänsä
ihanne. Koidulan kirjeistä Kreutzwaldille voi nähdä, millaiseen
rakkauteen hän olisi ollut mahdollinen, millaisia hurmion ja
kaikkivaltaisen tunteen kerrostumia häneen kätkeytyi.
Kreutzwald on alussa maltillinen ja varova, ikäänkuin ei jaksaisi

uskoa elämänsä yhtäkkistä ja tuiki odottamatonta rikastumista.
Mutta turhaan hän ottaa avuksi järkensä ja itseivansa: Koidulan
hänen ympärilleen sytyttämä lapsellisen ihailun leimu on niin valtava
ja joka kirjeessä uudistuva, että kovemmankin kuin Virulaulikin
pohjalta niin tunneherkän sydämen olisi täytynyt sulaa.
Mahdollisimman kauan hän koettaa pitää kiinni isällisestä sävystä.
Hän ottaa Koidulan runovihkosen Emajõe Ööpikin isällisiin käsiinsä,
armotta sitä seuloen, niin että kieliopilliset virheet lentävät kuin
tuulessa akanat. Hänen ihmisepäilyyn tottunut luonteensa yrittää
yhä luotaan torjua ja epäillä. "Epäilys on luontainen tautini, jonka
suhteen kaikki lääkkeet ovat voimattomat." "Sydämessäni asustaa
niin runsaasti kerjäläisylpeyttä, että mieluummin kuolen rakkauden
nälkään, kuin lähden kerjäämään toisten oville almua". "Joka on
elämässä jo niin paljon kadottanut kuin minä, sille ei yksi sydän
enemmän tai vähemmän mitään merkitse." Mutta mikään ei auta.
Kirjevaihto muuttuu hänelle välttämättömyydeksi, ainoaksi
virkistykseksi ylen rasittavan ja tyydytystä tuottamattoman
perheellisen elämän lomassa. Hän, joka koko nuoruutensa ja
miehuutensa parhaat päivät on saanut viettää sisäisen
ymmärtämyksen puutteessa, vain luonnosta tyydytystä hakien,
tuntee nyt yhtäkkiä itsensä ymmärretyksi. Muun mailman moite ja
ylistys ovat hänelle vielä yhdentekevämpiä kuin ennen: "yksi sydän
on minut ymmärtänyt". Koidula on hänelle korkein ihanne, hänen
elämänsä myöhään löydetty, aina etsitty Runotar. Hän toivoo
Koidulasta jatkajaa omalle työlleen: "En toivo vähempää, kuin että
voisin Teistä aikain kuluessa laulajan kasvattaa, jonka kanteleen
kielet helisisivät Viron kansan kunniaksi ja kaunistukseksi, kun minun
silmäni jo ammoin mullan alla lepäävät." Vihdoin viimein hän luopuu
varovaisuudestaan. "Miksi pitäisi meidän yhä edelleenkin taivaan
tahtoa vastaan kapinoiden ja sydämen vuolle sulkuja laatien toisin
puhua, kuin tunne vaatii." Ja hän päättää lähteä Tarttoon.
On suhteita, niin arkoja, niin epätavallisia, etteivät ne kestä

harkintaa. Se on niille tappavaa myrkkyä. Ne viihtyvät vain
etäisyydessä ja kuolevat läheisyydessä. Ne ovat tuomitut kuolemaan,
niin pian kuin ne, kuten kreikkalaisen tarun Narkissos, näkevät
itsensä, niinpian kuin niille annetaan nimi.
Koidulan ja Kreutzwaldin suhteessa muodostaa kirjevaihdon ensi

jakso onnellisen ja itsetiedottoman ajan. Ei mikään häiritse
molemminpuolin niin vastustamattomalla voimalla kasvavaa
kiintymystä, eivät edes he itse. Syrjäiset, vihamieliset voimat ovat
vielä kaukana, ja kaikkein vaarallisin vihollinen, heidän oman
sydämensä harkinta, vielä monien lukkojen takana.
Ja niin tulee Kreutzwald Tarttoon, pääsiäisaikaan vuonna 1868.
Hän astuu vanhan vastustajansa Jannsenin kynnyksen yli, tällä

kertaa sula sovinto mielessä. Suurempia vastakohtia ei suinkaan voisi
kuvitella kuin lihavahko, pyöreämuotoinen Jannsen, vinosta suustaan
toisen verevän sukkeluuden toisensa jälestä sinkoava, puhelias ja
vilkas, samalla läpeensä rauhan mies, — ja laiha, kumara,
ohuttukkainen, vaikka ei kaljupäinen Kreutzwald, harvapuheinen ja
ulkonaisesti tyyni, mutta sisäisesti intohimoinen ja kiivas, sanoissaan
jyrkkä, ivassaan häikäilemätön. Tiigikadun kodikkaassa talossa
tehtiin tänä pääsiäisenä julkinen sovinto Viron kahden silloisen
merkkimiehen välillä, sovinto, josta todellisuudessa tuli vain lyhyt
aselepo.
Muuta emme oikeastaan tiedä Kreutzwaldin Tarton matkasta. Kun

kirjevaihto taas alkaa, on se näennäisesti aivan sama sävyltään.
Koidulan sairas käsi estää häntä tosin ensi viikkoina vastaamasta
Kreutzwaldin jo levottomiin kirjeisiin, mutta pian hän selittää
pakollisen vaitiolonsa, kirjeet kulkevat taas säännöllisesti Tarton ja
Võrun väliä, ja kaikki on taas kunnossa. Ja kuitenkin on kummankin
kirjeitten äänilaji toinen kuin ennen.
Luonto ei ollut suonut Kreutzwaldille mitään erikoisia ulkonaisia

etuja, ei voittavaa ulkomuotoa, ei valloittavaa esiintymistapaa.
Ulkonaisesti hän oli sitä, mitä todella oli, työssä kulunut, kivulloinen,
kuudenkymmenenviiden vuotias mies. Vaikka Koidulan ihailu olisi
ollut kuinka palava tahansa, täytyi hänen kuitenkin vaistomaisesti
tuntea juopa, jonka hänen oma nuoruutensa muodosti heidän
välilleen. Minkätähden muuten hiipisivät jo Koidulan ensimäiseen
vastauskirjeeseen myöhemmin niihin täydellisesti vakiintuvat "toinen
isäni", "isällinen ystäväni", "mon père" ja niin edespäin? Miksi
harvenee runollinen puhuttelusana Virulaulik? Tulevatko nuo
nimitykset itsestään, luonnollisesti Koidulan kynästä, vai onko hänellä
syytä huomauttaa Kreutzwaldia heidän suhteensa todellisesta
laadusta? Kumpikin olettamus on Kreutzwaldille yhtä epäsuotuisa.
Kreutzwaldinkin kirjeissä on toinen pohjasävy. Mutta Koidulan

kirjeitten suurempaa asiallisuutta ja tyyneyttä vastaa Kreutzwaldin
kirjeissä yhä peittelemättömämpi rakkauden ilmaisu. "Te olette
ainoa, joka minut todella on tuntenut ja ymmärtänyt. Siihen luottaen
toivon, rakas Lydia, että nykyisistä säikeistä vähitellen punomme
ystävyyden siteen, joka kestää yhtä kauan kuin henkikin meissä."
"Sukulaissielut rakastavat toisiaan. Niille ei ole etäisyyttä olemassa,
vaikka viipyisi toinen etelässä, toinen pohjoisessa. Teidän
ystävyytenne ei jaksaisi koskaan janoani sammuttaa. Voisin päivä- ja
viikkokausia olla seurassanne, ja kuitenkin pelkään, ettei kaipauksen
jano erottua vaimentuisi." "Pysykäämme sentähden hengensiteissä
lähekkäin, kunnes kylmän lumen alla viimeinenkin lämpö elämämme
hetteistä jäähtyy, ja kaikki jääksi kangistuu, mikä elämälle
ihmisoikeuden antaa, ja miksi taivaan taatto meidät yli
luontokappaleitten korotti."
Pikainen, odottamaton käänne, jota kumpainenkaan ei suinkaan

ollut aavistanut, oli tehdä lopun heidän suhteestaan. Koidula oli
pyytänyt kesällä käydä Võrussa Kreutzwaldin luona ja valmistautuu
matkaan kuin toivioretkelle. Hän matkustaa Võruun senaikuisella
hitaalla kievarikyydillä, onnellisena odotuksessaan, palatakseen
kahden viikon kuluttua syvästi loukattuna ja häväistynä.
Täydellistä selitystä Võrussa tapahtuneesta murhenäytelmästä,
kuten Kreutzwald sitä nimittää, eivät kummankaan kirjeet anna. On
vain viittauksia, puolia sanoja, hienotunteisuus asiaan sekaantuneita,
läheisiä henkilöitä kohtaan pakoittaa kummankin vaikenemaan.
Viittaukset ovat kuitenkin kyllin selviä, että edes likimaille voimme

aavistaa asian kulun. Kreutzwaldin puoliso on pannut Võrussa
toimeen suuren mustasukkaisuuden kohtauksen, syyttänyt Koidulaa
vehkeilystä miehensä kanssa ja kovin sanoin käskenyt hänen
kiireimmiten lähteä pois. Paitsi sitä kirjoitti rouva Kreutzwald Tartossa
asuvalle vävylleen ja tyttärelleen loukkaavan, Koidulaa tuiki
nöyryyttävän kirjeen, jonka johdosta vävy itse ilmestyi Jannsenin
luo, vaatien kirjevaihdon lopettamista. Kirjeitten anastamisia ja
tahallisia avaamisia ynnä muita hämäriä seikkoja liittyy vielä tähän
valitettavaan välikohtaukseen.
Jannsen, arka kun oli tyttärensä maineesta, näki hyväksi isällisellä

mahtisanalla katkaista kirjevaihdon, ja Koidula totteli kieltoa
kolmeneljännes vuotta.
Idylli on särjetty. Kauniin ja harvinaisen suhteen itsetiedottomuus

on poissa, sen elinehtoa loukattu. Koidulan herkkään, melkein
pyhään ihailuun, joka oli kuin alituista uhria rakastetun runoilijan
kunniaksi, tarttuu pikkuporvarillisuus koko realistisen käsityksensä
karkeudella. "Jossakin sielussani on paikka, mihin työntäyttämien
päivien melu ja puuha ei uloitu, sinne pakenen, kun Virulaulikin kera
puhelen." Tämä hiljainen pyhäkkö raiskataan Koidulalta. Vedotaan
naisen kaikkein arimpaan kohtaan, hänen naiselliseen ylpeyteensä,
tehdään hänet naurettavaksi itsensä edessä ja väkisin näkeväksi.
"Sellaista mielenraakuutta en olisi kaikista vaikeista kokemuksistani
huolimatta kuitenkaan koskaan odottanut", sanoo Kreutzwald
Tarttoon tulleesta kirjeestä. Koidula ei ollut edes itse tehnyt itselleen
selkoa tunteensa laadusta, nyt täytyi hänen kuulla sitä syytettävän
kaikkein loukkaavimmilla nimityksillä. Sensijaan että Kreutzwald
tähän saakka on ollut hänelle jonkinlainen puolittain tarumainen
olento, toinen Vanemuine, on hän nyt yhtäkkiä vanha, nainut mies,
jonka verkkoihinsa pyytämisestä häntä syytetään!
Kreutzwaldinkin teki katastrofi näkeväksi. On säilynyt joukko

kirjeitä, joissa tietoiseksi kehittynyt rakkaus ja epätoivo tapaavat
välittömän ilmaisunsa. "Nimittäkää sitä raivoudeksi, hulluudeksi,
mielettömyydeksi, en voi Teistä erota! Teidän ei onnistu kuitenkaan
vieraantua minusta, olen Teitä aina vastaisuudessakin ihanteenani
jumaloiva. Mitä poika aavisti, nuorukainen unelmoi, ja mies
mielikuvituksensa voimalla naisellisesta olennosta kuvitteli, on Teidän
tuttavuutenne kautta minulle täydeksi totuudeksi selvinnyt." Saman
vuoden syyskuussa Kreutzwald kirjoittaa:
"Nyt on kai kyllin aikaa jo ehtinyt kulua, niin että kipeimmät

haavat ovat parantuneet, ja pitkällisin pahamieli vaimentunut, ja
minä voin toivoa tämänpäiväiselle teolleni Teidän silmissänne edes
senverran anteeksi-antoa, ettette pane pahaksi, kun taas uskallan
kirjeellisesti eteenne ilmestyä. Taistelua ei ole minulta puuttunut,
päinvastoin, mitä inhimillisissä voimissa on, sen olen tehnyt ja
koettanut. — — Että kirjevaihtomme tästälähtein olisi ulkokohtainen,
s.o. sisällyksetön, sitä vaatimusta en jaksa täyttää, niinkauan kuin
veri vielä sydämessäni liikkuu, mutta yhtä vähän saakoot sanani ja
tekoni Teidän onneanne ja rauhaanne häiritä! — — — Sanokaa itse,
rakas Lydia, kuinka taisittekaan koskaan syyttää minua moisesta
hourailusta, ikäänkuin voisi minun rajaton ihailuni Teitä kohtaan, joka
kuolinhetkeeni saakka on pysyvä muuttumattomana, vaihtua
senkaltaiseksi rakkaudeksi, kuin mikä nuorukaisen ja neiden välillä
herää? — — Vaikka seisoisinkin paraikaa vapaana, kaikista siteistä
irtipäästettynä, edessänne, en saisi sentään hetkeäkään ajatella, että
rakkauden side voisi yhdistää meidät. Jos toivonkin Teitä
'ihanteekseni', jota hiljaisissa ajatuksissa kumarran kuin korkeampaa
ilmestystä, ja jonka eteen, — mutta aina vain ajatuksissa, — lasken
toiveeni, joita en koskaan en Teille enkä muille mene ilmaisemaan,
niin tahtoisinpa oppia tuntemaan tuomarin, joka minut sentakia
tuomitsisi? Se, joka kaikkein ylinnä istuu, ei sitä tee, sillä hänen
täydellisyydellään on toiset ajatukset kuin meidän heikkoudellamme.
— — Te voitte 'ihanteena' olla minulle aina armas ja palvonnan
arvoinen, mutta kuitenkin olette ajatuksissani liian korkealla,
(siinäkin tapauksessa että voisin vuosien taakasta päästä!) että
rohkenisin Teitä avioliiton tai rakkauden sitein kahlehtia. Ihanteelta
en vaadi muuta, kuin että ajatuksissani voin ylentää henkeni hänen
puoleensa, vaan en suinkaan, että hänen pitäisi valmistaa
jokapäiväinen ruokani ja toimittaa kaikki talousaskareet. — — —
Sydämeni tunteet Teitä kohtaan eivät voi sammua, sillä niissä on
ijäinen elämä! — — — Tätä selitystä en saanut jättää Teille
antamatta, nyt voitte tehdä, mitä — haluatte, kirjoittakaa tai olkaa
kirjoittamatta."
Mutta Kreutzwald on nyt vanha ja murtunut mies, "viimeksi eletty

vuosi on minua vähintäin kymmenen vuotta vanhentanut". Työn,
vanhuuden ja kivulloisuuden painostamana hän käy taisteluaan
pakoittaakseen rakkautensa ainoaan muotoon, jossa sen oli luvallista
ilmaantua: isälliseen hellyyteen. Auttamattoman kohtalon
äänenvaimentaja on kaikkien hänen sanojensa yllä. Yhä useammin
askartavat ajatukset kuoleman kysymyksissä, hänen tehdessään
säännöllisiä kävelyretkiään Võrun hautuumaalle. "Vanhalle,
ennakkoluulottomalle ihmiselle ei hautuumaa eikä kuolema tarjoa
mitään kauhistavaa; näen kummassakin vain onnellisen rauhan
levottoman elämän jälkeen, ei ole enää tuota ikuista kiirettä aamulla
nousta, kun niin mielellään kauemmin nukkuisi." Hän käy
sairaalloiseksi, silmät heikkenevät eivätkä kestä keinotekoista valoa,
usein täytyy hänen iltapäivin pysyä vuoteessa. Voimme nähdä hänen
öisin istuvan yksinäisessä työkammiossaan yläkerroksessa, kun kaikki
on hiljennyt ympärillä, kirjoittelemassa kirjeitä, joihin tietää
vastauksen jäävän tulematta, ainoana seuranaan pieni valkea
elättihiiri suuressa lasipurkissa. Hän elää muistoissa, vanhuutensa
lyhyen idyllin koskemattomuudessa, lukien yhä uudelleen Koidulan
ensimäisiä kirjeitä, jotka osaa ulkoa. "Jäljelle jääneet lehdet tarjoovat
minulle usein alakuloisina hetkinä lohdutusta, kun pitkiin, pitkiin
aikoihin ei Teiltä ole tietoja saapunut."
Kuukaudet kuluvat. Kreutzwald on näennäisesti tyyntynyt. Hän

kirjoittaa: "Sisäinen tuomari, vakaumukseni, omatuntoni, julistaa
minut vapaaksi. Jos onkin hetkiä ollut, jolloin inhimillinen heikkous
sai minut unohtamaan, mihin Teidän ja itseni suhteen olin
velvollinen, niin ovat ne, Jumalan kiitos, onnellisesti ohitse." Mutta
elämä on kadottanut yllätyksensä. "Huomispäivä on liukuva ohitse
tavallisessa hiljaisuudessa, missään suhteessa 364:stä veljestään
eroamatta."
Vanhuudessa kirjoittamassaan eepillisessä runoelmassaan

"Lembitu", joka ilmestyi vasta hänen kuolemansa jälkeen, on
Kreutzwald runollisella lennolla kuvannut sankarille ilmestyvää
"korkeaa neitiä", (kõrge neitsi), jossa ei ole vaikea tuntea Koidulan
piirteitä. Paikat, joissa Lembitu kuvaa tunteitaan "taivaallista
lähettilästä" kohtaan ovat kauneimpia koko runoelmassa:
Ja selgest olin mina teda märkand, kui kõrget neiut

teretand mul silm, üks võeras vägi südamesse tärkand, mis
tunnistanud palavus ja kulm, ma tundsin äkitselt kui unest
ärkand, mind rüppe võtnud oli kaunim ilm.
Mis tulevikul toob mull juhtumine, on praegu varjul paksu

pilve all, ma tunnen, et üks sala tömbamine mind kõndma
sunnib sinu ligidal, seal teel on kõik nii uus ja imeline, kui
seisaksin ma võõra tahteval. — — — — —
Üks jumalikust juurdund kõrgem idu, on siginemas minu

südames, küll väetike kui õhem lume kidu, vast pisut nähtav
päikse terades, kui seisaks taevas suremata pidu, mind ootes
tuleviku kanguses.
(Ja selvästi huomasin, kun silmäni oli tervehtinyt korkeaa neittä,

kuinka vieras mahti oli herännyt sydämessäni, joka oli kokenut
kuumuutta ja kylmää, tunsin äkkiä kuin unesta heränneeni,
ihanammat ilmat olivat minut syliinsä sulkeneet.
Mitä tulevaisuudessa kohtalo tuo, on paraikaa paksun pilven

peitossa; tunnen, että salainen vetovoima pakoittaa minua lähelläsi
kulkemaan; sillä tiellä on kaikki uutta ja ihmeellistä, niin kuin olisin
vieraan tahdon alainen.
Jumalallisista juurtunut, korkea taimi versoo sydämessäni,

vähäisempi ohuinta lumihiudetta, auringon säteissä tuskin näkyvä,
niin kuin taivaassa odottaisi kuolematon juhla minua tulevaisuuden
kaukaisuuksissa). (Lembitu, kuuetõistkümnes laul.)
Koidula tointuu monta vertaa nopeammin. Hän on vielä nousussa,

hänen elinvoimansa, kykynsä tuntea ja kärsiä vielä kuluttamattomat,
onnen vaatimus vielä tinkimätön. Voi olla, että hiljainen, vähitellen
heräävä tietoisuus siitä, ettei suhde Kreutzwaldiin kuitenkaan olisi
voinut ajanpitkään yksinomaan tyydyttää, auttaa hänet yli
raskaimman ajan. Kun hän melkein vuoden kestäneen vaitiolon
jälkeen taas alkaa säännöllisen kirjevaihdon, ei hänen kirjeissään ole
kaipauksen sävyä, joka niin usein panee Kreutzwaldin puhumaan
entisistä hyvistä ajoista. Kirjoituspöydällään hän kauan säilyttää
omien tarkkojen ohjaustensa mukaan laadittua pahvijäljennöstä
Kreutzwaldin talosta Võrussa, mutta kirjeitten lyyrilliset dityrambit,
jumaloiva ylistäminen on ainaiseksi lakannut. Opetuslapsi ei enää
istu mestarin jalkojen juuressa, päinvastoin: mestari on nyt
kumartunut köyryksi isoisäksi, jota täytyy kohdella täysikasvuiseksi
ennättäneen lapsen suojelevalla hellyydellä. Hän on nyt pysyväisesti
"taattoseni", "papa Kreutzwald", — ja Koidulan tunne häntä kohtaan
lapsen kiintymystä henkiseen kasvattajaansa ja uskollisimpaan
ystäväänsä, ei muuta.
Suuri on epäilemättä ollut Kreutzwaldin vaikutus Koidulaan. Ei

kukaan ole Koidulan sisintä olemusta, sekoitusta taiteilijalapsesta ja
kehittyneestä älyllisyydestä osannut niin varhain määritellä, kuin
Kreutzwald sanoessaan: "teissä on toden teolla kaksi ihan
erilaatuista luonnetta, toinen emansipoitu tyttö, toinen
lapsenkengissä, ja tässä kaksinaisluonteessa piileekin Teidän
viehätysvoimanne." "On niin vähän niitä, jotka ymmärtävät lapsi-
Lydiaa", valittaa Koidula kerran myöhemmin. Kreutzwald oli sen
tajunnut, sisäisen suuren avuttomuuden ja turvaa etsivän arkuuden,
joka kätkeytyi ulkonaisesti varman älyllisyyden varjoon. Kreutzwald
on varhain rakkautensa vaistolla ymmärtänyt naisen Koidulassa,
hellyyden, antaumuksen janon isänmaallisia sankarilauluja luovan
Viron vestaalin sydämessä, hyvin tietäen, ettei hänen tehtäväkseen
tullut sitä herättää.
Sensijaan hän antoi, mitä taisi: hänen valistusajan koulua käynyt
ivansa ja suorasukaisuutensa kitki Koidulasta pois monet
sentimenttaalisuuden idut, vuodattaen häneen terveellistä epäilyn ja
arvostelun henkeä, hän pani liikkeelle Koidulan älyn, pakoittaen sitä
yhä uusiin ponnistuksiin, ja lopuksi hän ympäröi nuoren
ystävättärensä ymmärtämyksen ja myötätunnon ilmastolla, jossa niin
kiireesti pääsivät kehkeämään Koidulan loistavat ja sytyttävät
ominaisuudet.
Koidula läheni nyt nopeasti varsinaista kukoistus- ja

vaikutuskauttaan.
6.
Koidula tulee Kreutzwaldin koulusta valmiina, hänessä alkaa jo olla

kaikki ne piirteet, jotka näkyväisyytensä vuoksi ovat syvimmin
tietoisuuteen syöpyneet. Nyt ei tarvittu enää muuta kuin ajan
muodostama tausta, jotta hänen henkinen olemuksensa saisi oikean
korostuksensa, ei enää muuta kuin oikea poljento, oikea rytmi, jonka
tahtiin hänen tulisydämensä voisi sykkiä. Eikä se jäänytkään
tulematta.
Kohtalo, joka sensijaan, että olisi sallinut Koidulan syntyä jossain

suuressa henkisten liikkeitten ristiaallokossa, olikin antanut hänen
tulla mailinaan Viron pienois-oloissa, piti kuitenkin huolta siitä, että
hänen sisin luontonsa hetkeksi pääsi oikeuksiinsa. Koidula sai elää
harvinaisen hetken, jolloin kokonainen kansa, — olkoonpa vain
luvultaan vähäinen ja vailla valtiollista itsenäisyyttään, — ensi kertaa
itsensä kansakunnaksi tuntee, hetken, yhtä hedelmöittävän, yhtä
vapauttavan, kuin konsanaan yksilön itsensälöytäminen.
Laulujuhlavuosi 1869 on käsissä, aika, joka nykyään kangastaa
kaukaisuudessa, melkein legendanlaisessa hohteessa. Etäinen on
nykyiselle polvelle laulujuhlapäivien innostus, kaukana niitten naiivi
usko ja luottamus, veljeys ja sopusointu. Henkiset liikkeet
muistuttavat taideteoksen luomiskulkua: kummallakin on
syntymähetkensä, jolloin aate, vielä aivan aineeton, yksityisseikoista
riippumaton, niihin uppoomaton, yhtäkkiä saavuttaa tietoisuuden
asteen, vielä vailla kaikkea myöhemmin seuraavaa käytäntöön
sovelluttamisen ja järjestelmällisen työn taakkaa. Pakostakin palaa
vanhaan ja kuluneeseen vertaukseen jalon viinin kuohunnasta,
vaahdosta, joka ensin tulvii esille: aivan samanlaista jaloa vaahtoa
on henkisten liikkeittenkin herättämä ensi innostus. Voi olla, että
seuraavan ajanjakson synkeys on vastakohtaisuudellaan
kirkastuttanut tämän Viron kansan aikakirjojen huomenhetken,
mutta voi myöskin olla, — ja tahdomme uskoa niin olleen, — että se
todellisuudessa oli niin puhtaan ihanteellinen, niin sorasoinnuton,
kuin minä järkevä jälkipolvi sitä on tottunut pitämään.
On syytä muutamin piirtein palauttaa muistiin tämän Viron

viljelyshistoriassa niin merkillisen laulujuhlan vaiheet, josta m.m.
Koidulan tuleva lanko, tri H. Rosenthal, sanoo: "Vuonna 1869
maaorjuuden lakkauttamisen 50-vuotismuistoksi vietetyllä yleisellä
virolaisella riemu- ja laulujuhlalla on Viron valistuskulkuun nähden
suuri, käänteentekevä merkitys. Kaikki myöhemmät, tärkeät aloitteet
ja yhdistykset kansanvalistuksen edistämiseksi ovat välittömästi
saaneet alkunsa tästä juhlasta… Se muodostaa rajakiven kansan
aikakirjoissa."
Laulujuhla-ajatus oli J.W. Jannsenin, ja niin saksalaisilta lainattu

kuin olikin, sellaisenaan virolaisella maaperällä uusi ja rohkea,
ensimäinen koe saada koko kansa ottamaan osaa yhteiseen
yritykseen. Voitettavat esteet ja vaikeudet olivat suuret, koko maa oli
hälyytettävä liikkeelle, saatava kansakoulunopettajat, lukkarit ja
papit innostumaan asiaan, perustettava laulukuoroja, huolehdittava
kustannuksien korvauksesta ja ennen kaikkea ohjelmasta. Koko
tämän järjestämiskykyä suuresti kysyvän puolen ratkaisi Jannsen
erittäin onnellisesti ja tarmokkaasti, huolimatta kaikesta epäluulosta
ja välinpitämättömyydestä, joka alussa tuli hänen aikeensa osaksi.
Kun kuorot kesäkuun 17 päivänä 1869 vihdoin kokoontuvat Tarttoon,
yhtyäkseen ensin juhlajumalanpalvelukseen Domkirkon raunioitten
läheiselle kentälle, taivasalle, on niitä ennen kuulumaton määrä, —
neljäkymmentä mieskuoroa ja melkein kahdeksansataa laulajaa.
Kuulijoita on kaikista Maarianmaan ääristä ja kauempaakin;
Jannsenin asuntoon majoitettujen vierasten joukossa ovat maisterit
J.R. Aspelin ja C.G. Swan Helsingistä, paitsi sitä on saapunut
kuuluisa unkarilainen kielentutkija Hunfalvy Pál Budapestista,
poiketen paluumatkallaan Suomesta Itämerenmaakuntiin. Siitä, mikä
nyt seurasi, tekisi mieli kertoa legendan lapsellisin, uskonnollisin
sanoin. 762 äänen yhteisesti kaiuttaessa ilmoille isänmaalliset
säveleensä, majesteetillisenä, valtavana kuorona, tuhatlukuisille
kuulijoille, tapahtuu kuin ihme: sekä he itse että kuuntelijat tietävät
yhtäkkiä olevansa yhtä kansaa, kuuluvansa eroittamattomasti
yhteen, olevansa kansakunta kansakuntien joukossa hekin,
oikeutettu omaan yksilölliseen elämäänsä ja yhä korkeampaan
viljelykseen. Tämä tietoisuus näyttää tulleen kaikille niin äkkiä, niin
taivaasta pudonneena, että he itse sitä hämmästyvät; he katselevat
ihmeissään ympärilleen, nähdäkseen saman ihmeen toistensa
silmissä, ja iloinen innostus valtaa heidät, voitokas, yksimielinen
huumaus. He kokoontuvat yhä uudestaan laulamaan, he laulavat
kolme päivää aamusta iltaan, eikä iloinen tietoisuus katoa heistä eikä
heidän kuuntelijoistaan. Kun he kolmannen päivän illalla yhtyvät
jäähyväisjuhliin, niin ovat he kaikki veljiä, tuttuja tuntemattomatkin,
he tietävät eroavansa vain viedäkseen uuden iloisen sanoman
ympäri maata.
"Yleinen, iloinen mieliala ja innostus vapautti monenkin kielen

kahleet, joka muuten luontaisesta arkuudesta olisi vaiennut.
Todettava on, ettei tämä juhlailo, joka vaati niin vilkasta ilmaisua,
suinkaan ollut liiallisen väkijuomain nautinnon aiheuttama. Se oli
päinvastoin yksinomaan ja ainoastaan syntynyt korostetusta,
intomielisestä, haltioituneesta tunnelmasta, johon kaikki juhlavieraat
äsken elettyjen juhlapäivien vaikutuksesta olivat joutuneet. Se oli
samaa puhdasta, sekoittumatonta, syytöntä iloa, jota Schiller
nimittää 'ihanaksi, jumalaiseksi kipinäksi', 'Elysiumin tyttäreksi'. Vain
joka itse on saanut olla mukana tässä juhlassa, voi sitä täysin
käsittää."
Näin kirjoittaa laulujuhlapäivistä tri H. Rosenthal. Hän jatkaa:

"Heräsi ajatuksia ja ehdoituksia, joitten tarkoitusperänä oli yleisten
kansaavalistavien yhdistysten perustaminen… Jokainen tunsi, että
kansa kokonaisuutena oli valveutunut, ettei se enää ollut vain joukko
yksityisiä, jotka eri pitäjissä ja seurakunnissa toisistaan eroitettuina
elivät ja viheliäisissä elatushuolissaan askartelivat, vaan että oli
olemassa yksimielinen Viron kansa, joka parastaikaa oli suorittanut
merkille pantavan sivistystyön."
Tällainen on legenda vuoden 1869 orjien vapautuksen muistoksi

vietetystä ensimäisestä virolaisesta laulujuhlasta.
Koidula kirjoittaa juhlan jälkeen Kreutzwaldille:
"Ne ovat ohitse, rakas isä, kaikki nuo hilpeät, herättävät, niin
suurella huolestuneella jännityksellä odotetut, niin suurella
nautinnolla eletyt, niin vielä mentyäänkin tyytyväisyydellä täyttävät
juhlapäivät. — — — Isä, mitä kateelliset kielet ja kynät
mahtanevatkin sihistä: se oli kuitenkin virolainen juhla! Minä, niin
tyttö kuin olenkin, olen varmasti vakuutettu, että sellaisin kyvyin,
jotka, kuten täällä, täydellä luottamuksella luottamusmiehensä
johtoa tottelivat, voidaan saada aikaan mitä hyvänsä; kuinka
paisuneekaan kansaansa totisesti rakastavan miehen sydän
ylpeydestä ja toivosta viime päiviä ajatellessa. Katsokaahan vain
noita horjuvia puolivirolaisia, isä, jotka eivät koskaan tienneet,
olivatko oikeastaan saksalaisia vai venäläisiä vai liivinmaalaisia vai
baltilaisia vaiko jotain muuta? Kuinka he yhtäkkiä tunkeutuivat
virolaisten riveihin, valloittaen itselleen sijan, jota eivät millään olleet
ansainneet! Virolaisten käy hyvin, kun itse luopioistakin tulee
luopioita. Ja lopuksi, nähkää isässäni päivän sankari…"
On kuin näkisi Koidulan itsensä, kuulisi hänen äänensä, tuntisi

hänen sydämensä intomielisen tykinnän kaikkien näitten kesäisten
juhlapäivien sävelistä ja puheista. Juuri tälle, hieman pateettiselle
jalustalle, on hänet ajateltava, sille hän sopii, niinkuin olisi se häntä
varten tehtykin, suurien isänmaallisten, mutta ei silloin vielä
onttojen, siivekkäiden sanojen keskelle, virolaiseen kevätuneen, —
itse arkipäivästä poikkeava, kuten aikakin, romanttinen ja
epäkäytännöllinen, kuten se, haaveelliselta vaikuttava kiharoineen,
joita harvinaiset hiuskoristeet, otsanauhat ja turbaaninmuotoiset,
eriväriset, kirjavat huivit vangitsivat.
Voisi vielä jatkaa ajankuvausta, sillä on kuin samalla erittelisi

Koidulan omaa sielua, niin sama sävy, sama värituntu niillä on, yhtä
haaveellisia ovat molemmat.
Vapauslaulujuhlan tunnelma on täysin eheänä vielä toisen Viron
kansallisen kevään suuryrityksen yllä, — Aleksanterikoulun
rahankeräyksen; jota varten muodostetun toimikunnan sinettiin
virolainen maalari, professori J. Köhler oli sovittanut kahleketjun,
auringon säteitten katkaiseman. Ei ole mitään kauniimpaa, ei mitään
traagillisempaa Viron uudemmissa aikakirjoissa, kuin juuri tämä
suuremmoinen rahankeräys omakielisen, korkeamman koulun
hyväksi. Sen myöhäisemmät vaiheet viittaavat jo toiseen
ajanjaksoon; virolaisen kevään kehyksiin kuuluu sensijaan kaikki,
mikä tässä ajatuksessa oli suureksi suunniteltua ja puhdasta
innostusta. Itse rahankeräysaate syntyy vuonna 1870 kesäisellä
matkalla, jonka muutamat virolaisuuden huomattavimmat edustajat,
niitten joukossa J.W. Jannsen ja molemmat sisarukset Koidula ja
Eugénie, tekevät Helmen ja Tarvastun pitäjiin, siellä tavatakseen
samanmielisiä, yhtä innostuneita, yhtä toimintahalusta palavia
kansalaisia, sama matka, jolla muuten Eesti Kirjameeste Seltsinkin
perustaminen päätetään. Koulu oli suunniteltu alkuaan
neliluokkaiseksi oppilaitokseksi, suoranaiseksi jatkoksi korkeammalle
kansakoululle, opetuskielenä viro; nimensä se sai vapauttajakeisarin,
ensimäisen Aleksanterin mukaan. Legendamaista on tässä useita
vuosia kestäneessä rahankeräyksessä odottamaton ja yllättävä
uhraumus, millä äsken vielä mitään omistamaton kansa pani kokoon
silloisissa oloissa niin suuren summan, lähes satatuhatta ruplaa,
sanan täydessä merkityksessä kopeekoittain kerätyn.
Näinä hedelmällisinä aikoina, jotka lähinnä laulujuhlavuotta

seurasivat, muodostui J.W. Jannsenin vaatimattomasta kodista
yhtymäpaikka kaikille voimille ja kyvyille, mitkä kansallinen kevät
kirvoitti ja keräsi. Mitä silloin henkistä elämää oli, sai alkunsa
Jannsenin kodista, virtasi sen kautta.
Näinä vuosina kehittyi Jannsenista joviaali, sytyttävän leikkisä
kansanmies, jollaiseksi yleinen tietoisuus hänet on käsittänyt.
Sanomalehtensä kautta, vielä ilman kilpailua, ilman vastarintaa,
minkäänlaisen mainittavamman eripuraisuuden vielä heikontamatta
hänen sanansa kantavuutta, saavutti Jannsen suuren vaikutusvallan
silloisissa alkeellisissa oloissa. "Kuinka suuri kansansuosio hänen
teoksillaan oli, sitä on nykyään melkein mahdoton käsittää. Jokainen
rahvaanmies tunsi hänen kirjansa ja luki niitä, isäntä ja paimenpoika,
emäntä ja piikatyttö." (K.A. Hermann, Eesti kirjanduse ajalugu). Ei
ole pitkä hänenkään työkautensa, — runsaasti laskettuna viisitoista
vuotta, — ja sen seurauksista, tuloksista rikkain jakso keskittyy sekin
laulujuhlavuoden sekä sen jälkeisen ympärille. Vändran ja Pärnun
hiljaisuudessa hitaasti tuleentuneet ajatukset ja suunnitelmat
kypsyvät nyt yhtä moneksi todelliseksi yritykseksi. Näinä vuosina hän
on perustanut, — jo ennen laulujuhlaa, — ensimäisen virolaisen
yhdistyksen, Vanemuine-nimisen lauluseuran, joka nopeasti laajentui
kansallisten kulttuuririentojen keskukseksi, näinä vuosina myös
ensimäisen virolaisen maanviljelysyhdistyksen, joka on ollut suurena
tekijänä maan taloudellisen elämän nousussa.
Jannsen oli muutaman vuoden Tartossa asuttuaan ostanut oman

talon puutarharikkaan Tiigikadun varrella, vaatimattoman,
ruskeahkon puurakennuksen, jonka yläkerroksessa Koidulalla ja
hänen sisarellaan oli huoneensa. Puutarha kasvoi ruusuja ja
marjapensaita; sen perällä oli suuren tammen ja lehmuksen varjossa
lehtimaja, ja keskellä ruohikkoa vähäinen suihkukaivo. Lasiverantaa
kiersi villiviini, jonka lehtien lomitse Koidula kertoo katselleensa yli
puutarhan ja piikivien valuvaa kuutamoa. Puutarhan poluilla on
Koidula lomahetkinään usein käyskennellyt edestakaisin, tapansa
mukaan laulaa hyräillen, tai istunut talon nuorison lempipaikalla, ison
lehmuksen alla.
Jannsenin koti Tartossa on epäilemättä ollut ensimäinen virolainen
"salonki", jos tätä ranskalaista käsitettä lainkaan uskaltaa sijoittaa
Viron vaatimattomiin oloihin. Ulkonaisesti on se ollut kylläkin
yksinkertainen, Eräs vieras puhuu tosin siinä vallinneesta
"porvarillisesta hyvinvoinnista", joka ilmeni perheen salissa ja
pihanpuoliseen lasikuistiin katetussa ruokapöydässä. Luultavasti oli
kuitenkin ainakin osa "hyvinvoinnista" vain baltilaista
vieraanvaraisuutta, joka pakoittaa emännän tekemään mahdottoman
mahdolliseksi harvinaisia vieraita kyllin arvokkaasti kestitäkseen.
Mutta joskin koti ulkonaisesti vaatimattomine sisustuksineen ja
yksinkertaisine tee-iltoineen, joihin uutteran päivätyön jälkeen
perheen jäsenet ja tuttavat kerääntyivät soittoa ja laulua
harjoittamaan, runoja lukemaan, keskustelemaan, vain vähissä
määrin vastasi käsitettä, joka on totuttu sisällyttämään
salonkisanaan, oli se sitä kuitenkin henkisesti. Kaikki nimet, joilla on
jonkinlaista kaikua Viron nuoressa sivistyselämässä, voisi tavata
tämän kodin vieraskirjasta, ja niitten lisäksi joukon nimiä maan
rajojen ulkopuolelta.
Siellä on istunut Viron sivistyshistoriassa niin kunniakkaan sijan

saanut Jakob Hurt, papillisesta urastaan huolimatta etupäässä
kielimies ja historioitsija, jonka ensin Jannsenin lehden viivanalaisena
ilmestynyt teos "Pildid isamaa sündinud asjast" (Kuvia kotimaan
tapahtumista) oli ensimäinen yritys katsoa Itämerenmaakuntain
valloitushistoriaa muultakin kuin valloittajan näkökannalta.
Kirkassilmäinen, lempeä rauhanmies, joka myöhemmin
puolueriitojen alkaessa sai juoda pohjaan saakka ansaitsemattomien
herjausten kalkin ja suuntasi käyttämättömäksi joutuneen kykynsä
suurenmoiseen kansanrunouden keräykseen, sillä nimensä
ikuistuttaen. Hurtin virolaisten ylioppilasten keskuudessa
toimeenpanemat n.s. Kalevipoegillat, jolloin innokkaasti yritettiin
tunkeutua kansalliseepoksen henkeen, tulkiten sen sisällystä ja
kieltä, pidettiin vuoron tullen myös Jannsenin talossa, jolloin Koidula
sisarineen ei laiminlyönyt ottamasta osaa niitten herättävään
keskusteluun ja väittelyihin.
Jannsenin matalissa, kodikkaissa huoneissa on aika-ajoin myös

näkynyt C.R. Jakobsonin, Viron kansallisen liikkeen vastaisen
johtomiehen muhkea, kookas vartalo ja hyväryhtinen, tuuhea pää,
tummien silmälasien alati verhotessa, niinkuin pahat kielet sanoivat,
liian pienten silmien katseen. C.R. Jakobson, "baltilainen
Robespierre", kuten saksalainen juttelija Schulz-Bertram häntä
nimittää, on virolaisuuden aikakirjoissa eturivin soturin kunniakkaalla
ja näkyvällä, mutta maalitaulun kaltaisella paikalla. Syntyperäisten
lahjojensa ja väsymättömän tarmonsa avulla matalasta kohonnut,
pisara slaavilaista verta suonissaan, kiihkeässä nuorukaismielessä
henkilökohtaiset, syvään piirtyneet loukkaukset maan aateliston
taholta, oli hän jo ennakolta määrätty radikalismiin ja hyökkäävään
toimintaan, saaden Pietarin vapaamielisissä piireissä liikkuessaan
vahviketta omalle ajatussuunnalleen. Jannsenin luona hän, Koidulan
vetovoiman alaisena hänkin, on kehitellyt näennäisesti rauhalliseen
tapaansa ajatussarjojaan, joitten häikäilemättömyys vielä peittyi
mielialan veljelliseen sovintoon.
Siellä on istunut lauluisä Kreutzwald, Võrun erakko, enimmäkseen

syrjästäkatsojan filosofiseen asemaan tyytyen, mutta silloin tällöin
lingoten kuivan, sarkastisen nuolensa keskelle keskustelua, —
aikoina, jolloin talon ukset vielä olivat hänellekin avoinna.
Jannsenin salissa on kansallisia tulevaisuustuulentupia rakennellut

koko silloinen, tosin vähälukuinen, virolaiseksi tunnustautuva
nuorukaisjoukko, joitten nimet kuten J. Bergmann, M.J. Eisen, K.A.
Hermann, Rudolf Kallas, J. Kerg, M. Lifip, A. Reinwald, H. Rosenthal,
— ovat tavalla tai toisella, vaatimattomammin tai merkittävämmin
piirtyneet virolaiseen sivistyshistoriaan.
Lukuisat ovat ne suomalaiset, jotka ovat tuoneet Tiigi-kadun

pieneen taloon merentakaisen tervehdyksen. Laulujuhlan ajaksi varta
vasten saapuneet vieraat on jo mainittu; aikaisemmin heitä on
Jannsenin luona käynyt Julius Krohn, jonka saksankielen taidosta
Koidula huomauttaa. Ranskan kieleen sekä keskustelussa että
kirjevaihdossa sai Koidula sensijaan turvautua seurustelussaan G.Z.
Yrjö-Koskisen kanssa, jonka kohtelias ranskankielinen kirje Koidulalle
vieläkin on tallella.
Saksalaisista on Jannsenin vieraana usein ollut C.F. Wiedemann,

pietarilainen akateemikko ja etevä kielentutkija, jonka suuri virolais-
saksalainen sanakirja on perustavaa laatua virolaiselle kielitieteelle.
Juuri sanakirjatyössään ja sanojen keräilyssä hän on useasti
käyttänyt apuna Jannsenin rikasta, alkuperäistä sanavarastoa.
Lämmin ymmärtämys ja myötätunto on jo varhain yhdistänyt tämän
vaatimattoman, tyynen ja vanhuksen kunnianarvoisaan ikään
ennättäneen hopeahapsisen tutkijan ja Koidulan, kestäen
muuttumattomana, kirjeitten ja suullisten keskustelujen ylläpitämänä
loppuun saakka.
Jannsenin sovinnollisen ja rauhaa rakastavan luonteen ja sen

mukaisen politiikan seurauksena oli, että talossa kävi muitakin
saksalaiseen seurapiiriin lukeutuvia. Niin on siellä yhteen aikaan
paljon seurustellut silloisen Dörptsche Zeitungin teatteriarvostelija
Hans Fr. Cziesch, saksalaistunutta, alkujaan puolalaista tai
tshekkiläistä syntyperää, mies, jonka vähäinen vartalo kannatti mitä
jalomuotoisinta päätä, — tunnettu henkevyydestään, näyttelijäin
kesken peljätty ivallisista arvosteluistaan. Vapaamielisen, runoutta
harrastavan aatelismiehen Jegor v. Sievers'in tapaamme myös talon
vierasten luettelossa, samoin kuin lättiläisen kansallisuusaatteen
herättäjän Kronwaldin.
Hunfalvya, jota epäilemättä pidettiin talossa kunniavieraana, kuvaa

Koidula seuraavin sanoin: "En ole pitkään aikaan nähnyt niin
virkistävän voimakasta, tietoista ja kaikesta kansallisesta
itsetunnosta huolimatta aitoa ihmisyyttä, kuin tässä unkarilaisessa
tiedemiehessä. Aito magyaarityyppi, voimakas, korkeakasvuinen
vartalo, kasvoissa varma ja kuitenkin hyvänsuopa ilme, viisaat,
vilkkaan-suopeasti katsovat silmät, iältään yli elämän
puolipäivätason, täynnä ritarillista kohteliaisuutta ja samalla
perinpohjaisuutta sekä tiedonlaajuutta, joka ilmenee
yksinkertaisimmissakin asioissa."
Hunfalvy puolestaan kertoo kirjassaan (Reise in den

Ostseeprovinzen) käynnistään Jannsenin kodissa. [Olen käyttänyt
suomalaista käännöstä (Kirjallinen Kuukauslehti).]
— — "Sisään astuessamme otti meidät vastaan äsken kotiin

palannut isäntä ja esitti minut perheelleen, — puolisolleen ja
kahdelle tyttärelleen. Lyhyen keskustelun jälkeen rouva Jannsen ja
toinen tyttäristä, joka näyttää auttavan äitiään talouden toimissa,
menivät pois, ja keskustelua ohjasivat nyt vain talon isäntä ja
seuraamme jäänyt toinen tytär, jolla, niinkuin kaikesta näkyi, oli
jonkinlainen henkinen ylivalta talossa. Se oli Lydia, ensimäinen
virolainen kirjailijatar. Hänen tuuheat, tummat hiuksensa, jotka
uudenaikuinen hiusasu saattaa selvästi näkyviin, varjostivat korkeaa
otsaa ja kauniita, niin, ihaniakin kasvoja, jotka ilmaisevat
syvämielisyyttä ja ajatustenrunsautta. Hänen äänensä on suloinen,
saksaa hän puhuu, kuten yleensä Itämerenmaakuntain sivistyneet,
hyvin kauniisti; hänen puheensa ja liikkeensä ovat vilkkaat, olematta
rajuja.
"Ehken osaa oikein selittää tunnetta, joka minut Jannsenin kodissa

valtasi. Tunsin, ajatellessani lisäksi vielä muutamia nuoria miehiä,
olevani nuoren virolaisuuden keskuksessa."
Aikalaiset ylistävät kilvan Jannsenin suurta leikkisyyttä ja kompia,

hänen puhelunsa aterioitten aikana oli sukkeluudessaan kerrassaan
painokelpoista. Hänen sivistyksensä niukkuutta ei hevin huomannut,
sen mahdolliset puutteet korvasi luontoperäinen äly. Kertoen
mielellään kaskun toisensa jälkeen, hän taisi kerran alkuun
päästyään istua yöt läpeensä.
Mutta joskin Jannsenin persoonallisuus oli omiaan vaikuttamaan

seurapiiriä kokoavasti, oli tämän seurapiirin varsinaisena sähkönä
kuitenkin hänen nuori ja tulisieluinen tyttärensä. Jannsen itse on jo
varhain aavistanut tyttärensä etevämmyyden, korkealentoisuuden,
joka häneltä itseltään puuttui, ja tunnustanut sen, puhuessaan
Koidulan laajemmasta näköpiiristä.
7.
Kaikki, mitä Koidulaan kätkeytyi kykyä ja voimaa, seuraelämälliset

lahjat, ulkonainen kauneus, ennenkaikkea hänelle ominainen,
sytyttävä, haltioittava voima, — koko hänen elämänsä lyhyt loisto ja
ilo, pääsi puhkeamaan näinä vuosina. Huolimatta ylensuuresta
työtaakasta ja rakastetun Julius-veljen 1869 vuoden syksyllä
tapahtuneesta tapaturmaisesta kuolemasta, joka näyttää häneen
syvästi koskeneen, on Koidula kuitenkin juuri näinä parina vuonna
ollut enimmän itsensä. Henkinen kuva, joka hänestä on säilynyt, on
näiltä ajoilta, eikä yleinen vaisto ole harhaanvienyt: varmasti on
tässä kuvassa Koidulan olemuksen ydin.
Ulkomuodoltaan oli Koidula kukoistuksensa aikoina, kuten jo

Hunfalvykin huomauttaa, huomiota herättävän kaunis,
pitkäkasvuinen, vartaloltaan solakka ja sopusointuisesti kehittynyt.
Kasvot olivat soikulaiset, suurehkot, silmäaukot avarat, joten silmät
näyttivät tavallista suuremmilta. Niitten väri oli harmaansininen ja
teräkseen vivahtava. Ne olivat erittäin lyhytnäköiset, jonka tähden
Koidula usein siristi silmiään tai piti ne puoli-ummessa. Samoin kuten
silmät, vaikuttivat hiuksetkin tummemmilta, kuin oikeastaan olivat,
todellisuudessa ne olivat väriltään Virossa usein tavattavat
kastanjanruskeat ja kiharat. Suu oli ohuthuulinen, ei suuri, mutta
omituisen vino, oikean suupielen kääntyessä huomattavasti ylöspäin.
Vinous, joka oli isän perintöä, ja näkyy selvästi valokuvissa, antoi
suulle toisinaan ivallisen piirteen, muuten ulkomuotoa erikoisesti
pilaamatta. Nenä oli vahvatekoinen, kyhmyinen, profiili
suurisuuntainen, kuten kauniisti kaartuva otsakin. Hipiä oli
nuoruudesta asti kalpea, vaikuttamatta silti sairaalloiselta.
Mutta ulkonainen kauneus, niinkin voittava kuin Koidulan, ei ollut

hänen kaikkien aikalaistensa yksimielisten ja ylistävien lausuntojen
mukaan harvinaisen viehätysvoimansa päätekijänä. Jo hänen
veljensä, Harry Jannsen, huomauttaa siitä: "Koidula oli hyvin kaunis,
mutta hän ei voittanut ainoastaan kauneudellaan, vaan koko
olentonsa vetovoimalla, mikä ulottui jokaiseen mieheen, joka astui
hänen kotinsa kynnyksen yli."
Voisi poimia useita tällaisia silminnäkijäin lausuntoja Koidulasta,

joitten sävy on merkillisen samansuuntainen.

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First published 2005 by Pearson Education, Inc.

P ublished 2016 by Routledge

Routledge is an imprint of the Taylor & Francis Group, an informa business

Copyright © 2005 Taylor & Francis. All rights reserved.

ISBN : 9780205277742 (hbk)

Library of Congress Cataloging-in-Publication Data

Hecker, Jeffrey E., 1959–

Please visit the companion website at www.routledge.com/9780205277742

PART ONE Introduction and Foundations 1

1 Definition and Training 3

2 History and Recent Developments 37

3 Psychological Models in Clinical Psychology 73

4 Biological Models in Clinical Psychology 106

PART TWO Psychological Assessment 125

5 General Issues in Psychological Assessment 127

6 Clinical Interviewing 159

7 Intellectual and Educational Assessment 192

Interpretation of Individually Administered Tests of Intelligence 207

8 Personality Assessment 226

9 Behavioral Assessment 262

Functional Analysis 270

PART THREE Intervention 285

10 Psychotherapy: Research Issues and Efficacy 287

11 Psychodynamic Psychotherapy 326

12 Humanistic, Experiential, and Family Therapies 356

13 Cognitive-Behavioral Interventions 379

Anxiety-Reduction Methods 380

PART FOUR Specializations in Clinical Psychology 415

14 Clinical Neuropsychology 417

15 Clinical Health Psychology 448

16 Forensic Psychology 477

Epilogue: Conclusions and Future Directions 510

Emphases in Clinical Psychology: A Review 510

Appendix A: American Psychological Association’s Ethical Principles

Appendix B: A Review of Statistical and Psychometric Concepts 51

W elcome to Introduction to Clinical Psychology: Science, Practice, and Ethics. We are

1 Definition and Training

Characteristics of Clinical Psychology

Emphasis on the Individual

information is used by the clinical psychologist to develop an idiographic understanding of

Activities and Work Settings of Clinical

BOX 1.1 Continued

BOX 1.1 Continued

TABLE 1.1 Activity Profiles of Three Groups of Clinical Psychologists

Private University Hospital

% Mean % Mean % Mean

Source: Adapted from Norcross, Karg, & Prochaska (1997b).

BOX 1.2 Continued

BOX 1.2 Continued

Appendix B: A Review of Statistical and Psychometric Concepts 51