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This article proposes an alternative model for psychological inquiry based in the experiences of lesbians and gay men. I propose that there are three elements that cross-situationally define a lesbian and gay reality: biculturalism, marginality, and normative creativity. Each of these elements is explored with examples of how these perspectives might alter the way that certain dominant notions about human relationships are understood. The article closes with questions regarding the application of this lesbian and gay paradigm to methodologies for inquiry. The relationship between a lesbianlgay paradigm for psychology and feminist questions regarding epistemology i s also explored.

Women 's career development has recently been a popular topic in counseling psychology, for both theoretical and empirical work This article extends that line of inquiry to address the unique career development issues of lesbians. The available literature on lesbians and work is reviewed, and parallels are drawn between the work experiences of lesbians, nonlesbian women, and other minority status groups. Three models of career development in women (Astin, 1985; Farmer, 1985; Gottfredson, 1981) are presented, and the applicability of each theory to increasing understanding of lesbian experience is explored. Implications for vocational and work-related counseling for lesbians are suggested and recommendations for the field are made.

Abuse was charged with reviewing relevant literature and making recommendations for future research directions as well as for clinical training and practice. To accomplish this charge, members of the Working Group agreed to review scholarly literature on trauma, child sexual abuse, and memory to provide possible explanations for the four most commonly identified memory recovery scenarios. In each scenario, an adult displays a series of psychological and psychosomatic symptoms before developing what are believed to be memories of having been sexually abused in childhood. One involves the recovery of child-abuse-related memories in the therapy setting; the other three, which involve the return of memory outside of therapy, concern (a) an individual who recalls abuse without therapeutic intervention, (b) an individual who believes that abuse has occurred without clear memory of abuse events per se, and (c) an individual who has no memory for abuse events despite the fact that external corroboration exists for them. Although these examples illustrate the range of memory recovery scenarios now documented in the clinical and research literature, it is of note that none of them necessarily explain how access to conscious cognitive memory was impeded or how such memories eventually became available.

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