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Clinical Psychology (clinical + psychology)
Terms modified by Clinical Psychology Selected AbstractsEvidence-based practice in clinical psychology: What it is, why it matters; what you need to knowJOURNAL OF CLINICAL PSYCHOLOGY, Issue 7 2007Bonnie Spring The history and meaning of evidence-based practice (EBP) in the health disciplines was described to the Council of University Directors of Clinical Psychology (CUDCP) training programs. Evidence-based practice designates a process of clinical decision-making that integrates research evidence, clinical expertise, and patient preferences and characteristics. Evidence-based practice is a transdisciplinary, idiographic approach that promotes lifelong learning. Empirically supported treatments (ESTs) are an important component of EBP, but EBP cannot be reduced to ESTs. Psychologists need additional skills to act as creators, synthesizers, and consumers of research evidence, who act within their scope of clinical expertise and engage patients in shared decision-making. Training needs are identified in the areas of clinical trial methodology and reporting, systematic reviews, search strategies, measuring patient preferences, and acquisition of clinical skills to perform ESTs. © 2007 Wiley Periodicals, Inc. J Clin Psychol 63: 611,631, 2007. [source] Eleven rules for a more successful clinical psychologyJOURNAL OF CLINICAL PSYCHOLOGY, Issue 9 2005Steven C. Hayes The recommendations put forth in the target article, "Twenty-First Century Graduate Education in Clinical Psychology: A Four Level Matrix Model" (C.R. Snyder & T.R. Elliott, this issue), should be regarded in the context of the large need to develop a more progressive and effective discipline. No amount of "brute force" education and empiricism is certain to solve the problems of the scope of our field identified by the authors. Eleven rules are offered and defended that may lead to a more practically and empirically successful field. © 2005 Wiley Periodicals, Inc. J Clin Psychol. [source] Some critical observations on twenty-first century graduate education in clinical psychologyJOURNAL OF CLINICAL PSYCHOLOGY, Issue 9 2005Gerald C. Davison A number of issues raised in the C.R. Snyder and T.R. Elliott article, "Twenty-First Century Graduate Education in Clinical Psychology: A Four Level Matrix Model" (this issue), are critically examined: the role of interpersonal and societal factors in understanding the human condition, the desirability of breadth in both undergraduate and graduate education, political and scientific issues in prevention research and application, problems in the use of randomized clinical trials for evaluating psychotherapy, and the efficacy,effectiveness debate in therapy research. © 2005 Wiley Periodicals, Inc. J Clin Psychol. [source] Jack of all trades, master of none?: An alternative to clinical psychology's market-driven mission creepJOURNAL OF CLINICAL PSYCHOLOGY, Issue 9 2005Martin Heesacker The authors C.R. Snyder and T.R. Elliott of this special issue's target article, "Twenty-First Century Graduate Education in Clinical Psychology: A Four Level Matrix Model" (this issue), are right that scientific distinctions should sometimes be de-emphasized in service of understanding the larger scientific vision. However, they take their combining too far, arrogating unto clinical psychology elements best left to their original scholarly disciplines. Snyder and Elliott simply present the next logical step in clinical psychology's longstanding tradition of "mission creep," broadening its focus to encompass new potential markets. Instead, the keeping and sharpening of disciplinary and subdisciplinary boundaries might best serve clinical psychology. The emphasis would shift from mission creep to building links with complementary disciplines and subdisciplines, to tackle issues that require true interdisciplinary scholarship. © 2005 Wiley Periodicals, Inc. J Clin Psychol. [source] Callahan fails to meet the burden of proof for Thought Field Therapy claimsJOURNAL OF CLINICAL PSYCHOLOGY, Issue 3 2005Monica PignottiArticle first published online: 4 NOV 200 Callahan's response evades the key issues raised by merely restating and elaborating upon what has already been said, providing citations that are out of context and irrelevant to the issues at hand, and misrepresenting what was actually said by his critics and me and the authors of articles he cites. He spends paragraphs refuting "straw men." He provides additional anecdotes, which offer no convincing evidence for his claims. His critics have expressed concern that Callahan and Thought Field Therapy (TFT) proponents will cite his response article, as published in the Journal of Clinical Psychology, to promote TFT, as TFT proponents have repeatedly done for the non-peer-reviewed earlier issue devoted to TFT. Callahan has been given an unprecedented opportunity to present his work in a reputable journal without prior peer review and has failed to meet the burden of proof for his claims, thus undermining his own claim, that his work has been rejected solely as a result of bias against innovation. © 2004 Wiley Periodicals, Inc. J Clin Psychol. [source] A new vision for the field: Introduction to the second special issue on the unified theoryJOURNAL OF CLINICAL PSYCHOLOGY, Issue 1 2005Gregg R. Henriques This is the second of two issues of the Journal of Clinical Psychology focused on the validity and usefulness of a new theoretical vision for the field (Henriques, 2003). The first two contributions from Rand and Ilardi and Geary both enrich the argument that psychology needs to be effectively connected with biology and physics and that the unified theory (via Behavioral Investment Theory) is highly successful in this way. The authors of the subsequent three articles,Shaffer, Quackenbush, and Shealy,show that the Tree of Knowledge System (through the Justification Hypothesis) is deeply commensurate with the dominant paradigms in the social sciences. Thus, the group of authors of these five articles demonstrates the viability of the unified theory both from bottom-up and top-down viewpoints. In the sixth article, the author addresses some important problems that potentially arise with the development of a clearly defined discipline. In the concluding article I address the concerns about the proposal raised by the contributors to the two special issues and articulate how the unified theory lays the foundation for the development of a useful mass movement in psychology. © 2004 Wiley Periodicals, Inc. J Clin Psychol. [source] The Consensus Conference and Combined-Integrated model of doctoral training in professional psychology, Overview of Part 1: Nature and scope of the Combined-Integrated modelJOURNAL OF CLINICAL PSYCHOLOGY, Issue 9 2004Craig N. Shealy This special series of articles on the Consensus Conference and Combined-Integrated (C-I) model of doctoral training in professional psychology consists of 13 articles in two successive volumes of the Journal of Clinical Psychology. Six articles are presented in Part 1 (Vol. 60, Issue 9), which collectively describe the "nature and scope" of the C-I model (e.g., historic and definitional issues; the potential advantages of this model; implications for the profession). In Part 2 of this special series (Vol. 60, Issue 10), articles 7 through 12 address the broader implications and potential applications of the C-I model within a range of professional and societal contexts (e.g., for interprofessional collaboration; the health care field; development of a global curriculum; the unified psychology movement; issues of assessment and professional identity; and higher education); article 13 provides a summary of the series as well as a discussion of future directions. As an overview, this paper provides the abstract for each of the articles in Part 1, and describes the various topics of the articles in Part 2. Taken together, the articles in this special series are designed to provide a coherent account of how and why the C-I model is timely and relevant, and therefore warrants serious consideration by the larger education and training community in professional psychology. © 2004 Wiley Periodicals, Inc. J Clin Psychol. [source] Competencies Conference: Future Directions in Education and Credentialing in Professional PsychologyJOURNAL OF CLINICAL PSYCHOLOGY, Issue 7 2004Nadine J. Kaslow The Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology was organized around eight competency-focused work groups, as well as work groups on specialties and the assessment of competence. A diverse group of psychologists participated in this multisponsored conference. After describing the background and structure of the conference, this article reviews the common themes that surfaced across work groups, with attention paid to the identification, training, and assessment of competencies and competence. Recommendations to advance competency-based education, training, and credentialing in professional psychology are discussed. This is one of a series of articles published together in this issue of the Journal of Clinical Psychology. Several other articles that resulted from the Competencies Conference will appear in Professional Psychology: Research and Practice and The Counseling Psychologist. © 2004 Wiley Periodicals, Inc. J Clin Psychol. [source] The scientifically-minded psychologist: Science as a core competencyJOURNAL OF CLINICAL PSYCHOLOGY, Issue 7 2004Kathleen J. Bieschke At the Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology, the Scientific Foundations and Research Competencies Work Group focused on identifying how psychologists practice scientifically. This article presents the subcomponents associated with the core competency of scientific practice. The subcomponents include: 1) access and apply current scientific knowledge habitually and appropriately; 2) contribute to knowledge; 3) critically evaluate interventions and their outcomes; 4) practice vigilance about how sociocultural variables influence scientific practice; and 5) routinely subject work to the scrutiny of colleagues, stakeholders, and the public. In addition, the article briefly discusses how the depth of training for and assessment of each subcomponent will vary by training model. Implications and future directions for individual psychologists, training programs, and the profession are discussed. This is one of a series of articles published in this issue of the Journal of Clinical Psychology. Several other articles that resulted from the Competencies Conference will appear in Professional Psychology: Research and Practice and The Counseling Psychologist. © 2004 Wiley Periodicals, Inc. J Clin Psychol. [source] That Way Madness Lies: At the Intersection of Philosophy and Clinical PsychologyMETAPHILOSOPHY, Issue 5 2004Jennifer Mundale Abstract: I argue that philosophical practice is a clinically active and influential endeavor, with both positive (therapeutic) and negative (detrimental) psychological possibilities. Though some have explicitly taken the clinical aspects of philosophy into the therapeutic realm via the new field of philosophical counseling, I am interested in the clinical context of philosophers as philosophers, engaged in standard, philosophical pursuits. In arguing for the clinical implications of philosophical practice I consider the relation between philosophical despair and depression, the cognitive etiology of depression and other clinical disorders, selected DSM-IV entries, attribution theory, and cognitive therapy. [source] Relationships beliefs and relationship quality across cultures: Country as a moderator of dysfunctional beliefs and relationship quality in three former Communist societiesPERSONAL RELATIONSHIPS, Issue 3 2004Robin Goodwin Research on the correlation between relationship beliefs and quality has rarely considered the impact of culture. In this study, 206 manual workers, students, and entrepreneurs from Georgia, Hungary, and Russia completed a modified Relationship Beliefs Inventory (Eidelson & Epstein, 1982, Journal of Consulting and Clinical Psychology, 50, 715) and the Abbreviated Dyadic Adjustment Scale (Sharpley & Rogers, 1984, Educational and Psychological Measurement, 44, 1045). Results indicated a significant pan-cultural correlation between dysfunctional beliefs and relationship quality but a moderating effect for country, with dysfunctional beliefs in Hungary explaining more than four times of the variance in relationship quality than in the other countries. Findings are interpreted in light of major value and ecological differences between the three countries. [source] Assessment in Clinical Psychology: A Perspective on the Past, Present Challenges, and Future ProspectsCLINICAL PSYCHOLOGY: SCIENCE AND PRACTICE, Issue 3 2006James N. Butcher Assessment emerged during the early twentieth century with the development of tests for assessing characteristics such as intelligence, personality, and suitability for employment. The long, interwoven relationship between clinical psychology and assessment began to change during the 1970s when many clinical psychologists became more involved in behavioral therapy and moved away from psychological testing and with the expanding role of managed care in the mental health services. Clinical assessment broadened into forensic, medical, and personnel applications with psychologists expanding professional roles. The status of assessment was reviewed and some challenges were highlighted. The potential for assessment to contribute to the understanding of mental health problems through collaborative cross-cultural study of psychopathology was suggested with the growing development of clinical psychology internationally. [source] Context and Current and Future Activities of the Society of Clinical PsychologyCLINICAL PSYCHOLOGY: SCIENCE AND PRACTICE, Issue 3 2006(Division 12 of the American Psychological Association) Several themes and activities of the Society of Clinical Psychology (Division 12 of APA) are discussed: a seemingly inexorable trend towards more and more specialization, posing a challenge to the very identity of clinical psychology; the importance of broad and general education in core content areas, especially in the science of psychology; continuing education; a newly established committee on diversity to help promote and support the inclusion of diversity variables in both the scientific and political activities of the Society; and the Evidence-Based Practices in Psychology report, recently adopted by the Council of Representatives as the basis of APA policy. [source] The Present and Future of Clinical Psychology in Private PracticeCLINICAL PSYCHOLOGY: SCIENCE AND PRACTICE, Issue 3 2006Lillian Comas-Diaz This article discusses clinical psychologists' current concerns, challenges, and opportunities in private practice. The future of clinicians in independent practice is presented within two paradigms, namely, psychology as a health profession, and psychology as life enhancement. Finally, the author argues that psychotechnology, corporate clinical psychology, and psychology as life enrichment will evolve within the future of clinical psychological independent practice. [source] Clinical Psychology in Academic DepartmentsCLINICAL PSYCHOLOGY: SCIENCE AND PRACTICE, Issue 3 2006Karen S. Calhoun This article discusses issues and future directions for clinical psychology in academic departments of psychology. Psychology continues to be the most popular undergraduate major and departments must better prepare them for graduate study. Budget constraints continue to impact departments, resulting in challenges such as decreasing numbers of faculty, increasing dependence on external grant funds, and accompanying distortion of the reward system for faculty contributions. Increasing specialization in clinical psychology will require difficult choices. Increasing emphasis on multidisciplinary study presents both opportunities and challenges for traditional departments of psychology. The emergence of neuroscience is having a great impact and the integration of psychology and neuroscience will be a significant issue facing clinical programs. Despite challenges, academic clinical psychology can be expected to remain resilient in the face of change. [source] Psychotherapy in Australia: Clinical psychology and its approach to depressionJOURNAL OF CLINICAL PSYCHOLOGY, Issue 8 2007David J. Kavanagh In Australia, clinical psychology training is dominated by cognitive and behavioral treatments (CBTs), although there is exposure to other theoretical orientations. Since 2001, over 20% of general medical practitioners (GPs) have received training in CBT, and psychiatry training increasingly incorporates CBT elements. Psychotherapy by medical practitioners is financially supported by universal health care funding with supplementation by patients and their private health insurance. Federally funded health benefits for up to 12 psychology consultations per year are provided on referral from GPs and psychiatrists, and initial takeup has been very strong. Mrs. A would be a typical patient for such a referral. However, she would not fulfill criteria for priority access from state-funded mental health services. Mrs. A would probably consult a GP and receive antidepressants, although she may also access a range of other community support programs. Access to and acceptance of psychotherapy would be greater in urban areas, and if she were of Anglo-Saxon and nonindigenous origin. © 2007 Wiley Periodicals, Inc. J Clin Psychol: In Session 63: 725,733, 2007. [source] Emotion and Evolving Treatments for Adult PsychopathologyCLINICAL PSYCHOLOGY: SCIENCE AND PRACTICE, Issue 4 2007Douglas Mennin Clinical psychology has historically underplayed the importance of emotions in conceptualizing and treating adult psychopathology. However, there has been a recent convergence among numerous theoretical orientations in drawing from investigations of emotions within basic affective sciences, which highlight the survival and societal functions of emotions, the involvement of multiple biological systems in emotion generation, and a dynamic model for regulatory aspects of emotions. These characterizations of emotion suggest a number of ways that current treatments may benefit from explicit incorporation of interventions targeting emotions, particularly for resistant forms of adult psychopathology. Specifically, emotion-related skills training and broadening the role of emotions in meaning change may be important areas for expansion within the treatment of adult psychopathology. [source] Pathological gambling: an increasing public health problemACTA PSYCHIATRICA SCANDINAVICA, Issue 4 2001Article first published online: 7 JUL 200 Gambling has always existed, but only recently has it taken on the endlessly variable and accessible forms we know today. Gambling takes place when something valuable , usually money , is staked on the outcome of an event that is entirely unpredictable. It was only two decades ago that pathological gambling was formally recognized as a mental disorder, when it was included in the DSM-III in 1980. For most people, gambling is a relaxing activity with no negative consequences. For others, however, gambling becomes excessive. Pathological gambling is a disorder that manifests itself through the irrepressible urge to wager money. This disorder ultimately dominates the gambler's life, and has a multitude of negative consequences for both the gambler and the people they interact with, i.e. friends, family members, employers. In many ways, gambling might seem a harmless activity. In fact, it is not the act of gambling itself that is harmful, but the vicious cycle that can begin when a gambler wagers money they cannot afford to lose, and then continues to gamble in order to recuperate their losses. The gambler's ,tragic flaw' of logic lies in their failure to understand that gambling is governed solely by random, chance events. Gamblers fail to recognize this and continue to gamble, attempting to control outcomes by concocting strategies to ,beat the game'. Most, if not all, gamblers try in some way to predict the outcome of a game when they are gambling. A detailed analysis of gamblers' selfverbalizations reveals that most of them behave as though the outcome of the game relied on their personal ,skills'. From the gambler's perspective, skill can influence chance , but in reality, the random nature of chance events is the only determinant of the outcome of the game. The gambler, however, either ignores or simply denies this fundamental rule (1). Experts agree that the social costs of pathological gambling are enormous. Changes in gaming legislation have led to a substantial expansion of gambling opportunities in most industrialized countries around the world, mainly in Europe, America and Australia. Figures for the United States' leisure economy in 1996 show gross gambling revenues of $47.6 billion, which was greater than the combined revenue of $40.8 billion from film box offices, recorded music, cruise ships, spectator sports and live entertainment (2). Several factors appear to be motivating this growth: the desire of governments to identify new sources of revenue without invoking new or higher taxes; tourism entrepreneurs developing new destinations for entertainment and leisure; and the rise of new technologies and forms of gambling (3). As a consequence, prevalence studies have shown increased gambling rates among adults. It is currently estimated that 1,2% of the adult population gambles excessively (4, 5). Given that the prevalence of gambling is related to the accessibility of gambling activities, and that new forms of gambling are constantly being legalized throughout most western countries, this figure is expected to rise. Consequently, physicians and mental health professionals will need to know more about the diagnosis and treatment of pathological gamblers. This disorder may be under-diagnosed because, clinically, pathological gamblers usually seek help for the problems associated with gambling such as depression, anxiety or substance abuse, rather than for the excessive gambling itself. This issue of Acta Psychiatrica Scandinavica includes the first national survey of problem gambling completed in Sweden, conducted by Volberg et al. (6). This paper is based on a large sample (N=9917) with an impressively high response rate (89%). Two instruments were used to assess gambling activities: the South Oaks Gambling Screen-Revised (SOGS-R) and an instrument derived from the DSM-IV criteria for pathological gambling. Current (1 year) and lifetime prevalence rates were collected. Results show that 0.6% of the respondents were classified as probable pathological gamblers, and 1.4% as problem gamblers. These data reveal that the prevalence of pathological gamblers in Sweden is significantly less than what has been observed in many western countries. The authors have pooled the rates of problem (1.4%) and probable pathological gamblers (0.6%), to provide a total of 2.0% for the current prevalence. This 2% should be interpreted with caution, however, as we do not have information on the long-term evolution of these subgroups of gamblers; for example, we do not know how many of each subgroup will become pathological gamblers, and how many will decrease their gambling or stop gambling altogether. Until this information is known, it would be preferable to keep in mind that only 0.6% of the Swedish population has been identified as pathological gamblers. In addition, recent studies show that the SOGS-R may be producing inflated estimates of pathological gambling (7). Thus, future research in this area might benefit from the use of an instrument based on DSM criteria for pathological gambling, rather than the SOGS-R only. Finally, the authors suggest in their discussion that the lower rate of pathological gamblers obtained in Sweden compared to many other jurisdictions may be explained by the greater availability of games based on chance rather than games based on skill or a mix of skill and luck. Before accepting this interpretation, researchers will need to demonstrate that the outcomes of all games are determined by other factor than chance and randomness. Many studies have shown that the notion of randomness is the only determinant of gambling (1). Inferring that skill is an important issue in gambling may be misleading. While these are important issues to consider, the Volberg et al. survey nevertheless provides crucial information about gambling in a Scandinavian country. Gambling will be an important issue over the next few years in Sweden, and the publication of the Volberg et al. study is a landmark for the Swedish community (scientists, industry, policy makers, etc.). This paper should stimulate interesting discussions and inspire new, much-needed scientific investigations of pathological gambling. Acta Psychiatrica Scandinavica Guido Bondolfi and Robert Ladouceur Invited Guest Editors References 1.,LadouceurR & WalkerM. The cognitive approach to understanding and treating pathological gambling. In: BellackAS, HersenM, eds. Comprehensive clinical psychology. New York: Pergamon, 1998:588 , 601. 2.,ChristiansenEM. Gambling and the American economy. In: FreyJH, ed. Gambling: socioeconomic impacts and public policy. Thousand Oaks, CA: Sage, 1998:556:36 , 52. 3.,KornDA & ShafferHJ. Gambling and the health of the public: adopting a public health perspective. J Gambling Stud2000;15:289 , 365. 4.,VolbergRA. Problem gambling in the United States. J Gambling Stud1996;12:111 , 128. 5.,BondolfiG, OsiekC, FerreroF. Prevalence estimates of pathological gambling in Switzerland. Acta Psychiatr Scand2000;101:473 , 475. 6.,VolbergRA, AbbottMW, RönnbergS, MunckIM. Prev-alence and risks of pathological gambling in Sweden. Acta Psychiatr Scand2001;104:250 , 256. 7.,LadouceurR, BouchardC, RhéaumeNet al. Is the SOGS an accurate measure of pathological gambling among children, adolescents and adults?J Gambling Stud2000;16:1 , 24. [source] The early 20th century: Shaping the discipline of psychology in Japan1JAPANESE PSYCHOLOGICAL RESEARCH, Issue 2 2005TATSUYA SATO Abstract:, In this paper, we aim to describe the developing process of early Japanese psychology. This is the story of the institutionalization of psychology in Japan. We deal with the first period of Japanese psychology and trace the process of shaping the discipline of psychology in Japan. We also focus on the life and studies of Motora, who was the first psychology professor in Japan, and those of his students. In 1903, Yuzero Motora opened the first formal laboratory of psychology at Tokyo Imperial University, and in 1904, the first 2-year course in psychology was commenced. Both the laboratory and the two-year course could produce psychology students who studied "new" or experimental psychology. But not all the experimentation resulted in success. We also examine Fukurai's clairvoyance and thoughtgraphy experiments. Although Fukurai was one of the promising students of Motora, he gradually changed interest to parapsychology. Fukurai's adherence to these psychic phenomenon and his isolation from academic society resulted in the removal of clinical psychology from the psychology discipline in Japan. [source] Lecturer practitioners in six professions: combining culturesJOURNAL OF CLINICAL NURSING, Issue 5 2004Pat Fairbrother BA Background., Whilst research has been undertaken in relation to the lecturer practitioner role in nursing, there have been no cross-professional studies. There is an explicit political agenda in the United Kingdom on interprofessional education and enhancing the status of those who provide practice-based teaching. Aim., This paper reports a study to investigate the commonalities and differences between lecturer practitioners across professions and to generate hypotheses about the role, which follows different models of practice in the different professions. Methods., An exploratory research design was adopted, using semi-structured interviews with a purposive sample of lecturer practitioners from six professions (architecture, clinical psychology, law, medicine, nursing and social work). A grounded theory approach was used. Findings., All lecturer practitioners perceived a clear dichotomy between their professional practice role and their university role. All used similar strategies to adapt to and deal with combining two very differently perceived cultures. There were striking similarities in response to the consequences of serving ,two masters' in the areas of time management and role identity/definition. Conclusions., The role not only bridges theory and practice, but has to operate within very different organizational cultures. Further research is needed to test the generalizability of the findings. Relevance to clinical practice., This investigation aims to inform higher education and health service policy on lecturer practitioners, and also provide support for those undertaking this challenging role. The study poses challenging questions for policymakers in the current climate of interprofessional learning, which need to be addressed if future initiatives in this area are to be successful. [source] Psychological mindedness in relation to personality and coping in a sample of young adult psychiatric patientsJOURNAL OF CLINICAL PSYCHOLOGY, Issue 1 2010Ivan Nyklí Abstract Psychological mindedness (PM) is a relevant but rarely studied construct in clinical psychology. The aim was to examine the relationships among PM, personality, and coping in young adults with psychological difficulties. Sixty-three young women and 32 young men who were admitted for intake at a Dutch mental health institute completed relevant questionnaires. PM showed positive associations with the putatively adaptive personality characteristics of extraversion, openness, agreeableness, and conscientiousness and a negative correlation with neuroticism. In addition, PM was associated with problem-focused coping independently of the effect of personality characteristics. PM seems to be related to adaptive person characteristics in young adults with psychological difficulties. Longitudinal studies are needed to examine the issue of causality. © 2009 Wiley Periodicals, Inc. J Clin Psychol 66:1,12, 2010. [source] Evidence-based practice in clinical psychology: What it is, why it matters; what you need to knowJOURNAL OF CLINICAL PSYCHOLOGY, Issue 7 2007Bonnie Spring The history and meaning of evidence-based practice (EBP) in the health disciplines was described to the Council of University Directors of Clinical Psychology (CUDCP) training programs. Evidence-based practice designates a process of clinical decision-making that integrates research evidence, clinical expertise, and patient preferences and characteristics. Evidence-based practice is a transdisciplinary, idiographic approach that promotes lifelong learning. Empirically supported treatments (ESTs) are an important component of EBP, but EBP cannot be reduced to ESTs. Psychologists need additional skills to act as creators, synthesizers, and consumers of research evidence, who act within their scope of clinical expertise and engage patients in shared decision-making. Training needs are identified in the areas of clinical trial methodology and reporting, systematic reviews, search strategies, measuring patient preferences, and acquisition of clinical skills to perform ESTs. © 2007 Wiley Periodicals, Inc. J Clin Psychol 63: 611,631, 2007. [source] Integrating clinical psychology into primary care settingsJOURNAL OF CLINICAL PSYCHOLOGY, Issue 10 2006Larry C. James The primary care setting offers a mostly new and exciting opportunity for clinical psychology. Historically, psychology has been relegated to the "back forty," distant and far removed from mainstream medicine in most major hospitals. The primary care integration possibilities for clinical psychology are many. The present article will highlight these opportunities as well as provide the reader with an understanding as to why this conceptual paradigm and practical shift is needed as well as how to integrate clinical psychology services into the primary care setting. © 2006 Wiley Periodicals, Inc. J Clin Psychol 62: 1207,1212, 2006. [source] Developing an evidence base in clinical psychologyJOURNAL OF CLINICAL PSYCHOLOGY, Issue 3 2006Karina W. Davidson We suggest a process for clinical psychologists to collect an evidence base and join the evidence-based movement already underway in many areas of medicine. To illustrate this process, we review the history of cholesterol discovery, evaluation, and management as an evidence-based process, extracting lessons applicable to the field of psychology. By examining these lessons and building consensus, clinical psychologists can advance the movement along an evidence-based practice continuum, improve client care, build a more informative evidence base, and promote equitable reimbursement for psychological practice. © 2005 Wiley Periodicals, Inc. J Clin Psychol 62: 259,271, 2006. [source] Psychosocial treatments of suicidal behaviors: A practice-friendly reviewJOURNAL OF CLINICAL PSYCHOLOGY, Issue 2 2006Katherine Anne Comtois Worldwide, almost a million people die by suicide each year. Intentional, nonfatal, self-inflicted injury, including both suicide attempts and acts without suicide intent, also has very high prevalence. This article provides a practice-friendly review of controlled studies of psychosocial treatments aiming to prevent suicide, attempted suicide, and nonsuicidal self-inflicted injuries. Despite relatively small sample sizes for a low-base-rate outcome such as self-inflicted injury, several psychotherapies have been found effective, including cognitive therapy, dialectical behavior therapy, problem-solving therapy, and interpersonal psychotherapy, as well as outreach interventions, such as sending caring letters. The clinical implications of the review are discussed with the goal of translating the science to service,particularly the importance of outreach and treatment of non-compliance, the assessment and management of suicide risk, and competency in effective psychotherapies. These are critical steps for clinical psychology and psychotherapists to take in their role in suicide prevention. © 2005 Wiley Periodicals, Inc. J Clin Psychol: In Session 62: 161,170, 2006. [source] Remembering and honoring Paul MeehlJOURNAL OF CLINICAL PSYCHOLOGY, Issue 10 2005Albert Ellis The author commemorates Paul Meehl by briefly presenting some of his cardinal contributions to clinical psychology, including the Minnesota Multiphasic Personality Inventory (MMPI), rational,emotive behavior therapy, and clinical versus statistical prediction. He also describes a few of his personal contacts with him. Meehl modeled a way of thinking, and thinking about thinking, that should be useful to all clinical psychologists. © 2005 Wiley Periodicals, Inc. J Clin Psychol 61: 1231,1232, 2005. [source] Eleven rules for a more successful clinical psychologyJOURNAL OF CLINICAL PSYCHOLOGY, Issue 9 2005Steven C. Hayes The recommendations put forth in the target article, "Twenty-First Century Graduate Education in Clinical Psychology: A Four Level Matrix Model" (C.R. Snyder & T.R. Elliott, this issue), should be regarded in the context of the large need to develop a more progressive and effective discipline. No amount of "brute force" education and empiricism is certain to solve the problems of the scope of our field identified by the authors. Eleven rules are offered and defended that may lead to a more practically and empirically successful field. © 2005 Wiley Periodicals, Inc. J Clin Psychol. [source] Some critical observations on twenty-first century graduate education in clinical psychologyJOURNAL OF CLINICAL PSYCHOLOGY, Issue 9 2005Gerald C. Davison A number of issues raised in the C.R. Snyder and T.R. Elliott article, "Twenty-First Century Graduate Education in Clinical Psychology: A Four Level Matrix Model" (this issue), are critically examined: the role of interpersonal and societal factors in understanding the human condition, the desirability of breadth in both undergraduate and graduate education, political and scientific issues in prevention research and application, problems in the use of randomized clinical trials for evaluating psychotherapy, and the efficacy,effectiveness debate in therapy research. © 2005 Wiley Periodicals, Inc. J Clin Psychol. [source] Jack of all trades, master of none?: An alternative to clinical psychology's market-driven mission creepJOURNAL OF CLINICAL PSYCHOLOGY, Issue 9 2005Martin Heesacker The authors C.R. Snyder and T.R. Elliott of this special issue's target article, "Twenty-First Century Graduate Education in Clinical Psychology: A Four Level Matrix Model" (this issue), are right that scientific distinctions should sometimes be de-emphasized in service of understanding the larger scientific vision. However, they take their combining too far, arrogating unto clinical psychology elements best left to their original scholarly disciplines. Snyder and Elliott simply present the next logical step in clinical psychology's longstanding tradition of "mission creep," broadening its focus to encompass new potential markets. Instead, the keeping and sharpening of disciplinary and subdisciplinary boundaries might best serve clinical psychology. The emphasis would shift from mission creep to building links with complementary disciplines and subdisciplines, to tackle issues that require true interdisciplinary scholarship. © 2005 Wiley Periodicals, Inc. J Clin Psychol. [source] The matrix model for clinical psychology: A contextual approachJOURNAL OF CLINICAL PSYCHOLOGY, Issue 9 2005Stanley Sue The four level matrix model proposed by C.R. Snyder and T.R. Elliott (this issue) is a bold attempt to provide a coherent philosophy and model to guide the training of clinical psychologists. Shortcomings of current training practices, such as a focus on individuals rather than community dynamics and on pathology rather than strengths, are addressed in the proposed model. Difficulties in the implementation of the model are discussed. © 2005 Wiley Periodicals, Inc. J Clin Psychol. [source] | |||||||||||||