1) apply psychological principles to better understand human functioning

2) work with problems in functioning and maladjustment

3) integrate science, theory, and practice

4) clinical psychology largest subfield

1) Treatment: 35%

2) Teaching: 16%

3) Assessment: 15%

4) Research: 14%

5) Administration: 13%

6) Consultation: 7%

1) Private or group practice (40%)

2) Colleges/Universities (22%)

3) Hospitals

4) medical schools

5) outpatient clinics

6) Business and industry

7)Military

8) criminal justice system

9) school systems

1) Bachelor’s: 4 years

2) Doctorate: 4-8 years

3) Pre-doctoral internship: 1 year

4) Post-doctoral training: 0-2 years

5) Licensure, which specifies:

a. Education

b. Experience

c. Competency

d. Character

o Among psychology majors

o Among psychologists

o Driven by two factors:

1) Restricted view of the field

                 a. Limited exposure to psychologists

                 b. Limited knowledge of subfields 

                    and scientific basis

2) Misunderstanding human nature and abilities   

            a. Belief in special talents for listening

               to, reading people, or helping others

            b. Desire to have a career that positively

               impacts others

o few outside the subfields make a distinction

o Similar range of activities

o Both integrate research, theory , and practice

o Structure of training and licensure are identical

o Clinical Psychologists tend to:

    Focus on psychological symptoms, distress, 

      disorders

    Develop and provide interventions to assess

      and treat these conditions

o Counseling Psychologists tend to:

    Focus on psychological adjustment

    Develop and provide interventions to return

      to normal functioning and promote growth

o Counseling:

    Giving advice, offering guidance, making

      action plans

    Problems tend to be narrow and external

      (narrow: the problem isn’t taking over their

       entire life, but it’s narrowed down to a

       specific situation(s) ex. Adjusting to a new

       school)

      (External: things that are going on outside of

       you, interactions with others and activities

       as opposed to an internalized condition)

    Specific content, short-term, conscious

      factors

o Therapy

    Treatment of illness or dysfunction

    Broad and internal problems

o Psychotherapy:

    Therapy with psychological techniques to change behavior and reduce symptoms

    Problems tend to be broad, internal, and psychopathological

    General content, longer-term, unconscious and conscious factors

o Conduct research and/or be aware of the literature

o Scientific method in treatment

      Make observations

      Apply a theory to organize observations

      Make and test hypotheses

      Refine theory

o Research findings must be skillfully applied

o Effective clinicians possess interpersonal skill, intuitive abilities, and creativity (art piece)

o Helping another individual with a serious problem

o Common concerns:

   Being smart/capable enough

   Not helping

   Personal issues might interfere

   Having your inadequacies discovered

   Knowing what to say/do

   Hurting somebody

o Benefits

   Rewarding

   Witness change

   Contribution to society

   Deep connections and relationships

   Financial

o Drawbacks

   Stress/client crises

   Client frustrations/lack progress

   Rigid policies

   Societal conditions

   Stigma

   Others’ poor understanding of your work

o Greeks (500bc-200ad)

   Hippocrates

     • Noticed that a lot of symptoms have natural causes, not all symptoms attributed to spiritual causes

   Plato

     • Suggested that roles like reason and/or logic played in peoples’ behavior

   Aristotle

     • Argued that emotional states also contributed to behavioral problems

     • We can treat individuals by changing the way they think

   Galen

     • Early physician

 Rene Descartes

  • idea of separation of mind and body

  • Is it the spiritual components or physical

     components? Both.

  • Put a lot of emphasis on the body component.  

     Thought we should definitely put a lot of time

      on the biological medical treatment

 Asylums

  • Growing in number and in size

  • Not very much treatment, more like a warehouse of socially dysfunctional persons: oftentimes called ‘passive care’ or ‘custodial care’

  • Few efforts to treat

 Learning more about cellular difficulties

 These can change the way one behaves (step forward in the way we think of the body component)

 Starts to be a better appreciation for the role that thought attributes to mental illness, how one thinks, feels, reacts to things (step forward in the way we think of the mind component)

 Phillipe Pinel

   • Critique and criticism of the treatment people

      received when in asylums.

   • The conditions in the asylums disgusted him.

   • He became an advocate for patient welfare.

 Dorothea Dix

   • Was making very similar arguments as Pinel •

      Her idea of solution was to create specialized

      treatment facilities

   • It’s not enough to say “this person does not

      function well in society, lets put them away

      with the rest of the bunch”

   • Need specialized treatment

 Emil Kraepelin

   • Created a system in which we can classify

      and diagnose mental conditions

   • Distinguished Bipolar from schizophrenia

 Thomas Fechner & Wilhelm Wundt

   • Used things we know (like physiology) to

      explain mental illness

   • Differences between people, as simple as

       how our reaction time differs

   • Studied perception, sensation, etc.

   • Set up psych labs in Europe

 Lightner Witmer

   • we can use psychological principles to

     actually help people

   • started by helping a student

   • Was not well perceived.

        o People were mad because it was a far far

           stretch from empirical science

        o most people didn’t have the training

           to do these things

 Alfred Binet

   • developed a test to gauge a student’s

      intellectual abilities

   • knew how to go about educating them

   • Huge turning point, as soon as it is proven to

     show relative results

   • Becomes a fundamental cornerstone in the

     early clinical psychologists ability to access

    and work with clients

• Military recruit assessment

• Test development

   o Ink blot test

   o Wais test

• Began to have an interest in administrating these tests outside the military

• Private practices again

o A lot more tools at our disposal in WW2

o Became to better place soldiers in different

  departments

o Provided therapy and consultation to veterans

 VA system (Veteran Affair)

• Addresses needs of soldiers returning from war

     o Test development

     o Get much more test development around

       personality development

 Psychodynamic

   • Tension between ones drives/wants and one’s send of “should”

   • Pathology stems from conflicts or problematic defenses

 Humanistic

   • People reach their full potential if all goes well

   • Pathology stems from lack of awareness or restricted existence

 Behavioral

• Specific behaviors are learned and affected by the environment

• Our behaviors are learned

 Cognitive

• Focus on how thoughts stimulate emotions and impact behaviors

• Pathology stems from faulty ways of thinking

 Cognitive-Behavioral

• The two disagreed for a long time, but then people started seeing that patients can benefit from practicing both forms of therapy

• Has become the dominant approach in the field

• Combines the two

 Group and Systems

• Maybe we don’t have to work with just a single individual

• Maybe we should work with an individual within the context of the situation

• Grew out of limitations of working with individuals

     o Work with groups of people with similar

        problems

     o OR work with the individual within the very

        special group, one in which they currently

        operate (ex. Family systems)

 Biopsychosocial

• Evaluates biological psychological, and social factors

 Antipsychotics

• For hallucinations, delusions, false beliefs

• Thorazine really was the first of its kind, in the early 50s

 Anti-anxiety Agents

• Appeared in the 60s

• Valuum is on example, the most popular

 Mental health insurance

   • Once people got out of institutions, they need some kind of ongoing care.

   • In the 60’s, start to see some insurance coverage on mental health

 Community Mental Health Centers

   • Rooted in communities, affordable, which sounds really good

   • They grew and grew and then the government quit funding them and then the money began drying up

         o The government did this because it 

            started to get costy and priority

   • So they started closing and closing

 Boulder Conference (1949)

 • Scientist-Practitioner Model o says that when teaching upcoming psychologists, they will teach the science behind psychology and also the actual experience

• Vail Conference (1973)

   o Scholar-Practitioner Model

 Saying that the above model isn’t always the best fit.

 Wanted to shift education more towards experience because that’s more rational

 But people said, okay I understand, but you cannot give them a PhD because it is associated with a strong empirical basis o PsyD degree

 What you get through this model of education o Role of professional schools

 Generally more money in the Scientist-Practitioner Model because those teaching there is usually getting grants for research. So the Scholar-Practitioner Model is more expensive to the student

• Salt Lake City Conference (1987)

   o Doctoral degree standards o Breadth of training

 They said there needed to be some kind of uniformed standards, despite what form of psychology you want to special in and go to school for

   o Called for affiliation of professional schools

 Instead of each specialized school being independent and kind of deciding for themselves what they should teach etc.

 The professionals didn’t really listen, but it was a good idea

- Assessment: gathering and integrating information to reach a judgment

o Assessment was once the dominant activity of clinical psychologists

o A core activity because it:

      Answers the patients questions (about

        themselves, their lives, their future)

      Answers the psychologists questions (how

       to it get to be this way? How well does the

       person function under this stress? What can

       I expect from this person?)

      Creates a shared perspective

o Five key steps in assessments

1. understand the referral question

2.plan how you will collect data

3. collect data

   • Some may be contradictory

   • You need to work with the fact that there are

      some biases (like a person who doesn’t want

      to stand trial will try to fool you)

4. Process data and form conclusions

5. Communicate results

   • Talk in a way that the person can understand

o APA Ethical Principles of Psychologists and Code of Conduct

1. Use adequate measures and techniques

2. Use them correctly

3. Informed consent

4. Interpreting results

5. Constructing tests

6. Explaining results

7. Test security

o Diagnosis

1. Involves a judgment about normality

2. Diagnostic and Statistical Manual of Mental Disorders

   • Dominant is the DSM, ex: DSM IV-TR 3. Advantages

   • Guides treatment

   • Facilitates Research

   • Facilitates Communication

4. Limitations include:

   • Stigma

   • Cultural/Ethnic/Gender/Generational

     differences

   • Self-fulfilling prophecy

o Description

1. Provides detailed information

2. Captures complex aspects

3. Less common now because it takes a lot of time and money

o Treatment Planning

1. Gathered information should guide treatment

2. There’s no one-to-one link between diagnosis and intervention

o Prediction

1. Predicting behavior is difficult

2. Assessment most often try to predict

   • Prognosis

   • Changes in symptoms

   • Likely impact of treatment

   • What will help, what will make it worse

   • Dangerous behavior

1. Interviews

2. Tests

3. Case History

4. Observation

1. Test-retest reliability

2. Interrater reliability

3. Internal consistency

o Validity- is it accurate and measure what it is supposed to?

1. Content/face – relates to the topic

2. Criterion – the measure predicts results on a criterion

   • Predictive

   • Concurrent (is this measure going to be

     predictive of the results of other measures?)

3. Construct- variables behave as expected

a. Intake

 i. Initial interview helps

     1. Clarify the problem

     2. Develop a plan

     3. Establish a working alliance

b. Orientation

i. Familiarizes the patient with a context

ii. Establishes expectations

c. Crisis

     i. Gathers vital information and intervenes

    ii. Purpose is stabilization and engaging        

       services

a. Nondirective

   i. Goal is to start and promote patient

     talking

b. Structured

    i. Pursue an organized set of topics

    ii. But patient and interviewer have some free

       range

c. Standardized

   i. Standardized questions and order

   ii. Rules guide coding and decision making

d. Advantage and disadvantages

   i. More structure:

       1. More reliable

       2. Cover information that might otherwise be

           missed

       3. Miss information that does not fit into

           structure

   ii. Less structure:

       1. More accommodating

       2. Cover information that might otherwise be

           missed

       3. Miss information not pressed to cover

       4. Validity is not guaranteed

o Naturalistic: observing patient in their natural environment

     1. Varies based on observer:

          • Participant observation

          • Unobtrusive measures

          • Insiders

          • Self-observation

     2. Varies based on setting

o Controlled

     1. Observe patient in a contrived

         environment    

     2. Observations can focus on a range of data

         types

o systematic procedure for describing behavior in a standard situation

o a patient responds to planned stimuli

o responses are scored according to rules

o tests are essential to assessment because of their:

   1. objectivity

   2. Standardization

o Measure a construct

o Do so with the highest reliability and validity

o Analytical approach

o Empirical approach

o Sequential system approach

o Standardization

   1. Standard administration

   2. Normative data

o Analytical approach

o Empirical approach

o Sequential system approach

o Standardization

   1. Standard administration

   2. Normative data

o Environmental influences

o Response bias

o Cultural bias

- Models of intelligence:

o One of the most studied concepts

o Defining and measuring is difficult

o General intelligence model

     1. It’s one big thing

o Multiple specific intelligences model

     1. Much more specific, split intelligence into

         groups such as vocab

o Hierarchal model
     1. Combo of both

- Intelligence Tests

o Stanford-Binet

     1. Age graded

     2. IQ- (MA/CA) x 100

o Wechsler Scales

     1. Point based

     2. IQ= points compared to standardization

         sample

o Overall cognitive strengths and weaknesses

o Confidence intervals are what is meaningful

- Aptitude and Achievement Tests

o Aptitude involves capacity

o Achievement involves what has been acquired