click below
click below
Normal Size Small Size show me how
Clinical Psychology
Week 2 Powerpoints
Question | Answer |
---|---|
What do 80% of psychologists do? | Psychotherapy |
Psychologists wear many (blank)? | Hats (Psychotherapy, Assessment, Administration, Research) |
What is part of most clinical psychologists' everyday work lives? | Assessment |
What does Diagnosis and Administration involve? | Usually involves administration of many different kinds of tests |
What are some forms of assessment? | Interviews, self-reports, observations, etc. |
What are some domains of assessment and diagnosis? | Psychological symptoms, medication, treatment history, and family dynamics |
What are some purposes of assessment? | Placement into a service, Diagnostic referral, Aid in treatment planning, treatment monitoring, treatment outcome |
Intervention and Patients | Intervention is usually cut short or time-limited. Most patients have less than 10 sessions. The median amount of sessions is 5-13. |
What happens in therapy? | Discussion of current stressors and relationships. Identifying and challenging thoughts, relating these to feelings. |
Dominant form of Intervention? | Cognitive Behavioral Therapy is the dominant orientation, with use on the rise. |
Prevention time | Few psychologists ascribe time to prevention |
Primary Prevention | Before the disease or disorder occurs |
Secondary Prevention | Reduce the reccurence of an already existing disease or disorder |
Tertiary Prevention | Reduce overall disability resulting from a disease or disorder |
What is a reducing factor? | Protective Factor (i.e. exercise) |
What is an increasing factor? | Risk factor (i.e. smoking) |
What is a Clinical Psychologists role in prevention? | Role is typically to develop, implement, and evaluate the programs. |
What is a clinical consultation? | Information and recommendations that are geared toward patient care (e.g. advice on difficult patient) |
Organizational Consultation | program development, organization evaluation, evaluation of organizational policies |
Research in PhD programs | Clinical psychology PhD programs include coursework and research training to prepare one for research work |
How do clinical psychologists use research training? | Most use this training to consume research and keep "up to date" |
Clinical Supervision | Practicum (supervised work within program) and Internships |
Research Supervision | Mentoring relationship with faculty on-or off site |
Administration | At universities, Internal Review Board (hiring staff and evaluating research) |
Clinical psychologists have (blank) obligation? | Ethical Obligation |
Ethical Obligation | Ethical obligation to apply knowledge of psychological phenomena to providing care |
How to fulfill the ethical obligation? | "Keeping up with the latest science on mental health care and how to best assess, diagnose, and treat patients with particular concerns |
Using (blank) to inform care? | Science |
Disagreement about Scientific evidence | The extent to which research evidence informs care |
What counts as evidence? | There is disagreement about what is really evidence, integration of best available research is an arbitrary definition. |
What is clinical expertise? | Intuition, a feeling that you are doing something right. Clinical experiences, extracted over the years. Maybe a little bit of both. |
Research on Clinical Expertise? | Evidence is not supportive of the utility of clinical expertise |
Garb (1998) found: | Given the same info, accurate/valid decisions occur at similar rates for both experienced and those "in training" clinicians. Clinical expertise NOT strongly correlated with the quality/performance of clinical services |
Most PhD are given for: | Clinical Psychology |
Training models do NOT vary by: | Amount of clinical training |
Clinical training models DO vary by: | Acceptance rates, tuition, research training, and class sizes. |
Scientist-Practitioner Model | AKA, the Boulder Model A training model for graduate programs that focus on training psychologists with a foundation of research and scientific training. |
What is the key principle of Scientist-Practitioner Model? | A psychologist should be trained to be a scientist and competent researcher, and also a practitioner who applies knowledge and techniques to solve the problems of clients. |
What does it mean to be a Clinical Scientist? | Training model similar to Boulder Model, except with a greater emphasis on research training. |
Practitioner-Scholar | Greater emphasis on clinical skills training and less on research (PsyD) Greater focus on naturalistic and sinlge-case studies |
Which training model has the least financial support? | Practitioner-Scholar Training Model |
Scientist Practitioner Vs. Practitioner-Scholar Model | Both models give similar amounts of clinical training, but scientist-practitioner students receive more research training |
Internship programs strongly consider (blank): | Accreditation |
Jurisdiction-specific Licensure | License applies to a geographic region, i.e. state |
State Board Licensure | Accountable to citizens to identify qualified providers, and remove unqualified providers |
Baker et al. and Health Care | Argues that contemporary health care costs more than ever. Also, health care is no longer purchased out of pocket (we now have insurance and government agencies) |
Baker et al. and Purchasers of Care | They demand evidence that services reimburse with care and are cost-effective |
Baker et al. and Clinical Psychologists | Clinical psychologists are outpaced in service delivery relative to other health care providers |