Group psychotherapy specialty practice.

Group psychotherapy (mental health treatment-focused interventions based in social psychological research on group dynamics) is a growing specialization within psychology, not yet fully recognized by the public and the professional community. This article aims to inform the reader about the multiple components of training, practice, and research. Many graduate programs are teaching fewer group courses than ever before despite the fact that groups are being utilized increasingly in many settings. As defined, group specialty practice covers small, medium, and large groups led by expert leaders or coleaders specifically trained in group intervention skills, which are based on a rich history. Group typologies range from prevention and education to growth, counseling, or psychotherapy (although some controversy exists regarding definitions). Still, a consensus exists that it has more to do with who the members are and in what settings groups occur. Group practice is well-established given the extant evidence-based research, the depth and breadth of its utilization, and professional organizations--such as the Council of Specialties and the American Board of Professional Psychology--that officially recognize group practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Family psychology specialty practice.

The specialty of family psychology prepares practitioners to work systemically with individuals, couples, families, and larger social organizations. The specialty is defined, and a rationale is provided for its relevance to professional practice. Key concepts, competencies, and practice dimensions (e.g., assessment, case conceptualization, and intervention) are detailed, as are training and board certification in the specialty. Applications to specific problems and specialty niches are described. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Practical pitfalls of "Postdoctoral education for professional practice."

Comments on an article by S. R. Graham and R. E. Fox (see record 1992-06970-001) regarding their idea for a network of centers of excellence to provide postdoctoral training. The authors find 2 problems with the proposed model: Part-time training and adequate salaries will not help those based in underserved areas, and trainees would stay too long in a student role. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical child psychology: A practice specialty serving children, adolescents, and their families.

[Correction Notice: An erratum for this article was reported in Vol 41(3) of Professional Psychology: Research and Practice (see record 2010-11935-006). The following sentence on page 79 is incorrect: “As evidence of the growing recognition of board certification, many institutions providing services to children, adolescents, and families are requiring their psychologists to become certified by ABPP (e.g., Mayo Clinic) and some insurance companies now mandate this for their panels (e.g., Group Health in Seattle).” In fact Group Health in Seattle does not mandate ABPP certification for psychologists. The sentence should not contain the example in the second set of parentheses.] Clinical child psychology is a growing and vibrant field of practice and research within professional psychology. The purpose of this article is to contribute to the recent series of articles on specialties in Professional Psychology Research and Practice and delineate the development, design, and purpose of clinical child psychology. The article describes the current trends in the specialty and the challenges clinical child psychologists face in tending to the mental health needs of youth and their families. The need for the specialty and the definition of the scope of the work of clinical child psychologists is described. The parameters of training are also discussed, with a focus on the distinctiveness of the role of the clinical child psychologist. Outlined are applications of the work with children, adolescents, and their families including types of professional practice and collaborations with other professionals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School psychology: The current state of practice and future practice of the specialty.

Defines 6 conceptual issues that form a partial basis for the practice of school psychology and delineates 16 domains of competence that may be necessary for the effective practice of school psychology. These issues and domains of competence present a frame of reference for future practice and training that differs from current approaches. An example illustrates the implications of these factors for future practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Restraint, anticipated consumption, and overeating.

Tested the influence of expected consumption and restraint on present consumption in 2 experiments, using 134 female undergraduates identified as restrained or unrestrained eaters. In Exp I, M. G. Lowe's (see record 1982-29817-001) hypothesis that anticipated deprivation increases food consumption, particularly among restrained eaters, was tested. Prior to a taste test, Ss expected either 24 hrs or 0 hrs of food deprivation. Deprivation did not influence consumption, but restraint did, with restrained eaters eating significantly more than did unrestrained eaters. In Exp II, the hypothesis that anticipated dietary violations disinhibit restrained eaters was tested. Cracker consumption was measured for Ss expecting a milkshake, a salad, or nothing before a 2nd cracker rating. Control Ss did not expect a 2nd rating. Restrained eaters ate significantly more than did unrestrained eaters, and the experimental conditions affected restrained and unrestrained eaters differently. When anticipating a milkshake, restrained eaters increased their consumption relative to control values, whereas unrestrained eaters decreased it. These responses to anticipated dietary violations parallel those following actual dietary transgressions. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The specialty practice of cognitive and behavioral psychology.

What makes cognitive and behavioral psychology a specialty practice when many psychologists of differing orientations may inquire about a client’s cognitions and behaviors? Distinctive and unifying aspects of the specialty practice of cognitive and behavioral psychology are discussed as they relate to psychotherapeutic practice. A brief history of the field is given, and procedures in assessment, case conceptualization, and treatment planning are reviewed. Information regarding education and training is provided. Resources are suggested for individuals who wish to develop competency in cognitive and behavioral psychology. Psychologists who use cognitive and behavioral principles in assessments, treatment planning, case conceptualizations, interventions, or all of these are encouraged to pursue specialty certification in cognitive and behavioral psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited Internship and Postdoctoral Programs for Training in Psychology: 2005.

Presents the official listing of accredited internship and postdoctoral residency programs. It reflects all committee decisions through July 17, 2005. The Committee on Accreditation has accredited the doctoral internship and postdoctoral residency training programs in psychology offered by the agencies in this article. The original date of accreditation, listed for each program, is the day on which the program's accredited status became effective. Also listed for each program is the date of the next regularly scheduled site visit. Program review is governed by the "Guidelines and Principles for Accreditation of Programs in Professional Psychology" (G&P). (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)     

Postdoctoral training in severe mental illness: A model for trainee development.

The development of postdoctoral training in professional psychology has been gaining increased attention. This article presents a model of trainee development based on the processes of change that are deemed essential for the transition from an intern to a fully functioning professional psychologist. The model focuses on work with the severely mentally disordered, an area that currently lacks strong leadership within the mental health community. The program, which is highly integrated within the existing service-delivery system and teaching/research community of a medical center, emphasizes continuity with the internship experience, the integration of multiple treatment approaches, training in the provision of supervision, and scholarly contributions. The development of required, 1-yr, American Psychological Association-accredited postdoctoral training programs that provide the opportunity for specialization is recommended as the final stage in the professional initiation process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Postdoctoral training in geropsychology: Guidelines for formal programs and continuing education.

Clinical geropsychology is a relatively new practice area. Inherent in the emergence of a new professional specialty is the development of standards for training. In this study, a qualitative analysis of 8 Veterans Affairs postdoctoral fellowship programs was completed. Results suggest a coalescence of training experiences leading to skill and knowledge competencies requisite for geropsychology expertise. Breadth of training, including assessment and intervention across multiple contexts, appears to be a key feature. The role of research and education and the problem of balancing generalist vs specialist goals are discussed. Also presented are applications of these findings to practitioners seeking additional proficiency in geropsychology through continuing education. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The mediating roles of anticipated risks, anticipated benefits, and attitudes on the decision to seek professional help: An attachment perspective.

This study examined the mediating effects of anticipated risks, benefits, and attitudes toward seeking counseling on the link between adult attachment and help-seeking intentions for psychological and interpersonal concerns in a sample of 821 undergraduates. The structural equation modeling results indicated that the link between higher attachment avoidance and less intent to seek help was mediated by lower anticipated benefits, higher anticipated risks, and less positive attitudes toward seeking help. Conversely, the link between higher attachment anxiety and greater intent to seek help was mediated by higher anticipated benefits and risks and more positive attitudes toward seeking help. Thus, attachment contributed to perceptions of the benefits and risks of counseling, which, in turn, influenced help-seeking attitudes and, eventually, help-seeking intentions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cheating behavior, anticipated success-failure, confidence, and test importance.

An experiment with 190 undergraduates studied correlations between actual university classroom cheating behavior (multiple-choice answer copying) and pretest estimates of success, confidence, and test importance. In agreement with J. P. Houston and T. Ziff (1976), answer copying correlated positively with estimates of success. Confidence in these estimates of success also correlated positively with answer copying, while judgments of test importance which were uniformly high, did not. The best prediction of cheating was obtained through a multiple correlation involving estimates of both success and confidence. Results are related to previous findings and to cheating behavior as it may interact with levels of anticipated success and levels of risk incentive. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Health psychology specialty practice opportunities in a rural community hospital: Practicing local clinical science.

There is currently considerable interest in opportunities for collaboration between psychologists and primary care providers, particularly in rural settings. This article is an attempt to expand this discussion by focusing on opportunities for more specialized health psychology practices within tertiary care settings. Two examples are provided of collaborative projects recently implemented in a rural community hospital in southern New Hampshire—1 in the department of surgery, the other in the department of cardiac rehabilitation. The process of developing these practice opportunities is described within the context of the psychologist functioning as a local clinical scientist. The article concludes with a discussion of practical issues, including staffing and funding. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Postdoctoral training in clinical psychology: As amorphous as an inkblot.

Although the American Psychological Association (APA) currently recognizes no formal training requirements beyond the PhD degree and offers no standards or guidelines for postdoctoral training, an examination of state licensing and certification laws clearly indicates that postdoctoral training is quickly becoming the norm rather than the exception for psychology doctorates pursuing state licensure. In light of the increasing demand for postdoctoral training experience before state licensing eligibility, and because of the further specialization of psychology, Toye and Pierce (1987) recently called for the development of a required postdoctoral residency program after a year of predoctoral internship training, to be instituted and promulgated by the APA. Whether one is in favor of or opposed to the implementation of a mandatory postdoctoral residency program, current and future licensing and certification laws may eventually force psychologists to implement such a program as well as develop standards and guidelines regarding postdoctoral training. Thus although postdoctoral training experience has become a practical reality for psychology professionals pursuing state licensure, the APA currently offers no standards or guidelines for postdoctoral training or the postdoctoral training application process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Postdoctoral training in professional geropsychology: A survey of fellowship graduates.

Have psychologists who have pursued postdoctoral training in geropsychology viewed such training as a worthwhile professional investment? As the population is aging, psychologists are increasingly working with older adults. For many psychologists, competent practice with the elderly will require some continuing education, whereas other psychologists may choose to secure specialty-level training in the field. A survey of psychologists who completed such specialized postdoctoral training found a high level of satisfaction with the training and a sense of professional competence in most of the geropsychology competency areas set forth by the American Psychological Association. The need for increased opportunities for both proficiency and specialty-level training in applied geropsychology is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Postdoctoral education and training for clinical service providers in health psychology.

Reviews issues behind the 1983 National Working Conference on Education and Training in Health Psychology recommendation that 2 yrs of postdoctoral education and training be mandated for future licensed health psychologists. Existing pre- and postdoctoral programs are discussed in terms of academic emphasis, and a model for education, including desired competencies, residency setting and faculty, and funding issues, is presented. Implications of the growth of health psychology and the need to expand the period of clinical training to meet advances in the field are examined. (PsycINFO Database Record (c) 2010 APA, all rights reserved)