A training model in search of a rationale.

Comments on D. R. Peterson's (see PA, 73:10245) analysis of professional nonscientist-practitioner psychology programs by noting that Peterson's observations suggest that the nonscientist-practitioner training model lacks adequate rationale in that there is no evidence to suggest that this type of professional preparation produces better clinicians and by voicing the contention that until practitioners are trained to contribute to the knowledge base of the discipline, no rapid progress will be made toward an empirically based clinical discipline. (2 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A rationale for DSM-III's medical model.

Defends the medical model in treating psychological disorders in response to T. Schacht and P. E. Nathan's (see record 1978-29497-001) etiologic regrouping of Diagnostic and Statistical Manual of Mental Disorders (DSM-III) diagnostic categories. (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)     

Choice of structural model via parsimony: A rationale based on precision.

It is shown that, in large samples, the more parsimonious of two competing nested models yields an estimator of the common parameters that has smaller sampling variance. The use of parsimony as a criterion for choice between two otherwise acceptable models can thus be rationalized on the basis of precision of estimation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Primary care health psychology training: A collaborative model with family practice.

Are you planning a new postdoctoral training program in health psychology? Are your students seeking postdoctoral training in health psychology? Are you looking for a good formal postdoctoral fellowship in health psychology to continue your training? This article describes in detail the philosophy, educational objectives, and learning activities that make up a 13-year-old fellowship approved by the American Psychological Association in clinical health psychology, a model for clinical training in this specialty. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supervising the advanced trainee: A multiple therapy training model.

Describes the use of a multiple therapy training model (MTTM) with moderately advanced to advanced trainees that was implemented in a university counseling center setting. Cases of female 5th-yr students in counseling or clinical psychology and their male supervisor illustrate the application of this model with 2 female university student clients. Positive features of multiple therapy are discussed in the context of the cases. Two disadvantages of MTTM are (1) the existence of high anxiety among trainees in the early sessions that may negatively affect the formation of therapist–patient alliance and (2) the potential for patients to feel inhibited by the presence and/or gender of the supervisor. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A rationale for psychiatric selection.

Psychiatric selection procedures are assumed to aid efficient performance and to protect the individual from the consequences of failure. Despite difficulties and shortcomings, "… psychiatric selection is a demonstrably valid and socially useful procedure." Several studies are cited which "… have substantiated the validity of psychiatric selection, demonstrated its value in the military services, shown that it can be established on a sound scientific basis, and indicated that future experimental investigation can hope to increase the range of its application and raise its present level of efficiency." 22 references. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A field experiment validating contingency model leadership training.

A field experiment was conducted to test the effectiveness of {leader match} (F. E. Fiedler, M. M. Chemers and L. Mahar, 1976) a leadership training program based on the contingency model {leader match}, a self-paced workbook requiring 4–6 hrs, which teaches individuals to identify their leadership style, diagnose their leadership situation, and modify situational factors as necessary to improve performance. From 46 ROTC programs at universities and colleges in the Western region, 9 schools were randomly selected for training and 9 schools for control. {leader match} was administered to cadets prior to their attending 4 wks of advanced summer camp where they were selected at random to serve in 4 or 5 different leadership positions for 24-hr periods. Analysis of commissioned and noncommissioned officer evaluations of performance, as well as peer ratings, showed that the 155 male and 35 female cadets with {leader match} training performed better than the 176 male and 39 female cadets in the control group. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A rationale for DSM-III's medical model to be used by plumbers and others.

According to Adebimpe (see record 1990-58433-001), "to deny that there is a place for a medical model is to forget that patients have been known to die of brain tumors while undergoing psychotherapy" (p. 853). This profound and insightful conclusion has stimulated quite a bit of discussion among members of local plumbers' unions. The major issue is the need for plumbers to diagnose plumbing problems based on the in-skin problems of their customers. It is a known fact among plumbers that many a leaky faucet is precipitated by anxious housekeepers who are unable to judge their own strength when closing the water tap. This disorder could be a manifestation of such in-skin problems as heart disease, hardening of brain arteries, low blood sugar, excess blood insulin, excess thyroid and adrenal hormones, and asthma. And what plumber has not encountered the Jekyll-and-Hyde syndrome of the weekend home-fix-it warrior. This devastating personality change (probably related to frontal lobe lesions) will cause a mild-mannered bank teller to attack his or her own plumbing repairs without the slightest regard for "how the damn thing works anyway." The "weak-end" result is a flood. There is speculation that the recent floods in the Midwest may have been exacerbated by an inept homeowner who attempted some minor plumbing repairs. The list of plumbing tragedies is endless. The question then is one of prevention. If plumbers were to evaluate their patient/customer rather than the plumbing problem, they might be able to prevent further plumbing disasters. Prevention occurs not by cautioning the housekeeper to turn off the faucet gently, nor by attempting to redirect bank tellers' interest to weekend golf, but by direct referral for medical intervention. I hope it is not too late to include a plumbing disaster category in DSM-III. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward more behavioral early intervention programs: A rationale.

Behavioral models stress specificity, evaluation, and an optimistic action orientation, and many behavioral procedures produce better outcomes than the nonbehavioral methods with which they have been compared. The potentially unifying language and assumptive base as well as the documented effects associated with behavioral models and methods are viewed as possible accelerators of forward movement. Despite origins in studies of the behaviors of individual organisms, behavioral approaches can promote progress toward the goal of the prevention of behavioral-emotional dysfunctioning through early intervention in the community. (81 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supervised relaxation training: A model for greater accessibility of behavioral interventions.

Developed a method of relaxation training—supervised relaxation training—to address (1) problems of cost and availability, which limit the applicability of such training to relatively few individuals, and (2) the inherent limitations of self-help programs. Although this training method required less professional involvement than other methods, it was not intended as a self-help approach to relaxation. Using 55 volunteers (aged 19–67 yrs), 2 treatment groups and 1 control group were formed: One treatment group consisted of self-selected Ss from the community at large; the other represented Ss from a specific work site in the community. The procedure consisted of the use of a self-study manual in conjunction with professional training. Outcome was determined on the basis of changes in blood pressure, scores on the State-Trait Anxiety Inventory, and emotional indicators on human figure drawings. MANOVA indicated a positive effect for both treatment groups. Potential applications of the program are discussed, with recommendations for the use of this procedure as a model for other skill-developing interventions. (29 ref) (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)     

A cognitive–social learning model of social-skill training.

Explores the purposes, methods, major findings, and future directions of social-skill training research with children from the perspective of a cognitive–social learning explanation of behavior change. Social-learning principles are used to provide both an explanatory framework and a potential technology for social-skill training methodology. Attention is devoted to conceptualizing skill-training methods in terms of theoretically derived variables and components as well as formal properties of training. Findings from empirical research are reviewed with respect to important or promising variables, their hypothesized function in behavior change, and their demonstrated effects on children's social behavior. Current and future research trends are discussed in light of the proposed model and available empirical evidence. (3 p ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Working with families: A school psychology training perspective.

Considers the implications for school psychology training of the position of J. C. Hansen et al (see record 1990-18461-001) concerning the ethical issues facing school psychologists who work with families. It is suggested that the evolution of practice models leads to a contemporary socioeducational action practice model, which will require faculty shifts and curriculum revisions. Professional defensiveness can be expected, and financial and family privacy reasons are analyzed. Recommendations are made for accommodating modern-day public policy expectations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social skills training with schizophrenics: A meta-analytic evaluation.

A meta-analytic review of 27 studies on social skills training with schizophrenics was conducted to address 3 critical issues in the literature: (1) the magnitude of treatment effects relative to different outcome measures; (2) the extent of the generalization and maintenance of treatment effects; and (3) the impact of 2 methodological issues: diagnostic clarity and training variations. Social skills training has a strong, positive impact on behavioral measures of social skill, self-rated assertiveness, and hospital discharge rate, and a moderate impact on relapse rate. In addition, when behavioral measures are used, the data support generalization and maintenance of skill gains. However, effects are only marginally significant for broader ratings of symptoms and functioning. Diagnostic homogeneity, the number of techniques used, and the amount of training do not appear to be significantly associated with outcome. Specific directions for future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychological services to Spanish-speaking populations: A model curriculum for training competent professionals.

The competent delivery of mental health services to Spanish-speaking clients requires knowledge of Latino cultures, racial and ethnic identity development, variables that impact service delivery, and the Spanish language. We present the Psychological Services for Spanish Speaking Populations (PSSSP) program as a model for training mental health professionals to deliver services to Spanish-speaking clients. The goals for the program were to improve participants' oral and written Spanish language proficiency in work-related contexts and to improve multicultural competence in service delivery to Latino clients. Recommendations for those who wish to offer similar programs include (a) grouping trainees according to Spanish language proficiency, (b) using Spanish language instructors with expertise in teaching heritage language learners, and (c) developing criterion references or measures to assess program outcomes. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The PsyD: Heterogeneity in Practitioner Training.

The paucity of research on PsyD programs has led to unsubstantiated generalizations and uniformity myths about practitioner training. The authors collected information on the admission rates, financial assistance, theoretical orientations, and selected characteristics of American Psychological Association (APA)-accredited PsyD programs in clinical psychology (89% response rate). Systematic comparisons were made between PsyD programs housed in university departments, university professional schools, and freestanding institutions to describe the differences and commonalities among the heterogeneous PsyD programs. Empirical comparisons were provided among APA-accredited PsyD, practice-oriented PhD, and research-oriented PhD programs in clinical psychology to highlight the distinctive features of PsyD programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Filial therapy: Description and rationale.

Filial therapy involves training parents, in groups of 6 to 8, to conduct play sessions with their emotionally disturbed young children, using an orientation and methodology modeled after client-centered play therapy. After training, the parents conduct their play sessions at home while continuing their weekly group meetings. Parents' sessions with their therapist begin with discussion of the play sessions, but may extend to any other areas that are emotionally relevant. Preliminary experience with 2 groups suggests that this type of method is deserving of further exploration as a method of increasing leverage of professional resources, and as a tool for gaining further insight into children's fantasy and parent-child relationships. (PsycINFO Database Record (c) 2010 APA, all rights reserved)