Models of collaboration between psychologist and family doctor: a systematic review of primary care psychology

open2noThe prevalence of psychological suffering is greater than the actual request for clinical consultation in Europe (Alonso et al., 2004). In Italy, no more than 5.5% of the population requested psychological assistance during lifetime (Miglioretti et al., 2008). There are different obstacles that prevent the access to mental health services, such as economic restrictions (Mulder et al., 2011), cultural prejudice (Kim et al., 2010), and lack of knowledge about the service providers that can answer to the patient’s psychological needs (Molinari et al., 2012). Therefore, the psychologist is often consulted as a last resort, only after everything else has failed, when problems have become severe, and thus requiring longer, more intensive, and expensive treatments. The introduction of the Primary Care Psychologist, a professional who works together with the family doctor, allows to overcome the above-mentioned problems and intercept unexpressed needs for psychological assistance. This professional role is operating in many countries since several years. In this study, current literature concerning different models of collaboration between physician and psychologist, in Europe and in Italy, was reviewed. A systematic search of Web of Science (ISI), Pubmed, Scopus, and PsychINFO was conducted using the initial search terms Primary Care Psychologist, Family Doctor, Primary Care, Collaborative Practice, and several relevant papers were identified. The review has shown the improved quality of care when mental health care is integrated into primary. Analyzing how different programs are implemented, results indicated that the more efficacious models of Primary Care Psychology are those tailored on the environment’s needs.The results of our systematic review stress the importance of the Primary Care Psychologist implementation also in Italy, to intercept unexpressed psychological needs and enhance clients’ quality of life.openFrancesca, Bianco; Enrico, BenelliBianco, Francesca; Benelli, Enric

2016 Psychologist Licensure Survey Instrument

In 2016 Psychologists who biennially renewed their license electronically were invited to complete this voluntary Survey Instrument administered by the Indiana Professional Licensing Agency (IPLA). The data used for the 2016 Mental Health Workforce Data Report were extracted from survey data from these files provided by IPLA through the Indiana State Department of Health

Positive psychology and romantic scientism: Reply to comments on Brown, Sokal, & Friedman (2013)

This is a response to five comments [American Psychologist 69, 626-629 and 632-635 (2014)] on our article arXiv:1307.7006.Comment: PDF, 9 page

The educational psychologist as a pedagogue for pupils with social, emotional and behavioural difficulties

This thesis reflects my personal and professional journey from teacher to educational psychologist through significant periods in the education of children with Social Emotional and Behavioural Difficulties (SEBDs) in the UK. It also draws of on lessons learnt from my experience working in North America in the early years of my career. The main aims of my research were to: (1) Appraise the contribution an educational psychologist could make in assessing the learning potential of children and young people with SEBDs, and (2) Consider the „added value‟ that an educational psychologist might bring to enable these children as better learners and teachers as better teachers of children with SEBDs. 45 Children and young people with Social Emotional Behavioural Difficulties and their parents and teachers participated in the research. A mixed methods approach was employed to undertake three related case studies and a reflexive and narrative analysis was employed. Main outcomes of the research were (i) SEBDs were almost always accompanied by often unrecognised learning difficulties; (ii) A cognitive assessment by an educational psychologist had an added value in understanding the needs of the child; (iii) When parents and teachers of children who participated in an especially designed intervention, it changed their views of their children‟s behaviours. They reported significant improvement in their children‟s social skills and behaviour. I conclude the thesis by considering the implications of findings for the benefit of children with SEBDs. It is crucial that teachers identify and assess learning difficulties in all children and young people and clearly differentiate these from matters of and interventions for behaviour difficulties. Teachers and parents can be empowered to deal with their children‟s behavioural difficulties by involving the Educational Psychologist as a pedagogue, sitting as he or she does at the crossroads of education and psychology

Nothing About Us Without Us: Combining Professional Knowledge with Service User Experience in Training about Mental Health and Learning Disabilities

Recent policy documents relating to people with learning disabilities have proposed that they be more fully included in generic mental health care provision. In practice such inclusion has been slow to proceed, hampered by factors which appear to include lack of knowledge and confidence on the part of generic mental health practitioners. Policy documents have also recommended training of practitioners by people with learning disabilities, which has been found to impact positively on confidence and attitudes. This study reports on a training session delivered to ‘Improving Access to Psychological Therapies’ practitioners by a service user with learning disabilities who has accessed mental health services, together with a clinical psychologist and an honorary assistant psychologist. The practitioners were asked to rate their knowledge about and confidence in working with people with learning disabilities before and after the training. Participants rated themselves as having significantly greater knowledge and confidence following the training, and many of the qualitative reasons given for these changes mentioned the contribution of the service user. This paper includes details of her particular contribution to the training, together with her reflections on the experience of joint training, given in an interview with the assistant psychologist. It is concluded that joint training needs to be developed and its impact further researched

Psychologists Collaborating With Clergy

If a patient adheres to religious values and practices, should the treating psychologist get input from a clergyperson? How frequent is clergy-psychologist collaboration? What obstacles impede such collaboration? An exploratory survey questionnaire was sent to 200 clergy, 200 psychologists interested in religious issues, and 200 psychologists selected without regard to religious interests or values. Four themes were assessed: types of collaborative activities, frequency of collaboration, obstacles to collaboration, and ways to enhance collaboration. Strategies for promoting clergy-psychologist collaboration include challenging unidirectional referral assumptions, building trust through proximity and familiarity, and considering the importance of shared values and beliefs

6 Questions on Psychological Well-Being Among the Latinx Population

After practicing many years as a clinically-trained psychologist studying the causes of disorders, Alejandro Leguizamo decided to turn his investigations toward “what goes right” for people

Child abuse: A reality to be exposed

I occasionally write on topics relating to psychology since I am a trained psychoanalyst. One of the evils which plagues us is child abuse which a psychologist had correctly called soul murder in the 1990s. This article was written to sensitize parents. And also is philosophy (of evil) in praxes