"Clinical child psychology: A practice specialty serving children, adolescents, and their families": Correction to Jackson et al (2010).

Reports an error in "Clinical child psychology: A practice specialty serving children, adolescents, and their families" by Yo Jackson, Fred L. Alberts Jr. and Michael C. Roberts (Professional Psychology: Research and Practice, 2010[Feb], Vol 41[1], 75-81). 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. (The following abstract of the original article appeared in record 2010-02467-010.) 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)     

Research and practice in health psychology.

The task force on research and practice in health psychology responded to three presentations on important issues. It was posited that clinical health psychology may represent the ideal specialty for scientist-practitioner training. There are exciting, important questions regarding health problems, health policy, and health treatment systems needing interdisciplinary research. Health psychologists are uniquely prepared to take a leadership role due to their training in both research and service delivery. (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)     

Accredited internship and postdoctoral programs for training in psychology: 2003.

Presents the official listing of accredited internship and postdoctoral residency programs in psychology. It reflects all committee decisions through June 29, 2003. Included are accredited internship training programs, accredited postdoctoral residency training programs, substantive specialty practice programs, and internship programs withdrawing from accreditation or closing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The practice of forensic psychology: A look toward the future in light of the past.

In a 1987 American Psychologist article, Tom Grisso summarized the state of forensic psychological assessment, noted its limitations and potential, and offered suggestions for researchers and practitioners interested in contributing to its future. Since that time, there have been many important developments in the field of forensic psychology, as well as in clinical psychology more generally, some of which were anticipated and recommended by Grisso, and some of which were not. Forensic psychology is now at a crossroads, and the specialty must make an effort to respond to current challenges if it is to aid in the administration of justice by assisting legal decision makers. The need to distinguish between and identify levels of forensic knowledge and practice, establish guidelines for practice, educate legal consumers, and devote more attention to treatment issues in forensic contexts is highlighted. (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)     

Introduction.

The authors in this miniseries purport to examine the current status of school psychology in terms of professional practice; education, training, and evaluation; and, credentialing. They anticipate the future of school psychology in terms of these same dimensions. And, they either implicitly or explicitly make comparisons with other traditionally recognized psychological specialties, suggesting the potential for collaborative solutions to nagging difficulties among the specialties. Joel Meyers (see record 1989-17318-001) addresses the current state of practice and future practice of the specialty. He details the specific directions in which school psychology practice can be expected to develop in future years. Beeman N. Phillips (see record 1989-17118-001) discusses the education, training, and evaluation of practitioners today and in the future. The distinguishing features of professional psychological education and training are set forth and developed in relation to practice. Judy L. Genshaft and Jack J. Wisniewski (see record 1989-17107-001) set forth their shared perspective on present credentialing and prospects for the future. They write of licensure and credentialing as indexes of consumer protection and high professional status. Nadine M. Lambert and John H. Jackson critique the three articles. They evaluate positively what has been written and raise issues of their own. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ten-year follow-up of vocational interest scores of 1950 medical college seniors.

Using the Strong Vocational lnterest Blank (SVIB) and the Medical Specialists Preference Blank, interest scales for surgeon, internists, pathologists, and psychiatrists were administered to 783 seniors in 15 medical schools in 1950. 87% of this group returned questionnaires regarding then professional activities in 1960. 75% of the group were in specialized practice compared to less than 25% of all physicians in 1950. The specialist interest scales did not predict the specialty entered. A scale based on all the specialists did differentiate specialists from general practitioners. The SVIB Physician Scale did not differentiate among specialties or type of practice. Younger physicians appear to resemble psychiatrists in their interests. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Standards of practice and care in forensic mental health assessment: Legal, professional, and principles-based consideration.

The specialization of forensic mental health assessment (FMHA) has incorporated important advances during the last two decades. As scientific advances, specialized tools, and relevant ethical guidelines have become core elements of FMHA, however, the question of how to regulate poor practice has assumed increasing importance. One such means of regulation that has been rarely applied to FMHA thus far is malpractice litigation using a clearly defined standard of care. This article focuses on the relationship between standard of practice and standard of care in FMHA. The authors discuss the current absence of a standard of care in FMHA, describing the historical, regulatory, and legal influences that have helped to shape the current state of practice in this specialty area and their relevance to operationalizing a standard of care. The authors address the various sources of authority that the law might consider in defining a standard of care and specify circumstances under which legal regulation using a standard of care would be more useful than would ethical/professional regulation using a standard of practice. Finally, the authors describe the advantages of developing a clearer standard of practice in FMHA, which can then inform the operationalization of a standard of care. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School psychology: A specialty of professional psychology with distinct competencies and complexities.

School psychology at the doctoral level is recognized as a specialty of professional psychology by the American Psychological Association, with corresponding licensure as a psychologist granted by state boards of psychology. School psychology also is regulated by state boards of education; they set the credentialing standards for professional practice in public schools. The intent of this article is to enhance the understanding of this distinct and multiply influenced specialty. The need for psychological services in schools is highlighted, followed by a discussion of multiple influences and licensing/credentialing issues. Next, the specialty is delineated, its distinctiveness highlighted, and competencies for practice in the public schools elaborated. Finally, education/training models and mechanisms for program accreditation are described, as are the major professional organizations in school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Family therapy concepts and methods.

Reviews the book, Family therapy concepts and methods by Michael P. Nichols (1984). The wealth of information presented in this book about the field of psychotherapy is one of its major strengths. Eight separate schools of therapy are described, including their historic roots. Substantial reading lists are included with each chapter. The presentations include a developmental perspective and normal functioning by which the contrast of disordered behavior may be highlighted. Major figures, main concepts, and methods are presented in a well-written, easy-to-follow format. This text lends itself most usefully to the integration of individual psychodynamic psychotherapy as it contributes to an understanding of systems practice. The presentation of psychoanalytic developmental theory is the best and most useful I have seen. It is well suited to teaching clinicians. The total impression is that the book offers a presentation of psychotherapy as integrated into systemic practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

经济类专业电子商务课程教学探讨

近年来电子商务的蓬勃发展,不仅产生了对电子商务专业人才的大量需求,而且对相关经济类专业人才的专业技能和知识结构提出了新的挑战.经济类专业的电子商务应如何开设?课程性质如何定位?教学目标是什么?教学内容怎样设计?结合教学实际对这些问题提出了一些粗浅的看法.     

"Do not mislabel counseling": Response.

Responds to L. O. Bascue's (see record 1986-20566-001) comments on the present authors' (see record 1985-18426-001) work regarding the problems encountered in describing the practice of specialty areas within professional psychology. Issues on defining the population for role delineation studies and describing distinguishing features of specialty practice are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A meta-systems approach to evidence-based practice for children and adolescents.

Improving outcomes for children and adolescents with mental health needs demands a broad meta-systemic orientation to overcome persistent problems in current service systems. Improving outcomes necessitates inclusion of current and emerging evidence about effective practices for the diverse population of youth and their families. Key components of the meta-system for children with emotional or behavioral needs include families, cultural norms and values, and service sectors such as schools, pediatric health centers, specialty mental health systems, juvenile justice systems, child protection services, and substance use treatment systems. We describe each component of the meta-system, noting challenges to the provision of evidence-based practice (EBP) and highlighting ways to optimize outcomes. Our focus is on the inclusion of evidence-based assessment and interventions, including prevention, within a developmentally driven and culturally responsive contextual model. Recommendations for addressing disparities in research funding and essential steps to foster communication and coordination of EBP across settings are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The clinical nurse specialist as expert practitioner in the obstetrical/gynecological setting

The role of the advanced practice nurse (APN) continues to evolve in specialty areas while healthcare systems seek solutions to issues of cost-containment, equity in access, and quality care. APNs have a significant role in facilitating the positive outcomes of clients utilized as measurable indicators in a managed care environment. The CNS as expert practitioner in the obstetrical/gynecological hospital setting integrates specialty knowledge and demonstrates specialty skills when working with childbearing and perimenopausal women and their families. Maintaining a holistic orientation to practice and keeping comprehensive documentation of activities facilitate achievement of quality outcomes for patients in this specialty field. Competencies essential to successful implementation of the expert practitioner role include: clinical expertise, effective communication skills, critical thinking and analytical skills, and a theoretical orientation to problem solving. The Roy Adaptation Model is an effective framework that can be used by the CNS in the obstetrical/gynecological hospital setting to promote, maintain, and restore health, as well as facilitate positive patient outcomes.     

The state of the art (and science) of school psychology.

Examines factors influencing the practice of school psychology and suggests that school psychology may serve as a basis for determining what lies ahead for all of professional psychology. Trends in training, manpower needs, and practice are discussed. It is concluded that professional schools offer one important way to solve the entry-level problem in psychology; that the current disruptions in effective practice may lead to new ways of functioning not possible before; and that the dissolution of specialty practice in psychology is probable sometime in the future. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Physicians' prevention-related practice behaviors in treating adult patients with asthma: results of a national survey

To improve the health outcome of adults with asthma, it is important to understand the current practice behaviors of physicians related to the prevention and treatment of asthma. A national survey was conducted to ascertain the practice behaviors of physicians in five specialty areas: internal medicine, pulmonary, allergy/immunology, occupational health, and family health. Similarities and differences in practice among the specialty areas are indicated. The data provide a basis for recommendations to improve the management of asthma by standardizing history taking, increasing the use of pulmonary function testing, and using effective counseling and patient education strategies.     

Technology and independent practice: Survey findings and implications.

Today's rapid rate of technology change introduces both opportunities and challenges for psychologists. A Technology and Practice Questionnaire was sent to 1000 psychologists in independent practice, half of whom were contacted by e-mail and the other half by U.S. mail. A total of 237 of the 433 deliverable surveys sent by U.S. mail were returned (54.7% response rate), but only 49 of the 458 deliverable surveys sent by e-mail (12.9% response rate). Respondents were asked to rate the frequency of 51 behaviors in their practice and to indicate whether the behavior is ethical. The results suggest a relatively low rate of technology use among independent practitioners and a high degree of ethical uncertainty regarding the use of various technologies in practice. Implications for training and practice are considered. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Evidence-based treatment and practice: New opportunities to bridge clinical research and practice, enhance the knowledge base, and improve patient care.

The long-standing divide between research and practice in clinical psychology has received increased attention in view of the development of evidence-based interventions and practice and public interest, oversight, and management of psychological services. The gap has been reflected in concerns from those in practice about the applicability of findings from psychotherapy research as a guide to clinical work and concerns from those in research about how clinical work is conducted. Research and practice are united in their commitment to providing the best of psychological knowledge and methods to improve the quality of patient care. This article highlights issues in the research- practice debate as a backdrop for rapprochement. Suggestions are made for changes and shifts in emphases in psychotherapy research and clinical practice. The changes are designed to ensure that both research and practice contribute to our knowledge base and provide information that can be used more readily to improve patient care and, in the process, reduce the perceived and real hiatus between research and practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)