If a psychologist loses treatment records because of a computer failure, is it an ethical violation? The widespread growth of technology has outpaced the development of ethical standards for questions such as this, resulting in areas of uncertainty for psychologists. Four hundred twenty psychologists in independent practice rated the ethicality and their frequency of using 40 technologies. Technologies pertaining to the support functions of a psychologist's office are commonly used, butthose technologies directly affecting clinical services are rarely used. More than half of the 40 items received equivocal ratings on ethicality, suggesting psychologists need guidelines and training for the use of technology in professional practice. A typical day in a professional psychologist's office might include photocopying or faxing confidential records, electronic claims filing, using a computerized voice mail system, scoring personality tests on the computer, and so on. A few psychologists might also provide supervision by means of electronic mail (Email) or exposure treatments with virtual reality. How common are these various technologies in psychological practice, and what are the ethical implications of emerging technological advances within the profession? When Pope, Tabachnick, and Keith-Spiegel (1987) published survey results concerning the ethics of professional psychologists, their report provided an important "real-world" glimpse into the practices and beliefs of American Psychological Association (AP A) members providing professional services. The authors were careful to note that the norms of professional practice should not necessarily determine ethical standards but correctly observed that professional ethics codes are most effective when those developing the codes are aware of the dilemmas and tensions confronting members of the organization. Although the AP A has been diligent to keep ethical standards current through changing practice environments, the rapid rate of change observed among electronic technologies creates unprecedented challenges for professional psychology's national organizations and ethics committees. The APA Ethics Committee ap

The author explores 3 ways the history of psychology can be made relevant to professional training in clinical psychology. Focusing on the practitioner-scholar model of clinical professional training, he argues that 3 central facets of historical understanding can be wedded to existing goals of professional training: (a) providing an interdisciplinary context for psychology, (b) addressing concerns about humans in the field, and (c) mediating theory-practice tensions that often exist in professional training. Suggestions are also made for encouraging historical understanding as essential to fostering critical self-reflection among students preparing for careers in professional psychology.

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Small project providing evidence that the New Media Literacy Scale 'works' in its English-language translation