Approximately 28% of the American population will meet criteria for an anxiety disorder, posttraumatic stress disorder (PTSD), or obsessive-compulsive disorder (OCD) during their lifetime (Kessler et al., 2012). Exposure-based cognitive-behavioral therapies are among the most efficacious treatments for these disorders (Adams et al., 2015; Tuerk, 2014). Unfortunately, partial response is common, and a sizeable minority of patients are treatment refractory (Hofmann & Smits, 2008; McNally, 2007). Treatments of the future may be novel somatic or psychotherapeutic strategies, but the neuroscience-guided synergistic combination of the two holds particular promise (Hofmann, 2007; Marin et al., 2014; Singewald et al., 2015).
Females are two times more likely to develop an affective disorder and three times more likely to make a suicide attempt. The etiology of these sex differences is complex, and cannot be reduced to biology alone. However, the growing field of reproductive mood disorders highlights how lifetime exposure to fluctuations in neuroactive sex hormones (including across the menstrual cycle) do contribute to greater female risk, specifically among those females who are neurobiologically sensitive to normal hormone changes (e.g., those with premenstrual disorders). Psychologists--and particularly clinical psychologists-- are trained to be expert in skills relevant to the study and treatment of premenstrual disorders, including assessment, differential diagnosis, and mechanisms of complex behaviors, and often develop other relevant expertise in the neurobiology of affective disorders and advanced longitudinal methods. The purpose of this article is to clarify how psychologists’ strengths can be readily applied to advance scientific knowledge and improve patient care in premenstrual disorders. In order to increase psychologist involvement in this emerging field, this article includes a primer on premenstrual disorders such as premenstrual dysphoric disorder (PMDD) and premenstrual exacerbation (PME) of underlying disorders. It then provides recommendations for research psychologists interested in engaging this field, and outlines critical research areas for future work. Finally, brief recommendations for psychologists in clinical practice are provided.
The nature of the psychiatric setting in which the clinical psychologist functions, he will be expected to meet with his professional colleagues in psychiatry and social work in order to discuss cases with which all or some of these workers have had contact. While it is obvious that participation in the clinical staff conference is an important function for the psychologist, it is of interest that little attention has been given either in universities or in clinical settings to the process of psychological case reporting at staff conferences. The chapter presents a guide to more adequate psychological reporting at clinical case conferences which takes into consideration the limitations of the practices. Preparation is vital to the psychologist's participation at the staff conference. A conference may be called with reference to the disposition of a court case. The psychologist should contribute material that has pertinence for the purpose of the conference.
The psychologist believes in the dignity and worth of the individual human being. He is committed to increasing man's understanding of himself and others. While pursuing this endeavour, he protects the welfare of any person who may seek his service or of any subject, human or animal, that may be the object of his study. The maintenance of high standards of professional competence is a responsibility shared by all psychologists, in the interest of the public and of the profession as a whole. The psychologist in the practice of his profession shows sensible regard for the social codes and moral expectations of the community in which he works. He respects the integrity and protects the welfare of the person or group with whom he is working. The psychologist informs his prospective client of the important aspects of the potential relationship that might affect the client's decision to enter the relationship.
Nine universities offer graduate training in clinical psychology. They are, showing degrees granted, training emphasis, and the centres providing supervised intern training. Nine universities are Dalhousie University, Laval University, University of Montreal, McGill University, University of Ottawa, University of Toronto, Queen's University, University of Alberta, and University of British Columbia. Most respondents simply observed that the responsibilities generally assumed by clinical psychologists are the usual ones of psychodiagnosis, psychotherapy, research, and training. Memorial University of Newfoundland: "Psychologists in Newfoundland have always been given a free hand in assuming responsibilities. Legislation providing for the certification and registration of qualified psychologists exists in the provinces of Quebec, Ontario, Saskatchewan, and Alberta. The main purpose of the acts is to limit the use of the term "psychologist" to persons with specified academic and professional qualifications. The University of Western Ontario avers that relationships with psychiatry and medicine in that setting are cordial.
This chapter provides an overview of the issues and recommendations of previous national conferences on graduate education that have relevance to clinical psychology and to the Conference on the Professional Preparation of Clinical Psychologists. The Boulder Conference, held in August 1949, was the first of the national conferences on training in psychology and was concerned specifically with clinical. In defining clinical psychologists, the conference took a very operational point of view. The title should be used only by persons with a doctoral degree based upon graduate education in psychology received from a recognized university. In August 1955, the Institute on Education and Training for Psychological Contributions to Mental Health was held at Stanford University. Participants unanimously agreed that the mental health movement would have even more far-reaching effects on psychology than did the post-war demand for clinical psychologists and that public concern over mental health would make greatly increased demands on the behavioral sciences and on the mental health professions.
Psychology in the SchoolsVolume 3, Issue 3 p. 223-228 Article Clinical child psychology in the schools† Hershel Berkowitz, Hershel Berkowitz University of Colorado Medical CenterSearch for more papers by this author Hershel Berkowitz, Hershel Berkowitz University of Colorado Medical CenterSearch for more papers by this author First published: July 1966 https://doi.org/10.1002/1520-6807(196607)3:3<223::AID-PITS2310030308>3.0.CO;2-PCitations: 3 † This paper was presented in a symposium sponsored by the Corresponding Committee of Fifty, on “The Diversity and Future of Child Clinical Psychology,” American Psychological Association, Chicago, September, 1965. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume3, Issue3July 1966Pages 223-228 RelatedInformation
The swift movement of events in both the fields of mental health and of social action presents all mental health professionals with fresh opportunity and equally fresh challenge. In a long-neglected field of endeavor—the supply of services and the use of knowledge on behalf of community mental health—it is, perhaps, understandable to desire full comprehensive services all at once. Full comprehensive services also include diagnostic and rehabilitative services, precare and aftercare, training, research and evaluation—categories in which psychologists as well as other behavioural sciences can make a major contribution. In exploratory conferences on training psychologists in community mental health—such as the one held in Boston—the psychologist is being discussed as the creative generalist of the community mental health center, and as such, some aspects of social psychology, behavioral psychology, and other specialties may become part of the community psychologist's skills.
Relevant specialty material, usually psychological assessment or personality theory, is introduced at the beginning of graduate training. To have been totally concerned with support of graduate education in psychology, and especially with clinical psychology, for a combined total of nine years covering the period 1958-1964 has been a multifaceted experience for the authors. Faculty-student ratios have been reduced, to some extent as a function of pressure from the Education and Training Board to maintain accreditation, and research participation has been demanded in the first year of study or certainly no later than the second. The scientist-practitioner model, although never intended to be rigidly binding, has lately evidenced remarkable elasticity in its implementation. The actual practices of certain institutions, as distinguished from their avowed purposes, seem to suggest training paradigms for scientists or practitioners, rather than a felicitous blending of the two.
In the course of their deliberations, the conferees attempted to sketch a prospectus for producing a corps of well-trained, rigorous, professionally skillful, science-valuing clinical psychologists whose responsiveness to social needs would rest on careful, systematic observations of meaningful, often complicated, problems. In any case, the Conference agreed that graduate education should take cognizance of undergraduate preparation, granting advanced standing where warranted. Particularly to be avoided is the repetition of courses and instructional material at both educational levels. The Conference, therefore, made it a special point to deal with subdoctoral education and, indeed, conferees attempted to give attention to the undergraduate level as well. In the case of subdoctoral graduate education, the Conference dealt with the issues in some detail, adopting a statement which not only spells out practices to be avoided but suggests some positive steps as well, though, too, time did not allow coming to grips with all of the underlying issues and problems.
Journal of Clinical PsychologyVolume 18, Issue 3 p. 252-256 Professional Training for Clinical Psychologist Survey of psychotherapy training and activities of psychologists† Bernard Lubin, Bernard Lubin Indiana University Medical CenterSearch for more papers by this author Bernard Lubin, Bernard Lubin Indiana University Medical CenterSearch for more papers by this author First published: July 1962 https://doi.org/10.1002/1097-4679(196207)18:3<252::AID-JCLP2270180304>3.0.CO;2-0Citations: 9 † Appreciation is expressed to James Norton, Harry Brittain, Eugene E. Levitt, Gordon A. Barrows, William U. Snyder and Frederick C. Thorne for assistance and suggestions. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL References 1 Albee, G. W. Mental health manpower trends. Report of The Joint Commission on Mental Health. New York: Basic Books, 1959. 2 American Psychological Association, Division of Clinical Psychology. Report of the Committee on Psychotherapy. (Dittoed), July 17, 1956. 3 American Psychological Association, Education and Training Board. Criteria for evaluating training programs in clinical or in counseling psychology. Amer. Psychologist, 1958, 13, 59– 60. 4 Ellis, A., Nudes, J. and Riess, B. F. Qualifications of the clinical psychologist for the practice of psychotherapy. J. clin. Psychol., 1955, 11, 33– 37. 5 Kelly, E. L. Clinical psychology–1960: report of survey findings. Newsltr, (Division of Clinical Psychology of APA), 1961, 14, 1– 11. 6 Mensh, I. M. Clinical psychology in transition. Newsltr, (Division of Clinical Psychology of APA), 1960, 13, 9– 10 7 Santostefano, S. Postdoctoral training in clinical psychology: a preliminary report by an interest group. Amer. Psychologist, 1960, 15, 213– 215. Citing Literature Volume18, Issue3July 1962Pages 252-256 ReferencesRelatedInformation
J. L. McCary, in the form of a hypothetical trial transcript formed from transcripts of three actual court cases, reports nearly the entire range of problems the psychologist as a witness may encounter. This chapter begins with the clinical psychologist as a court witness as revealed in the personal experiences reported in the American Psychologist with a single listing of references to the "case histories" as well as to the legal references scattered unsystematically in this journal. Only in the case reported by N. H. Eisen was the psychologist barred from testifying as an expert witness, and since his testimony was then as a layman he could not report on the defendant's responses to psychological tests. Psychologists reporting experiences should take care to give reference to courts, dates, case number, so that specific incidents may be traced to obtain additional information.
