scholarly journals Ethical Concerns in Clinical Psychology: A Brief Account of Challenges in Pakistan

2021 ◽  
Author(s):  
Namood-e- Sahar ◽  
Shakir Hussain ◽  
Mariam Anwaar
Keyword(s):  
Clinical Psychology ◽  
Present Report ◽  
Clinical Psychologists ◽  
Structured Interviews ◽  
Extensive Experience ◽  
Ethical Concerns

The present report provides a brief indigenous account of these challenges and issues. The purpose of the report was accomplished through semi-structured interviews conducted with two clinical psychologists who have an extensive experience in the field of clinical psychology

scholarly journals Ethical Concerns in Clinical Psychology: A Brief Account of Challenges in Pakistan

2021 ◽  
Author(s):  
Namood-e- Sahar ◽  
Shakir Hussain ◽  
Mariam Anwaar
Keyword(s):  
Clinical Psychology ◽  
Present Report ◽  
Clinical Psychologists ◽  
Structured Interviews ◽  
Extensive Experience ◽  
Ethical Concerns

The present report provides a brief indigenous account of these challenges and issues. The purpose of the report was accomplished through semi-structured interviews conducted with two clinical psychologists who have an extensive experience in the field of clinical psychology

scholarly journals Learning from service user and carer involvement in clinical psychology training

2015 ◽  
Vol 10 (3) ◽  
pp. 137-149 ◽  
Author(s):  
Fides Katharina Schreur ◽  
Laura Lea ◽  
Louise Goodbody
Keyword(s):  
Mental Health Professionals ◽  
Clinical Psychology ◽  
Service User ◽  
Contextual Factors ◽  
Clinical Psychologists ◽  
Psychology Training ◽  
Structured Interviews ◽  
Theoretical Understanding ◽  
Clinical Psychology Training ◽  
Content Type

Purpose – The purpose of this paper is to build a theoretical model of how and what clinical psychologists learn from service user and carer involvement in their training. Design/methodology/approach – A qualitative research design was adopted, and verbatim transcripts of semi-structured interviews conducted with 12 clinical psychologists were analysed using grounded theory methodology. Findings – Findings indicated that clinical psychologists learned from service user and carer involvement in a variety of ways and a preliminary model was proposed, encompassing four main categories: “mechanisms of learning”, “relational and contextual factors facilitating learning”, “relational and contextual factors hindering learning” and “impact”. Research limitations/implications – Further research is required to establish to what extent the current findings may be transferrable to learning from service user and carer involvement in the context of educating professionals from other disciplines. Additionally, participants had limited experiences of carer involvement, and more research in this area specifically would be useful. Practical implications – This study advocates for service user and carer involvement in clinical psychology training, and specific recommendations are discussed, including service user perspectives. Originality/value – Service user and carer involvement has become mandatory in Health Care Professional Council-approved training programmes for mental health professionals, yet if and how learning occurs is poorly understood in this context. This study makes an important contribution in evaluating outcomes of service user and carer involvement in clinical psychology training by advancing theoretical understanding of the learning processes involved. The authors are unaware of similar work.

Introduction to the special section on Increasing Replicability, Transparency, and Openness in Clinical Psychology

2019 ◽  
Author(s):  
Jennifer L Tackett ◽  
Josh Miller
Keyword(s):  
Empirical Evidence ◽  
Data Sharing ◽  
Clinical Psychology ◽  
Special Section ◽  
Psychological Research ◽  
Open Science ◽  
Clinical Psychologists ◽  
Existing Problems

As psychological research comes under increasing fire for the crisis of replicability, attention has turned to methods and practices that facilitate (or hinder) a more replicable and veridical body of empirical evidence. These trends have focused on “open science” initiatives, including an emphasis on replication, transparency, and data sharing. Despite this broader movement in psychology, clinical psychologists and psychiatrists have been largely absent from the broader conversation on documenting the extent of existing problems as well as generating solutions to problematic methods and practices in our area (Tackett et al., 2017). The goal of the current special section was to bring together psychopathology researchers to explore these and related areas as they pertain to the types of research conducted in clinical psychology and allied disciplines.

Enhancing the contribution of clinical psychology: an under-utilised workforce in public mental health services

2021 ◽  
pp. 103985622199264
Author(s):  
Henry Jackson ◽  
Caroline Hunt ◽  
Carol Hulbert
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Clinical Psychology ◽  
Public Mental Health ◽  
Psychological Theory ◽  
Clinical Psychologists ◽  
Pathways To Care ◽  
Mental Health Training ◽  
Public Mental Health Services

Objective: Clinical psychologists are practitioners with expertise in mental health, who apply advanced psychological theory and knowledge to their practice in order to assess and treat complex psychological disorders. Given their robust specialised mental health training, clinical psychology is an integral component of the Australian mental health workforce, but is under-utilised. Recent reviews have identified significant problems with Australia’s mental health system, including unequal access to clinical psychology services and fragmentation of service delivery, including convoluted pathways to care. Conclusions: Clinical psychology is well placed to contribute meaningfully to public mental health services (PMHS). We describe what clinical psychologists currently contribute to team-based care in PMHS, how we could further contribute and the barriers to making more extensive contributions. We identify significant historical and organisational factors that have limited the contribution made by clinical psychologists and provide suggestions for cultural change to PMHS.

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.

A situation analysis of clinical psychology services in South Africa’s public rural primary care settings

2016 ◽  
Vol 47 (2) ◽  
pp. 260-270 ◽  
Author(s):  
Johannes H De Kock ◽  
Basil J Pillay
Keyword(s):  
Mental Health ◽  
Human Resources ◽  
Primary Healthcare ◽  
Clinical Psychology ◽  
Secondary Data ◽  
Clinical Psychologists ◽  
Public Hospitals ◽  
Healthcare Sector ◽  
Primary Data ◽  
Situation Analysis

The goal of our study was to provide a situation analysis of clinical psychology services in South Africa’s public rural primary healthcare sector. In this setting, the treatment gap between human resources for and the burden of disease for mental illness is as high as 85%. The majority of South Africa’s mental health specialists – clinical psychologists and psychiatrists – practice in the country’s urban and peri-urban private sector. At the advent of South Africa’s democracy, public clinical psychological services were negligible, and the country is still facing challenges in providing human resources. The study was based on the analysis of both primary and secondary data. Primary data were collected by interviewing the heads of 160 public hospitals classified as rural by the Department of Health, while secondary data comprised a literature review. The number of clinical psychologists working in the public sector indicated a substantial growth over the last 20 years, while the number employed and/or doing out-reach to public rural primary healthcare areas shows a shortfall. Clinical psychology’s numbers, however, compare favourably to that of other mental health specialists in public rural primary healthcare settings. Since the National Mental Health Summit of 2012, strategies have been implemented to improve access to mental health care. In clinical psychology’s case relating to human resources, these strategies have showed encouraging results with a substantial amount of participating institutions reporting that clinical psychologists form a part of their proposed future staff establishment.

scholarly journals Training Psychiatrists in Behavioural Psychotherapy—Dispelling Myths

1986 ◽  
Vol 10 (8) ◽  
pp. 219-220
Author(s):  
Roger Farmer ◽  
David Miller ◽  
John Green ◽  
Joe Herzberg
Keyword(s):  
Health Service ◽  
Royal College ◽  
Clinical Psychology ◽  
Clinical Psychologists ◽  
Psychological Services ◽  
Psychiatric Outpatients ◽  
Health Authorities

Behavioural psychotherapy is probably now the preferred treatment in as many as 25% of neurotic patients or 12% of adult psychiatric outpatients. It is, of course, part of some psychiatrists' therapeutic repertoire already. However, more widespread use of behavioural methods by psychiatrists would seem to be desirable and this is particularly so as clinical psychologists remain thin on the ground in many places. Indeed clinical psychology remains one of the smallest health-service professions. In 1981 there were 1,105.7 qualified clinical psychologists (whole time equivalents) in England. Moreover this overall figure conceals enormous disparities between Health Authorities, some of which provide good psychological services while others provide virtually nothing. In recognition of the importance of behavioural techniques, the Royal College of Psychiatrists has recommended that experience of them should be an integral part of any psychiatrist's training.

A History of Clinical Psychology

2014 ◽  
pp. 22-33
Author(s):  
Donald K. Routh
Keyword(s):  
Sigmund Freud ◽  
Clinical Psychology ◽  
Academic Discipline ◽  
Clinical Psychologists ◽  
Evidence Based ◽  
Practical Intelligence ◽  
Scientific Model ◽  
Ancient Greek ◽  
History Of ◽  
19Th Century France

To be memorable, a history such as this might best be organized under a small number of headings. Accordingly, this chapter is structured around the work of seven pioneers who arguably had the greatest influence on the development of the field. Lightner Witmer is generally considered to have founded clinical psychology in 1896 (McReynolds, 1987, 1997; Routh, 1996; Watson, 1956). Hippocrates was the ancient Greek founder of medicine, always a close professional cousin of clinical psychology and a scientific model for psychology in general. Theodule Ribot led the development of psychology as an academic discipline in 19th-century France, as one primarily focused on clinical issues. Alfred Binet, also in France, devised the first practical “intelligence” test in 1905; administering such tests was among the most common activities of early clinical psychologists. Leta Hollingworth was an early practitioner who played a large role in the development of organized clinical psychology beginning in 1917 (Routh, 1994). Sigmund Freud founded psychoanalysis, the first influential form of psychotherapy practiced by clinical psychologists, among others. Finally, Hans Eysenck was among the earliest to conceptualize behavior therapy and to promote the use of what have come to be known as evidence-based methods of intervention in clinical psychology.

scholarly journals A perspective on Councils on Chiropractic Education accreditation standards and processes from the inside: a narrative description of expert opinion, part 2: Analyses of particular responses to research findings

2019 ◽  
Vol 27 (1) ◽  
Author(s):  
Stanley I. Innes ◽  
Vicki Cope ◽  
Charlotte Leboeuf-Yde ◽  
Bruce F. Walker
Keyword(s):  
Historical Context ◽  
Evidence Based ◽  
Structured Interviews ◽  
Extensive Experience ◽  
Accreditation Standards ◽  
Expert Opinions ◽  
Chiropractic Education ◽  
Chiropractic Practice ◽  
Mainstream Healthcare ◽  
Assessment Of Student Learning

Abstract Background This is the second article reporting on a study that sought the views of people with extensive experience in Councils on Chiropractic Education (CCEs) on research that has raised concerns about variability in accreditation standards and processes for chiropractic programs (CPs) and chiropractic practice in general. Methods This qualitative study employed in-depth semi-structured interviews that consisted of open-ended questions asking experts about their thoughts and views on a range of issues surrounding accreditation, graduate competency standards and processes. The interviews were audio-recorded, and transcribed verbatim in June and July of 2018. The transcripts were reviewed to develop codes and themes. The study followed the COREQ guidelines for qualitative studies. Results The interviews revealed that these CCE experts were able to discern positive and negative elements of the accreditation standards and processes. They were, in general, satisfied with CCEs accreditation standards, graduating competencies, and site inspection processes. Most respondents believed that it was not possible to implement an identical set of international accreditation standards because of cultural and jurisdictional differences. This was thought more likely to be achieved if based on the notion of equivalence. Also, they expressed positive views toward an evidence-based CP curriculum and an outcomes-based assessment of student learning. However, they expressed concerns that an evidence-based approach may result in the overlooking of the clinician’s experience. Diverse views were found on the presence of vitalism in CPs. These ranged from thinking vitalism should only be taught in an historical context, it was only a minority who held this view and therefore an insignificant issue. Finally, that CCEs should not regulate these personal beliefs, as this was potentially censorship. The notable absence was that the participants omitted any mention of the implications for patient safety, values and outcomes. Conclusions Expert opinions lead us to conclude that CCEs should embrace and pursue the widely accepted mainstream healthcare standards of an evidence-based approach and place the interests of the patient above that of the profession. Recommendations are made to this end with the intent of improving CCE standards and processes of accreditation.

scholarly journals An Evaluation of the Use of Simulated Patient Role-Plays in the Teaching and Assessment of Clinical Consultation Skills in Clinical Psychologists' Training

2007 ◽  
Vol 6 (2) ◽  
pp. 104-113 ◽  
Author(s):  
Steve Melluish ◽  
Jon Crossley ◽  
Alison Tweed
Keyword(s):  
Clinical Psychology ◽  
Clinical Skills ◽  
Simulated Patient ◽  
Clinical Psychologists ◽  
Clinical Environment ◽  
Patient Role ◽  
Clinical Consultation ◽  
Consultation Skills ◽  
Clinical Psychology Trainees ◽  
The Impact

Simulated patient role-plays (SPRs) with trained actors are a recent development in the training of clinical psychologists. This paper reports on the introduction and evaluation of SPRs as both a method used to teach clinical consultation skills and as a method to formatively assess trainee clinical psychologists' acquisition of these skills. The evaluation used a number of focus groups with clinical psychology trainees, programme staff and clinical supervisors to explore the acceptability of these methods in teaching and assessment, the experience of using them and the impact on trainees' learning. Focus group interviews were transcribed verbatim and analysed using template analysis. The core theme from the analysis concerned the capacity of SPRs to authentically recreate a clinical environment and capture the trainee's clinical practice. The concept of authenticity is discussed in relation to clinical skills teaching and the wider profession of clinical psychology.

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