Статті в журналах: "Masters; Psychology; Clinical"

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Saha, Asoke Kumar. "Applied Psychology in Bangladesh: Progress and Prospect." Mind and Society 11, no. 02 (June 30, 2022): 109–14. http://dx.doi.org/10.56011/mind-mri-112-202212.

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Psychology classes were first taught at Rajshahi University in 1956. In 1965, the University of Dhaka established the Department of Psychology. The Department of Psychology at Jagannath University offered an MSc programme in Psychology within the Faculty of Science in 1986. Chittagong University’s Department of Psychology was founded in 2005 as part of the Biological Sciences Faculty. During the 1993–94 academic years, the University of Dhaka began a postgraduate professional training program in conjunction with the University of London as part of the link initiative. In 1995, the MS in Clinical Psychology program began. Since 1997, Dhaka University has had a separate Department of Clinical Psychology within the Faculty of Biological Sciences, which offers clinical psychology masters and training program as well as produces professional clinical psychologists. In 2012, the Department of Psychology at Jagannath University introduced one-year master’s degrees in psychology in three areas: clinical and counseling psychology; industrial and organizational psychology; and educational and developmental psychology. In 2015, Rajshahi University created a new Clinical Psychology Department inside the Faculty of Life and Earth Science. The Department of Clinical Psychology provides a fouryear BSc Honors degree in Clinical Psychology and a one-year Master’s program in Clinical Psychology. The availability of applied psychologist placement chances in Bangladesh is still limited, indicating that there is a great need for and numerous opportunities to work as a professional psychologist in various fields in Bangladesh.

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Geerlings, Lennie R. C., Claire L. Thompson, Vivian Kraaij, and Ger P. J. Keijsers. "Culturally competent practice: A mixed methods study among students, academics and alumni of clinical psychology master’s programs in the Netherlands." Europe’s Journal of Psychology 14, no. 1 (March 12, 2018): 88–106. http://dx.doi.org/10.5964/ejop.v14i1.1461.

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This is the first research into preparation for multicultural clinical psychology practice in Europe. It applies the theory of multicultural counselling competency (MCC) to a case study in the Netherlands. It was hypothesized that cross-cultural practice experience, identification as a cultural minority, and satisfaction with cultural training was associated with MCC. The Multicultural Awareness Knowledge and Skills Survey was completed by 106 participants (22 students, 10 academics, 74 alumni) from clinical psychology masters’ programs. MANOVA detected a main effect of cross-cultural experience on MCC for all groups and universities. The data were enriched with exploratory qualitative data from 14 interviews (5 students, 5 academics, 4 alumni). Interpretative Phenomenological Analysis revealed three themes: limitations of clinical psychology, strategies for culturally competent practice, and strategies for cultural competency development. These outcomes suggest that cultural competency continues to require attention in master’s programs. The paper makes recommendations for further research enquiry related to training clinical psychologists to practice in Europe’s multicultural societies.

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Wren, Barbara. "Consultancy in health psychology: an introduction." Health Psychology Update 1, no. 34 (December 1998): 39–41. http://dx.doi.org/10.53841/bpshpu.1998.1.34.39.

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I did my health psychology masters at Surrey University and went on to work in research. I worked for a year at the University of Surrey and then moved to Bexley Clinical Psychology Service where I worked for two years on a project to evaluate the primary care clinical psychology service. A key aspect of the service was providing consultancy to the GP teams in the practices where psychology was based. I received two years further funding and was interested in developing my role to involve both consultancy and training. I liaised with the health promotion service and eventually moved to work there managing a CHD prevention project that involved providing training and consultancy to primary care teams. During that time I completed my Masters in Occupational and Organisational Psychology and a consultancy skills course at the Tavistock. I now work as a Project Manager at the Health Education Authority as part of the professional development team. The broad responsibility of the team is to develop initiatives to support professionals with a remit for health promotion. The area I manage – called Learning at Work – specifically focuses on methods for workplace learning such as coaching and mentoring, supporting the use of the national occupational standards in health promotion and supporting the professional development of health promotion lecturers and educators.

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Weiner, Linda. "A Review of “Masters of Sex: The Life and Times of William Masters and Virginia Johnson, the Couple Who Taught America How to Love”." Journal of Sex & Marital Therapy 36, no. 1 (January 4, 2010): 105–7. http://dx.doi.org/10.1080/00926230903472177.

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Weiner, Linda, and Constance Avery-Clark. "Sensate Focus: clarifying the Masters and Johnson's model." Sexual and Relationship Therapy 29, no. 3 (March 14, 2014): 307–19. http://dx.doi.org/10.1080/14681994.2014.892920.

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Rafaely, Daniella. "TRANSFORMING PSYCHOLOGY: ENGLISH LANGUAGE IN PRACTICE." New Voices in Psychology 10, no. 2 (November 3, 2016): 28–42. http://dx.doi.org/10.25159/1812-6371/1826.

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This article explores transformation challenges in postgraduate psychology in the Clinical Masters programme at the University of the Witwatersrand. Although black students form the majority of students in the undergraduate psychology degree programme, this trend is reversed in postgraduate progammes throughout the psychology department, where white students form the bulk of the class and black students make up only a small percentage of the numbers. The research aims to offer a clear and coherent analysis of the underlying inequalities that underpin the racial unevenness between undergraduate and postgraduate psychology classes, while at the same time interrogating the very notions that serve to reproduce this uneven terrain. The research is conducted using both psychology lecturers, and students in undergraduate and postgraduate psychology programs at Wits, and is made up of a sample of twelve in-depth interviews from postgraduate students, undergraduate students and lecturers. These have been analysed qualitatively, using a Thematic Discourse Analysis. Findings centre on the pivotal role that language plays in the subject of racial transformation, both as an indicator of socioeconomic status and as a barrier to the psychology profession. Language is explored for its ideologically bound nature and the ways that this manifests both demographically and institutionally in the University of the Witwatersrand.

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Barker, Bryce, Conrad Cannell, Sarah Naylor, Kaity Pearl, Evan Stewart, and Megan Oka. "Let’s Play: Using Systemic and Experiential Techniques in the Play Therapy Instruction of MFT Masters’ Students." American Journal of Family Therapy 47, no. 1 (January 2019): 1–18. http://dx.doi.org/10.1080/01926187.2018.1558422.

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Branco, Susan F., and Vanessa Patton-Scott. "Practice What We Teach: Promoting Wellness in a Clinical Mental Health Counseling Masters Program." Journal of Creativity in Mental Health 15, no. 3 (November 28, 2019): 405–12. http://dx.doi.org/10.1080/15401383.2019.1696260.

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Kohtala, Aino, Raimo Lappalainen, Laura Savonen, Elina Timo, and Asko Tolvanen. "A Four-Session Acceptance and Commitment Therapy Based Intervention for Depressive Symptoms Delivered by Masters Degree Level Psychology Students: A Preliminary Study." Behavioural and Cognitive Psychotherapy 43, no. 3 (November 11, 2013): 360–73. http://dx.doi.org/10.1017/s1352465813000969.

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Background:Depressive symptoms are one of the main reasons for seeking psychological help. Shorter interventions using briefly trained therapists could offer a solution to the ever-rising need for early and easily applicable psychological treatments.Aims:The current study examines the effectiveness of a four-session Acceptance and Commitment Therapy (ACT) based treatment for self-reported depressive symptoms administered by Masters level psychology students.Method:This paper reports the effectiveness of a brief intervention compared to a waiting list control (WLC) group. Participants were randomized into two groups: ACT (n= 28) and waiting list (n= 29). Long-term effects were examined using a 6-month follow-up.Results:The treatment group's level of depressive symptoms (Beck Depression Inventory) decreased by an average of 47%, compared to an average decrease of 4% in the WLC group. Changes in psychological well-being in the ACT group were better throughout, and treatment outcomes were maintained after 6 months. The posttreatment “between-group” and follow-up “with-in group” effect sizes (Cohen'sd) were large to medium for depressive symptoms and psychological flexibility.Conclusions:The results support the brief ACT-based intervention for sub-clinical depressive symptoms when treatment was conducted by briefly trained psychology students. It also contributes to the growing body of evidence on brief ACT-based treatments and inexperienced therapists.

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Schwartz, Mark E. "The masters and johnson treatment program for sex offenders: Intimacy, empathy and trauma resolution." Sexual Addiction & Compulsivity 1, no. 3 (July 1994): 261–77. http://dx.doi.org/10.1080/10720169408400047.

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Fang, Lin, Marion Bogo, Faye Mishna, Lawrence Murphy, Margaret F. Gibson, Valeska Griffiths, and Glenn Regehr. "Development and Initial Evaluation of the Cyber-Counseling Objective Structured Clinical Examination (COSCE)." Research on Social Work Practice 23, no. 1 (September 20, 2012): 81–94. http://dx.doi.org/10.1177/1049731512459966.

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Objectives: This study developed and validated the Cyber-Counseling Objective Structured Clinical Examination (COSCE), a method and tool used to assess the competence level of trainees and professionals who practice cyber-counseling. Method: The COSCE’s development involved the creation of a cyber-counseling performance rating scale and two simulated client scenarios, and the recruitment and training of three raters. The COSCE was tested on six masters of social work students and six seasoned cyber-counseling practitioners. Results: We examined the COSCE’s internal consistency, interrater reliability, and interclient reliability. In addition, we assessed the construct validity through exploratory factor analysis and known-groups validation method. Conclusions: With further improvement, the COSCE can be a reliable and valid tool in assessing the competence of cyber-counseling practitioners.

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12

Gold, Joshua M. "Profiling Marital Satisfaction among Graduate Students: an Analysis of the Perceptions of Masters and Doctoral-Students." Contemporary Family Therapy 28, no. 4 (August 26, 2006): 485–95. http://dx.doi.org/10.1007/s10591-006-9019-6.

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13

Storm, Cheryl L. "PLACING GENDER IN THE HEART OF MFT MASTERS PROGRAMS: TEACHING A GENDER SENSITIVE SYSTEMIC VIEW." Journal of Marital and Family Therapy 17, no. 1 (January 1991): 45–52. http://dx.doi.org/10.1111/j.1752-0606.1991.tb00863.x.

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Keiley, Margaret K., and Fred P. Piercy. "THE “CONSULTING-YOUR-CONSULTANTS INTERVIEW”: A FINAL NARRATIVE CONVERSATION WITH GRADUATING FAMILY THERAPY MASTERS' STUDENTS." Journal of Marital and Family Therapy 25, no. 4 (October 1999): 461–68. http://dx.doi.org/10.1111/j.1752-0606.1999.tb00262.x.

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15

Morán Astorga, Consuelo. "Universitas Legionensis: Segunda etapa en la trayectoria investigadora del profesor Dionisio Manga / Universitas Legionensis: Second period in the research trajectory of Professor Dionisio Manga." Psychology, Society, & Education 9, no. 3 (November 26, 2017): 357. http://dx.doi.org/10.25115/psye.v9i3.858.

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RESUMENLa última etapa de Dionisio Manga como profesor y como investigador tuvo lugar en la Universidad de León, donde sin duda marcó un antes y un después. Y donde dejó su impronta en los dos ámbitos. Con el nació en esta universidad el Departamento de Psicología, donde se acogió a las áreas de la Filosofía y de Sociología. Él impulsó la labor investigadora en la mayoría de los profesores del área de Personalidad, Evaluación y Tratamiento Psicológico, ya que con su oportuna llegada obtuvimos muchos de sus miembros el grado de doctor. Dirigió además numerosos trabajos fin de máster, y los anteriormente denominados Trabajos de 12 créditos, para obtener el título de Suficiencia investigadora. También de su maestría investigadora aprendimos a movernos en el difícil mundo editorial para publicar los resultados de nuestras investigaciones. Dirigió y democratizó muy sabiamente el Departamento de Psicología, Sociología y Filosofía durante más de ocho años. Y tan enamorado estaba de su trabajo que estuvo dos años más, ayudando en esta apasionada tarea de investigar, de enseñar y de ayudar a los demás, altruistamente de eso doy fe.ABSTRACTThe last period of Dionisio Manga like professor and researcher was at the University of León, where he marked a before and an after. In addition, he mark his imprint in both areas. He was born the Department of Psychology, with the areas of Philosophy and Sociology. He promoted the research work in most of the teachers in the area of Personality, Evaluation and Psychological Treatment, because with his timely arrival to it we obtained many of its members the degree of doctor. He also directed numerous works of masters, or the previously denominated Works of 12 credits, to obtain the title of Investigatory Sufficiency. Also from his research mastery, we learned to move in the publishing world to place in the results of ours research. He managed and democratized the Department of Psychology, Sociology and Philosophy very wisely. Moreover, he was so in love with his work that he spent two more years, helping in this passionate task of investigating, teaching and helping others, altruistically I give faith.

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Washburn, Micki, Danielle E. Parrish, Holly K. Oxhandler, Anny K. Ma, and Brianna Garrison. "A Mixed-Methods Investigation of Licensed Masters-Level Social Worker’s Engagement in Outcome Evaluation." Research on Social Work Practice 32, no. 2 (October 19, 2021): 186–98. http://dx.doi.org/10.1177/10497315211051623.

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Purpose Little is known concerning the way that Licensed Masters-Level social workers are evaluating outcomes. Methods Licensed providers ( n = 111) completed a mixed-methods web-based survey regarding ways they evaluate practice outcomes. Content analysis was used to identify ways in which social workers reported evaluating practice outcomes. Results Evaluation methods identified were (1) not consistently evaluating client outcomes, (2) completion of follow-up appointments, (3) clinical judgment/completion of treatment plan, (4) satisfaction surveys, (5) client-reported symptom remission, (6) judgment of key informants, and (7) standardized objective measures. Objective evaluation methods were used most by individuals reporting frequent outcome evaluation, those reporting less frequent outcome evaluation used client self-report or relied on feedback from key informants to gauge client’s progress. Frequency of outcome evaluation was inversely related to perceived difficulty of evaluating outcomes. Discussion Social workers frequently rely on non-standardized, subjective evaluation methods. More research in this area is currently indicated.

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Salmon, Paul, Scott Hanneman, and Brandon Harwood. "Associative/Dissociative Cognitive Strategies in Sustained Physical Activity: Literature Review and Proposal for a Mindfulness-Based Conceptual Model." Sport Psychologist 24, no. 2 (June 2010): 127–56. http://dx.doi.org/10.1123/tsp.24.2.127.

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We reviewed and summarize the extant literature on associative/dissociative cognitive strategies used by athletes and others in circumstances necessitating periods of sustained attention. This review covers studies published since a prior publication by Masters and Ogles (1998), and, in keeping with their approach, offers a methodological critique of the literature. We conclude that the distinction between associative and dissociative strategies has outlived its usefulness since initially proposed in an earlier era of ground-breaking research by Morgan and Pollock (1977) that was influenced to some extent by psychodynamic thinking. In recent years there has been an evolutionary shift in concepts of sustained attention toward mindfulness—moment-by-moment attention—that has had a significant impact on conceptual models and clinical practice in diverse areas including stress management, psychotherapy, and athletic performance. We propose that future research on cognitive activity in sustained performance settings be embedded in a mindfulness-based conceptual model.

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Levin, Roy Jerome. "Critically revisiting aspects of the human sexual response cycle of Masters and Johnson: correcting errors and suggesting modifications." Sexual and Relationship Therapy 23, no. 4 (November 2008): 393–99. http://dx.doi.org/10.1080/14681990802488816.

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Shakry, Omnia El. "Psychoanalysis and the Imaginary: Translating Freud in Postcolonial Egypt." Psychoanalysis and History 20, no. 3 (December 2018): 313–35. http://dx.doi.org/10.3366/pah.2018.0271.

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This article imagines psychoanalysis geopolitically by way of an exploratory foray into the oeuvre of Sami-Ali, the Arabic translator of Sigmund Freud's Three Essays on the Theory of Sexuality, author of a large body of original psychoanalytic writings, and translator of the poetry of Sufi masters. Taken together, his writings enable a critical rethinking of the role of the imaginary, the mechanisms of projection, and the epistemology of non-knowledge in the workings of the unconscious. Significantly, such a rethinking of key psychoanalytic concepts drew upon the Sufi metaphysics of the imagination of Ibn ʿArabi. Yet such theoretical work cannot be understood outside of its wider clinical context and the conditions of (im)possibility that structure psychoanalysis within the postcolony. Reconstituting Sami-Ali's early theoretical writings alongside his work with the long-forgotten figures he observed, incarcerated female prostitutes in 1950s Cairo, I argue that his clinical encounters constituted the ground of his theorization of the imaginary within the embodied subject. Attending to the work of translation inherent within psychoanalytic practice – whether from Sigmund Freud's own German writings into French or Arabic, or from clinical practice into theoretical discourse – helps us conceptualize psychoanalysis as taking place otherwise at the intersection of multiple epistemological and ethical traditions.

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Sabbadini, Andrea. "Narcissistic Fantasies in Film and Fiction: Masters of the Universe, by Ilany Kogan, Abingdon & New York, 2020, 161 pp." American Journal of Psychoanalysis 81, no. 4 (October 21, 2021): 554–57. http://dx.doi.org/10.1057/s11231-021-09323-w.

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Ierardi, Florence, and Elissa Goldberg. "Looking back, looking forward: New masters-level creative arts therapists reflect on the professional impact of an interprofessional community health internship." Arts in Psychotherapy 41, no. 4 (September 2014): 366–74. http://dx.doi.org/10.1016/j.aip.2014.06.002.

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McGovern, M., A. Byrne, M. McCormack, and A. Mulligan. "The Vasarhelyi Method of Child Art Psychotherapy in Child and Adolescent Mental Health Services: a stakeholder survey of clinical supervisors." Irish Journal of Psychological Medicine 36, no. 3 (September 22, 2016): 169–76. http://dx.doi.org/10.1017/ipm.2016.29.

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ObjectivesThe Vasarhelyi Method of Child Art Psychotherapy (CAP) is a largely understudied psychotherapeutic modality. This study aims to describe the Vasarhelyi Method of CAP and to describe a stakeholder survey of the views and attitudes of CAP placement supervisors towards CAP among various Child and Adolescent Mental Health Services (CAMHS) teams nationwide.MethodsA phone- and letter-based survey of 17 CAP placement supervisors who oversee CAP masters students attached to CAMHS teams was performed. A questionnaire was designed enquiring about their experiences with CAP in their clinic and their thoughts on the validity of CAP in various conditions/patient demographics. Participants received written correspondence and were asked to return the survey by post; this was followed up by a telephone call to complete missing surveys.ResultsIn all, 12 (70.6%) complete surveys were returned. Of the 12 respondents, all considered the CAP student to be a valuable member of the team. In total, 10 respondents (83.33%) stated they would make regular use of the service if it were made available to them. With regard to the therapy itself, nine respondents (75%) believed it was better for internalising symptoms than externalising symptoms. Depression, anxiety, attachment difficulties, trauma, deliberate self-harm and possible psychosomatic illnesses are the conditions viewed as receiving the most benefit from CAP. No gender difference was reported.ConclusionCAP is considered an effective modality and valuable addition to a psychotherapeutic repertoire. Further, more extensive studies are needed in this field.

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Littleford, Linh Nguyen, Kim Buxton, Meredith A. Bucher, Stephanie L. Simon-Dack, and Kao Lee Yang. "Psychology Doctoral Program Admissions." Teaching of Psychology 45, no. 1 (December 15, 2017): 75–83. http://dx.doi.org/10.1177/0098628317745453.

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What do psychology doctorate programs require and prefer in their master’s level applicants? Do the programs value students’ graduate experiences during and postadmission? Doctoral programs’ ( n = 221) responses to an online survey showed that most required letters of recommendation, personal statements, Graduate Records Examination scores, and undergraduate grade point average. These credentials, interviewing skills, and student–mentor research match are crucial to admission decisions. However, clinical PhD, counseling PhD, clinical and counseling PsyD, practice subfields (e.g., school psychology), and research subfields (e.g., social psychology) evaluated differently 8 of the 26 credentials. Master’s-level applicants benefit more than bachelor’s-level applicants when beginning their doctoral work (e.g., having their master’s theses waived), but the advantages vary by subfields. Implications and recommendations for doctoral applicants are discussed.

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Bonifazi, Deartne Zotter, Scott D. Crespy, and Patrick Rieker. "Value of a Master's Degree for Gaining Admission to Doctoral Programs in Psychology." Teaching of Psychology 24, no. 3 (July 1997): 176–82. http://dx.doi.org/10.1207/s15328023top2403_5.

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American Psychological Association-accredited clinical doctor of philosophy (PhD), clinical doctor of psychology (PsyD), counseling, and school psychology doctoral programs were surveyed to assess the importance placed on various admission criteria, including having a master's degree in clinical psychology. In addition, potential benefits of obtaining a master's degree before enrolling in a doctoral program were assessed. Results indicated that clinical PhD programs view a terminal master's degree significantly more negatively than do the other programs. Benefits for terminal master's degree holders included credit transfer and, for those pursuing a PsyD, a more positive view toward the PsyD degree by some academicians. Although all programs reported Graduate Record Examination combined scores, undergraduate grades, and letters of recommendation as clearly important criteria when making admissions decisions, differences were found across programs in the value placed on research experience, journal publication, and work and life experience.

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Tretter, Justin T., and Jeffrey P. Jacobs. "Global Leadership in Paediatric and Congenital Cardiac Care: “Following the ‘Golden Rule’ in multicentre collaborations – an interview with Jane W. Newburger, MD”." Cardiology in the Young 30, no. 9 (August 6, 2020): 1221–25. http://dx.doi.org/10.1017/s1047951120002267.

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AbstractDr. Jane Newburger is the focus of our first in a planned series of interviews in Cardiology in the Young entitled, “Global Leadership in Paediatric and Congenital Cardiac Care”. Dr. Newburger was born in Manhattan, New York, United States of America. She was raised in the Bronx for her first six years of life, at which point her family moved to Yonkers, New York, where she spent the rest of her childhood. She then attended Bryn Mawr College where she majored in psychology. Dr. Newburger subsequently attended Harvard Medical School, graduating in 1974. She did her internship and residency in paediatrics at Boston Children’s Hospital in 1974–1976, followed by her fellowship at Boston Children’s Hospital in 1976–1979. She received her Masters in Public Health at the Harvard School of Public Health in 1980.Dr. Newburger has spent her entire career as a paediatric cardiologist at Boston Children’s Hospital and Harvard Medical School, where she was appointed a Professor of Pediatrics in 1999 and has held the position as Commonwealth Professor of Pediatrics since 2008. She has established herself as a leading clinical scientist within the field of paediatric cardiology, with expertise in leadership of multicentre and multidisciplinary research, including the building of collaborative groups. She has been continuously funded by the National Institute of Health since 1982, and amongst other areas has led the field in the areas of neurodevelopmental outcomes in congenital heart disease, improved methods of vital organ support, and management of Kawasaki disease. This article presents our interview with Dr. Newburger, an interview that covers her path towards becoming a clinical scientist, her interests spanning four decades of hard work, and her strategies to design and lead successful multicentre studies.

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Quereshi, M. Y., and Anthony M. Kuchan. "The master’s degree in clinical psychology: Longitudinal program evaluation." Professional Psychology: Research and Practice 19, no. 6 (1988): 594–99. http://dx.doi.org/10.1037/h0092784.

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Reyes, Anny, Willie F. McBride, Kendra Anderson, Valencia Montgomery, and Courtney Ray. "A-45 Closing the Gap in the Neuropsychology Pipeline Via Mentorship Focusing on African American Students." Archives of Clinical Neuropsychology 36, no. 6 (August 30, 2021): 1086. http://dx.doi.org/10.1093/arclin/acab062.63.

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Abstract Objective A core mission of the Society for Black Neuropsychology (SBN) is to increase the representation of neuropsychologists, students, and scholars from diverse backgrounds. As such, SBN developed a 12-month mentoring program for trainees at all levels. The SBN Mentorship Program includes four components: mentoring where mentees are paired with a mentor based on interest and needs; professional development webinars; application materials resources; virtual social hours. Methods First, a call for mentors and mentees was distributed via SBN’s and related listservs and social media. Second, pairings were based on mentee training level, clinical/research interest, needs (e.g., applying to doctoral programs, cultural competency, securing funding), and additional preferences (e.g., matched on the same racial/ethnic background, sex/gender, geographical location). Surveys will be distributed at 6-months and upon completion of the mentorship program to evaluate pairings, webinars, and overall impact of the program. Results A total of 60 mentors from diverse backgrounds and different levels of training enrolled. Thirty-five underrepresented minority (URM) trainees were matched with mentors based on their level of training, interest, and needs. The mentee cohort comprised of undergraduate/post-baccalaureate (30%), masters (5%), and doctoral students (60%), and post-doctoral fellows (5%). The cohort was approximately 77% female and all mentees identified as an URM in academia (URM: 85.7% Black, 14.3% Latinx). Conclusion Mentorship programs represent a vital but often overlooked component of trainee success. Mentorship programs sponsored by organizations such as SBN can help increase the number of URM students in neuropsychology and provide the mentorship needed to navigate barriers URM students often encounter in academia.

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Cardaciotto, LeeAnn, and Donna A. Tonrey. "The Training, Value, and Reality of Master’s-Level Mental Health Counselors." Journal of Cognitive Psychotherapy 26, no. 3 (2012): 183–95. http://dx.doi.org/10.1891/0889-8391.26.3.183.

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There is a need for individuals trained in professional practice that cannot be met by psychologists and psychiatrists. Because the American Psychological Association (APA) maintains that the minimum requirement for the independent practice of psychology is a doctorate degree, master’s-level programs significantly increased and produce graduates in professions separate from psychology. These master’s-level clinicians are more likely to identify professionally with the standards and values endorsed by counseling, marriage and family therapy, and social work organizations (McPherson, Pisecco, Elman, Crosbie-Burnett, & Sayger, 2000). Given the number of master’s-level clinicians working side by side with clinical psychologists, this article aims to provide a brief introduction of the master’s-level clinicians. Furthermore, it focuses on the counseling profession because it has the largest overlap with psychology. In the discussion, the authors highlight strengths of master’s-level training in counseling as well as identify areas that could be informed by the field of psychology. Similarly, this article discusses aspects of training that master’s-level counselors receive, which may inform the field of applied psychology, such as skill-training models and the credentialing of supervisors.

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Symons, Douglas K. "GRE predictive validity in a Master's program in clinical psychology." Canadian Psychology/Psychologie canadienne 40, no. 1 (February 1999): 71–73. http://dx.doi.org/10.1037/h0086827.

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Gazzillo, Francesco, Ramona Fimiani, Emma De Luca, Nino Dazzi, John T. Curtis, and Marshall Bush. "New developments in understanding morality: Between evolutionary psychology, developmental psychology, and control-mastery theory." Psychoanalytic Psychology 37, no. 1 (January 2020): 37–49. http://dx.doi.org/10.1037/pap0000235.

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Eddy, Bruce, Paul J. Lloyd, and Bernard Lubin. "Enhancing the Application to Doctoral Professional Programs: Suggestions from a National Survey." Teaching of Psychology 14, no. 3 (October 1987): 160–63. http://dx.doi.org/10.1207/s15328023top1403_7.

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All professional programs approved by the American Psychological Association (APA) in 1984 (N = 204) were surveyed by mail questionnaire to identify ways that students could enhance their graduate school applications. Overall response rate was 51%, with no responding bias for type, size, or geographical area. Preparations preferred by clinical, counseling, and school psychology programs in descending order were: research experience, visit to the department, computer knowledge and skills, paid human service experience, volunteer human service experience, social science double major, and Psi Chi membership. Counseling and school psychology programs rated a master's degree significantly higher and a double major (psychology and basic science) significantly lower than did the clinical psychology programs.

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Watkins, C. Edward, Vicki L. Campbell, and Patricia McGregor. "APA-Affiliated Master's-Level Counselors." Counseling Psychologist 17, no. 2 (April 1989): 289–300. http://dx.doi.org/10.1177/0011000089172008.

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Previous literature about the master's degree has focused largely on clinical psychology training and practice. To complement this body of literature, we surveyed all APA-affiliated master's-degree holders who identified their specialty as counseling. Similar to Perlman's (1985a) survey in which APA-affiliated master's-level clinicians were compared with Division 12 (Clinical) members, we compared our master's sample with a Division 17 (Counseling) doctoral-level sample. The master's-level counselors spent a large portion of their professional time performing psychotherapy/personal counseling, were employed primarily in practice rather than academic settings, and viewed themselves primarily as practitioners. They generally were satisfied with their graduate training and careers, but many indicated they would not reenter the counseling specialty if their lives could be lived over. Contrary to the Division 17 sample, the master's-level counselors engaged in little research or teaching and typically did not identify with the academic role.

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Stein, Gary L., Cathy Berkman, and Bonnie Pollak. "What are social work students being taught about palliative care?" Palliative and Supportive Care 17, no. 5 (February 4, 2019): 536–41. http://dx.doi.org/10.1017/s1478951518001049.

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AbstractObjectivePalliative social workers have taken steps to increase the numbers of social workers trained and competent to deliver effective psychosocial palliative care. Despite these developments, masters of social work (MSW) programs have only begun to develop curricula preparing students for entry-level practice. This study sought to determine the type and extent of content areas included in MSW courses dedicated to palliative care or with content related to palliative care practice.MethodA cross-sectional study using an online questionnaire was conducted. All 248 accredited MSW programs in the United States and 32 programs in Canada were invited to participate. Participants were asked to name the courses in their MSW program that were dedicated to, or included content on, palliative care, and submit the syllabi for these courses. Data comprised course content for each class session and required readings. A grounded theory approach was used to identify the topics covered.ResultOf the 105 participating programs that responded to the survey, 42 submitted 70 syllabi for courses with at least some palliative care content. There were 29 topics identified. The most common topic was grief, loss, and bereavement, followed closely by behavioral and mental health issues, and supporting family and friends; cultural perspectives and advance care planning were also common topics. For the 10 syllabi from courses dedicated to palliative care, supporting family was the most common topical area, followed closely by interprofessional practice and advance care planning.Significance of resultsAlthough there are many challenges to introducing palliative care content into MSW programs, including unqualified faculty and competing course material and electives of equally compelling content, there are model curricula for dedicated palliative care courses. With the large growth of palliative care programs, the time is ripe to add specialty palliative care courses and to add palliative care content into existing courses.

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Hines, David. "Admissions Criteria for Ranking Master's-Level Applicants to Clinical Doctoral Programs." Teaching of Psychology 13, no. 2 (April 1986): 64–67. http://dx.doi.org/10.1207/s15328023top1302_3.

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All APA-approved doctoral programs in clinical psychology were surveyed to determine their admissions and credit transfer policies for students from master's-level programs. The results indicated that Graduate Record Examination (GRE) scores, recommendations, and research involvement were consistently rated as most important in ranking applicants for admission. The doctoral programs varied in the weights assigned to graduate versus undergraduate grade point averages (GPAs). Most programs indicated that students with a master's degree could reduce the time needed to complete their doctoral requirements by about a year. However, about one third of the schools indicated that little or no reduction in time was possible.

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Lubovsky, D. V. "Development of Students’ Research Position during the Study of «Cultural-Historical Approach in Clinical Psychology and Special Education» Module." Психологическая наука и образование 20, no. 3 (2015): 147–56. http://dx.doi.org/10.17759/pse.2015200315.

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The article analyzes the possibilities of forming a research position of students studying module on clinical psychology and special education of “cultural-historical theory and activity approach to education” master’s program. Research position is a personal educational result of students training in the research master’s degree. It is regarded as a kind of internal position of the person (the term by L. I. Bozhovich), which correlates motives of research activities and possibilities for its implementation. Performing a design and research tasks on clinical psychology and special education by the students is seen as a means for generating a research position. The article presents that training actions according to V.V. Davydov (analysis, planning, reflection) are satisfy stages of design and research tasks performing by the student and presents various possibilities of using such a task to form a students’ research position.

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36

Booysen, Duane D., and Anthony V. Naidoo. "ON BECOMING A CLINICAL PSYCHOLOGIST: THE EXPERIENCES OF AN UNSUCCESSFUL APPLICANT." New Voices in Psychology 12, no. 1 (May 3, 2017): 23–39. http://dx.doi.org/10.25159/1812-6371/1625.

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The study explored the lived experiences of students enrolled in psychology masterâ€™s clinical programmes who had previously been unsuccessful applicants. The study sought to establish whether qualities of growth may have manifested during the aftermath of being unsuccessful and how this may have affected the participantsâ€™ success. The study adopted a qualitative research method and data were collected by means of individual semi-structured interviews. The data produced 7 superordinate themes, Choosing psychology and undergraduate experience; masterâ€™s selection and the first attempt; rejection and the process; preparation and the second attempt; â€œrejectionâ€ remains a constant; accepted but am I good-enough; and acceptance and the new insights. The process of becoming a psychologist, which is filled with uncertainty and growth, resonates with the eventual dynamics psychologists must grapple with in training and in practice. Essentially, being unsuccessful creates a void, an anxiety that unsuccessful applicants should process and, hopefully, accept. The curious paradox is that it may be the very uncertainty of becoming a psychologist trainee that may allow anxious and doubtful applicants become open and reflective psychologists.

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Lawson, Timothy J., Debra L. Reisinger, and Mary Kay Jordan-Fleming. "Undergraduate Psychology Courses Preferred by Graduate Programs." Teaching of Psychology 39, no. 3 (June 21, 2012): 181–84. http://dx.doi.org/10.1177/0098628312450430.

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Information about the undergraduate psychology courses preferred by graduate programs is useful for a number of purposes, including (a) advising psychology majors who are interested in graduate school, (b) undergraduate curriculum planning, and (c) examining whether graduate programs’ preferences reflect national guidelines for the undergraduate psychology curriculum. The authors examined the undergraduate course preferences of U.S. psychology graduate programs ( N = 548). Among Clinical/Counseling (C/C) programs, PsyD programs’ course preferences were more likely than those of master’s and PhD programs to reflect national undergraduate curriculum guidelines. Differences also emerged among various types of training (e.g., C/C vs. Educational/School), and these are important for advisors and students to understand.

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Grambaitė, Ramunė, Linas Bieliauskas, Evelina Grušauskienė, and Albinas Bagdonas. "Clinical Neuropsychology: Status in Western Countries and Potential in Lithuania." Psichologija 59 (July 17, 2019): 68–88. http://dx.doi.org/10.15388/psichol.2019.5.

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We present an overview of the development of clinical neuropsychology, the current status of the specialty of clinical neuropsychology in Western countries, and the possibilities of developing this specialty in Lithuania. The main duties of a clinical neuropsychologist are to perform neuropsychological assessments and clinical interventions. Clinical neuropsychologists working within health care are professionals who offer services to patients across the lifespan with cognitive and behavioral/emotional symptoms related to neurological, developmental, and psychiatric disorders. Specialists of clinical neuropsychology are needed in neurology and psychiatry clinics, in centers of mental health and rehabilitation, and institutions of psychological assessment and education of children. The specialization models of clinical neuropsychology in Europe and North America are similar in their content and requirements for courses and practice. Nevertheless, specialist education in most of European countries is related to clinical training and not an academic degree, as it is in the USA and Canada. The duration of specialist education in clinical neuropsychology in Europe varies, but this education can only be started after acquiring a Master’s degree in most of the European countries. The regulation of the specialty of clinical neuropsychology in Europe also varies. In some countries, this specialty is fully legally regulated, and in some countries not regulated at all. For specialization in clinical neuropsychology, the license of a psychologist, enabling an individual to work in the health care system of the country, is required in most Western countries. Taking into consideration the Scandinavian experience, it can be expected that the planning of specialization studies in Lithuania would be easier if the licensing of psychologists would be regulated. Today, traditional specializations of psychology in Lithuania may be obtained through Master’s degree studies, i.e., a specialized Master’s diploma compensates a license and any need of further specialization. This Lithuanian tradition is not in accord with the EuroPsy politics of obtaining a diploma: a Master’s diploma is acquired within 6 years of studies, and, after these studies, specialization is continued for a few more years (participation in specialized courses, performance of supervised practice). The model of specialization in clinical neuropsychology in Lithuania should be developed in accordance with international standards of neuropsychology, which are in constant development. In Western countries, the knowledge and skills of clinical and health psychology are considered to be an important part of the specialist education in clinical neuropsychology. Therefore, two years of Master’s studies in clinical neuropsychology would not be sufficient when preparing competent clinical neuropsychologists, unless it is combined with a supervised neuropsychological practice of a defined duration. A doctoral degree is required for neuropsychological practice in the USA, but it is usually not required in Europe. In Lithuania, such a tradition for other specializations of psychology does not exist either, which suggests that a doctoral degree should not be necessary for the specialty of clinical neuropsychology as well. Nevertheless, like in Western countries, supervised clinical neuropsychological practice should be a necessary part of the specialists’ education in clinical neuropsychology.

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Dunlop, William L., Nicole Harake, and Dulce Wilkinson. "The Cultural Psychology of Clinton and Trump Supporters." Social Psychological and Personality Science 9, no. 2 (October 3, 2017): 193–204. http://dx.doi.org/10.1177/1948550617732611.

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Master narratives are culturally constituted stories that guide individual and collective behavior. Here, we examined Clinton and Trump supporters’ master narratives of election night 2016 and deviations from these narratives in relation to political ideology. In Study 1, Clinton and Trump voters ( N = 177) wrote stories about election night and completed measures of liberalism and right-wing authoritarianism (RWA). Stories were interpreted using an inductive approach, leading to the identification of six narrative dimensions. Three linguistic categories were also considered. Study 2 ( N = 341) consisted of a direct replication in which our inductively derived coding system was applied to participants’ responses deductively. Across studies, the narratives constructed by Clinton and Trump supporters differed on five of the six inductive/deductive dimensions and one of the three linguistic dimensions assessed. In addition, many of these dimensions, which included “redemption” and “hope for America’s future,” were associated with liberalism and RWA.

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Gomes, Ana Allen. "A Course on Cognitive and Behavioural Interventions for Sleep Disorders within a Master Degree Programme in Clinical and Health Psychology." Psychologica 63, no. 2 (December 28, 2020): 159–77. http://dx.doi.org/10.14195/1647-8606_63-2_8.

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Given the prevalence of sleep disorders, the efficacy and effectiveness of behavioural/cognitive interventions, mainly CBT for insomnia, we consider that a course on the topic should be introduced within the psychology master degree programmes. Since 2017/18 we are offering the optional course: Psychological Interventions on Sleep Disorders. The present work summarizes the course syllabus and analyses the students' perceptions regarding the first three editions. One hundred and twenty psychology master degree students have voluntarily registered at the course. End-of-semester online institutional anonymous questionnaires were voluntarily completed. Participants were asked to rate the course in a variety of parameters using a 5-point scale (1=minimum; 5=maximum). Ninety questionnaires were completed. Mean scores on each item (addressing: bibliography/other learning materials; quality of learnings; learning results; non-redundancy concerning other courses; theoretical-practical articulation; students’ active participation in the learning processes; development of analytical and critical reflection/thinking skills; overall self-assessment) ranged between 4.23 and 4.46, items’ mean score = 4.35. Students' perceptions on the first three semesters of the course were clearly encouraging. By offering a course on behavioural interventions for sleep disorders at master degree level, we hope to contribute to increase its delivery in health contexts in the near future.

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41

Mora, María Carolina Saenz, and María Claudia Vargas Calderón. "Psychotherapeutic intervention in the modality of emotional support network with family members of cancer patients as part of the service of a hospital oncology center." South Florida Journal of Health 2, no. 3 (September 3, 2021): 353–60. http://dx.doi.org/10.46981/sfjhv2n3-005.

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The main objective of this research – intervention is focused on promoting the description and characterization of a network of emotional support as a psychotherapeutic model at a cancer hospital setting, led to the relatives of those who are experiencing the phenomenon of cancer. To carry out the work, use was made of the constructionist approach systemic - constructivist, which allowed not only the construction of interactional contexts with the people involved, but also the generation of an experiential and symbolic process of research on the phenomenon. From there, they facilitated understanding, hermeneutics from the perspective the way in which people who had experienced the phenomenon of cancer, senses and social meanings built, family and therapeutic about the different actions in the cancer experience. The research - intervention, took in to consideration the look narrative is based on different epistemological and paradigmatic early systemic perspective. It was conducted at the Hospital of San Ignacio, taking in to account the parameters of research that establishes the Pontificia Universidad Javeriana through the Masters in clinical psychology with systemic approach. Seven conversational narrative scenarios as a support network in which fourteen people, relatives of terminally ill patients and were related Javeriano Cancer Center participated were conducted. Qualitative research and study methodology, from which an experiential, subjective and contextual analysis of the experiences of each person is allowed intervention was used, - to carry out the investigation process. From there, the being able to pick up the different versions of the way in which people lived and meant the phenomenon of cancer, made possible the construction and reconstruction of identity processes of each of the participants, including investigating - intervening in where the therapeutic conversational scenarios, became a process of co-construction of realities and identities. As results evidenced how different family systems able to configure a world of meanings and directions about faith, spirituality and family unity as resilient resources in building worlds from the experience hopeful about cancer phenomenon, taking in to account the organization and reorganization of family dynamics to face a critical moment of life as is the terminal disease one of its members, resulting in drastic changes of meanings, interactions, feelings and painful feelings in the way of a process Hospital.

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42

Ashworth, Polly, and Derek Milne. "Learning From the MASTER: An Instrument for Measuring Interactions in Teaching Psychology." Clinical Psychology & Psychotherapy 3, no. 2 (June 1996): 103–8. http://dx.doi.org/10.1002/(sici)1099-0879(199606)3:2<103::aid-cpp69>3.0.co;2-o.

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43

Freda, Maria Francesca, Giovanna Esposito, and Teresa Quaranta. "Promoting Mentalization in Clinical Psychology at Universities: A Linguistic Analysis of Student Accounts." Europe’s Journal of Psychology 11, no. 1 (February 27, 2015): 34–49. http://dx.doi.org/10.5964/ejop.v11i1.812.

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This study investigated the structure of mentalization (Bateman & Fonagy, 2012) in a training context. The dual purpose was to evaluate the effectiveness of practicum student training and whether the Linguistic Inquiry method (Pennebaker, 2000) could be used to evaluate the three dimensions of mentalization — relational, cognitive, and emotional. The training utilized the groups and their accounts as devices and mediators to conceptualize the relationship between self-mentalizing training, the academic context and the practicum experience. Accounts from 38 Italian students pursuing master degree in Clinical, Dynamic, and Community Psychology were analyzed by LIWC software. The Wilcoxon test showed a significant increase in mentalizing words during the middle and end of the term, as compared with the beginning. The results displayed a need to promote mentalization within academic settings and indicated the value of this competence for clinical psychology.

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44

Gilbert, John F., and Robert Moroney. "Master Zhu." Journal of Neurotherapy 2, no. 1 (October 1996): 43–49. http://dx.doi.org/10.1300/j184v02n01_05.

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45

Ponsford, Jennie. "Vale Kevin Walsh, 1925–2017." Brain Impairment 18, no. 3 (December 2017): 263–64. http://dx.doi.org/10.1017/brimp.2017.36.

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Australasian Society for the Study of Brain Impairment (ASSBI) is deeply saddened by the death of Dr Kevin Walsh, at the age of 92, on 4 December 2017. Kevin has been one of the grandfathers of clinical neuropsychology and was the founder of ASSBI. After serving in the RAAF, he completed a medical degree in 1951 and went straight on to pursue his interest in the study of psychology, by completing Bachelor's and Master's degrees. Whilst assisting in psychosurgery, Kevin wrote his Master's thesis on the assessment of the effects of frontal lobe dysfunction, based on his studies of patients undergoing frontal leucotomies in the 1950s, a truly seminal work in elucidating frontal lobe functions. In 1961, he joined the Department of Psychology at the University of Melbourne. He taught neuropsychology and, forging a close collaboration with neurologist, Dr Peter Bladin, he established the first neuropsychology clinic at the Austin Hospital in Melbourne in 1974.

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Nel, Lindi, and Paul Fouche. "Experiences of master’s students regarding clinical supervision in an applied psychology programme in South Africa." Teaching in Higher Education 22, no. 1 (July 26, 2016): 30–43. http://dx.doi.org/10.1080/13562517.2016.1213230.

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47

Pae, Hye Kyeong, Justin C. Wise, Paul T. Cirino, Rose A. Sevcik, Maureen W. Lovett, Maryanne Wolf, and Robin D. Morris. "The Woodcock Reading Mastery Test." Assessment 12, no. 3 (September 2005): 347–57. http://dx.doi.org/10.1177/1073191105277006.

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48

Stevens, Heather B. "Instructors of Psychotherapy in M.A. and Ph.D. Clinical Programs." Psychological Reports 79, no. 1 (August 1996): 268–70. http://dx.doi.org/10.2466/pr0.1996.79.1.268.

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The present study investigated the characteristics and orientations of the instructors of the initial psychotherapy course of the 44 members and affiliates of the Council of Applied Master's Programs in Psychology. Also examined were the focus of instruction in the course and the teachers' style of instruction. Responses for 26 completed surveys (58%) were compared with responses from instructors of initial psychotherapy courses in 69 of the 170 APA accredited doctoral programs. Five general theoretical orientations were represented by the M A instructors with 28% self-identifying as humanistic, 24% as dynamic, 20% as cognitive behavioral, 16% as interpersonal, and 12% as behavioral. No significant differences were found on demographic characteristics, theoretical orientation, focus of instruction, or method of instruction between instructors in M.A. and those in Ph.D. programs.

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Zvereva, N. V. "Towards The Problems Of Diagnostics In Medical (Clinical) Psychology: Conference In Honor Of 105th Birthday Of Susanna Yakovlevna Rubinstein." Консультативная психология и психотерапия 25, no. 1 (2017): 152–63. http://dx.doi.org/10.17759/cpp.2017250112.

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The paper takes stock of the Russian scientific and practical conference with international participation “Diagnostics in medical (clinical) psychology: traditions and perspectives (in honor of 105th birthday of Susanna Yakovlevna Rubinstein)”, which took place in Moscow on November 29th–30th, 2016. The paper contains information on the organizers and participants, publications, program; it emphasizes interesting section reports and describes master-classes, which took place during the conference. The round table and the results of questioning the participants are described in detail. Results of sharing the experience among the clinical psychologists are summed up.

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Mason, Margaret S., and Christine B. Hagan. "Pet-Assisted Psychotherapy." Psychological Reports 84, no. 3_suppl (June 1999): 1235–45. http://dx.doi.org/10.2466/pr0.1999.84.3c.1235.

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This qualitative study explored the utilization of pets by psychotherapists in their clinical practice with clients who suffer from mental disorders. The sample consisted of 13 master and doctoral level practitioners in social work, marriage and family counseling, psychology, and psychiatry who volunteered to be interviewed regarding their work. The results provide a descriptive overview of the psychotherapists' utilization of pets and their attitude toward this technique. The participants consistently reported that pet-assisted psychotherapy is an effective and efficient technique which can be used with a wide range of clinical problems, age groups, and in diverse practice settings.

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