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The Clinical Neuropsychologist Nov 2016This invited paper provides information about professional neuropsychology issues in Canada and is part of a special issue addressing international perspectives on... (Review)
Review
OBJECTIVE
This invited paper provides information about professional neuropsychology issues in Canada and is part of a special issue addressing international perspectives on education, training, and practice in clinical neuropsychology.
METHOD
Information was gathered from literature searches and personal communication with other neuropsychologists in Canada.
RESULTS
Canada has a rich neuropsychological history. Neuropsychologists typically have doctoral-level education including relevant coursework and supervised practical experience. Licensure requirements vary across the 10 provinces and there are regional differences in salary. While training at the graduate and internship level mirrors that of our American colleagues, completion of a two-year postdoctoral fellowship in neuropsychology is not required to obtain employment in many settings and there are few postdoctoral training programs in this country. The majority of neuropsychologists are employed in institutional settings (e.g. hospitals, universities, rehabilitation facilities), with a growing number entering private practice or other settings. There are challenges in providing neuropsychological services to the diverse Canadian population and a need for assessment measures and normative data in multiple languages.
CONCLUSIONS
Canadian neuropsychologists face important challenges in defining ourselves as distinct from other professions and other psychologists, in maintaining funding for high-quality training and research, in establishing neuropsychology-specific training and practice standards at the provincial or national level, and ensuring the clinical care that we provide is efficient and effective in meeting the needs of our patient populations and consumers, both within and outside of the publically funded health care system.
Topics: Canada; Employment; Humans; Internship and Residency; Neuropsychological Tests; Neuropsychology; Psychology; Surveys and Questionnaires
PubMed: 27684307
DOI: 10.1080/13854046.2016.1175668 -
Journal of Comparative Psychology... Feb 2021A scientific discipline grows through the insights and labors of individual scientists, honed by their discussions among colleagues and the mentoring they provide to the...
A scientific discipline grows through the insights and labors of individual scientists, honed by their discussions among colleagues and the mentoring they provide to the next generation of scientists. Margaret Floy Washburn, president of the American Psychological Association in 1921, the founding year of the , was a large presence during the early years of comparative psychology. She was a consummate scientist in all the abovementioned dimensions: insights, labors, communicating with her peers (including, a century later, readers of her voluminous writings), and mentoring. This essay provides an overview of her professional life and, more importantly, a synopsis of her major theoretical work, , published in 1916. Her theoretical insights are remarkably relevant to contemporary developments in comparative psychology and related subdisciplines in psychology. She is an admirable founding mother for the discipline. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
Topics: Animals; Female; History, 19th Century; History, 20th Century; Humans; Movement; Psychology, Comparative; United States
PubMed: 33555901
DOI: 10.1037/com0000272 -
History of Psychology Nov 2022After Rome became the capital of Italy in 1871, prestigious scientists arrived at the University of Rome. One of these scholars was the pedagogical philosopher Luigi...
After Rome became the capital of Italy in 1871, prestigious scientists arrived at the University of Rome. One of these scholars was the pedagogical philosopher Luigi Credaro (1860-1939). He was one of the rare Italian students of Wilhelm Wundt (1832-1920) when he went to Leipzig and attended the Institute for Experimental Psychology in the academic year 1887-1888. There he also followed the pedagogical seminars and considered the usefulness of establishing sections of practical pedagogy in Italian magisterium schools, which were teacher-training institutions. In 1904, he founded in Rome the (Pedagogical School). Through the school, Credaro proposed the concept of a scientific pedagogy based on the application of the results of experimental sciences in the educational field. We can suppose that this approach influenced the first generation of Italian scholars interested in experimental psychology in Rome, in particular Sante De Sanctis (1862-1935) and Maria Montessori (1870-1952). The article thus considers the hypothesis of the formation of a so-called Roman school of psychology, which created in the field of pedagogy a ground on which to develop its research and applications. It should be noted that Credaro devoted himself to the potential applications of experimental psychology in the context of the modernization of the liberal states of the 20th century. Specifically, scientific pedagogy constituted a field of application and development for Roman psychology. At the end, the foundation of psychology in Rome was influenced by a particular version of the Wundtian psychology promoted by his pupil Credaro. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
Topics: Humans; History, 20th Century; Rome; Psychology, Experimental; Italy; Schools; Academies and Institutes; Psychology
PubMed: 35588380
DOI: 10.1037/hop0000219 -
Journal of Pediatric Psychology Jul 2023Pediatric psychologists have unique expertise to contribute to the care of youth with serious illnesses yet are not routinely integrated into pediatric palliative care...
OBJECTIVE
Pediatric psychologists have unique expertise to contribute to the care of youth with serious illnesses yet are not routinely integrated into pediatric palliative care (PPC) teams. To better define the role and unique skillset of psychologists practicing in PPC, support their systematic inclusion as part of PPC teams, and advance trainee knowledge of PPC principles and skills, the PPC Psychology Working Group sought to develop core competencies for psychologists in this subspecialty.
METHODS
A Working Group of pediatric psychologists with expertise in PPC met monthly to review literature and existing competencies in pediatrics, pediatric and subspecialty psychology, adult palliative care, and PPC subspecialties. Using the modified competency cube framework, the Working Group drafted core competencies for PPC psychologists. Interdisciplinary review was conducted by a diverse group of PPC professionals and parent advocates, and competencies were revised accordingly.
RESULTS
The six competency clusters include Science, Application, Education, Interpersonal, Professionalism, and Systems. Each cluster includes essential competencies (i.e., knowledge, skills, attitudes, roles) and behavioral anchors (i.e., examples of concrete application). Reviewer feedback highlighted clarity and thoroughness of competencies and suggested additional consideration of siblings and caregivers, spirituality, and psychologists' own positionality.
CONCLUSIONS
Newly developed competencies for PPC psychologists highlight unique contributions to PPC patient care and research and provide a framework for highlighting psychology's value in this emerging subspecialty. Competencies help to advocate for inclusion of psychologists as routine members of PPC teams, standardize best practices among the PPC workforce, and provide optimal care for youth with serious illness and their families.
Topics: Child; Humans; Palliative Care; Practice, Psychological; Psychology, Child; Pediatrics
PubMed: 37141582
DOI: 10.1093/jpepsy/jsad007 -
Journal of School Psychology Jun 2023Doctoral training programs educate future practitioners, scholars, and researchers. They therefore are an important site of inquiry for critical school psychologists...
Doctoral training programs educate future practitioners, scholars, and researchers. They therefore are an important site of inquiry for critical school psychologists interested in interrogating and confronting the inequities that exist within the field. We conducted four focus groups with 15 Black, Indigenous, and Women of Color (BIWOC) students in various APA-accredited school psychology Ph.D. programs to understand how they experienced their programs. We argue that the programs delivered a hidden curriculum to the participants through various socializing, vicarious, and disciplinary events, in addition to the official curriculum delivered to all students. Data analysis indicated that the hidden curriculum was delivered in four settings and consisted of six lessons, including (a) you do not belong here, (b) you cannot be trusted, (c) you are on your own, (d) you are not safe here, (e) you are a token, and (f) you will only get performative allyship from us. We discuss each of these lessons and contemplate on ways in which programs and faculty can combat their deleterious impact on the students.
Topics: Female; Humans; Curriculum; Faculty; Psychology; Psychology, Educational; Schools; Ethnic and Racial Minorities
PubMed: 37253574
DOI: 10.1016/j.jsp.2023.02.004 -
Rehabilitation Psychology Aug 2022The purpose of this study was to obtain information about psychology internship training programs involving work with individuals with disabilities receiving...
PURPOSE/OBJECTIVE
The purpose of this study was to obtain information about psychology internship training programs involving work with individuals with disabilities receiving rehabilitation services in the United States and Canada.
RESEARCH METHOD/DESIGN
The Association of Psychology Postdoctoral and Internship Centers (APPIC) directory was used to identify 426 training programs that listed supervised experience in rehabilitation psychology, and these programs were sent a survey assessing characteristics of their internship. There were 227 program directors who responded (53%), and 114 of them reported that their internship involved working with disabled persons receiving rehabilitation services.
RESULTS
The majority of training programs were at a hospital or subacute rehabilitation facility (Veteran Affairs and non-Veteran Affairs), and 41% of the programs were housed within an independent psychology department. Sixteen programs (15%) had faculty who were board certified by the American Board of Rehabilitation Psychology (ABRP).
CONCLUSIONS/IMPLICATIONS
Interns were exposed to a broad range of conditions, such as brain injuries, orthopedic, and spinal cord injuries, as well as comorbid psychiatric and substance use disorders. Interns were also provided various levels of training in ABRP competencies across programs. Opportunities to improve training with rehabilitation populations at the internship level include increasing didactics related to rehabilitation psychology and increasing opportunities to work with ABRP faculty. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
Topics: Canada; Disabled Persons; Humans; Internship and Residency; Psychology; Substance-Related Disorders; United States
PubMed: 35901374
DOI: 10.1037/rep0000449 -
The American Psychologist 2015This special issue of American Psychologist reviews a broad, diverse, and growing research literature that has established the discipline as an essential source of... (Review)
Review
This special issue of American Psychologist reviews a broad, diverse, and growing research literature that has established the discipline as an essential source of evidence concerning cancer prevention and control. Nevertheless, the history of psychological science that is intended to inform cancer control suggests a number of risks going forward that could attenuate the impact of this work. Fortunately, the field also faces new opportunities to contribute more substantially, especially if psychologists engage the broader biomedical and public health communities through rigorous, relevant, multilevel research that is informed by current knowledge of the disease and its treatment, the skills required to participate in large-scale trans-disciplinary team science, and an appreciation of the economic, organizational, and policy context of cancer control at the local and national levels.
Topics: Biomedical Research; Health Policy; Health Priorities; Humans; Neoplasms; Psychology; Public Health; Risk
PubMed: 25730727
DOI: 10.1037/a0038869 -
British Journal of Health Psychology Sep 2020Purpose An oral history of the development of health psychology in the United Kingdom. Methods Standard oral history methods produced interviews with 53 UK health...
Purpose An oral history of the development of health psychology in the United Kingdom. Methods Standard oral history methods produced interviews with 53 UK health psychologists, averaging 92 min in length. All interviewees entered the field from the 1970s to the 2000s, representing all four countries in the United Kingdom. A reconstructive mode of analysis, along with the few existing sources, was used to create a narrative of the history of health psychology in the United Kingdom. Audio recordings and transcripts will be archived for use by future researchers. Findings In the 1970s, medical schools in London recruited psychologists to teach, while also conducting pragmatic research on issues in healthcare. At the same time, some clinical psychologists began to work with physical health conditions in general hospitals. Partly influenced by developments in the United States and Europe, an identity of 'health psychology' developed and spread to researchers and practitioners doing work in psychology and health. In the 1980s, the field continued to attract researchers, including social psychologists working with health behaviours and outcomes, and clinical psychologists working in health care settings. During this time, it became formalized as a scientific field with the creation of the BPS Health Psychology Section, courses, and journals. In the 1990s, the field moved towards professional practice, which was controversial with other BPS divisions. However, it continued to grow and develop through the 2000s and 2010s. Conclusion Reflections on the development of UK health psychology represent the first historical narrative produced from oral testimony of those who were present at the time. Statement of Contribution What is already known on this subject? Health psychology emerged in the 1970s, initially in the United States following an APA Task Force report. It developed from a range of precursor movements including psychosomatic medicine, while in the United Kingdom medical psychology was an additional precursor. The development of health psychology has been discussed for a range of countries including the United States and others, but historical scholarship relating to the United Kingdom has been limited. What does this study add? From an oral history project, a narrative of UK health psychology's development is built up. Influences included opportunities at medical schools from the 1970s onward. Growing interest in health behaviours as a test of social psychology theory was important. The experiences of clinical psychologists working in health care settings are demonstrated. Multidisciplinary influences on the emergence and shaping of health psychology are evident.
Topics: Behavioral Medicine; Europe; Female; Humans; London; Male; Psychology; United Kingdom; United States
PubMed: 32314477
DOI: 10.1111/bjhp.12418 -
Perspectives on Psychological Science :... Nov 2022How common are mental-health difficulties among applied psychologists? This question is paradoxically neglected, perhaps because disclosure and discussion of these...
How common are mental-health difficulties among applied psychologists? This question is paradoxically neglected, perhaps because disclosure and discussion of these experiences remain taboo within the field. This study documented high rates of mental-health difficulties (both diagnosed and undiagnosed) among faculty, graduate students, and others affiliated with accredited doctoral and internship programs in clinical, counseling, and school psychology. More than 80% of respondents ( = 1,395 of 1,692) reported a lifetime history mental-health difficulties, and nearly half (48%) reported a diagnosed mental disorder. Among those with diagnosed and undiagnosed mental-health difficulties, the most common reported concerns were depression, generalized anxiety disorder, and suicidal thoughts or behaviors. Participants who reported diagnosed mental disorders endorsed, on average, more specific mental-health difficulties and were more likely to report current difficulties than were undiagnosed participants. Graduate students were more likely to endorse both diagnosed and undiagnosed mental-health difficulties than were faculty, and they were more likely to report ongoing difficulties. Overall, rates of mental disorders within clinical, counseling, and school-psychology faculty and trainees were similar to or greater than those observed in the general population. We discuss the implications of these results and suggest specific directions for future research on this heretofore neglected topic.
Topics: Humans; Mental Health; Psychology, Educational; Faculty; Counseling; Schools; Psychology
PubMed: 35731143
DOI: 10.1177/17456916211071079 -
Perspectives on Psychological Science :... Mar 2022The apparent convergence of psychology and brain science has been the subject of both celebration and critique, but it has never been systematically charted. We examined...
The apparent convergence of psychology and brain science has been the subject of both celebration and critique, but it has never been systematically charted. We examined historical trends in the representation of neuroscientific concepts in a corpus of 798,402 psychology journal articles published over the past half century, from 1965 to 2016. A dictionary of 522 uniquely neuroscience-related terms was developed, and the percentage of article abstracts in which at least one term appeared was calculated for each year. This percentage grew from 9.15% to 16.45% over the study period, whereas the percentage containing a subset of 199 terms containing the prefix "neur-" rose much more steeply, from 2.30% to 10.06%. From the mid-1970s, the growing representation of neuroscience in psychology was linear. Proportions were highest among journals covering neuropsychology and physiological psychology and behavioral neuroscience, lowest in those covering social psychology and developmental and educational psychology, and intermediate in those covering experimental and cognitive psychology and clinical psychology. The steepest rises were found in social and clinical psychology journals. Changes in the most salient neuroscientific terms revealed historical shifts in technology, topic, and anatomical focus, which may contribute to our understanding of relationships among mind, brain, and behavior.
Topics: Brain; Humans; Neurosciences; Prevalence; Psychology; Psychology, Educational
PubMed: 34283670
DOI: 10.1177/1745691621991864