Contextual factors for the development of the national Asian American Psychology Training Center

The context for the National Asian American Psychology Training Center spans a 20-year period. The rising of consciousness by ethnic and minority groups began in the 1960s. Asian Americans had been popularly represented as a successful problem-free group. The development of the Minority Group Mental Health Center did not include Asian Americans. In 1972 the First National Conference on Asian American Mental Health was the occasion for an unexpectedly large gathering and a dramatic expression of concerns to the director of NIMH. Following this, the Asian American Psychological Association was established, and in 1978, the NIMH awarded it a grant for the National Asian American Psychology Training Conference. The conference developed the idea for the training center. In 1979, the training center was established as part of the Richmond Maxi-Center in San Francisco.     

Pediatric Psychology: Perspectives and Training Implications

With a clinical case as illustration, the range of clinicaland teaching demands made upon the pediatric psychologist isexplored. The roles of the pediatric psychologist in a medicalsetting as a data-gatherer, liaison-teacher, and "process consultant"among the professional disciplines engaged in child health careare described. The implications of these role demands for trainingin pediatric psychology are examined. It is proposed that preparationfor these functions requires that the pediatric psychologisthave basic training in clinical child psychology, child development,and in a broad range of psychometric assessment techniques.The ability to utilize consultation models of differing complexitiesis a necessary component in such training. In addition, thepediatric psychologist will require a solid background in research.This emerging model of practice, when compared to the traditional"practitioner-scientist" model, is described as the "practitioner-consultant-scientist"model.     

Postdoctoral Training Opportunities in Pediatric Psychology: A Review

Postdoctoral training has become an increasingly more standardroute for training in all of the biomedical sciences. Pediatricpsychology, as a relatively new subspecialty within clinicalchild psychology, has emerged principally from training programsat the internship and postdoctoral level. The postdoctoral trainingprograms in pediatric psychology known to be available are brieflyreviewed, their characteristics discussed, and then the experienceof the Oklahoma University Health Sciences Center postdoctoraltraining program is reviewed in detail.     

Training in Pediatric Psychology: Survey Results and Recommendations

Little specific information is available on the types of experiencesthat are important for training in pediatric psychology. Toaddress this need, the membership of the Society of PediatricPsychology (SPP) was surveyed regarding their views on the structureand content of training. A total of 160 completed forms werereceived, representing a return rate of approximately 32%. Surveyresults suggested that training in pediatric psychology should(a) encompass course work and applied experiences in developmentaland clinical child psychology, behavioral assessment and intervention,and child health psychology; (b) move from broad-based activitiesoccurring early in graduate training, to more specialized experienceslater on (internship and postdoc); (c) consider viewing postdoctoraltraining as a necessary step in the preparation of pediatricpsychologists. Distinctions between pediatric psychology andclinical-child and health psychology are discussed with respectto training needs.     

The Measurement of Clinical Psychology Training Programs

Hard! et al. (this issue) present a survey of programs as to their success at producing members of faculties of clinical training programs. The survey has many strong points and does this task well, although there are several methodological problems inherent in the approach. However, they also give unwarranted credibility to a norm-referenced approach to measurement and elevate inadequate prior works by including them as criterion measures. Clinical training is multifaceted, and it is unlikely that any single list ever could capture the extent of variability in programs of equal but differing sources of excellence.     

Training and disillusion in Counselling Psychology: A psychoanalytic perspective

In this paper, I argue * that Counselling Psychology's professional identification with pluralism poses significant emotional problems for trainees. An important factor in such problems may be the trainee's sense of disappointment and disillusion that the route to professional and personal self‐transformation will not be achieved via a set of universal theoretical principles and established clinical ‘rules’. I draw on recent psychoanalytic theory to suggest that the task facing trainees involves balancing pluralism, characterized as an ‘external’ third position, with an ‘internal’ third space indexing an awareness of subjectivity and intersubjectivity. Maintaining a dialogical‐dialectical perspective on these two positions allows for a creative space in which the trainee may be transformed from lay helper into professional counselling psychologist via a personal engagement with theoretical, clinical and academic material presented during training.     

Introduction to the Special Issue: Training in Pediatric Psychology

When pediatric psychology began as a field of study nearly 35years ago, issues related to training clinical psychologiststo practice dominated the field (Tuma, 1975, 1980, 1982; Tuma & Grabert, 1983). At inception, the field's constructsand terms needed to be explicated. Investigation then proceeds,and the specialty becomes science. The Society of PediatricPsychology (SPP), formed in 1967, led to the Journal of PediatricPsychology, first published in 1975, which now showcases our science as the prototype for scientific inquiry in pediatricpsychology. The Handbook of Pediatric Psychology defines thefield as it was in the late 1980s (Routh, 1988) and in themid-1990s (Roberts, 1995). In the early 1980s, informationabout the field of pediatric psychology appeared in textbooks (Drotar, Benjamin, Chwast, Litt, & Vajner,     

美国积极临床心理学的研究现状

目的 本文旨在对美国积极临床心理学的研究现状进行概要的介绍与评述。方法通过对近几年来美国积极心理学文献资料的回顾,提炼并分析在积极心理学范式下有关临床心理学的新主张。结果 美国积极临床心理学将日益关注以人类力量与美德为取向的病因学及干预体系研究,借鉴DSM建立的力量与美德分类目录以及编制的调查问卷已初具规模,但也面临着一些挑战。结论 构建以力量与美德为核心取向的积极临床心理学模式,将成为传统临床心理学的有益补充。中国传统文化中包含着深划的心性修养理念,在美国开展的积极临床心理学研究,也将为我国的相关研究带来有益的启示与借鉴。     

Education and Training in Clinical Psychology: Correcting Some Mistaken Beliefs

Survey data reported by Norcross and Karpiak (2012) help to correct three mistaken beliefs that have implications for education and training in clinical psychology. Most Society of Clinical Psychology respondents are satisfied with their career choice, which tempers concerns that becoming a clinical psychologist is a pathway to career disappointment. Most respondents are both contributing to the literature and engaging in clinical practice, which negates convictions that the Boulder scientist–practitioner model has ceased to be a viable guide for graduate education. The majority of respondents are engaged in diagnosis/assessment, which dispels impressions that assessment is no longer of importance in the preparation of clinical psychologists. Psychological assessment is currently a thriving area of research and practice that is receiving less attention than it should in graduate programs.     

关于中国临床心理学系统培训的探讨

本文旨在借鉴美国临床心理学培养模式,探讨关于中国临床心理学系统培训的一些想法.本文以美国罗格斯大学临床心理学博士培训计划为例具体介绍美国临床心理学工作者的培养模式,然后根据美国的培养模式和国内培训现状,提出了在国内进行临床心理学培训的一些看法,具体探讨了如何完善课程设置和加强实践培训.     

PhD Training in Clinical Psychology: Fix It Before It Breaks

During the past 60 years clinical psychology training programs have made remarkable changes as psychologists' professional roles and scientific contributions have emerged. Yet, there are a number of issues that have implications regarding the quality of research training in PhD programs. Current PhD programs are encouraged to offer a joint PsyD/PhD training program when their goal is to train researchers and clinicians who would be eligible for licensure. It is recommended that the PhD serve only as a research degree. A joint PsyD/PhD addresses many of the identified problems and issues. It conserves resources for research training and explicitly identifies, recognizes, and rewards the training that is required. It may best serve to advance the knowledge base of clinical psychology.     

Internship Training in Clinical Psychology: Looking into Our Crystal Ball

We offer an overview of the landscape of internship training in 2006. Speculations about the future of internship training are provided. The issues focused upon are supply–demand imbalance, competency-based approach to education and training, internship processes and structures, and funding. Suggestions are made for cross-constituency collaborations to develop and implement innovative strategies for addressing these complex challenges.     

Clinical Child Psychology Training: Report in the Hilton Head Conference

The purpose of this presentation is to give an overview of the National Conference on Training Clinical Child Psychologists that was held on Hilton Head Island, South Carolina, May 15-18,1985. The conference was sponsored by the Section on Clinical Child Psychology (Section 1 of Division 12, American Psychological Association). The history, goals, issues, format, recommendation as well as contextual issues are discussed. Implementation is discussed from the vantage point of internal and external pressures for the conference.     

Principles for Training in Evidence‐Based Psychology: Recommendations for the Graduate Curricula in Clinical Psychology

We argue that the evidence‐based practice (EBP) model represents an evolution in integrating science and practice and synchronizes well with broader trends in health care. Because the curriculum for EBP training involves explicit emphasis on the best empirical evidence within Clinical Psychology, it can be utilized by all programs, irrespective of theoretical orientation or training mission. We articulate four principles that speak to core training and foundational clinical supervision, to guide training using an EBP model. These principles can be integrated within the larger rubric of a program and can encourage more consistent curricular reliance on EBP. This approach to doctoral training could lead to greater consistency across training programs and bring science and practice closer together within Clinical Psychology.     

Evaluating the Impact of Clinical Psychology Training Programs: Process and Outcome Issues

These comments identify key issues that need to be resolved to evaluate the impact or achievement of graduate training programs in clinical psychology. Three questions ought to be addressed to evaluate impact empirically: (1) What is a given training program trying to accomplish; that is, what are the goals? (2) What features of the program are designed to contribute to these goals; that is, what are the means? and (3) How can the goals and the means be assessed to elaborate their connections? Evaluating training programs is not fundamentally different from other research and begins with a careful analysis of the constructs of interest (e.g., program goals), identification of measures of the goals and the means, and considering, ruling out, or making implausible the influence of other factors (e.g., student selection, faculty selection, curriculum) that, if not conceived of as part of training, could serve as confounds.     

Training in Clinical Child Psychology: A Revision of the Places Rated Almanac

In a recent chapter I (Routh, 1985) attempted to provide an index of the relative quality of 23 universities in terms of their production of clinical child psychologists. Roberts (1985) provided a critique of this chapter. Taking some of his criticisms into account, this revision presents information on the universities' graduates in more detail rather than in aggregate form, and statistically adjusts the data for differences in longevity (i. e the average time since their doctoral degrees were granted).