Richard / Huprich Clinical Psychology

Assessment, Treatment, and Research
1. Auflage 2011
ISBN: 978-0-08-092141-9
Verlag: Elsevier Science & Techn.
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 576 Seiten

Clinical Psychology is a graduate-level introduction to the field of clinical psychology. While most textbooks focus on either assessment, treatment, or research, this textbook covers all three together specifically for the introductory level graduate course. Chapter coverage is diverse and contributors come from both PhD and PsyD programs and a variety of theoretical orientations. Chapter topics cover the major activities of the contemporary clinical psychologist with an introduction focusing on training models. The book has a mentoring style designed to highlight the relevance of the topics discussed to clinicians in training. Assessment and treatment chapters focus on evidence-based practice, comparing and contrasting different options, the basis for clinical choice between them, and efficacy of same. It will also introduce the business and ethical aspects of the clinical career that current introductory books do not include, such ethics in assessment, treatment, and research; third party payers; technological developments; dissemination of research findings; cross-cultural issues; and the future of the profession. The text is designed for students in their first year of clinical psychology graduate training.* Includes assessment, treatment, and practice issues
* Compares and contrasts different therapeutic styles
* Exemplifies practical application through case studies
* Focuses on evidence-based practice
* Orients future clinicians to contemporary issues facing psychological practices

Autoren/Hrsg.

Richard, David C. S.

Huprich, Steven K.

Inhaltsverzeichnis

1;Front Cover;1
2;Clinical Psychology;4
3;Copyright Page;5
4;Contents;6
5;Contributors;8
6;Preface;10
7;Chapter 1: Professional Psychology Education and Training: Models, Sequence, and Current Issues;12
7.1;Historical Overview;13
7.2;Models of Training;13
7.3;Movement toward Competencies;18
7.4;Sequence of Training;21
7.5;Summary;34
7.6;Glossary;35
7.7;References;37
8;Chapter 2: Ethics in Assessment, Treatment, and Research;42
8.1;Introductory Statement;42
8.2;Our Codes of Ethics;43
8.3;Competence;45
8.4;Informed Consent;46
8.5;Privacy, Confidentiality, and Privilege;46
8.6;Multiple Relationships;49
8.7;Vulnerable Populations;50
8.8;Record Keeping and Access to Records;51
8.9;Advertising;55
8.10;Cross-Cultural Issues;55
8.11;Psychological Testing;56
8.12;Assessments Requested by a Third Party;56
8.13;Ethics in Research;57
8.14;Ethics Committee and Disciplinary Hearings;58
8.15;Summary;59
8.16;Glossary;60
8.17;References;60
9;Chapter 3: Assessment of Intelligence, Achievement, and Adaptive Behavior ;62
9.1;Introduction: Definitions and Distinctions;62
9.2;Historical Landmarks in Ability-Related Assessment;64
9.3;Contemporary Measures of Intelligence;67
9.4;Test Bias and Test Fairness;71
9.5;The Challenge of the Flynn Effect;72
9.6;Adaptive Behavior Measures and Mental Retardation;73
9.7;Achievement Measures and Learning Disabilities;75
9.8;Summary;77
9.9;Glossary;78
9.10;References;79
10;Chapter 4: Psychological Diagnosis;82
10.1;Psychological Diagnosis;82
10.2;Construction of the Diagnostic System;83
10.3;Definition of Mental Disorder;86
10.4;Diagnostic Threshold;89
10.5;Categorical versus Dimensional Models of Classification;91
10.6;Value Judgments;93
10.7;Psychological Tests;94
10.8;Summary;97
10.9;Glossary;97
10.10;References;98
11;Chapter 5: Assessment of Personality;102
11.1;Personality Assessment;102
11.2;Why Assess Personality?;104
11.3;Major Personality Assessment Methods;105
11.4;Maximizing the Validity and Utility of Assessment;112
11.5;Integrating Personality Test Data;114
11.6;Current Controversies in Personality Assessment;117
11.7;Advanced Training Options;118
11.8;Summary;119
11.9;Glossary;120
11.10;References;121
12;Chapter 6: Behavioral Assessment and Functional Analysis;124
12.1;Introduction;125
12.2;Methods and Strategies of Behavioral Assessment;127
12.3;Use of Multiple Methods, Multiple Informants, and Valid Measures;134
12.4;Principles of Behavioral Assessment;135
12.5;Functional Analysis: A Clinical and Research Application of Behavioral Assessment;142
12.6;Recommendations for Assessment;149
12.7;Glossary;150
12.8;References;150
13;Chapter 7: Clinical and Forensic Neuropsychology Assessment;154
13.1;Introduction;155
13.2;Structure and Function of the Central Nervous System;156
13.3;Neuropsychological Assessment;166
13.4;Pediatric Neuropsychology;172
13.5;Adult Neuropsychology;175
13.6;Forensic Neuropsychology;179
13.7;Summary;184
13.8;Glossary;184
13.9;References;185
14;Chapter 8: Psychodynamic and Psychoanalytic Psychotherapy;192
14.1;What Is Psychodynamic and Psychoanalytic Psychotherapy?;193
14.2;Development of Psychodynamic Psychotherapy;194
14.3;Components of Psychoanalytic and Psychodynamic Psychotherapy;200
14.4;Variants of Classical or Freudian Psychoanalysis;203
14.5;Research on Psychodynamic Psychotherapy;205
14.6;Meta-analysis of Psychodynamic Psychotherapy for Personality Disorders;212
14.7;Common Misconceptions Regarding Psychodynamic and Psychoanalytic Psychotherapy;214
14.8;Glossary;219
14.9;References;220
15;Chapter 9: Interpersonal Psychotherapy;226
15.1;Introduction to Interpersonal Psychotherapy;226
15.2;Key Concepts and Ideas;235
15.3;Training;252
15.4;Glossary;253
15.5;References;254
16;Chapter 10: Behavior Therapy and Behavior Analysis: Overview and Third-Generation Perspectives ;260
16.1;Overview;261
16.2;First- and Second-Generation Behavior Therapy;263
16.3;Shared Assumptions and Values of First- and Second-Generation Behavior Therapy;269
16.4;Third-Generation (or "Third-Wave") Behavior Therapy;274
16.5;Summary and Conclusions;287
16.6;Glossary;288
16.7;References;288
17;Chapter 11: Cognitive-Behavioral Therapy: Breadth, Range, and Diversity;292
17.1;The Cognitive Revolution: An Introduction;293
17.2;Philosophical Underpinnings of CBT;295
17.3;The Development of Contemporary Cognitive Therapy;297
17.4;Influential CBT Therapies;302
17.5;Summary;311
17.6;Glossary;312
17.7;References;314
18;Chapter 12: Existential and Humanistic Psychotherapies;320
18.1;Existential Psychotherapy;321
18.2;Humanistic Psychotherapy;329
18.3;Glossary;337
18.4;References;338
19;Chapter 13: Child, Family, and Couples Therapy;340
19.1;Introduction: What's Unique about Child, Family, and Couples Work?;342
19.2;Working with Children;343
19.3;Working with Families;347
19.4;Working with Couples;350
19.5;Glossary;357
19.6;References;359
20;Chapter 14: Clinical Health Psychology;362
20.1;Clinical Health Psychology;362
20.2;Behavioral Medicine and Psychosomatic Medicine;366
20.3;Importance of Health Psychology;366
20.4;Representative Areas of Practice;368
20.5;Biopsychosocial Assessment;369
20.6;Depression;373
20.7;Health Behaviors;373
20.8;Medical Adherence;375
20.9;Stress;376
20.10;Pain Management;377
20.11;Health Anxiety;378
20.12;Clinical Practice Challenges;379
20.13;Future Directions in Clinical Health Psychology;380
20.14;Training to Be a Clinical Health Psychologist;381
20.15;Summary;385
20.16;Glossary;385
20.17;References;386
21;Chapter 15: Pharmacotherapy and Psychotherapy;390
21.1;Why Pharmacotherapy Is Important in Clinical Psychology;390
21.2;Major Classes of Psychotropic Medications;391
21.3;Effectiveness of Pharmacotherapy and Combination Treatments;394
21.4;Clinical Issues Associated with Combined Treatments;400
21.5;Prescriptive Authority for Psychologists;404
21.6;Summary;407
21.7;Glossary;408
21.8;References;408
22;Chapter 16: Empirically Supported Treatments and Comparative Psychotherapy Outcome Research;412
22.1;Introduction;413
22.2;The Definition and Identification of Empirically Validated Treatments;414
22.3;Critiquing the Definition and Identification of Empirically Supported Treatments;415
22.4;Empirically Supported Relationships;419
22.5;Principles of Change That Work: An Integrative Approach;421
22.6;Empirically Supported Treatments and Evidence-Based Practice at Work: The Example of Treating Victims of Mass Disaster and Terrorism;423
22.7;Summary;430
22.8;Glossary;431
22.9;References;432
23;Chapter 17: Program Evaluation and Clinical Psychology;436
23.1;The Necessity of Meaningful Evaluation;438
23.2;Models for Understanding Program Evaluation;439
23.3;An Applied Framework for Program Evaluation: Principles, Issues, and Practice;443
23.4;Program Evaluation and Quasi-experimental Designs;453
23.5;Program Evaluation and the Clinical Psychologist;454
23.6;Summary;456
23.7;Glossary;457
23.8;References;458
24;Chapter 18: Diversity Issues in Clinical Psychology;460
24.1;Introduction;460
24.2;Diversity Issues in Training;463
24.3;Diversity Issues in Therapy;464
24.4;Diversity Issues in Research;471
24.5;Summary;478
24.6;Glossary;480
24.7;References;480
25;Chapter 19: Clinical Psychology Practice;488
25.1;Licensure;489
25.2;The Practice Landscape;490
25.3;Independent Practice;494
25.4;Other Settings, Roles, and Functions;498
25.5;Income Potential;498
25.6;The Future of Practice;499
25.7;Summary;502
25.8;Glossary;502
25.9;References;503
26;Chapter 20: Dissemination of Research Findings;506
26.1;Why Would a Clinician Consider Using an EST?;507
26.2;Criticism of the EST Movement;508
26.3;Do ESTs Work Outside of Research Facilities?;508
26.4;Are ESTs Used Outside of Research Facilities?;510
26.5;Obstacles to Dissemination;513
26.6;Solutions for Dissemination;517
26.7;Summary;526
26.8;Glossary;527
26.9;References;527
27;Chapter 21: The Future of the Profession;536
27.1;Introduction;536
27.2;Prescription Privileges;537
27.3;Psychologists' Participation in Interrogation and Torture;544
27.4;Evidence-Based Practice;546
27.5;Giving Psychology Away;551
27.6;Psychopathologizing Natural Behavior;554
27.7;Spirituality in Human Functioning;555
27.8;Summary;556
27.9;Glossary;558
27.10;References;559
28;Index;566