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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 |
Created by:
roxandsocks
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