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 survey of clinical psychology training in Canadian federal corrections: Implications for psychologist recruitment and retention.

Although survey results seem to indicate an abundant interest among Canadian psychology graduate students in pursuing training in criminal justice psychology, the recruitment and retention of psychologists in the Correctional Service of Canada (CSC) has been of some concern. The present study is a 2008 survey of sites within CSC that provide opportunities for clinical psychology training with offender clientele. Survey findings demonstrated that a broad range of clinical psychology training opportunities were available across 16 sites. The most frequently cited barrier to providing training was lack of time by prospective trainers, and sites reported retaining relatively few of their trainees for subsequent psychologist positions. Information was also obtained regarding vacant psychologist positions across CSC regions. In light of survey findings, substantive discussion is devoted toward the issues of psychologist recruitment and retention in Canadian federal corrections, including a discussion of both potential and existing training initiatives. (PsycINFO Database Record (c) 2011 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)     

Application of the competency model to clinical health psychology.

In response to the growing emphasis on defining professional competence within applied psychology (e.g., clinical, neuropsychology, counseling, school), in 2007 American Psychological Association Division 38 (Health Psychology) sponsored a summit meeting with a specific focus on revisiting the standards of graduate curricula and training in clinical health psychology. Using the cube model of core competency domains of professional psychology as a framework, summit participants were charged with identifying the foundational and functional competencies expected of a well-trained, entry-level clinical health psychologist. As a product of these discussions, the present article is presented as an initial effort to identify the competencies and begin the discussion in clinical health psychology. As such it is likely to be of interest to a wide audience, including clinical training programs with an existing or planned emphasis in clinical health psychology, practitioners interested in acquiring the competencies required to practice as a clinical health psychologist, and students evaluating potential graduate and postgraduate training options in clinical health psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Putting sport psychology into (your) practice.

The psychologist interested in expanding or diversifying practice will find the relatively new field of applied sport psychology rich in opportunities for learning, collaboration, and development. Exercise can be an important adjunct to psychotherapy, and psychological skills training offers systematic methods for performance improvement. Sport psychology is derived from a blending of sport science and psychology, and practitioner psychologists bring unique skills to this domain. Building on already developed areas of expertise, the psychologist can apply new skills to different populations in diverse settings. At the same time, the practitioner with an interest in sport psychology should obtain sufficient training, consider credentialing, and recognize ethical issues particular to this field. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Obituary: Dalbir Bindra (1922-1980).

Presents an obituary for Dalbir Bindra (1922-1980), who used all his theoretical and experimental skills to examine the concomitance of neural and behavioral events. As a psychologist in the classic tradition, he was interested not only in sensation, perception, cognition, motivation, and emotion, but also in how the processes in these various domains relate and interact one with another. Eventually, his research interests expanded to include psychopharmacology and neuropsychology. Throughout his career, Bindra was active in psychology in Canada and played an important role in its growth. One of his interests was financial support for research in psychology, a topic on which he wrote reports and published articles. In addition, he was a well respected teacher and enjoyed a rich and textured life. His sudden death at the age of 58 was a misfortune to the discipline of psychology as well as to family and friends. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Wanted: A well-rounded specialist.

To be a psychologist first and a specialist second is a dictum not always, not even frequently, perhaps only rarely, followed in the training of graduate students today. Specializing, necessary and useful as it may be, does exact a price, especially where it is carried to the point of considerable concentration on one or two subspecialties within a particular field of psychology. What constructive proposals can be made to maximize the advantages of specialization and minimize the disadvantages? One suggestion is to resume the traditional approach and devote the entire period of graduate study to making the student a general psychologist. Another suggestion is to lengthen graduate training in order to turn out a psychologist who has a sure grasp of general psychology as well as considerable competency in one particular field. A final suggestion is to strengthen the undergraduate psychology program. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of the master's degree in doctoral training.

The committee "would attempt to produce a scholarly psychologist well grounded in scientific method, theory, knowledge, and critique, as these pertain to the pursuit of a career in either scientific or applied psychology." They believe that "psychology can serve society best by reducing the amount of specialization at the predoctoral level and by training the PhD… . A psychologist so trained will be able to adapt to the changing situation in a dynamic society." Major sections are: Implications for Psychology, Articulation of Nondoctoral and Doctoral Graduate Programs, and Recommendations. The APA Education and Training Board should have an annual article in the "American Psychologist" providing pertinent information on graduate training programs, graduate selection standards, and philosophy of graduate training. (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)     

The rural psychologist as generalist: A challenge for professional identity.

Discusses how the psychologist who practices in a rural mental health facility performs many tasks identical to those done by other mental health professionals. While a nonpluralistic and financially constrained mental health system is best served by flexible professionals with a wide range of skills, psychologists in such a setting must utilize their unique training to establish their identity among the service providers. The unique identity of the psychologist is found in the heritage, perspective, and methodology of psychology and not just in clinical activity. Psychologists should begin to develop their methodology by using the larger university context in which they were trained and thereby establish themselves also as researchers and community psychology practitioners. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The psychologist of the future: Scientist, professional, or both.

A familiar issue in psychology is the "relation between our science and its applications." As the goal of doctoral training, the present explicit model of the psychologist as the combination scientist-professional is considered. 3 alternative conceptions are considered: (a) to train psychologists exclusively as scientists; (b) exclusively as professionals; (c) to "train two brands, one for scientific work only, the other for professional work only." Each proposal is considered. Criteria proposed "lead me to prefer our present models for training psychologists to any of the alternatives available." Major topic headings are: the scientist-professional conception of the psychologist in practice, alternative conceptions of the psychologist, re-examination of the scientist-professional model, training the scientist-professional, the psychologist of the future. (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)     

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)     

A study of human behavior: The clinical psychologist.

The psychologist "has derived some benefit by the mixture of being a doctor but not being identified with the mentally ill person." By reviewing personal and cultural forces the attempt was made to establish the variety of emphases current in clinical psychology. "Nearly every adjustment pattern observed among clinicians has occurred as a result of training and experience in some university, school or clinic. As yet, no completely satisfying or dominant component of needs has been discovered for the training and role of the clinical psychologist… . But it is a backward step to discard special curricular requirements for clinical psychologists." A prime requirement for a profession is "a disciplined and recognizable training program." The public that supports us will demand "a real and inexorable service contribution that we have implicitly promised… . We evolved on the impetus of service need." A number of current conflicts of the clinical psychologist are indicated. "The only way professional psychologists can hold to a responsible place is by partial separation from the academic, basic science psychologists." Leaders in clinical psychology should "be more than 80% in real clinical work with ill patients." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists and Hurricane Katrina: Natural disaster response through training, public education, and research.

The purpose of this article was to describe a model of clinical/disaster psychology and illustrate how one psychologist applied training in the aftermath of Hurricane Katrina. The primary focus of the article relates to training graduate students of clinical psychology and assisting evacuees, public education and dissemination, and research. Psychologists may find themselves in similar positions when disasters occur in the future, and the linkage of research and theory with anecdotal accounts may provide mental health professionals with ideas regarding avenues of training to pursue and the various roles that may be served in times of disaster. Recommendations are offered to training programs with regard to infusing tenets of clinical/disaster psychology into their curriculum. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Seminar training in APA-approved internship programs: Is there a core curriculum?

Survey data from 110 predoctoral internship programs show that the average program required 143 hrs of seminars. Although the seminar offerings were diverse, many internships had a core program that included seminars in assessment, professional issues, neuropsychology, psychopharmacology, and psychotherapy. MANOVA revealed no differences in number of hours required of each seminar across types of facilities. Results are discussed in the context of the recent literature on clinical psychology training and the need for better communication among all involved in graduate-level psychology training. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Postdoctoral training in primary care health psychology: Duties, observations, and recommendations.

The need for postdoctoral training in health psychology has taken on added importance following transformations of the U.S. health care delivery system toward primary care models of delivery. This transformation provides psychologists with the opportunity to work as primary care practitioners, educators, and researchers, and it suggests the need for postdoctoral training that prepares students for those opportunities. The author addresses issues relevant to postdoctoral training from the perspective of a former participant in a postdoctoral fellowship training program in primary care health psychology. The duties and contributions of a primary care health psychologist are described. These include the provision of graduate medical education and clinical services tailored to primary care. The author also offers recommendations regarding postdoctoral health psychology training in order to enhance psychologists' ability to collaborate with medical professionals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

David Shakow: Distinguished Professional Contribution Award.

Recognizes the receipt of the American Psychological Association's 1976 Distinguished Professional Contribution Award by David Shakow. The award citation reads: "In a career that spans almost five decades, his activities reflect his abiding concern with psychology's historical antecedents, his leadership in creating a training model for clinical psychology that would retain the unique quality that characterizes a psychologist, and his research contributions in the psychological study of schizophrenia. David Shakow by his imagination, by his influence on his many students--graduate and postdoctoral--as teacher and mentor, by his dedication to important scientific studies, by his advocacy of the coordinate role of researcher and practitioner for the clinical psychologist, and by his broad knowledge and commitment to humanistic values has indeed made a distinguished contribution to professional psychology." A biography and a listing of the recipient's scientific writings are also included. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Seventeen years later: Clinical psychology in light of the 1947 Committee on Training in Clinical Psychology Report.

"Clinical psychology is both a basic and an applied area. Because of the undeveloped state of both psychology and clinical psychology, research is by far the most important responsibility of the clinical psychologist. The university has primary responsibility for integrating training in both the basic and the applied areas. The private practice of clinical psychology is of minor importance. It should be restricted." Clinical psychology "is important both because of the contribution it has made and is making to basic psychology, and because of the potential social significance of its practical contribution." (PsycINFO Database Record (c) 2010 APA, all rights reserved)