Function and Training of the Clinical Psychologist

1950 ◽  
Vol 96 (404) ◽  
pp. 710-725 ◽  
Author(s):  
H. J. Eysenck
Keyword(s):  
Clinical Psychology ◽  
Mentally Ill ◽  
American Psychological Association ◽  
The United States ◽  
Veterans Administration ◽  
Clinical Psychologist ◽  
Training Schemes ◽  
Set Up ◽  
Similar Growth ◽  
And Training

The past ten years have seen a spectacular increase in the number of psychologists who have elected to take up the type of work usually referred to as “clinical,” This increase has been most marked in the U.S.A., where now some 25 per cent. of the members of the American Psychological Association are employed in this field, and where Government regulations and training schemes set up under the V.A. (Veterans' Administration) make it almost certain that within a few years clinical psychology will constitute the main field of employment for psychologists (1). In Canada, too, there has been a similar growth, leading to all the problems of registration and certification which are currently being tackled in the United States (2). In this country, while psychologists have occasionally been employed in hospitals for the mentally ill, the development of “clinical psychology” in any formal sense may be said to have started in 1947 with the foundation of the Psychological Department at the Institute of Psychiatry (Maudsley Hospital), one of whose objects was to give a course of training in clinical psychology to graduate students of psychology (7).

Research Mentoring and Women in Clinical Psychology

2002 ◽  
Vol 26 (2) ◽  
pp. 163-167 ◽  
Author(s):  
Faith-Anne Dohm ◽  
Wendy Cummings
Keyword(s):  
Clinical Psychology ◽  
American Psychological Association ◽  
Practical Experience ◽  
Clinical Psychologists ◽  
Clinical Psychologist ◽  
Main Question ◽  
American Psychological ◽  
Research Mentoring ◽  
Research Mentor

The main question explored in this study is whether a woman's choice to do research during her career as a clinical psychologist is associated with having had a research mentor. A sample of 616 women, all members of the American Psychological Association holding a Ph.D. in Clinical Psychology, completed a survey about their experience with a research mentor. The data show that research mentoring is positively related to a woman in clinical psychology doing research and whether she, in turn, becomes a research mentor for others. The responses of the participants suggest that a model of mentoring that involves relevant training and practical experience in research may increase the likelihood that female clinical psychologists will choose to do research as part of their careers.

scholarly journals Status of Clinical Psychology in India – (A Retrospective Analysis of Review)

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Shatrughan Singh
Keyword(s):  
Retrospective Analysis ◽  
Clinical Psychology ◽  
American Psychological Association ◽  
Code Of Conduct ◽  
Holistic Approach ◽  
Service Condition ◽  
Clinical Psychologist ◽  
Research Administration ◽  
British Council ◽  
Training Research

The present retrospective analysis of review study focused on status of clinical psychology in India as compared to European countries. The roles of clinical psychology in present scenario in the field of teaching, training, research, administration and holistic approach of psychological interventions are challenging and very rewarding but the biggest problems facing this sector are its inability to attract the talented personnel. A number of studies show that about 25% of trained professionals are going abroad due to better remunerations, service condition and future prospect. This has to be stop by providing better services conditions, standard salary package and status at par with the medical counterpart. However without proper Government policy, regulating and framing the law, code of conduct and creating a national licensing board similar to the American Psychological Association and British Council for Psychologist status of clinical psychologist cannot be improved.

Psychology as Mental Health Practice in the United States, 1945–1980

2020 ◽  
Author(s):  
Wade E. Pickren ◽  
Ingrid G. Farreras
Keyword(s):  
Mental Health ◽  
United States ◽  
Civil Rights ◽  
Clinical Psychology ◽  
Mental Health Problems ◽  
Graduate Training ◽  
American Psychological Association ◽  
The United States ◽  
Clinical Psychologists ◽  
Academic Science

In a relatively brief period of time, the discipline of psychology in the United States changed from being mostly concerned with its status as a legitimate science, qua physics or biology, to a rapidly growing field caught up in the tensions between academic science and the practice of psychology as a mental health profession. The numerical growth of the field’s members was heavily concentrated in the professional areas of mental health application. This was due primarily to the changed conditions of postwar life and the concerns of policymakers about the mental health of citizens in a dynamic, fast-changing, and fast-paced society. Government funding for psychology dramatically increased, especially funds for training clinical psychologists and for conducting research on mental health problems. It was not long before many of the clinical psychologists moved away from solely academic work and into the private practice of providing psychotherapy to clients. The discipline’s main organizational body of the time was the American Psychological Association, which came under pressure to allocate intellectual, organizational, and financial resources to the support of its practitioner members. One of the most intense battles of this period was that of creating different training models for clinical psychology. The early postwar model placed priority on training clinical psychology students to be scientists first, but by the 1960s, the demand for greater emphasis on training for practice had to be addressed for the field to remain coherent. Along with the internal tensions, psychology had to come to terms with external pressures as well. Among its challenges were those from competing professions, such as medicine, to its legal and cultural authority to provide professional services. Psychology eventually won those battles, but only after a state-by-state fight. Psychology was also presented with the challenges of a society wrestling with social problems, such as the demands for equal civil rights and opportunities. By the late 1960s, there were increasing demands for inclusion of students and faculty of color in graduate training and while there were some successes, there remained challenges that endured into the 21st century.

Effects of Identification Requirements on Voting: Evidence from the Experiences of Voters on Election Day

2009 ◽  
Vol 42 (01) ◽  
pp. 127-130 ◽  
Author(s):  
Stephen Ansolabehere
Keyword(s):  
United States ◽  
The United States ◽  
National Commission ◽  
Federal Election ◽  
Election Reform ◽  
Administrative Procedures ◽  
Right To Vote ◽  
Set Up ◽  
The Right ◽  
And Training

At the heart of the efforts to improve elections in the United States are two important values: access and integrity. To guarantee the right to vote, the polls must be accessible to all who wish to vote. To guarantee legitimate elections, only eligible people should be allowed to vote, and all votes must be tabulated correctly. These values have different implications for administrative procedures, ranging from the implementation of registration systems to the choice of voting equipment to the set up of polling places and training of poll workers. Often these values work hand in hand, but at times they are at odds. Such is the case with the authentication of voters at the polls (see National Commission on Federal Election Reform 2002).

scholarly journals An ‘ingenious system of practical contacts’: Historical origins and development of the Institute of Child Welfare Research at Columbia University's Teachers College (1922–36)

2021 ◽  
pp. 095269512110233
Author(s):  
Catriel Fierro
Keyword(s):  
Child Welfare ◽  
Historical Analysis ◽  
The United States ◽  
Social Reconstruction ◽  
American University ◽  
Teachers College ◽  
Post War ◽  
Set Up ◽  
Development Movement ◽  
And Training

During the first two decades of the 20th century, the expansion of private foundations and philanthropic initiatives in the United States converged with a comprehensive, nationwide agenda of progressive education and post-war social reconstruction that situated childhood at its core. From 1924 to 1928, the Laura Spelman Rockefeller Memorial was the main foundation behind the aggressive, systematic funding of the child development movement in North America. A pioneering institution, the Institute of Child Welfare Research, established in 1924 at Columbia's Teachers College, was the first Rockefeller-funded programme of its kind at an American university. The Institute was influential in helping set up a nationwide network of child welfare institutes at other universities. Twelve years later, it would also be the first of those institutes to close. Nonetheless, the Institute's context, emergence, and development have been overlooked or misrepresented by previous scholarship, which calls for a new, critical historical analysis. By drawing on a number of archival sources and unpublished materials, this paper offers a critical reconstruction of the Institute's internal, often unstable history, emphasizing its origins, members, and administrative changes. I argue that the demise of the Institute should be understood in the context of both the revision of philanthropic policies in the late 1920s and the Institute's singular emphasis on teaching and training over research. The resulting narrative allows for a deeper, more informed understanding of both the Institute's origins and its eventual folding.

Training, Credentialing, and New Roles in Clinical Psychology

2014 ◽  
pp. 149-168
Author(s):  
Catherine L. Grus
Keyword(s):  
Health Care ◽  
Clinical Psychology ◽  
National Policy ◽  
Education And Training ◽  
Clinical Psychologist ◽  
Health Care Professions ◽  
Emerging Issues ◽  
Assessment Of Competence ◽  
Relationship Of ◽  
And Training

This chapter provides an overview of key developments in the education, training, and credentialing of clinical psychologists; new roles in the field; and intersecting issues across these domains. Emerging issues highlighted within education and training include the move toward the assessment of competence in trainees, accreditation developments, and the doctoral internship match imbalance. Changes in licensing laws, mobility, and the degree of coordination between education and training and credentialing systems are described. Expanded roles for clinical psychologist, such as in health-care settings and public health, are reviewed. Finally, emerging developments such workforce analyses conducted within and across health-care professions and the relationship of issues such to national policy initiatives that are and will impact the future of clinical psychology are presented.

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