Download to read offline
More Related Content
Similar to Ch1-Clinical-Psychology_Definition-and-Training.pdf
Ch1-Clinical-Psychology_Definition-and-Training.pdf
- 1. Chapter 1 Clinical Psychology:Definition and Training
- 2. • “Clinical psychology”first used in 1907 by Lightner Witmer • Originally defined as similar to medicine, education, and sociology Clinical Psychology
- 3. • Tremendous growthhas resulted in a very broad, hard-to-define field • Brief definitions emphasize the study, assessment, and treatment of people with psychological problems • More detailed definitions (e.g., Division 12 of APA) are more inclusive and descriptive More Recent Definitions
- 4. “The field ofClinical Psychology integrates science, theory, and practice to understand, predict, and alleviate maladjustment, disability, and discomfort as well as to promote human adaptation, adjustment, and personal development. Clinical Psychology focuses on the intellectual, emotional, biological, psychological, social, and behavioral aspects of human functioning across the life span, in varying cultures, and at all socioeconomic levels.” (APA, 2012) APA Division 12 Definition of Clinical Psychology
- 5. • Commonalities amongmost training programs – Doctoral degree – Most enter with bachelor’s, some with master’s degree – Required coursework – Thesis/dissertation – Predoctoral internship (more information in later slides) Education and Training in Clinical Psychology
- 6. • In recentdecades, specialty tracks have emerged, including: – Child – Health – Forensic – Family – Neuropsychology • More on these specialty areas in later chapters Education and Training: Specialty Tracks
- 7. • Scientist-practitioner model(or Boulder model) • Practitioner-scholar model (or Vail model) • Clinical scientist model Three Models of Training
- 8. • Created in1949 at a conference in Boulder, Colorado of directors of clinical psychology training programs • Emphasizes both practice and research – Graduates should be able to competently practice (e.g., therapy, assessment) and conduct research – A balanced approach Scientist-Practitioner Model (Boulder Model): Balancing Practice and Science
- 9. • Created in1973 in a conference in Vail, Colorado • Also known as practitioner-scholar model • Emphasizes practice over research • Yields the Psy.D. degree (not the traditional Ph.D.) • Higher acceptance rates and larger classes • Proliferated in recent years Practitioner-Scholar Model (Vail Model): Emphasizing Practice
- 10. • Emphasize practiceand research • Smaller classes • Lower acceptance rate • Typically in university departments • Offer more funding to students • Greater success in placing students in APA- accredited internships • Emphasize practice over research • Larger classes • Greater acceptance rate • Often in free-standing professional schools • Offer less funding to students • Less success in placing students in APA- accredited internships Ph.D. vs Psy.D.
- 11. • Emerged in1990s, primarily as a reaction against the trend toward practice represented by Vail model • Richard McFall’s 1991 “Manifesto for a Science of Clinical Psychology” sparked this movement • A subset of Ph. D. institutions who strongly endorse empiricism and science • Tend to train researchers rather than practitioners Clinical Scientist Model: Emphasizing Research
- 12. • Technology – Useof webcams for supervision – Computer-based assessment • Competencies – Skills that a student must demonstrate – Ex. Intervention, assessment, research, etc. Emerging Trends in Training
- 13. • Boulder modelexample: University of Alabama – “…graduates function in a variety of settings as teachers, researchers, and providers of clinical services… The program emphasizes the integration of scientific knowledge and the professional skills and attitudes needed to function as a clinical psychologist in academic, research, or applied settings.” Sample Grad Program Website Self-Description
- 14. • Vail modelexample: Chicago School of Professional Psychology – “As a professional school, our focus is not strictly on research and theory, but on preparing students to become outstanding practitioners, providing direct service to help individuals and organizations thrive.” Sample Grad Program Website Self-Description
- 15. • Clinical scientistmodel example: Indiana University – “Indiana University’s Clinical Training Program is designed with a special mission in mind: To train first-rate clinical scientists… applicants with primary interests in pursuing careers as service providers are not likely to thrive here.” Sample Grad Program Website Self-Description
- 16. • Know yourprofessional options • Take the appropriate undergraduate courses • Get to know your professors • Get research experience • Get clinically relevant experience • Select graduate programs wisely • Write effective personal statements • Prepare well for admissions interviews • Consider your long-term goals Getting in to Graduate School in Clinical Psychology
- 17. • Masteral internship –Takes place at the end of masters degree programs – At least 200 hours of supervised clinical experience in an applied setting – An apprenticeship of sorts, to transition from psychometrician to psychologist – Required for licensure examination Internships: Masters and PhD
- 18. • Doctorate internship –Takes place before the doctoral degree is awarded – Typically at least 250 hours – Still supervised, but more independence – Often specialized training Internships: Masters and PhD
- 19. • Licensure enablesindependent practice and identification as a member of the profession • Requires appropriate graduate coursework, internship, and licensing exams • To stay licensed, PRC requires continuing professional development units (CPDs) Getting Licensed
- 20. • A varietyof settings, but private practice is most common – True since 1980s • Other common work settings include – Universities – Psychiatric and general hospitals – Community mental health centers – Other settings Where Do Clinical Psychologists Work?
- 21. • A varietyof activities, but psychotherapy is most common – True since 1970s • Other common professional activities include: – Diagnosis/assessment – Teaching/supervision – Research/writing – Other activities What do Clinical Psychologists Do?
- 22. • Counseling Psychologists: –Tend to see less seriously disturbed clients – Tend to work less often in settings like inpatient hospitals or units – Tend to endorse humanism more and behaviorism less – Tend to be more interested in vocational and career counseling How Are Clinical Psychologists Different From Other Professionals?
- 23. • Psychiatrists: – Goto medical school and are physicians – Have prescription privileges (this is changing for clinical psychologists—see Chapter 3) – Increasingly emphasize biological/pharmaceutical rather than “talk therapy” intervention How Are Clinical Psychologists Different From Other Professionals?
- 24. • Social Workers –Tend to emphasize social factors in client’s problems – Earn a master’s degree rather than a doctorate – Training emphasizes treatment and fieldwork over research or formalized assessment How Are Clinical Psychologists Different From Other Professionals?
- 25. • School Psychologists: –Tend to work in schools – Tend to have a more limited professional focus than clinical psychologists (student wellness and learning) – Frequently conduct school-related testing and determine LD and ADHD diagnoses – Consult with adults in children’s lives (e.g., teachers, staff, parents) How Are Clinical Psychologists Different From Other Professionals?