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Clinical Psychology A Modern Health Profession

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ISBN-10: 0205861202

ISBN-13: 9780205861200

Edition: 2012

Authors: Wolfgang Linden, Paul Hewitt

List price: $162.00
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Description:

Introduces students to Clinical Psychology by portraying the field as a health profession that uses cognition, emotion and somatic principles to help understand, assess and modify health showcasing the field in its reality. For undergraduate sophomore/junior level Clinical Psychology courses. The authors approached the task as beginning with an appreciation for the problems that the profession needs to solve which makes it easy to relate to them as ‘real’. This book is distinct because itHas a fresh approach to learning, encouraging problem solving rather than lecturingOffers an international perspectiveViews clinical psychology as an integrative health care profession and not just a mental health care fieldIntegrates social and biological bases of behaviorPresents material pertaining to the realities of being a clinical psychologist.
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Book details

List price: $162.00
Copyright year: 2012
Publisher: Prentice Hall PTR
Publication date: 11/10/2011
Binding: Mixed Media
Pages: 560
Size: 7.60" wide x 9.40" long x 1.25" tall
Weight: 2.244
Language: English

Douglas Llewellyn is Director of Science at the Rochester City School District, a professor of undergraduate and graduate level science education at St. John Fisher College in Rochester, a former middle school science teacher, and junior high school principal. He is a frequent guest speaker at local and national science conferences and has been involved with numerous National Science Foundation grants on systemic reform. nbsp;Douglas Llewellyn is Director of Science at the Rochester City School District, a professor of undergraduate and graduate level science education at St. John Fisher College in Rochester, a former middle school science teacher, and junior high school principal. He is a frequent guest speaker at local and national science conferences and has been involved with numerous National Science Foundation grants on systemic reform. nbsp;Wolfgang Linden grew up in Germany and received his first academic degree (Diplom-Psychologe) from the University of Muenster in 1975.nbsp; A year later, he began graduate studies at McGill University in Montreal and received his Ph.D. in Clinical Psychology in 1981.nbsp; Following a position as Lecturer in Psychiatry at McGill University, he joined the Psychology Department at the University of British Columbia, Vanouver, where he is now a Full Professor in the Clinical Psychology Program.nbsp; His research interests span psychological factors in the etiology, treatment, and rehabilitation of cardiovascular disease and cancer, eating disorders, and the translation of research findings into clinical practice.nbsp; He maintains a private practice and offers stress management workshops to companies, community groups, and out-patients.

Chapter Organization
Describing the profession
The challenges and responsibilities of four different psychologists
A Clinical Psychology student
Clinical Psychologist A - working in a general hospital setting
Clinical Psychologist B - working in a private practice setting
Clinical Psychologist C - working in an academic setting
Practice realities in Clinical Psychology
Conclusion
Chapter objective
Considerations for career planning
Concrete planning steps
Maximizing your academic preparation and building the best
Possible application package for graduate training
Application Forms
Grade Point Averages
Graduate Record Examination (GRE)
The statement of interest
Letters of reference
Research or clinical experience?
Timing Issues
Surviving graduate school
Getting licensed
Getting the most of graduate school
Post-doctoral training
Getting licensed
Conclusions
Chapter Objective
Chapter Organization
Properties of psychological tests
Reliability
Validity
How should tests be described with respect to their
reliability and validity?
Measuring change in therapy
Methods used to learn about therapy outcome:
Case studies
Therapy outcome research
Qualitative research
Program Evaluation
Objectives
Setting the tone
Defining what ethical behavior is
Our Profession's Commitment to Ethical Standards of Practice
Legal facts and Ethics
Practice Guidelines/Codes of Conduct
Custody and Access Reports: necessary and contentious
Codes of Ethics
General Principles
Conclusion
Objective of This Chapter
Vignettes 1-4
Psychological Problems that Clinical Psychologists Focus On
Defining Psychological Problems
Statistical or Normative Approach
Subjective Interpretation (psychological pain)
Judgments of Maladaptive Functioning
Issues in Defining Psychological Problems
Some Concepts in Defining Psychological Problems
Sign
Symptom
Syndrome
Mental Disorder
Psychological Problems: What processes are affected?
Emotions and Emotional Regulation
Thoughts/Cognitions, Intellectual Functioning, Information Processing
Perceptions
Interpersonal Processes
Regulatory or Coping Behavior
Development
Environment
Conceptualizations of Psychological Problems
Philosophical underpinnings of Orientations to Psychopathology
Symptom as Focus
Underlying Cause as Focus
Current Conceptualizations of Psychopathology
Diagnostic Classification Systems
Descriptions
Communication
Research
Theory Development
Treatment
Education
Insurance and Reimbursement
Epidemiological Information
Specific Current Classification Systems
International Classification of Diseases 10
Diagnostic and Statistical Manual of Mental Disorders 4th Ed Text Revision
The Psychodynamic Diagnostic Manual
The Operationalized Psychodynamic Diagnostics
Summary
Ongoing Considerations
Key Terms Learned
Thinking Questions
Objective of This Chapter
Vignettes 1-3
What is Psychological Assessment?
Psychological Testing versus Psychological Assessment
Psychological Assessment in Practice and Training
Purpose of Assessment
The Tools of Psychological Assessment
Types of Psychological Assessment
Psychodiagnostic Assessment
Intellectual/Cognitive
Behavioral
Health
Psychophysiological
Rehabilitative
Forensic
Goals of Assessment
Problem Explication
Formulation
Prognosis
Treatment Issues and Recommendations
Provision of Therapeutic Context
Communication of Findings
Research
Importance of Context
Interpretation, Decision Making, and Prediction
Qualitative or Actuarial Approach
Clinical Judgment or Subjective Approach
Clinical Decision Making and Errors in Judgment
Base Rate Issue
Barnum Effect
Illusory Correlation
Preconceived Ideas and Confirmatory Bias
Inappropriate Use of Heuristics
Summary
Ongoing Considerations
Key Words Learned
Thinking Questions
Objective of This Chapter
Psychodiagnostic Assessment
What are the tests and tools used in psychodiagnostic assessment?
Clinical Interviews
Unstructured Interviews
Pros of Unstructured Interviews
Cons of Unstructured Interviews
Structured Interviews
Pros of Structured Interviews
Cons of Unstructured Interviews
Objective Tests: Self-Report Inventories
Minnesota Multiphasic Personality Inventory (MMPI) and MMPI-2
Validity Scales
Clinical Scales
Interpretation
Reliability and Validity
Pros of MMPI-2
Cons of MMPI-2
MMPI-A
Millon Clinical Multiaxial Inventories
Pros of the MCMI-III
Cons of the MCMI-III
Personality Assessment Inventory (PAI)
Rating Scales
Projectives
Rorschach Inkblot Technique
Reliability and Validity
Pros of the RIT
Cons of the RIT
Thematic Apperception Test (Technique)
Reliability and Validity
Pros of the TAT
Cons of the TAT
Drawing Tasks
Reliability and Validity
Pros of the Drawing Tasks
Cons of the Drawing Tasks
Summary
Key Terms Learned
Ongoing Considerations
Thinking Questions
Intellectual Assessment
Purpose of Intellectual Assessment
Domains Assessed in Intellectual Assessment
G Model or the Psychometric Approach
Multiple Intelligences
Gardner's Theory of Multiple Intelligences
What is IQ?
Intelligence Tests
Stanford-Binet Scale
Stanford-Binet 5 (SB-5)
Wechsler Scales of Intelligence
Wechsler Adult Intelligence Scale-IV (WAIS-IV)
Wechsler Intelligence Scale for Children-IV (WISC-IV)
Wechsler Preschool and Primary Scale of Intelligence-III (WPPSII-II)
Interpreting and Using Intelligence Test Scores
Clinical Neuropsychology and Neuropsychological Evaluations
Purposes of Neuropsychological Assessment
Assumptions Underlying Neuropsychological Assessment
Domains Important to Assess
How is a Neuropsychological Evaluation Done?
Neuropsychological Tests: Fixed Batteries
Halstead Reitan
Pros of the Halstead Reitan
Cons of the Halstead Reitan
Luria Nebraska
NEPSY-III: A Developmental Neuropsychological Assessment
Neuropsychological Testing: Process Approach
Summary
Key Terms Learned
Ongoing Considerations
Thought Questions
Chapter objectives
Behavioral Assessment
Rationale and basic principles
Validity and ethics in implementation and interpretation
What can be done to maximize the usefulness of observations? Tips for strengthening observational methods
Self-Monitoring
Summary
Biological Assessment
Physiological systems
Measurement of physiological activity
Reliability and validity
Application
Summary
Conclusion
Objective
Defining Psychotherapy
The Therapy Environment
Homework assignments
Therapy length
Multi-client therapy
Elements in the process of therapy
The Client
The Therapist
The Technique
The Alliance
Typical presenting problems
The therapeutic relationship
Cultural competence in clinical psychology
Conclusion
Objective of this chapter
Psychoanalysis
Terminology
How Common is Psychoanalysis or Psychodynamic Treatment?
General Principles of the Theoretical Models Underlying Psychoanalytic Treatment
Primary Assumptions and Principles of Psychoanalytic Treatment
Evolution of Psychoanalytic Theory
Phases of Classical Psychoanalysis
Ego Psychology