Traumatic stress, disaster psychology, and graduate education: Reflections on the special section and recommendations for professional psychology training.

The articles appearing in this special section highlight disaster psychology as a typically neglected aspect of the clinical curriculum, the challenges of operationalizing efficacy measures for program evaluation, and the personal and professional impact of disaster exposure. The authors review literature suggesting the importance of training in disaster psychology. The authors also offer a framework for promoting competency among future psychologists who may serve and conduct research in disaster-affected communities and describe the clinical/disaster psychology specialization within the University of South Dakota's doctoral clinical psychology program as an example of how disaster-related curriculums, research, and practicums may be integrated into existing predoctoral training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Utilizing technological innovations to enhance psychotherapy supervision, training, and outcomes.

Recent technological advances in the use of the Internet and video technologies has greatly impacted the provision of psychotherapy and other clinical services as well as how the training of psychotherapists may be conducted. When utilized appropriately these technologies may provide greater access to needed services to include treatment, consultation, supervision, and training. Specific ethical challenges and pitfalls are discussed and recommendations are made for the ethical use of these technologies. Additionally, innovative practices from the seven articles in the special section that follows are highlighted and reviewed. These articles present a number of innovations that can take psychotherapy training, research, supervision, and treatment forward toward increased effectiveness. Recommendations for integrating these innovations into ongoing practices are provided and for additional research to build on the important work of the authors in this special section are provided. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Why multicultural issues matter for practitioners working with older adults.

How are the American Psychological Association's multicultural practice guidelines relevant to those who provide clinical services to older adults? Issues of race and ethnicity figure in the lives of older adults and their service providers in ways that may not be readily apparent. In this article, the author reviews facts about minority aging along with clinical examples to illustrate issues older adults confront in negotiating racial, ethnic, and age differences between themselves and others, including service providers. Current professional efforts to enhance sensitivity to late-life diversity issues are reviewed, as are resources on which the practicing psychologist can draw. Recommendations are made regarding how psychologists can gain knowledge, enrich teaching and supervision, and encourage conversation with clients and colleagues about multicultural aging. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Canadian counselling psychology coming of age: An overview of the special section.

This paper provides a brief overview of each of the papers published in this special section on Canadian Counselling Psychology and details how the special section articles further the development of the discipline by highlighting Canadian authored scholarship, mapping out the history and current state of the discipline, and considering how the unique Canadian context shaped the literature reviewed. Specifically, this introduction outlines how the articles to follow cover the following topics: (a) the history of Canadian counselling psychology; (b) professional issues and identity; (c) counselling, training, and supervision; (d) research and scientific issues; and (e) counselling psychologists' contribution to applied psychology. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Introduction: Diversity Within Unity.

Provides an introduction to the Clinical Psychology section of the current issue of Professional Psychology. This issue, as a whole, focuses on the future of professional psychology. This section, in particular, reflects the diversity of practitioners as well as their clients, describes a few settings in which clinical psychology is practiced, presents some of the external and internal conflicts and problems that affect both the present and future of clinical psychology, and offers some possible solutions. The first three articles use specific settings to describe some of the problems encountered by psychologists who work with underserved populations. The last four articles in this section depart from specific settings and focus on issues that affect the goals of psychology, the provision of services, the role of psychologists in training settings, and the hospital practice of psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

No hay rosas sin espinas: Conceptualizing Latina-Latina supervision from a multicultural developmental supervisory model.

Latina mental health professionals encounter many opportunities and challenges in professional settings. As Latinas increasingly enter the profession, we are now having our first opportunity to supervise another Latina. This opportunity is often greeted with great excitement and anticipation; however, it also presents unique professional challenges. These challenges often include, but are not limited to, the potential to blur boundaries in an unhealthy manner, idealization and then unmet expectations, overidentification, and cultural misunderstandings based on ethnic differences. Little has been written about Latina?Latina supervisory dyad relationships. Few Latina psychologists have had formal training in providing supervision to other Latinas and yet the future promises to increase these types of experiences. The authors developed a Multicultural Developmental Supervisory Model (MDSM) that integrates specific Latina/o multicultural counseling competencies and Latina/o ethnic identity theory, with developmental theories of supervision. The MDSM is designed to identify the complex processes that influence the supervision dyad in an effort to provide guidance and support to the supervisor and the supervisee as well as the institutions in which supervision takes place. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training psychologists to assess, manage, and treat posttraumatic stress disorder: An examination of the National Center for PTSD Behavioral Science Division training program.

Most traumatized people do not get the care they need, making the demand for well-trained clinicians, researchers, and supervisors in the trauma field particularly acute. We describe the psychology training program at the Behavioral Science Division of the National Center for PTSD, provide a rationale for the training procedures we employ, and summarize the challenges we face. We suggest that the trauma field needs to establish training guidelines and criterion-based outcomes, and to conduct systematic evaluation of training program efficacy. As a first step toward these goals, we present information about our program and our unique clinical and professional context to assist those who intend to develop training programs and to allow existing training programs to compare and contrast practices. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction to the special series.

Provides an introduction to the special series on research in utilizing competency-based criteria for training psychotherapeutic skills. The introduction of manuals for practicing psychotherapy reactivates an old debate about the value of competency-based education for the mental health disciplines. In a general way, this special series approaches and explores this debate. The articles included are of two types: (a) those that address general issues of criteria-based training and (b) those that explore standards for training in specific approaches. Altogether, the articles cover a variety of therapeutic approaches, including most of those that are applied by contemporary mental health practitioners. Moreover, the articles address the problems of negative effects, common versus specific variables, and the roles of cognitive and experiential learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction to the special section on recruiting and retaining minorities in psychotherapy research

This article introduces a special section devoted to the issue of recruiting and retaining ethnic minorities in psychotherapy research. Although minorities make up approximately 27% of the population of the United States (U.S. Bureau of the Census, 1994), the major psychotherapy studies conducted to date have been based almost exclusively on White populations. In March 1994, however, a new policy of the National Institutes of Health (NIH) mandated that women and members of ethnic minority groups be included in all NIH-funded projects involving human participants, unless a clear and compelling rationale justifies their exclusion. Knowledge about effective and culturally sensitive means of contacting, recruiting, and retaining minorities is an important resource for researchers who now wish to conduct NIH-funded studies. In the series of articles constituting this special section, strategies and advice are provided for researchers who want to recruit and retain minorities in psychotherapy research.     

Introduction to the special section on developing guidelines for the evidence-based assessment (EBA) of adult disorders.

The goal of this special section is to encourage greater awareness of evidence-based assessment (EBA) in the development of a scientifically supported clinical psychology. In this introductory article, the authors describe the elements that authors in this special section were asked to consider in their focused reviews (including the scope of available psychometric evidence, advancements in psychopathology research, and evidence of attention to factors such as gender, age, and ethnicity in measure validation). The authors then present central issues evident in the articles that deal with anxiety, depression, personality disorders, and couple distress and in the accompanying commentaries. The authors conclude by presenting key themes emerging from the articles in this special section, including gaps in psychometric information, limited information about the utility of assessment, the discrepancy between recommended EBAs and current training and practice, and the need for further data on the process of clinical assessment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Commentaries on the ethical and effective practice of clinical supervision.

Every psychologist participates in clinical supervision during various aspects of his or her training. Many psychologists also provide supervision to less experienced colleagues and to those in training. But what makes for an effective and competent supervisor? Psychologists need to know because substandard or ineffective clinical supervision may have far-reaching consequences for the developing professional and for those he or she treats. This contribution provides key information on clinical supervision and related competence issues. A number of questions are raised that must be addressed by individual psychologists and the profession alike. Then, 3 invited expert commentaries are offered to address these issues, further this important discussion, and attempt to answer the challenging questions raised. Attention to the issues raised and recommendations made will hopefully lead to enhanced clinical competence and effectiveness by clinical supervisors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical supervision in Canadian academic and service settings: The importance of education, training, and workplace support for supervisor development.

A national sample of Canadian psychologists who provide clinical supervision in academic or service settings (n?=?156) was surveyed regarding their background preparation for clinical supervision, satisfaction with current supervisory load, and workplace support for supervisory activities and development. With respect to supervisor training and development, the authors found that (1) almost two-thirds of the Ss received no formal training in supervision, (2) most initially felt inadequately prepared to supervise trainees, (3) subsequent self-study of supervision was perceived as helpful, and (4) self-study was associated with administrative encouragement for professional development. Exploration of supervisory load and workplace support showed that (1) a large majority of Ss were satisfied with their load, (2) satisfaction did not differ across academic and service settings, and (3) supervisors in service settings were more satisfied with opportunities for peer support around supervision. Ss called for more training in supervision and increased amounts of time on the job to devote to supervision. The need for increased training in supervision at all levels, continuing professional education, and workplace enhancements to facilitate supervision are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Recommendations for supervising play therapists.

Although a number of articles have been published on the effectiveness of training play therapists, little has been developed on specific aspects that may facilitate the supervisory process in guiding the professional development of play therapists. Recommendations about effective approaches and strategies are offered to those involved in training and supervising play therapists. These recommendations evolved from the experience of a licensed clinical psychologist who teaches play therapy classes and has been involved in the practice of play therapy for over twenty years. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction to the Special Section on the Future of Health Psychology.

Following 25 years of landmark progress, health psychology faces even greater change in the foreseeable future. Evolving patterns of health and illness and developments in medicine and related fields will shape the future of health psychology. The articles in this special section discuss these future issues in several areas: the biopsychosocial model, changes in demographics, prevention, clinical health psychology interventions, health care financing, and new technologies. In every case, the future holds a variety of important challenges and opportunities in research, practice, training, and policy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Legal aspects of clinical supervision 1: Employer vs employee

In order to implement clinical supervision some major issues need to be clarified. This article looks at clinical supervision in terms of the relationship between the employer and the employee. It discusses clinical supervision as a contractual requirement and a voluntary system and examines some of the related problems. The implementation of clinical supervision may be limited by the significant cost of training. Possible frameworks for setting up a system for supervision are suggested. Employers need to be adequately informed about the clinical supervision process so that it can become both effective and flexible. The second article in this series will consider legal issues relating to professional accountability, patients' rights, and records and record keeping. These two articles refer to information generated from a workshop held at Prince Philip Hospital, Llanelli, in which practitioners looked at some of the legal issues relating to clinical supervision.     

Cultural competence as an ethical requirement: Introducing a new educational model.

Demographic data show a trend toward increasing racial and ethnic diversity among students in public schools, but the teaching population is projected to remain largely White and female. Without proper training, teachers will be ill equipped to meet the educational needs of these diverse students and run the risk of unwittingly perpetuating prevalent stereotypes and discriminatory practices about certain racial and ethnic groups. This preliminary study offers a theoretically driven model for training, the Racial and Ethical Sensitivity Training KIT (REST-KIT), which is designed to (a) increase preservice teachers' ability to recognize ethical dilemmas related to intolerance in schools and (b) provide preservice teachers with techniques and skills for handling these dilemmas. The REST-KIT is unique in that it ties cultural competence to ethical principles based on professional codes of ethics accepted by school professions and emphasizes that cultural competence is a professional requirement, not a personal choice. Pre- and posttests were given to ascertain the program's effectiveness. Both a self-report and a behavior-based measure indicated that participants showed more cultural competence after completing the workshop. Implications and directions for future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sharing wisdom: Ethnic minority supervisor perspectives.

We offer this special issue in an effort to fill the gap in the literature regarding ethnic minority supervisor processes. We dedicate this issue to the ethnic minority psychologist pioneers who have brought tremendous life experience to their work as supervisors, who can reflect on their strategies, lessons learned, You will find three types of articles in this issue. The narratives speak to the personal journeys of psychologists and how their stories inform the practice of supervision. The theoretical offerings highlight the need to think creatively and with an integrative mind when applying extant literature to supervision involving supervisors of color. Finally, one qualitative research article demonstrates that although there are more people of color supervisors in the field, there is still a need to educate them on cultural competency in supervision. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Peer Review: An Overview.

In the context of professional psychology, peer review refers to an organized system of assessing quality of services and requires analysis and judgment of professional practice by other practitioners within the profession. This special issue on peer review and quality assurance represents a report on the status of developments in quality assurance within the mental health professions and emphasizes the major role of groups within the American Psychological Association (APA). The first set of articles discusses general issues in quality assessment. The next set of articles is specifically relevant to the progress and development of the Defense Department's Civilian Health and Medical Program of the Uniformed Services (CHAMPUS) Project. The third section comprises a series of articles that describe the application of quality assurance methodology to a variety of service delivery settings. Other approaches to quality assessment and quality assurance are described in the final section. The editors hope that the articles in this special issue can assist the profession in achieving greater and more consistent effectiveness with the public it serves. (PsycINFO Database Record (c) 2010 APA, all rights reserved)