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doi: 10.1080/15374418209533055pmid: N/A
Issues of credentialing and training for child clinical psychology are being debated which have implications for curriculums decisions in university programs. The current trends are examined against the background factors prominent in the development of clinical psychology. The viability of various models is discussed, as well as credentialing procedures which are likely to be utilized.
doi: 10.1080/15374418209533056pmid: N/A
This paper examines the types of training available in the fifteen university‐based clinical child psychology programs available in the United States and Canada. Four basic training patterns or models are presented in terms of training philosophies, coursework, research, and clinical experiences. The models include: (a) general clinical training with later subprogram specialization; (b) specific, specialized degree program of training; (c) clinical emphases within a developmental psychology program; (d) clinical child training in conjunction with school psychology. The distinctiveness of the models appears to be in terms of philosophies, unique approaches, and emphases. There is, as yet, no definitive evidence regarding differences in the product of the training.
Mannarino, Anthony P.; Fischer, Constance
doi: 10.1080/15374418209533057pmid: N/A
A survey of graduate programs in clinical psychology was conducted. The purposes were to determine the extent and models of training available in clinical child psychology, and to develop a listing of programs for student advisement. A dramatic increase in the numbers of such programs over previous listings occurred (36 formal and 29 informal programs). However, standards and formats of training varied greatly, with only a few programs preplanned to follow explicit models.
doi: 10.1080/15374418209533058pmid: N/A
A survey of members of Section 1 of Division 12, APA, was conducted to collect information about their practice and training. Results from 358 respondents show that most work in applied settings and spend most of their professional time with children between ages 5 and 10. Approaches to clinical practice tend to be eclectic with an equal degree of influence of psychodynamic and behavioral traditions. The kinds of assessment and therapeutic techniques utilized in practice reflect mainly traditional influences. Very few of the respondents received formal specialty training in clinical child psychology or completed programs with optional concentrations of courses within general clinical psychology. In evaluating their training, respondents rank postdoctoral fellowship training as the most valuable level and consider individual supervision, child‐oriented coursework and experience with children the most valuable features of their training. The ideal training program compiled from the respondents would include child‐oriented courses, intensive child psychotherapy and assessment training, and experience with a wide variety of children. The information from this survey reveals an inconsistency between training and practice. While practice is dominated by techniques specific to child populations, training has been predominantly adult‐oriented and reflects little relevance to clinical work with children.
Johnson, James H.; Robbins, Rochelle L.
doi: 10.1080/15374418209533059pmid: N/A
Doctoral level clinical psychologists who were graduates of an APA‐approved general‐clinical training program were surveyed to assess their involvement in clinical‐child activities, the perceived adequacy of their training for engaging in child clinical work, and their views concerning clinical child specialty training. Results suggested that, while the majority of these clinicians worked primarily with adults, thirty‐five percent reported spending at least a quarter of their time working with children. Only about half of these perceived themselves as having been adequately trained for this role and most indicated they would have benefited from more extensive clinical child training. The notion of specialty training in the clinical child area was endorsed by most respondents, although there were differences of opinion as to whether this should be at the pre or post doctoral level. The implications of these findings for increased clinical child training within general clinical programs was considered.
Brady, Carol A.; Friedrich, William N.
doi: 10.1080/15374418209533060pmid: N/A
Play therapy training often proceeds in a haphazard fashion, with the trainee given little more direction than to “play with the child.”; We propose a model which takes into consideration the developmental aspects of relationships, of play, and of the therapy process.
Noll, Robert B.; Seagull, Arthur A.
doi: 10.1080/15374418209533061pmid: 11649460
A therapist's search for the best treatment for an enuretic child is utilized as a microcosm for the stresses and contradictions found in our present professional/scientific clinical literature. Family therapy, play therapy and behavior modification were employed in a single case, yet the extinction of the symptoms resulted from following the child's own treatment plan. These results were explained as partly due to volitional and philosophical factors generally overlooked in the child therapy literature. The authors suggest that the best of each treatment method be amalgamated to develop future intervention strategies.
Mannarino, Anthony P.; Michelson, Larry; Beck, Steve; Figueroa, Jorge
doi: 10.1080/15374418209533062pmid: N/A
The major purpose of this article is to share information on the “behind‐the‐scenes”; struggles involved in implementing and evaluating treatment outcome studies in child mental health clinics. Our experiences suggest that potential problems in conducting such programs include inappropriate referrals and lack of administrative control over the referral process, skepticism toward research within a service‐oriented staff, high drop‐out and attrition rates, and a lack of responsiveness from teachers and parents with respect to completing evaluation measures. Dealing effectively with these issues requires a combination of clinical research skills and political sensitivity to the values and goals of the child clinic. Based on a comparative child psychotherapy outcome study in a child psychiatric clinic, the authors offer some possible solutions and recommendations that might prove useful to other researchers in the area of clinical child psychology.
doi: 10.1080/15374418209533063pmid: N/A
Incest victims have frequently been held responsible for their victimization. Using the reported passivity of the victims during the incest relationship, the rationalizations of incest offenders, the pre‐incest promiscuity occasionally reported in the victims'as well as the victims’ behavior in therapy, researchers have frequently concluded that the child encouraged, seduced, or otherwise brought on the victimization. This paper focuses on the familial context of incest and how that context contributes to the alleged seductiveness of the child. When that context is fully appreciated, the culpability of the child diminishes.
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