Psychologists’ Diagnostic Processes during a Diagnostic Interview

In mental health care, psychologists assess clients’ complaints, analyze underlying problems, and identify causes for these problems, to make treatment decisions. We present a study on psychologists’ diagnostic processes, in which a mixed-method approach was employed. We aimed to identify a common structure in the diagnostic processes of different psychologists. We engaged an actor to simulate a client. Participants were asked to perform a diagnostic interview with this “client”. This interview was videotaped. Afterwards participants first wrote a report and then were asked to review their considerations during the interview. We found that psychologists were comprehensive in their diagnostic interviews. They addressed the client’s complaints, possible classifications, explanations, and treatments. They agreed about the classifications, more than about causal factors and treatment options. The content of the considerations differed between the interviews and the reports written afterwards. We conclude that psychologists continuously shifted between diagnostic activities and revised their decisions in line with the dynamics of the interview situatio

Clinical Psychologists\u27 Perceptions of Persons with Mental Illness

Clinical psychologists have an ethical responsibility to monitor the nature and appropriateness of their attitudes toward persons with mental illness. This article presents the results of a survey of randomly selected clinical psychologists who were asked to rate the effectiveness, understandability, safety, worthiness, desirability, and similarity (to the rater) of persons with moderate depression, borderline features, and schizophrenia. The results show that psychologists perceive these individuals differently with respect to these characteristics. The results also suggest that psychologists disidentify or distance themselves from persons with personality and psychotic conditions. Implications for quality improvement and stigma reduction in the field of professional psychology are discussed

Professional practices, training, and funding mechanisms: A survey of pediatric primary care psychologists

The integration of mental health services in primary care settings has expanded rapidly in recent years with psychologists being at the forefront of efforts to promote healthy behaviors, reduce disease, and care for behavioral, emotional, and developmental needs to promote overall health and well-being for children and families (Asarnow, Kolko, Miranda,&Kazak, 2017; Stancin& Perrin, 2014). While there are many psychologists working in pediatric primary care (PPC), little is known about the specific activities that these psychologists engage in, the training they receive, or funding mechanisms that support their work. This study sought to address this gap in the literature through a survey of psychologists working in PPC. An anonymous online survey was disseminated to members of professional organizations and listservs who were identified as having interest in PPC. Psychologists (N-65) currently practicing in PPC completed the survey by reporting on clinical roles and practices, professional training, practice settings, and funding supports in PPC settings. Results indicate that psychologists assume a number of roles in PPC including providing individual and family therapy, conducting screenings for child mental health concerns, and providing consultation to medical colleagues. Many psychologists also provide supervision and offer educational opportunities for those in related fields, such as medicine and social work. Engagement in research activities was identified as a secondary activity. It was reported that a number of clinical activities were not billed for on a regular basis. Additional areas of research will be discussed along with implications for clinical services in PPC.. © 2017 American Psychological Association

Where has all the psychology gone? A critical review of evidence-based psychological practice in correctional settings

Evidence-Based Practice (EBP) represents the gold standard for effective clinical psychological practice. In this review, we examine ways in which EBP tenets are being neglected by correctional psychologists worldwide. We examine three key aspects of EBP currently being neglected: (a) individualized and flexible client focus, (b) the therapeutic alliance, and (c) psychological expertise. We also highlight two highly related issues responsible for correctional psychologists' neglect of EBP. The first relates to policy makers' and correctional psychologists' overreliance on the Risk–Need–Responsivity Model to guide correctional practice. We argue that the narrow focus and implementation of this model has resulted in a severe identity problem for correctional psychologists that has severely exacerbated the dual relationship problem. That is, the tension psychologists experience as a result of engaging in psychological practice while also obliging the risk and security policies of correctional systems. The second issue concerns psychologists' response to the dual relationship problem. In short, psychology, as a discipline appears to have acquiesced to the dual-relationship problem. In our view, this constitutes a ‘crisis’ for the discipline of correctional psychology. We offer several recommendations for injecting EBP back into correctional psychology for the individual, psychology as a discipline, and correctional policy makers

Sport psychologists’ experiences of organizational stressors

This study extends stress research by exploring sport psychologists’ experiences of organizational stressors. Twelve accredited sport psychologists (6 academics and 6 practitioners) were interviewed regarding their experiences of organizational stress within their jobs. Content analysis involved categorizing the demands associated primarily and directly with their occupation under one of the following general dimensions: factors intrinsic to sport psychology, roles in the organization, sport relationships and interpersonal demands, career and performance development issues, and organizational structure and climate of the profession. A frequency analysis revealed that academics (ΣAOS = 201) experienced more organizational stressors than practitioners (ΣPOS = 168). These findings indicate that sport psychologists experience a wide variety of organizational stressors across different roles, some of which parallel those found previously in other professions. The practical implications for the management of stress for sport psychologists are discussed

A lesson learned in time: Advice shared by experienced sport psychologists

Through experience, sport psychologists will learn countless valuable lessons. Some lessons, however, are likely to stand out vividly to a psychologist because they made a valuable difference to how they practise. The present project focuses on these outstanding lessons. In essence, sport psychologists who had been practising for between 11 and 28 years (mean ± SD = 19 ± 5) were asked to share their most valuable advice about any aspect of sport psychology client work with other sport psychologists. This publication presents participants' full responses

Keynote Address: Barriers and incentives to Māori participation in the profession of psychology

It is well known that Māori are overrepresented within the client group of psychologists. Despite ongoing attempts to recruit and retain more Māori within the discipline of psychology, the numbers of Māori psychologists continues to remain low, raising serious concerns about the ability of the profession to effectively meet the needs of its clientele. The objectives of this study were to identify the, barriers to, and incentives for improving the recruitment and retention of Māori in the profession of psychology and Māori to gain and maintain registration as psychologists. This paper is based on the full report provided to the New Zealand Psychologists’ Board. The findings in this study clearly demonstrate that in order to attract Māori to participate in psychology, the majority of environments need to change substantially. It is simply not enough for organisations, whether they are educational, professional, or service delivery agencies, to identify the need for more Māori psychologists, yet still fail to commit to, and actively engage in, altering long identified environmental factors that are barriers to Māori participation

African American and European American Therapists’ Experiences of Addressing Race in Cross-Racial Psychotherapy Dyads

Using Consensual Qualitative Research, 12 licensed psychologists’ overall experiences addressing race in psychotherapy were investigated, as were their experiences addressing race in a specific cross-racial therapy dyad. Results indicated that only African American psychologists reported routinely addressing race with clients of color or when race was part of a client’s presenting concern. European American psychologists indicated that they would address race if clients raised the topic, and some reported that they did not normally address race with racially different clients. When discussing a specific cross-racial dyad, African American therapists more often than European American therapists addressed race because they perceived client discomfort. Only European American therapists reported feeling uncomfortable addressing race, but therapists of both races perceived that such discussions had positive effects

EAPC task force on education for psychologists in palliative care

It is argued that psychological aspects of care and psychosocial problems are essential components of palliative care. However, the provision of appropriate services remains somewhat arbitrary. Unlike medical and nursing care, which are clearly delivered by doctors and nurses respectively, psychological and psychosocial support in palliative care are not assigned exclusively to psychologists. It is generally expected that all professionals working in palliative care should have some knowledge of the psychological dynamics in terminal illness, as well as skills in communication and psychological risk assessment. On the one hand, palliative care education programmes for nurses and doctors comprise a considerable amount of psychological and psychosocial content. On the other hand, only a few palliative care associations provide explicit information on the role and tasks of psychologists in palliative care. Psychologists’ associations do not deal much with this issue either. If they refer to it at all, it is in the context of the care of the aged, end-of-life care or how to deal with grief