Bartering for psychological services.

The negative economic impact from managed health care has led some clients to request and, consequently, their psychologists to explore unique financial arrangements, such as bartering. Bartering is not precluded by ethics or law, but in this article, the author opposes bartering by exploring the ethical and legal considerations involved and the dual relationships that occur. Clinical considerations and the potential for exploitation in the relationship are examined, and caveats about bartering are offered. For the psychologist who accepts bartering, guidelines for keeping a bartering arrangement are provided. Even if carefully monitored for clinical contradictions or exploitation, bartering imposes a high risk of allegations of misconduct (e.g., impropriety or a conflict of interest) and should be avoided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Availability of school health services for young children

A survey to assess availability of school health services was distributed to 221 directors of Schools of the 21st Century, an educational model that provides integrated services to children and families. Of this distribution, 126 (57%) surveys were returned; 88% of respondents reported they provided some type of school health services for their students; 75% of schools had access to school nursing services, yet only 33% had a school nurse on-site; 50% had less than daily access to a school nurse. Despite a high reported prevalence of physical and mental health problems, other services such as acute care, nutrition counseling, dental screenings, or mental health services were provided less frequently. Barriers perceived as problematic for schools providing health services included inadequate funding, limited parental awareness, and opposition by school or community members. Respondents believed transportation, limited financial resources, and inadequate health insurance were barriers to care for children and families. Among this sample of schools, school health services varied in availability and comprehensiveness. Educators, health providers, and parents must work together to provide improved school health services for children.     

The effectiveness of an intervener model of services for young deaf-blind children

Project Validation of the Intervener Program (VIP) studied and documented the effectiveness of the Intervener Service Model which provides the services of a paraprofessional (called an intervener) to families of young children who are deaf-blind. The intervener provides auditory, visual, and tactile stimulation for the child and helps the child develop interactive behaviors instead of isolated, defensive, or self-stimulatory behaviors. The intervener also enables the parents to obtain much needed respite. Project VIP obtained abundant quantitative and qualitative data on the effectiveness of the Intervener Service Model. The data strongly support the need for Intervener Services for young children who are deaf-blind and their families.     

Providing psychological services to American Indian children and families.

Argues that psychologists must understand their clients' cultural values and backgrounds before they can offer appropriate mental health services. The present authors address issues that arise when non-Native American psychologists become involved in the delivery of psychological services to Native American children and families. The authors also review cultural differences, such as family structure, childrearing practices, and religion, in attitudes of and expectations for services, communication styles, and cultural values that may be relevant to service delivery. The focus is on helping the non-Native American psychologist understand and relate to his or her Native American clientele. (43 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Course of psychological symptoms in sexually abused young children.

Assessed 8 sexually abused (SA) children (aged 3–7 yrs) repeatedly with the Child Behavior Checklist during a 10–18 mo period to explore the course of psychological symptoms that emerged in response to the abuse. Their individual courses were linked to whether treatment was provided and pathology in the parents. In some Ss, symptoms reflected a similar pattern of resolution. Symptomatology included depression and somatic complaints, aggressiveness, and the emergence of sexualized behavior. Parent–child interactions and the impact of therapy are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Casebook for providers of psychological services.

Presents 5 cases concerning professional quality assurance problems in the specialty areas of clinical, counseling, industrial/organizational, and school psychology. Each case includes a statement of the problem and a discussion of applicable policies, interpretation of policy principles in light of the major questions posed by the case, and educative ramifications. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Casebook for providers of psychological services.

Three cases illuminate quality assurance problems and pertinent principles and policies for managing them in the areas of clinical, industrial/organizational, and school psychology. The 1st involves a psychologist who routinely required clients to complete the Minnesota Multiphasic Personality Inventory (MMPI) at home and had the tests scored and interpreted by a computerized service. In the 2nd, psychologists decided to discontinue the use of an unvalidated computer interpretation of the MMPI in screening for a business. In the 3rd, a school psychologist violated ethical and professional principles by selling his own unvalidated computerized test scoring and interpretation service. In each case, applicable policies, specialty guidelines, and ethical principles and their interpretation are discussed, together with the educative ramifications. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Standards for providers of psychological services.

Presents revised Standards for Providers of Psychological Services that differ from the original Standards in 2 respects: (1) Minimally acceptable levels of quality assurance and performance are defined and (2) a more limited range of services is covered. The Standards illuminate weaknesses in the delivery of psychological services and point to their correction. These Standards establish a more effective and consistent basis for evaluating the performance of individual service providers and guide the organizing of psychological service units in human service settings. The 4 standards concern providers, programs, accountability, and environment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Casebook for providers of psychological services.

Presents cases to provide clarification of the General Guidelines for Providers of Psychological Services, which were approved by the American Psychological Association Council of Representatives in February 1987. Three cases illustrate application of the guidelines to professional psychological situations and cover issues focusing on statement of the problem, applicable policies, interpretation of policy principles, and educative ramifications. Clinical, counseling, industrial-oganizational, and school psychology cases are appended. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Standards for providers of psychological services.

Presents an American Psychological Association Task Force report on some basic principles and the content of standards for psychological services. Implications of standards for the development of service contracts between provider and consumer, for legislative and regulatory actions, training for professional and support personnel, organizational structures, and accreditation procedures are examined. Definitions of the major terms used in the standards (e.g., "provider" and "psychological services") are presented, and standards related to programs, environment, and accountability are set forth, along with interpretations of each section. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Casebook for providers of psychological services.

Presents the 1987 casebook installment comprising 4 cases in the areas of clinical, counseling, industrial–organizational, and school psychology. Cases are published by the Committee on Professional Standards of the Board of Professional Affairs of the American Psychological Association to provide clarification of the specialty guidelines for the delivery of services. Cases for the 1988 casebook are solicited. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Casebook for providers of psychological services.

Presents 4 cases in the areas of clinical, counseling, industrial/organizational, and school psychology that are designed to clarify the specialty guidelines related to the American Psychological Association's quality assurance policy. Each of the cases is outlined through a statement of the problem, a summary of applicable policies, an interpretation of policy principles in light of the questions posed by the case, and an analysis of educative ramifications. (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Casebook for providers of psychological services.

Discusses development of a casebook to implement the specialty guidelines for the delivery of services by clinical (counseling, industrial/organizational, and school) psychologists. The focus of the cases is quality assurance problems that come to the attention of the Committee on Professional Standards of the American Psychological Association. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Casebook for providers of psychological services.

Presents 4 cases, focusing on quality assurance problems that came to the attention of the Committee on Professional Standards of the American Psychological Association directly or through other governance bodies. The clinical case involves access to information about a court worker, a patient of the practitioner's partner, who was thwarting the gains made by the practitioner's patient. The counseling case involves a request for a gay or lesbian counselor. The industrial/organizational case involves evaluation of a candidate for a position described by a personnel director, but not independently analyzed, and a refusal to provide a copy of the subsequent report to the candidate. The school case involves a request made of a psychologist to be an ombudsperson for a school administration, while ethically being required to serve the student. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The funding of psychological health care services.

Examines issues related to the funding of psychological services identified by a joint task force of the Canadian Psychological Association and the Council of Provincial Associations of Psychologists. Discussion focuses on the identification and assessment of systems, sources, and methods of payment. The review of delivery and payment systems suggests that the majority of psychologists use a few payment sources and methods and that education about payment alternatives is needed. Implementation of training in psychology practice innovations and implications of the task force findings for professional standards are discussed. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Criteria for insurance review of psychological services.

The American Psychological Association has contracted to develop a national peer review capability for the review of outpatient psychological services. The system that has been developed and the criteria that will be utilized for the purpose of selecting cases for review are described. (2 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

General guidelines for providers of psychological services.

Presents the 2nd revision of the principles of conduct originally adopted by the American Psychological Association in 1974. Implications of the guidelines are discussed for promoting mutual understanding between providers of psychological services and users, greater uniformity in legislative and regulatory actions, the concept of ethical practice, training models, and desirable organizational structure in psychological facilities. Definitions of terms used in these guidelines—providers of psychological services, psychological services, psychological service unit, and users—are presented. The guidelines, accompanied by illustrative statements, are arranged under the following general headings: providers, programs, and accountability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Presenting complaints of applicants for psychological services.

Serial applications (N?=?500) for service at a psychological clinic were classified on the basis of the presenting complaints to examine the nature of presenting complaints and the hypothesis of a relationship between complaints and demographic characteristics, especially gender. Such complaints proved to be highly varied, and most were unrelated to demographic variables, including gender. The relation of 5 of the 20 complaints to gender could support the theory that men are more vulnerable to performance pressures and women more subject to conflicts about dependency, perhaps for reasons related to differing social roles and expectations. The "pain potential" and "motivation potential" of complaints were assessed; contrary to expectations, neither anxiety nor depression in themselves appeared to be strong motivators for seeking psychotherapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The need for psychological services for persons with systemic lupus erythematosus.

Discusses systemic lupus erythematosus (SLE) and its psychological impact on patients. The illness is debilitating, unpredictable, and may affect major organs. Therefore, patients experience considerable psychological distress. Neuropsychological problems include psychosis, organic brain syndromes, mood and anxiety disorders, migraines, and strokes. Psychological problems associated with SLE are depression, low self-esteem, sleep disturbances, fear of death, sexual dysfunction, marital/family distress, and emotional lability. Neuropsychological evaluation of SLE patients is recommended to (1) document cognitive deficits, patient's strengths and weaknesses, and track course of illness; (2) evaluate effectiveness of medical treatment and recovery potential; and (3) elucidate corticosteroid treatment on cognitive functioning. Psychoeducational interventions and psychotherapeutic services are also recommended. (PsycINFO Database Record (c) 2010 APA, all rights reserved)