for Journals by Title or ISSN
for Articles by Keywords

 A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z  

  Subjects -> PSYCHOLOGY (Total: 858 journals)
The end of the list has been reached or no journals were found for your choice.
Journal Cover Professional Psychology : Research and Practice
  [SJR: 0.932]   [H-I: 51]   [7 followers]  Follow
   Full-text available via subscription Subscription journal
   ISSN (Print) 0735-7028 - ISSN (Online) 1939-1323
   Published by APA Homepage  [68 journals]
  • Committee on Legal Issues (COLI) response to commentary.
    • Abstract: Responds to a commentary by B. G. Borkovsky (see record 2016-27349-005). Borkovsky critiqued the American Psychological Association’s Committee on Legal Issues' (COLI) article, Strategies for Private Practitioners Coping with Subpoenas or Compelled Testimony for Client/Patient Records or Test Data or Test Materials (see record 2016-05588-001). The Commentary actually confuses more than it clarifies. To begin, the Commentary claims that the Article is “no longer consistent with law, ethics, and social policy." Yet the Commentary, referring only obliquely to subpoenas and compelled testimony, does not speak to the central issues that the Article addresses. Then the Commentary, offering three primary criticisms, asserts that the Article inadequately distinguishes “privilege” and “confidentiality,” that it misapprehends the implications of the Health Insurance Portability and Accountability Act of 1996 (HIPAA, 1996) for the disclosure of Protected Health Information, and that it fails to stretch its scope even further to inform psychologists precisely what to disclose or how to exercise their discretion in various situations. Each of these primary criticisms is addressed in turn. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
      PubDate: 2016-06-06
      DOI: 10.1037/pro0000092
  • “Coping with subpoenas”: No longer consistent with law,
           ethics, or social policy.
    • Authors: Borkosky; Bruce G.
      Abstract: The Committee on Legal Issues (COLI) has updated the ‘Coping with Subpoenas’ article (COLI, 2016). It is a welcomed update of this series, but it is no longer consistent with law, ethics, or social policy. This commentary addresses problematic sections of the article, regarding the difference between privilege and confidentiality, which laws apply, and when laws require or prohibit disclosure. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
      PubDate: 2016-06-06
      DOI: 10.1037/pro0000091
  • Exploring parental divorce among emerging adult women: The roles of
           support networks and family relationships.
    • Authors: Reed; Kayla; Lucier-Greer, Mallory; Parker, Trent S.
      Abstract: What is the experience of parental divorce like when it takes place during emerging adulthood? A phenomenological study examined how parental divorce during emerging adulthood gives meaning to emerging adults’ experiences, specifically with regards to support networks and familial relationships. Fifteen females between the ages of 18 and 25 (M = 21.5) whose parents divorced after age 18 were interviewed. Three themes of meaning emerged from the data: emotional consequences of loss and contradictory coping, involvement in the divorce process, and the evolution (or not) of family dynamics. Results are relevant for psychologists, family therapists, and university mental health programs by providing information on how the experience of parental divorce influences emerging adults’ state of homeostasis, perceptions of the parent–child relationship, and perceived importance of support systems. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
      PubDate: 2016-06-06
      DOI: 10.1037/pro0000090
  • “Training in psychological assessment: Current practices of clinical
           psychology programs”: Correction to Ready and Veague (2014).
    • Authors: Ready; Rebecca E.; Veague, Heather Barnett
      Abstract: Reports an error in "Training in psychological assessment: Current practices of clinical psychology programs" by Rebecca E. Ready and Heather Barnett Veague (Professional Psychology: Research and Practice, 2014[Aug], Vol 45[4], 278-282). There was an error in the third sentence of the Procedures section. The corrected sentence is provided. (The following abstract of the original article appeared in record 2014-32671-008.) Training in psychological assessment has been studied periodically since 1960. The goal of this project was to provide an update of training practices in clinical psychology programs and to compare practices across Clinical-Science, Scientist-Practitioner, and Practitioner-Scholar training models. All APA-accredited programs in clinical psychology were invited to respond to an anonymous online survey about program characteristics and assessment training; a 33% response rate was achieved. Assessment training over the past decade was generally stable or increasing. Training in treatment effectiveness and neuropsychology were areas of growth. Across training models, there was remarkable similarity in assessment instruction except for coverage of projective instruments, number of required assessment courses, and training in geriatric assessment. The most popular instruments taught in clinical psychology programs were the Wechsler Adult Intelligence Scale–IV, Wechsler Intelligence Scale for Children–IV, Minnesota Multiphasic Personality Inventory–II, the Beck Depression Inventory–II, and the Woodcock-Johnson III Tests of Achievement. Assessment coursework relevant to evidence-based practice, ethics, and multicultural issues may need more emphasis to support the development of core competencies in future generations of clinical psychologists. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
      PubDate: 2016-06-06
      DOI: 10.1037/pro0000085
  • Empirically supported treatments: Precept or percept'
    • Authors: Elmore; Alexis
      Abstract: The movement to create and certify empirically supported treatments (ESTs) has sparked controversy since its inception with the American Psychological Association (APA) Task Force on Psychological Intervention Guidelines (1995). The APA Ethical Principles of Psychologists and Code of Conduct (APA, 2002) remains neutral on this topic, leaving room for interpretation for practitioners, researchers, and policymakers. However, increasing enmeshment of ESTs into the profession, including guild guidelines for accreditation and training, points to a need to consider potential ethical implications of ESTs. Accordingly, the current work considers ESTs and relevant principles and standards of the Ethics Code, before discussing the issue from the stance of an ethical decision model. Implications for research and training are also considered. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
      PubDate: 2016-06-06
      DOI: 10.1037/pro0000078
  • Moral stress and job burnout among frontline staff conducting clinical
           research on affective and anxiety disorders.
    • Authors: Fried; Adam L.; Fisher, Celia B.
      Abstract: There has been increased attention on job-related stress and burnout experienced by clinicians working with vulnerable and at-risk populations, including effects on personal mental health, therapeutic decision-making, and job effectiveness. Little is known, however, about the job-related stressors and symptoms of burnout experienced by clinical research staff working with similar populations, especially in terms of moral stress they may experience when adherence to scientific procedures appears to conflict with their personal commitment to address the clinical needs of their research participants or role as health care provider. In this national study, 125 frontline research workers conducting clinical research studies with individuals diagnosed with affective and anxiety disorders completed an online survey including measures assessing research work–related moral stress, job burnout, organizational ethics climate, and organizational research support. Results indicated that younger research workers, those whose research work was part of a graduate assistantship, and perceptions of higher participant research risk were associated with higher levels of moral stress and job burnout. Supportive organizational climates were associated with lower levels of moral stress and job burnout. Recommendations for clinical research workers, supervisors, and clinical training directors are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
      PubDate: 2016-06-06
      DOI: 10.1037/pro0000060
  • The use of exposure therapy for child anxiety disorders in a medical
    • Authors: Whiteside; Stephen P. H.; Sattler, Adam; Ale, Chelsea M.; Young, Brennan; Hillson Jensen, Andrea; Gregg, Melissa S.; Geske, Jennifer R.
      Abstract: Anxiety disorders in childhood are common, debilitating, costly, and treatable. Cognitive–behavioral therapy (CBT) has been widely researched and exposure to feared stimuli is an effective treatment component. Previous research suggests that CBT and exposure are not provided consistently for adult anxiety disorders, but little is known about the treatment received by children in nonresearch settings. The current study examined the clinical documentation for 482 treatment sessions received by 86 youth ages 7–17 with an anxiety disorder. Treatment was delivered as part of nonresearch clinical practice within a large medical center including an anxiety specialty clinic, general mental health clinic, and primary care. Treatment sessions most frequently contained non-CBT interventions (45.4%), followed by exposure (35.1%), other CBT components (34.2%), and medication management (17.8%). The content of treatment was dependent on the setting in which it was delivered, with the majority of children seen outside the anxiety specialty clinic never introduced to exposure (76.1%). The results suggest that despite its demonstrated efficacy, exposure is underutilized for child anxiety disorders in nonresearch clinical settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
      PubDate: 2016-05-12
      DOI: 10.1037/pro0000077
  • Developing games for mental health: A primer.
    • Authors: Turner; Wesley A.; Thomas, Beth; Casey, Leanne M.
      Abstract: The development of digital technologies is rapidly providing mental health researchers and clinicians with innovative means of communication, assessment, and intervention. Video games provide an important new platform for the delivery of mental health assessments and effective interventions. However, researchers and clinicians wishing to make use of this new platform may find themselves overwhelmed by the unfamiliar terminology, processes, and logic employed by game developers. This article provides mental health researchers and practitioners with an overview of current trends in games for mental health, an introduction to games development theory and terminology, and a concise guide to the game development process from a researcher and practitioner perspective. Factors requiring consideration prior to the commencement of game development are highlighted, and a checklist to guide games development for mental health is presented. Potential issues specific to mental health research and practice in this area are also discussed. In light of current trends in video game play, adoption, and acceptance, researchers and mental health practitioners are strongly encouraged to explore the games development process and to become familiar with the field’s language and philosophy. Further development of empirically supported game-based mental health assessments and interventions is likely to help promote mental health research and practice into the ever expanding digital world. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
      PubDate: 2016-05-05
      DOI: 10.1037/pro0000082
  • Firefighter suicide: Understanding cultural challenges for mental health
    • Authors: Henderson; Sarah N.; Van Hasselt, Vincent B.; LeDuc, Todd J.; Couwels, Judy
      Abstract: Suicide is a widespread problem that is severely underreported within the fire service. There is a growing body of evidence that suggests firefighters are at increased risk of committing suicide compared with their civilian counterparts due to disturbingly higher rates of posttraumatic stress disorder and substance use disorders, which serve as markers for suicide completion. The main problem for mental health professionals in addressing suicide in this population is the substantial lack of empirical research on mental health of firefighters as well as the compounding cultural stigma that exists in addressing mental and behavioral health issues. Additionally, there remains a discrepancy in reported rates of suicide and a lack of information on attempted suicides—related to low reporting rates by family members, fellow firefighters, and departments, as well as no official national tracking database for suicide in firefighters—that further complicates research in this area. This article (a) discusses current research on suicide within the fire service, (b) explores issues and challenges for psychological assessment and intervention for practitioners working with this population, (c) describes specific approaches toward decreasing suicide in firefighters, and (d) suggests policy considerations for fire departments and mental health professionals. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
      PubDate: 2016-05-05
      DOI: 10.1037/pro0000072
  • Ethical concerns in statistical analyses: Implications for clinical
           research and practice.
    • Authors: Gaasedelen; Owen J.
      Abstract: Scholars and researchers are increasingly becoming aware of the intersections between ethical research, practice, and statistical analysis. This article is an attempt to help both educators of psychology and practitioners understand the ethical dimension of statistical analysis and the importance of continued efforts toward statistical reform. This author argues for a continued shift from the prevailing statistical paradigm of null hypothesis significance testing toward what has been called the new statistics. Researchers are encouraged to shift focus away from p value interpretation toward point estimates, confidence intervals, effect sizes, and meta-analysis. Additional implications and benefits for research and clinical practice are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
      PubDate: 2016-05-05
      DOI: 10.1037/pro0000074
  • Therapists’ knowledge of practice elements derived from the evidence
           base: Misconceptions, accuracies, and large-scale improvement guidance.
    • Authors: Izmirian; Sonia C.; Nakamura, Brad J.; Hill, Kaitlin A.; Higa-McMillan, Charmaine K.; Slavin, Lesley A.
      Abstract: Although knowledge of evidence-based practices (EBPs) has become a growing focus of youth mental health implementation efforts, therapists’ current EBP knowledge level from a practice element perspective is unclear. The present investigation examined (a) therapists’ baseline knowledge of whether various practice elements derived from EBPs and (b) the degree to which EBP knowledge and knowledge errors vary with the strength of research supporting those techniques. Descriptive analyses and correlations, respectively, were used to investigate the 2 aims of this study. Participants were 196 therapists from the State of Hawaii. Results from the 1st aim of this study indicate that participants were most knowledgeable of practices derived from the evidence base for the problem area of disruptive behavior. In addition, the participants tended to overestimate the research support for common factors and underestimate the research support for high-intensity behavioral modification techniques. Results from the 2nd aim of this study suggest that there was a significant relationship between research support and EBP knowledge only for the problem area of disruptive behavior. These analyses also indicated a negative relationship between research support and knowledge errors for disruptive behavior and anxiety. These findings suggest that examining therapists’ EBP knowledge from a practice element perspective may provide important information about how to focus the dissemination and training efforts of treatment techniques. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
      PubDate: 2016-05-05
      DOI: 10.1037/pro0000081
  • Social cognitive correlates of attitudes toward empirically supported
    • Authors: Seligman; Laura D.; Hovey, Joseph D.; Hurtado, Gabriela; Swedish, Erin F.; Roley, Michelle E.; Geers, Andrew L.; Kene, Prachi; Elhai, Jon D.; Ollendick, Thomas H.
      Abstract: Many clinicians report less than favorable attitudes regarding the use of Empirically Supported Treatments (ESTs). To better understand attitudes toward ESTs we examined the relationship among social–cognitive factors, career choices, and attitudes toward ESTs. Mental health professionals completed measures assessing need for cognition (NFC), decision-making style, career interests, and attitudes toward ESTs. Participants who reported spending the majority of their time in clinical practice reported significantly less favorable attitudes toward ESTs, a more intuitive decision-making style, and lower NFC than those spending the majority of their time doing research. Higher intuition and lower NFC were associated with less favorable attitudes toward ESTs. Moderation analyses testing the hypothesis that decision-making style and NFC would moderate the effects of career status on attitudes approached significance. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
      PubDate: 2016-03-31
      DOI: 10.1037/pro0000068
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
Home (Search)
Subjects A-Z
Publishers A-Z
Your IP address:
About JournalTOCs
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-2016