Clinical developmental psychologists in family practice settings.

Describes patterns of collaboration between psychologists and family physicians. Collaboration is enhanced through shared holistic world hypotheses and involvement with the entire life cycle. Collaborative activities in the educational, research, and clinical areas are described. Implications for collaboration with other medical specialties, as well as for the teaching, training, and supervision of clinical psychologists, are elaborated. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Difficulties in family practice residency training: Recommendations for training health psychologists in primary care settings.

We attempt to pursue a model for health psychologists by developing recommendations for behavioral science input into family practice residencies, gleaned from experiences of several health psychologists specifically trained to be directors of behavioral science programs of such medicine departments. This information is accumulated and based on a 7-year period at one university-based, inner-city program and two community-based hospitals. These recommendations are offered in the hope that health psychology training specialists will anticipate roadblocks associated with family practice residency training programs and will plan accordingly. Specifically, we make recommendations regarding program overview and training background, roadblocks (including medicine as the final authority), theoretical versus practical teaching orientation, resident time constraints, administrative support and priorities, and training effectiveness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training psychologists in family therapy in family institute settings.

Contends that pathways for training psychologists in family treatment approaches have yet to become well articulated, due to the traditional segregation of the fields of psychology and family therapy. The author examines the interface between one important source for such training, family institutes, and psychology training programs. The roots of the mutual misunderstanding between these institutions are examined, followed by a discussion of the strengths and potential difficulties of training psychologists in family institute settings. A set of recommendations is offered for how family institutes and psychology training programs can best work together. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School psychology in preschool settings: A review of training and practice issues.

Explores facets of preschool psychological services that potentially pose problems for skill-oriented training and traditional practices (e.g., screening, individual assessment, curricula). It is suggested that techniques that stem from the most promising constructs in applied developmental psychology lead to dilemmas in training because of the necessity for time-consuming informal, or ad hoc, procedures. A review and a conceptual analysis of training and practice issues for preschool psychological services are offered. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preparing psychologists for managed care settings: Enhancing internship training programs.

Do internship programs prepare new professionals for success in today's behavioral health care marketplace? Managed care has quickly affected internship training programs and has dramatically altered the delivery of mental health services. but training programs have been slow to adapt to these changes. For example, instruction in business concepts and training in clinical and professional issues unique to managed care are discernible deficiencies in contemporary internship training programs. This article presents strategies to remedy training deficits in order to produce psychologists who are capable of meeting current market demands. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethical issues facing school psychologists in family therapy: A commentary.

Comments on the article by J. C. Hansen et al (see record 1990-18461-001) on the types of ethical dilemmas school psychologists face and suggests that the ethical issues encountered in family therapy, especially when offered in the public schools, are more complex than those encountered in private, outpatient practice. Ethical issues within an interactional framework focus on fair exchange of value and exchange of information. This emphasis leads to distinctions among various stakeholder dimensions in the process: patient and client, problem and complaint, and syntonic and dystonic behaviors. It also leads to issues of respect by therapists for core values held by family members, and the therapeutic use of such core values to unify families in ways to help them overcome their difficulties. Ethical issues can be clarified only by setting and working toward mutually agreed upon goals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A symposium on family therapy training for psychologists.

Presents 5 articles on family therapy (FT) training. R. J. Green generally describes the lack of formal training and the abundance of informal training programs in FT. A curriculum for the family-centered clinical psychologist is outlined. Green and the 4 other participants in the symposium then discuss different settings: an interdisciplinary university family studies clinic (L. R. Ferguson), an academic department of psychology (J. L. Framo), an independent family institute (K. La Perriere), a department of psychiatry in a medical school (R. J. Shapiro), and an independent graduate school of FT and marital therapy (Green). Interrelated issues in training are also examined, including teaching and supervision methods, personal and countertransference aspects of acquiring a family orientation to treatment, the influence of the professional-organizational context of FT training, and the place of family systems theory, therapy, and research in training professional psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A family practice education system based on patient care outcomes in family practice settings

The philosophy, goals, objectives, methodology, and results of a family practice faculty development program are described. Developing family practice educators who will create an education system based on patient care outcomes in family practice settings is the central philosophical purpose of this faculty development program. On completion of the program all participants recognized the essential nature of this philosophical goal and were more comfortable and confident in their ability to: (1) determine resident learning needs; (2) organize curriculum units; (3) use different teaching techniques; and (4) understand their own personal teaching needs and interests. The implications of these changes for developing a family practice curriculum based on patient needs are described.     

Linking psychologists and family physicians for collaborative practice.

This article describes a pilot, demonstration project that linked psychologists and family physicians to improve the care of patients with alcohol and other drug abuse problems. The project facilitated collaborative practice between family physicians and psychologists to enhance treatment of patients with alcohol and other drug abuse and other psychosocial problems in rural America. Ten pairs of psychologists and family physicians in rural Texas and Wyoming participated in the project. The training successfully established linkages between psychologists and family physicians for the care of a broad range of medical and psychological problems. This article discusses the linkage training, factors that facilitated and hindered collaboration, as well as implications for future training and collaborative health care practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Collaborative practice in primary care: Integrated training for psychologists and physicians.

Managed health care has forced psychologists and primary care physicians to expand their practices into areas for which they have traditionally lacked training or experience. This article describes a training program designed to foster collaboration and to bridge the gap between the 2 specialties by having psychology interns and medical residents comanage patients in a primary care setting under the joint preceptorship, of a psychologist and a physician. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Changes in training and practice of psychologists: Current challenges for licensing boards.

Psychology licensing laws have a short history and were created to regulate the professional interactions between a psychologist and a client within a single jurisdiction. Societal and technological changes in the way psychologists are trained and practice challenge licensing boards to provide new mechanisms to regulate professional behavior that recognize these changes yet still offer adequate protection of the public. This article describes the problems psychologists encounter related to professional mobility, temporary practice across jurisdictional boundaries, distance learning, and consistency in the handling and reporting of disciplinary actions. The article also describes the efforts of the Association of State and Provincial Psychology Boards to help its licensing board members to address these challenges. Finally, the article raises some potentially dramatic changes being considered in the way psychologists are admitted to professional practice using a competency assessment approach to complement the traditional use of course credits, supervised experience hours, and performance on a knowledge-based exam. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School psychologists as consultants: Issues in training, practice, and accountability.

From contemporary research and theory in mental health consultation, implications are drawn for the development of an indirect service role for school psychologists. Attention is given to the need for training school psychologists in consultation skills, to the obstacles encountered in the initiation of consultative relationships, and to methods for assessing efficiency and effectiveness of a variety of consultative activities. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attitudes of academic and applied clinical psychologists toward training issues: 1969–1984.

Assessed the attitudes of 379 applied and 207 academic clinical psychologists toward key training issues and compared the current (1984) attitudes with those that were held at earlier (1969) surveys conducted by the 1st author and D. R. Ewing (see PA, Vols 44:18793 and 51:1172). Attitudes toward 10 programs for training clinical psychologists and ratings of various clinical psychology activity areas are presented. Findings reveal that more 1984 than 1969 Ss supported training in psychotherapy and diagnosis and expected to be useful. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predoctoral internship training in Canada - I: Internship settings and supervisory issues.

Presents the results of our 1992 survey of internship directors and clinical supervisors in Canadian predoctoral internship training programs belonging to the Canadian Council of Professional Psychology Programs. 25 internship directors and 58 clinical supervisors responded to the survey. On average, individual programs offered 2.28 funded positions, at an average stipend of $20,269 per annum. Within the internship programs, a wide range of training opportunities were offered to interns, but limited opportunities existed for training in geriatric psychology, and in custody, competence, and forensic assessments. Over the 3 yrs surveyed there was a high degree of stability in terms of the number of applicants, number of interns interviewed, and acceptance rates. The majority of the clinical supervisors were well trained clinicians, but had received limited formal training in supervision. The supervisors were flexible in providing supervision in a wide range of training experiences, but with some limitations. Individual sessions were the most frequently employed form of supervision. The majority of supervisors reported no problems in supervision. The most frequently reported problems in supervision were related to interns' personal concerns and stress, and inadequate pre-internship training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical practice guidelines for managing major depression in primary care practice: Implications for psychologists.

Clinical practice guidelines are being developed by professional and governmental bodies to improve the quality of health care. The guidelines developed by the US Public Health Service Agency for Health Care Policy and Research seek to improve the primary care physician's ability to diagnose and treat major depression. Clinical, educational, and research implications for psychologists are considered in light of how the recommended guidelines potentially will influence the nature and quality of care provided for mood disorders by generalist physicians. (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)     

Stress management training in health psychology practice: Critical clinical issues.

Stress management training interventions have become one of the most popular treatment programs in health psychology practice. Although numerous clinical approaches are available, limited attention is given to the matching of intervention with the clinical needs of individuals. As a result, stress management programs are more frequently marketed in clinical and community settings as palliative techniques without sufficient exploration of the causes of stress. We review these concerns and highlight critical assessment and treatment variables that moderate the efficacy of specific stress management interventions. Suggestions for further research and guidelines for clinical practice are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Salaries of clinical psychologists employed in APA-approved internship settings: 1979.

Updates data and provides information on present salaries of clinical psychologists working in internship-training centers. Salary schedules from 80 training centers approved for predoctoral internship training in clinical or counseling psychology indicate that federally-funded training centers provide the highest salaries for psychologists, and charity-supported agencies and those located in the Northeast provide the lowest salaries. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Family-oriented emphasis for school psychologists: A needed orientation for training and professional practice.

The traditional role of the school psychologist is viewed as a limited, constraining model that is disappearing. This role is dependent on psychometric and other quantitative data and may limit the psychologist's involvement with family and other factors. Alternatives for effective practice of school psychology are needed. One alternative, a family-oriented emphasis, is suggested as the most comprehensive approach. Under this approach, the school psychologist functions as a generalist with a diversity of psychological skills, but still focuses on students with learning problems as the traditional responsibility that separates school psychology from other specialties. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Looking ahead: Preparing psychologists for administrative roles in medical settings.

As psychologists increasingly pursue administrative positions, training in management and business systems becomes a pressing need. In response to this need, a unique rotation in administration offered through a predoctoral internship at a Department of Veterans Affairs Medical Center was formed. This article describes the rotation and its objectives. Although initial results from the rotation suggest it offers promise as a model of administrative training, future research assessing the longitudinal career trajectory of persons completing the rotation is needed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)