Empirically supported psychological treatments: A natural extension of the scientist–practitioner paradigm.

The impact on Canadian professional psychological treatment practices of the American Psychological Association's Division 12 (Clinical Psychology) Task Force's development of criteria and listings for empirically supported psychological treatments, along with other industrial efforts to standardize the identification of treatments with established efficacy is described in the article by J. Hunsley et al (see record 1999-01869-001). C. M. Morin voices comments on some aspects of the article which may need further thought. The reasons for, and utility of such a movement toward empirically supported treatment (ESTs) is investigated. The defining characteristics of an EST (from the Task Force's perspective) are subject for debate. Why have only 2 categories of ESTs (well established empirical support vs probably efficacious)? The implications of the adoption of EST-based systems will reverberate throughout training, practice, and public health policies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Model for Predoctoral Psychopharmacology Training: Shaping a New Frontier in Clinical Psychology.

Patients routinely ask psychologists questions about psychoactive medications. In addition, psychologists frequently encounter patients having problems with their medications. How will doctoral training programs respond to the dilemma of providing their students with a basic level of knowledge in psychopharmacology without adding to the length of the doctoral curriculum? Although postdoctoral training models have been developed for psychologists who seek extended specialized training in Psychopharmacology, the authors propose that some predoctoral training in psychopharmacology and related topics is critical to prepare graduates to meet mental health needs, particularly for underserved populations. The authors present a model through which psychopharmacology course work can be integrated into the predoctoral curriculum without compromising course work in basic psychology or extending the length of training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychopharmacology for children and adolescents: Commentary on current issues and future challenges.

Responds to some of the major issues raised by the American Psychological Association (1992) Division 16 Task Force and by R. T. Brown et al (see record 1994-34463-001), T. Kubiszyn (see record 1994-34489-001), and S. T. DeMers (see record 1994-34471-001) concerning the role of the school psychologist in practice and in facilitating research on psychopharmacology. It is concluded that the major issues confronting school psychology as a profession include increasing its role in research on child psychotherapy, and, within the context of intervention options, biological interventions as well. Carving out a role in psychopharmacology for the school psychologists should not overshadow training in broader areas of biomedical and psychosocial interventions, nor should it limit the focus of research efforts only in these areas. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A case study from the Department of Defense Psychopharmacology Demonstration Project: Mania and neurosyphilis.

Postdoctoral training in clinical psychopharmacology for psychologists may include physical examination and laboratory assessment procedures, and differential medical diagnosis, as included in the Department of Defense Psychopharmacology Demonstration Project (PDP). This article, written by a PDP fellow and an attending psychiatrist, describes a case in which an apparently psychological condition (mania) was determined to result from an underlying physical condition (neurosyphilis). This case underscores the importance of appropriate laboratory screening, highlights the significance of several components of such postdoctoral training, and illustrates the unique ability of psychologists with specialized training to provide comprehensive care for patients with very complex needs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction to the Special Issue: The Division 16 Task Force on Psychopharmacology, Learning and Behavior.

Welcome to this Special Issue of School Psychology Quarterly (SPQ), which is intended to disseminate the findings of the Division 16 Task Force on Psychopharmacology, Learning and Behavior. It has been my good fortune to have chaired this productive Task Force and to serve as Guest Editor for this Special Issue. In this introduction I will summarize the Division's history of interest in pediatric psychopharmacology, review the activities of this Task Force over the last three years, and orient you to the six articles that comprise this Special Issue. In the early 2000's the Division's Executive Committee (EC) recognized that (a) although there had been a dramatic increase in research, practice and policy interest in pediatric psychopharmacology during the previous decade, most medications prescribed for children continued to lack Food and Drug Administration indications; (b) there was a surge in polypharmacy (prescribing more than one medication to the child); (c) younger children (i.e., preschoolers) were increasingly treated with psychoactive drugs; (d) because the research literature expanded exponentially during the 1990's school psychologists needed a single, authoritative, updated resource they could access to better inform their consultations in this complex and emerging arena. In response to these realizations the EC established a Task Force on Psychopharmacology, Learning and Behavior in 2002 to address these issues. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Empirically supported treatments: Too little, too late: A commentary.

The impact on Canadian professional psychological treatment practices of the American Psychological Association's Division 12 (Clinical Psychology) Task Force's development of criteria and listings for empirically supported psychological treatments, along with other industrial efforts to standardize the identification of treatments with established efficacy is described in the article by J. Hunsley et al (see record 1999-01869-001). D. R. Evans proposes that the evidence-based movement is too little, in that considerably more, and much more complex evidence for what professional psychologists do is required. It is too late, in that both in Canada and the US professional psychologists have suffered considerable setbacks in both the economic and popularity domains. There is a broad range of treatment proposals professional psychologists make to their clients daily, which are fraught with a lack of research backing. There is a vicious circle in that unless evidence-based practices become the norm, and, hence, the stuff of media, it is difficult to convince new and even some old practitioners to adopt them. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evidence-based practice in psychology.

The evidence-based practice movement has become an important feature of health care systems and health care policy. Within this context, the APA 2005 Presidential Task Force on Evidence-Based Practice defines and discusses evidence-based practice in psychology (EBPP). In an integration of science and practice, the Task Force's report describes psychology's fundamental commitment to sophisticated EBPP and takes into account the full range of evidence psychologists and policymakers must consider. Research, clinical expertise, and patient characteristics are all supported as relevant to good outcomes. EBPP promotes effective psychological practice and enhances public health by applying empirically supported principles of psychological assessment, case formulation, therapeutic relationship, and intervention. The report provides a rationale for and expanded discussion of the EBPP policy statement that was developed by the Task Force and adopted as association policy by the APA Council of Representatives in August 2005. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

National study of the experience of psychologists with psychotropic medication and psychotherapy.

Psychologists have been involved in psychopharmacological research and practice since the 1950s, although this seems not to have been remembered. Biodyne data on 1.6 million mental episodes from 1988 to 1992 document psychologists' involvement in monitoring and managing psychopharmacological medications. A large percentage of patients presenting for mental treatment were already taking psychotropic drugs. Medication usage decreased dramatically as psychologists diagnosed their individual conditions and initiated psychotherapy in addition to monitoring and managing medication usage. Relevant training in psychopharmacology should be an integral part of training of psychologists providing health care. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Identifying empirically supported treatments: What if we didn't?

The conclusion of the Division 12 Task Force's report on empirically supported treatments raises 3 questions: (a) Is it desirable for the profession to specify what treatments are effective? (b) Do the criteria, either selected by the Task Force or modified by others, represent a reasonable way of identifying effective treatments? (c) Would different and less controversial conclusions have been reached if the criteria used were broadened to include naturalistic and quasi-experimental studies? It is concluded that the Task Force's selection of criteria, particularly as modified by D. L. Chambless and S. D. Hollon (1998), was a reasonable response to these pressures. Findings from studies using less stringent and controlled research designs suggest that the proposals may have resulted in less palatable conclusions than those offered in its original report. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A training model for psychologists with prescription privileges: Clinical pharmacopsychologists.

Presents a training model for prescribing psychologists. Training for independent psychology practitioners is modeled after a training program drafted by the International Neuropsychological Society-Division 40 Task Force for Neuropsychology. In the proposed model, the prescribing psychologist is trained as a specialist within clinical psychology. The term used to describe this specialist, clinical pharmacopsychologist, emphasizes psychology as the underlying field and is homologous with clinical neuropsychologist. Not all clinical psychologists will have this privilege because it is a specialty in its own right, which requires specific didactic and experiential training. During the transition period before the appearance of clinical pharmacopsychologists on clinical psychology faculties, prospective prescribing psychologists will obtain specialty training primarily in medical settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Guiding principles and recommendations for the assessment of competence.

This article presents guiding principles for the assessment of competence developed by the members of the American Psychological Association's Task Force on Assessment of Competence in Professional Psychology. These principles are applicable to the education, training, and credentialing of professional psychologists, and to practicing psychologists across the professional life span. The principles are built upon a review of competency assessment models, including practices in both psychology and other professions. These principles will help to ensure that psychologists reinforce the importance of a culture of competence. The implications of the principles for professional psychology also are highlighted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Basic science training in psychopharmacology: How much is enough?

Training psychologists to administer psychotropic medication will require acquisition of a unique knowledge base and set of skills that are generally not components of graduate education in psychology. Nevertheless, the current level of basic science training in graduate education in psychology is substantial and should, with minor modification, allow adequate preparation for students to enter into specialized training to prescribe. The direct provision of psychopharmacology requires psychologists to demonstrate competencies in addition to those required in the general provision of psychological services. Such competencies are perhaps best taught at the postdoctoral level. The authors argue that all curricula training professional psychologists should be able to train psychologists capable of practicing as independent, full-fledged health care providers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Is psychologists' involvement in the prescribing of psychotropic medication really a new activity?

How involved in the process of prescribing psychotropic drugs is the average practicing professional psychologist today? The answer is "far more than most people realize." Five hundred ninety-six practicing psychologists responded to a survey reporting the types of professional activities in which they regularly engage. Virtually all responding psychologists reported they were involved in making recommendations for medication evaluations, consulting with physicians about which medications to use with specific patients, and discussing medication-related issues with patients. A generally agreed-on model of psychopharmacology training for professional psychologists should emerge over the next 5 to 10 years. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Training for the future of psychology practice.

This article responds to the Eby et al. (this issue, pp. 57–68) paper on issues and dilemmas for the future of training for psychology practice. The author addresses these issues and discusses them in regards to our identity as psychologists and changes in training needed in light of the recent passage of federal health care reform legislation. The changes in health care include the importance of training to work in integrated health care systems, primary care, using electronic health records, and dealing with health disparities. Training recommendations from the 2009 APA Presidential Task Force on the Future of Psychology Practice are presented. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Is evidence-based practice diverse enough? Philosophy of science considerations.

In its policy rationale for evidence-based practice in psychology (EBPP), the APA Presidential Task Force on Evidence-Based Practice (see record 2006-05893-001) claims to have constituted itself with "scientists and practitioners from a wide range of perspectives and traditions, reflecting the diverse perspectives within the field" (p. 273). We applaud this attention to diversity but contend that an entire perspective of the debate was omitted in the Task Force's newly approved policy and its underlying report. The failure to consider a philosophy of science perspective led the Task Force to make a number of epistemological assumptions that are not based on evidence or rationale and that thus violate the very spirit of evidence-based decision making. In this comment, we reveal a few of these assumptions and discuss their detrimental consequences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)