scholarly journals Essential competencies in a clinical psychologist for a functional application of face-to-face and online psychotherapy

2021 ◽  
Vol 2 (4) ◽  
pp. 14-19
Author(s):  
Luis Vicente Rueda-León ◽  
Jorge Abdiel Linares-Maldonado ◽  
Carolina Quiroz-González ◽  
Arnoldo Sandoval-Arellano
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Clinical Practice ◽  
Clinical Competence ◽  
Clinical Skills ◽  
Clinical Psychologist ◽  
Face To Face ◽  
Online Psychotherapy ◽  
The Face ◽  
The Subject

A systematic review is presented which aimed to identify and compare the features of the clinical skills and abilities of the psychologists in clinical practice in person and online. The collected literature was found through some databases like: PubMed, Elservier, Redalyc, SCIelo, and Scholar Google, articles that were both in english and spanish were considered, mainly published between 2000 and 2020. In the selected browsers, the next set of words were selected: “competencias clínicas”, “habilidades clínicas”, “Psicoterapia”, “Telepsicología”, “psicología clínica”, “clínical skills”, “clinical competence”, “psychotherapy”,  “clinical psychology” and “telepsychology”, those which were found mainly on the title, the abstract and the objectives. The obtained results are a compilation of 7 articles found in Europe and America, which refer to the requirements to practice properly as a mental health professional, however, it was observed that coupled with the little information on the subject, the features that are repeated within the investigations are very general characteristics for the face-to-face setting, and almost nil for the perspective of a psychologist who seeks to perform psychotherapy online.

Teaching Tip: Designing Flipped Classrooms to Enhance Learning in the Clinical Skills Laboratory

2021 ◽  
pp. e20210043
Author(s):  
Sarah Baillie ◽  
Annelies Decloedt ◽  
Molly Frendo Londgren
Keyword(s):  
Student Engagement ◽  
Flipped Classroom ◽  
Clinical Skills ◽  
Face To Face ◽  
Use Of Time ◽  
Skills Laboratory ◽  
The Face ◽  
Expected Benefits ◽  
Time Required ◽  
Effective Use

Flipped classroom is an educational technique in which content is delivered online for students to study at their own pace in preparation for in-class learning. Benefits include increased flexibility, enhanced student engagement and satisfaction, and more effective use of time spent during face-to-face teaching. However, the development and implementation of flipped classroom teaching are also associated with challenges, including time required to develop learning materials and getting students to engage with the preparatory work. This teaching tip describes a structured approach to designing and implementing the flipped classroom approach for clinical skills to allow a greater focus on practicing the hands-on skills and the provision of feedback during the laboratory session. First, the rationale for flipping the classroom and the expected benefits should be considered. On a practical level, decisions need to be made about what to include in the flipped component, how it will complement the face-to-face class, and how the resources will be created. In the design phase, adopting a structured template and aligning with established pedagogical principles is helpful. A well-designed flipped classroom motivates learners by including different elements such as quality educational media (e.g., videos), the opportunity to self-assess, and well-defined connections to relevant knowledge and skills. Student engagement with the flipped material can be promoted through different strategies such as clear communication to manage student expectations and adapting the delivery of the face-to-face component. Finally, gathering feedback and evaluating the initiative are important to inform future improvements.

Becoming Licensed Means That I Am Now Competent

2019 ◽  
pp. 7-11
Author(s):  
Jeffrey E. Barnett ◽  
Jeffrey Zimmerman
Keyword(s):  
Mental Health ◽  
Clinical Practice ◽  
Clinical Competence ◽  
Education And Training ◽  
Hard Work ◽  
Mental Health Clinicians ◽  
Clinical Experiences ◽  
Graduate Coursework ◽  
And Training ◽  
Over Time

Mental health clinicians invest in many years of hard work to develop their clinical competence through graduate coursework and through supervised clinical experiences. All this is done with the ultimate goal of becoming independently licensed to practice in one’s profession. Because licensure is such an important event, signifying the culmination of so much education and training, it may be natural to believe that becoming licensed means that one is now clinically competent. This chapter addresses how clinical competence and licensure should be viewed and understood. Licensure assesses one’s competence to enter the profession, but it cannot guarantee competence in all areas of clinical practice at the time of licensure or in the future. How to maintain, update, and expand one’s competence over time is addressed. Risks and threats to competence are discussed, and recommendations are provided for ensuring one’s ongoing competence over time.

scholarly journals WHO guidance on mental health training: a systematic review of the progress for non-specialist health workers

BMJ Open ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. e024059 ◽  
Author(s):  
Alexandra Caulfield ◽  
Deniz Vatansever ◽  
Gabriel Lambert ◽  
Tine Van Bortel
Keyword(s):  
Mental Health ◽  
Patient Outcome ◽  
Systematic Review ◽  
Clinical Practice ◽  
Health Workers ◽  
Evaluation Methods ◽  
Mental Health Training ◽  
Health Training ◽  
Training Courses ◽  
Evaluation Outcome

ObjectiveTo assess existing literature on the effectiveness of mental health training courses for non-specialist health workers, based on the WHO guidelines (2008).DesignA systematic review was carried out, complying with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses checklist.Data sourcesAfter examination of key studies in the literature, a comprehensive search was performed within the following electronic databases on 31 May 2017: PubMed, PsycINFO, CINAHL (using EBSCOHost interface), Cochrane, Web of Science.Eligibility criteriaSearches were conducted for articles published in English from January 2008 to May 2017, using search terms related to mental health, training, community care and evaluation/outcome, following the Participants, Interventions, Comparators and Outcomes process for evidence-based practice.OutcomesData were collected across the following categories: trainees (number and background), training course (curriculum, teaching method, length), evaluation method (timing of evaluation, collection method and measures assessed) and evaluation outcome (any improvement recorded from baseline). In addition, studies were assessed for their methodological quality using the framework established by Liuet al(2016).Results29 studies with relevant training courses met the inclusion criteria. These were implemented across 16 countries since 2008 (over half between 2014 and 2017), with 10 in three high-income countries. Evaluation methods and outcomes showed high variability across studies, with courses assessing trainees’ attitude, knowledge, clinical practice, skills, confidence, satisfaction and/or patient outcome. All 29 studies found some improvement after training in at least one area, and 10 studies found this improvement to be significant.ConclusionsTraining non-specialist workers in mental healthcare is an effective strategy to increase global provision and capacity, and improves knowledge, attitude, skill and confidence among health workers, as well as clinical practice and patient outcome. Areas for future focus include the development of standardised evaluation methods and outcomes to allow cross-comparison between studies, and optimisation of course structure.PROSPERO registration numberCRD42016033269

Religious and spiritual struggles and mental health: Implications for clinical practice

2021 ◽  
pp. 395-412
Author(s):  
Kenneth I. Pargament ◽  
Julie J. Exline
Keyword(s):  
Mental Health ◽  
Clinical Practice ◽  
Clinical Skills ◽  
Psychological Problems ◽  
Empirical Literature ◽  
Psychological Growth ◽  
Health Implications ◽  
Spiritual Struggles ◽  
Psychiatric Problems ◽  
Practical Recommendations

This chapter reviews the growing literature on religious and spiritual (R/S) struggles and their implications for clinical practice, with a focus on people with psychiatric problems. The empirical literature indicates that R/S struggles: (a) take a variety of forms that reflect tensions and conflicts around the sacred; (b) are not uncommon among people with psychological problems; (c) are robust predictors of poorer mental health; (d) may be a cause and/or effect of psychological problems; and offer the potential for positive psychological growth and transformation, depending on how they are understood and handled. Practical recommendations are then offered to help psychiatrists draw on basic clinical skills to assess and address R/S struggles in treatment. Specifically, this chapter considers how practitioners can help patients name and normalize their struggles, accept and reflect on these conflicts, and access R/S resources that offer potential resolutions to their struggles.

scholarly journals Opening up while locking down: how an Irish independent sector mental health service is responding to the COVID-19 crisis

2020 ◽  
Vol 37 (3) ◽  
pp. 172-177
Author(s):  
Paul Fearon
Keyword(s):  
Mental Health ◽  
Mental Health Service ◽  
Mental Health Services ◽  
Health Services ◽  
Protective Equipment ◽  
Face To Face ◽  
Competing Demands ◽  
The Face ◽  
Opening Up ◽  
Do So

The COVID-19 pandemic poses a particular set of challenges for health services. Some of these are common across all services (e.g. strategies to minimise infections; timely testing for patients and staff; and sourcing appropriate personal protective equipment (PPE)) and some are specific to mental health services (e.g. how to access general medical services quickly; how to safely deliver a service that traditionally depends on intensive face to face contact; how to isolate someone who does not wish to do so; and how to source sufficient PPE in the face of competing demands for such equipment). This paper describes how St Patrick’s Mental Health Services (SPMHS) chose to address this unfolding and ever-changing crisis, how it developed its strategy early based on a clear set of objectives and how it adapted (and continues to adapt) to the constantly evolving COVID-19 landscape.

scholarly journals Development of a scoring system for non-specialist ratings of clinical competence in global mental health: a qualitative process evaluation of the Enhancing Assessment of Common Therapeutic Factors (ENACT) scale

2015 ◽  
Vol 2 ◽  
Author(s):  
B. A. Kohrt ◽  
M. K. Ramaiya ◽  
S. Rai ◽  
A. Bhardwaj ◽  
M. J. D Jordans
Keyword(s):  
Mental Health ◽  
Process Evaluation ◽  
Clinical Competence ◽  
Scoring System ◽  
Clinical Skills ◽  
Global Mental Health ◽  
Task Sharing ◽  
Peer Ratings ◽  
Training And Supervision ◽  
Qualitative Process Evaluation

Background.Task-sharing is the involvement of non-specialist providers to deliver mental health services. A challenge for task-sharing programs is to achieve and maintain clinical competence of non-specialists, including primary care workers, paraprofessionals, and lay providers. We developed a tool for non-specialist peer ratings of common factors clinical competency to evaluate and optimize competence during training and supervision in global mental health task-sharing initiatives.Methods.The 18-item ENhancing Assessment of Common Therapeutic factors (ENACT) tool was pilot-tested with non-specialists participating in mental health Gap Action Programme trainings in Nepal. Qualitative process evaluation was used to document development of the peer rating scoring system. Qualitative data included interviews with trainers and raters as well as transcripts of pre- and post-training observed structured clinical evaluations.Results.Five challenges for non-specialist peer ratings were identified through the process evaluation: (1) balance of training and supervision objectives with research objectives; (2) burden for peer raters due to number of scale items, number of response options, and use of behavioral counts; (3) capturing hierarchy of clinical skills; (4) objective v. subjective aspects of rating; and (5) social desirability when rating peers.Conclusion.The process culminated in five recommendations based on the key findings for the development of scales to be used by non-specialists for peer ratings in low-resource settings. Further research is needed to determine the ability of ENACT to capture the relationship of clinical competence with client outcomes and to explore the relevance of these recommendations for non-specialist peer ratings in high-resource settings.

scholarly journals A Systematic Review of Unpublished and Non-Refereed Music Therapy Mental Health Papers Found via Google Scholar

2018 ◽  
Vol 18 (2) ◽  
Author(s):  
Melody R Peterson ◽  
Michael J Silverman
Keyword(s):  
Mental Health ◽  
United States ◽  
Systematic Review ◽  
Clinical Practice ◽  
Music Therapy ◽  
The United States ◽  
Google Scholar ◽  
Future Research ◽  
Mental Health Literature ◽  
Doctoral Dissertations

As Google Scholar searches yield unpublished papers, it may inadvertently impact the perception of the music therapy literature for clinicians, researchers, and service users. Therefore, the purpose of this systematic review was to identify and analyze the current literature comprised of unpublished and non-refereed papers regarding music therapy and mental health from January 2000 to September 2017 located via Google Scholar. After establishing inclusion and exclusion criteria, papers were identified using a variety of combinations of music therapy and mental health keywords. Twenty-one papers met inclusion criteria. Sixteen papers were master’s theses and five were doctoral dissertations. Almost half of the papers (n = 8) involved adolescents with mental health diagnoses. Although not all papers contained data, more papers contained qualitative data (n = 10) than quantitative data (n = 3). The unpublished music therapy and mental health literature may represent a valuable resource for guiding clinical practice and research. As the majority of authors were affiliated with universities outside the United States, perhaps there is greater interest in mental health outside the United States. It is concerning that many identified papers required additional login credentials. Implications for clinical practice, limitations, and suggestions for future research are provided.

scholarly journals Evaluating the role of formulation in counselling psychology: A systematic literature review

2018 ◽  
Vol 7 (1) ◽  
pp. 47-68
Author(s):  
Harriet Challoner ◽  
Fani Papayianni
Keyword(s):  
Systematic Review ◽  
Clinical Practice ◽  
Literature Review ◽  
Therapeutic Approaches ◽  
Regulatory Bodies ◽  
The Subject ◽  
Training Institutions ◽  
Shed Light ◽  
Counselling Psychology

Despite the importance placed upon the concept and act of formulation across multiple therapeutic approaches, there is a lack of literature from within the profession of counselling psychology directly on the role, use and practice of formulation, with existing literature predominantly emanating from the related yet distinct therapeutic fields of counselling, psychotherapy, clinical psychology or psychiatry. This, in conjunction with the controversies and lack of consensus on the subject, as well as the demands of the professional and regulatory bodies, have led to this paper. Our aim is to shed light on the role that formulation plays within the profession under the lens of counselling psychology’s philosophical underpinnings. More specifically, this systematic review investigates whether formulation may be considered as fact or opinion; whether formulations across therapeutic approaches may be cohesive or divisive within counselling psychology practice; whether formulations should be undertaken inclusively with clients and other professionals or exclusively by the practitioner. Such exploration uncovers key areas of debate and potential considerations for the profession regarding how formulation is approached, utilised in clinical practice and, taught by training institutions.

scholarly journals La politique comme le lieu de l’universalisation de l’exigence éthique chez Levinas

2022 ◽  
Vol 10 (1) ◽  
pp. 168-181
Author(s):  
Ericbert Tambou Kamgue
Keyword(s):  
Final Analysis ◽  
The Other ◽  
Third Party ◽  
Face To Face ◽  
The Third ◽  
Ethical Subjectivity ◽  
The Face ◽  
The Subject ◽  
The Third Party ◽  
Ethical Requirement

Levinasian philosophy is characterized as a philosophy of ethical subjectivity and asymmetrical responsibility. Ethics is understood as the subject that gives itself entirely to the Other. However, the Other is never alone. His face attests to the presence of a third party who, looking at me in his eyes, cries for justice. There is no longer any question for the subject to devote himself entirely to the Other (ethical justice), to give everything to him at the risk of appearing empty-handed before the third party. How then to serve both the Other and the third party? The question of the political appears in the thought of Levinas with the emergence of the third party who, like the Other, challenges me and commands me (social justice). The third party establishes a political space. Politics is in the final analysis the place of the universalization of the ethical requirement born from face-to-face with the face of the Other.

Effects of Pollution on Child and Adolescent Mental Health: A Protocol for a Systematic Review

2020 ◽  
Author(s):  
Linda Theron ◽  
Yael Abreu-Villaça ◽  
Marcus Augusto-Oliveira ◽  
Caroline Brennan ◽  
Maria Elena Crespo-Lopez ◽  
...  
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Adolescent Mental Health ◽  
Child And Adolescent ◽  
Mental Health Practitioners ◽  
Research Priority ◽  
Health Practitioners ◽  
The Face ◽  
Review Protocol ◽  
Pollution Exposure

Abstract Background Whilst there is little uncertainty about the deleterious impact of pollution on human and planetary health, pollution’s impact on child and adolescent mental health is less well understood. This is particularly true for young people in underdeveloped and developing world contexts, about whom research is generally lacking. Furthermore, although child and adolescent resilience continues to be a research priority, little attention has been paid to child and adolescent pathways of resilience in the face or aftermath of pollution exposure. Methods We will conduct a systematic review that adheres to PRISMA guidelines. Its purpose is to document what is known about how pollution affects child and adolescent mental health, along with what protects children and adolescents against these effects and associations across diverse contexts. Discussion Systematic insights are likely to support psychologists and other mental health practitioners to better support child and adolescent wellbeing globally regardless of exposure to pollution. Systematic review registration We have registered the review protocol in PROSPERO (registration: CRD42020176664).

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