ARCHIVES of MEDICAL PSYCHOLOGY
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Behavioral Neuroscience Uab Graduate Handbook
Behavioral Neuroscience Ph.D. Program Policies, Guidelines, & Procedures Student Handbook 2021-2022 University of Alabama at Birmingham Table of Contents Mission Statement __________________________________________ 3 History of the Program _______________________________________ 3 Policies and Procedures ______________________________________ 4 Overview of Student Career ___________________________________ 5 Typical Courses ____________________________________________ 5 Progress Reports ___________________________________________ 6 2nd Year Research Project __________________________________ 7 Qualifying Examination _______________________________________ 8 Dissertation ________________________________________________ 10 Behavioral Neuroscience Student Checklist _______________________ 13 Master’s Degree ____________________________________________ 15 Policies Regarding Adequate Progress __________________________ 16 Policies on Remunerated Activities _____________________________ 16 Vacation, Leave, Holiday Guidelines ____________________________ 17 Degree Requirements and Associated Procedures ________________ 18 2 BEHAVIORAL NEUROSCIENCE PROGRAM Mission Statement and History of the Program Mission Statement Behavioral neuroscience is represented by scientists with interests in the physiological and neural substrates of behavior. The mission of the Behavioral Neuroscience Ph.D. program is to produce outstanding young scientists capable of pursuing independent research careers in the field of behavioral neuroscience by providing graduate -
Npmarch-April12
THE NATIONAL Psychologist Vol. 21 No. 2 The Independent Newspaper for Practitioners March/April 2012 behavioral research and non-pharmacologi- Alzheimer’s plan emphasizes biology over behavior cal interventions, but it is still woefully inad- equate in many things such as the area of By Paula E. Hartman-Stein, Ph.D. that is open through March 30. Alzheimer’s Association barely acknowl- neuropsychological assessment, research NAPA established an advisory council edged mental health and non-pharmacologi- beyond biomarkers, the proposed public The most recent draft released Feb. 22 to develop an ambitious national plan with- cal interventions and made no mention of the education campaign addressing risk factors for a massive federal plan to address out waiting for Congress to act, and the most role of psychology in research, practice or and geriatric workforce funding.” Alzheimer’s disease is considered “woefully recent draft of the plan includes five goals diagnosing of Alzheimer’s. According to Michael Friedman, inadequate” in incorporating psychology and for preventing and effectively treating In response, APA CEO Norman B. LMSW, co-founder of the Geriatric Mental behavioral health into prevention and treat- Alzheimer’s by 2025, optimizing the quality Anderson, Ph.D., sent 13 pages of comments Health Alliance of New York, “The revised ment. The national plan stems from the and efficiency of care, expanding support for to HHS. He wrote, “It is surprising that there national plan acknowledges that mental National Alzheimer’s Project Act (NAPA) people with Alzheimer’s as well as their is no mention of the role of psychology in health problems occur in dementia, but the signed into law in January of last year. -
Bullies to Buddies P. 1 a Pilot Study of the Bullies To
Bullies to Buddies p. 1 A Pilot Study of the Bullies to Buddies Training Program Running Head: Bullies to Buddies Bullies to Buddies p. 2 A Pilot Study of the Bullies to Buddies Training Program In a national study of bullying, Nansel, Overpeck, Pilla, Ruan, Simons-Morton, & Scheidt (2001) found that 29.9% of sixth through tenth grade students in the United States report moderate to frequent involvement in bullying: 13% as bullies, 10.6% as victims, and 6.3% as both bullies and victims. Even if they are not chronically involved with bullying, research indicates that the majority of students will experience some form of victimization at least once during their school careers (Felix & McMahon, 2007). Research has shown that students involved in bullying are at increased risk for negative outcomes throughout childhood and adulthood. Children who are the targets of bullying are more likely to experience loneliness and school avoidance than non-bullied students (Kochenderfer & Ladd, 1996; Nansel et al., 2001), have poor academic outcomes, and are at increased risk for mental health problems such as anxiety and suicidal ideation, which can persist into adulthood (Kaltiala-Heino, Rimpela, Rantanen, & Rimpela, 2000; Kochenderfer & Ladd, 1996; Kumpulainen et al., 1998; Olweus, 1995; Rigby, 2000; Schwartz, Gorman, Nakamoto, & Tobin, 2005). Bullies also experience more negative outcomes than their peers; they are more likely to exhibit externalizing behaviors, conduct problems, and delinquency (Haynie et al., 2001; Nansel et al., 2001), are more likely to sexually harass peers, be physically aggressive with their dating partners, and be convicted of crimes in adulthood (Olweus, 1993; Pepler et al., 2006). -
Psychologist Scope of Practice
The Honorable Eileen Cody 303 John L. O’Brien Building Olympia, WA 98504 April 23, 2020 The Honorable John Wiesman Secretary of Health Washington State Department of Health P.O. Box 47890 Olympia, Washington 98504-7890 Dear Secretary Wiesman, I am requesting that the Department of Health consider a Sunrise Review application for a proposal that would change the scope of practice for psychologists, namely giving this profession prescriptive authority for those with appropriate training. A copy of the proposal is attached for HB 2967 (2020). The House Health Care & Wellness Committee would be interested in an assessment of whether the proposal meets the sunrise criteria for expanding the scope of practice for a regulated health profession in Washington. I appreciate your consideration of this application and I look forward to receiving your report. Please contact my office if you have any questions. Sincerely, Representative Eileen Cody, RN Chair, House Health Care & Wellness Committee 34th Legislative District Cc: Kelly Cooper, Washington State Department of Health Melanie Smith, Washington State Psychological Association Representative Nicole Macri, 43rd Legislative District H-3313.2 HOUSE BILL 2967 State of Washington 66th Legislature 2020 Regular Session By Representative Macri 1 AN ACT Relating to the prescriptive authority of psychologists; 2 amending RCW 18.83.010, 18.83.050, 18.83.080, and 18.83.090; 3 reenacting and amending RCW 18.64.011, 18.79.260, and 69.50.101; and adding new sections to chapter 18.83 RCW.4 5 BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF WASHINGTON: 6 Sec. 1. -
Clinical Health Psychology Fellowship
Clinical Health Psychology Fellowship APA-ACCREDITED CLINICAL HEALTH PSYCHOLOGY FELLOWSHIP AT THE MAYO CLINIC APA-Accredited Clinical Health Psychology Fellowship at the Mayo Clinic The Clinical Health Psychology Fellowship is one of three tracks offered in the Medical Psychology Post-Doctoral Fellowship at Mayo Clinic. This APA-Accredited Fellowship is the Department of Psychiatry and Psychology, which is one of the largest psychiatric treatment groups in the United States, with more than 80 psychologists and psychiatrists. The two-year fellowship includes clinical activities, 30% protected time for research, educational activities, as well as opportunities for teaching/leadership. The Clinical Health Psychology Fellowship offers both breadth and depth in health psychology training. Fellows choose a specialty area (“major rotation”) in which they focus the majority of their clinical and research work. Fellows receive their clinical supervision and research mentorship in their specialty area. In addition, fellows can obtain broad training through several minor rotations. The rotational schedule is flexible based on the fellows’ interests and goals. All major rotation areas are also offered as minor rotations. “Fellows are able to complete minor rotations in each specialty area during the two-year fellowship, or they may choose to focus on their major area of concentration.” Many of our faculty hold leadership positions in the department and the institution, offering our fellows formal and informal professional development opportunities to learn about the role of the Clinical Health Psychologist within an academic medical center setting. Our faculty includes individuals from diverse cultural and clinical training backgrounds. We strongly encourage diverse applicants to apply to our program, including international applicants. -
Spatially Talented Students Experience Less Academic Engagement and More Behavioural Issues Than Other Talented Students Joni M
1 British Journal of Educational Psychology (2020) © 2020 The British Psychological Society www.wileyonlinelibrary.com Spatially gifted, academically inconvenienced: Spatially talented students experience less academic engagement and more behavioural issues than other talented students Joni M. Lakin1* and Jonathan Wai2 1Auburn University, Auburn, Alabama, USA 2University of Arkansas, Fayetteville, Arkansas, USA Background. Spatially talented students have a capacity for success that is too often overlooked by educational services. Because these students may lack appropriate challenge, theorists suggest these students experience greater academic struggles than other gifted students, including behavioural problems and lack of academic engagement. Aims. The goal of this research was to explore empirical evidence for the claim that spatially talented students would experience more academic struggles than other gifted students. We sought to understand the size of the ‘spatially talented’ population and their patterns of behavioural and academic struggles in high school. We also looked at long- term outcomes, including degree completion. Samples. This article explores characteristics of spatial talent in three US nationally representative data sets: Project Talent (1960), High School and Beyond (1980), and the National Longitudinal Study of Youth (1997). Combined, these data provide a 60-year longitudinal study of student outcomes. Methods. This study utilized factor analysis, analysis of variance (ANOVA), and regression methods to explore the research questions for each data set. Results and Conclusions. From our analyses, we estimate that 4–6% (at least 2 million) of the 56.6 million students in the US K-12 system are spatially talented students that are not identified by common gifted and talented screening processes. -
Pop-Culture Psychopathy: How Media and Literature Exposure Relate To
Pop-Culture Psychopathy: How Media and Literature Exposure Relate to Lay Psychopathy Understanding Dissertation Presented to The Faculty of the College of Arts and Sciences Drexel University In Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy by Michael E. Keesler, M.S., J.D. Department of Psychology May, 2013 Pop-Culture Psychopathy ii Table of Contents Table of Contents ............................................................................................................................ ii Abstract ........................................................................................................................................... v Introduction ..................................................................................................................................... 1 Background and Literature Summary ............................................................................................. 2 Psychopathy’s Evolution Over Time ........................................................................................ 2 Contemporary Psychopathy ................................................................................................ 4 The Public’s Evolving Relationship with Psychology.............................................................. 8 Increase in Psychopathy Professional Literature for Lay Consumer ...................................... 10 Increase in Psychopathy Popular Media Delivered to Lay Consumer ................................... 13 What Effect Do Mixed Messages -
Illusion and Well-Being: a Social Psychological Perspective on Mental Health
Psyehologlcal Bulletin Copyright 1988 by the American Psychological Association, Inc. 1988, Vol. 103, No. 2, 193-210 0033-2909/88/$00.75 Illusion and Well-Being: A Social Psychological Perspective on Mental Health Shelley E. Taylor Jonathon D. Brown University of California, Los Angeles Southern Methodist University Many prominenttheorists have argued that accurate perceptions of the self, the world, and the future are essential for mental health. Yet considerable research evidence suggests that overly positive self- evaluations, exaggerated perceptions of control or mastery, and unrealistic optimism are characteris- tic of normal human thought. Moreover, these illusions appear to promote other criteria of mental health, including the ability to care about others, the ability to be happy or contented, and the ability to engage in productive and creative work. These strategies may succeed, in large part, because both the social world and cognitive-processingmechanisms impose filters on incoming information that distort it in a positive direction; negativeinformation may be isolated and represented in as unthreat- ening a manner as possible. These positive illusions may be especially useful when an individual receives negative feedback or is otherwise threatened and may be especially adaptive under these circumstances. Decades of psychological wisdom have established contact dox: How can positive misperceptions of one's self and the envi- with reality as a hallmark of mental health. In this view, the ronment be adaptive when accurate information processing wcU-adjusted person is thought to engage in accurate reality seems to be essential for learning and successful functioning in testing,whereas the individual whose vision is clouded by illu- the world? Our primary goal is to weave a theoretical context sion is regarded as vulnerable to, ifnot already a victim of, men- for thinking about mental health. -
Bullying Newsletter
Let’s Meet Henry…….Henry is 11 years old and attends Main Elementary School which is located a few blocks from his home. He is in the sixth grade and is an average student. Henry has always been a bit shy and somewhat anxious around his peers. He just moved to this city 3 months ago and has not yet made any friends at the new school, though he does have a "best friend" at his old school. Henry is quite tall and thin for his age and is very self-conscious about his appearance. “Bullying - not just Over the past month, Henry has become increasingly withdrawn. Several weeks child’s ago he came home with a tear in his favorite jacket. When his mother asked him play.” what happened, he hurriedly said it was an accident. He goes straight to his room after school and shuts the door. His mother has noticed that he has become more irritable and is often tearful, but when she tries to talk to him about this, he tells her to go away. She is worried about him but, thinks this is a phase he's going through because they've just moved to a new city, etc. She also worries about mak- ing Henry too dependent on her if she gets too involved in his problems. Bullying—What it is all about WHAT: Bullying is an everyday occurrence that many people discount or view as something that will work itself out. Bullying, however, is not a random passing of kids and a one-time occurrence. -
2003 Psychotherapy Bulletin, Volume 38, Number 1
Psychotherapy B OFFICIAL PUBLICATION OF DIVISION 29 OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION U In This Issue The Added Value of RxP Training L In Conversation with Dr. Al Mahrer L Clinical Coaching: A Paradigm for Supervision The Unseen Diagnosis: Addiction Assessment E Candidate Statements T E O I C N VOLUME 38 NO. 1 SPRING 2003 Division of Psychotherapy Ⅲ 2003 Governance Structure ELECTED BOARD MEMBERS President Past President Alice Rubenstein, Ed.D., 2001-2003 Patricia M. Bricklin, Ph.D. 2002-2004 Robert J. Resnick, Ph.D., 2002-2003 Monroe Psychotherapy Center 470 Gen. Washington Road Department of Psychology 20 Office Park Way Wayne, PA 19087 Randolph Macon College Pittsford, New York 14534 Ofc: 610-499-1212 Fax: 610-499-4625 Ashland, VA 23005 Ofc: 585-586-0410 Fax 585-586-2029 [email protected] Ofc: 804-752-3734 Fax:804-270-6557 [email protected] [email protected] President-elect Sylvia Shellenberger, Ph.D., 2002-2004 Linda F. Campbell, Ph.D., 2001-2003 Board of Directors Members-at-Large 3780 Eisenhower Parkway University of Georgia Norman Abeles, Ph.D. , 2003-2005 Macon, Georgia 31206 402 Aderhold Hall Michigan State Univ. Ofc: 478-784-3580 Fax: 478-784-3550 Athens, GA 30602-7142 Dept. of Psychology [email protected] Ofc: 706-542-8508 Fax:770-594-9441 E. Lansing, MI 48824-1117 [email protected] Ofc: 517-355-9564 Fax: 517-353-5437 APA Council Representatives [email protected] John C. Norcross, Ph.D., 2002-2004 Secretary Department of Psychology Abraham W. Wolf, Ph.D., 2002-2004 Mathilda B. -
“MEDICAL PSYCHOLOGY” Year: III Faculty
INFORMATIONAL REFERENCE FOR STUDENTS OF THE DISCIPLINE “MEDICAL PSYCHOLOGY” Year: III Faculty: medical Approved by methodical counsel of general and medical psychology and pedagogic Department 30.08.2017, proceeding №1 According to the curriculum, Medical psychology study is carried out over a 3d year of study. The object of the course is the study of the foundations of medical psychology in general medical practice. Interdisciplinary connections: the basics of psychology, philosophy, pedago- gy, internal medicine, pediatrics, psychiatry. The program of the course consists of the following thematic modules: 1. General questions of Medical Psychology. 2. Applied aspects of Medical Psychology 1. The purpose and objectives of the course 1.1 The purpose of discipline "Medical Psychology" is studying of: - psychological characteristics of people suffering from various diseases, - methods and techniques of mental disorders diagnosing, - differentiation of psychological phenomena and psychopathological symptoms and syndromes, - psychology of relationships between the patient and health care worker, - ways of prevention, psychological correction and psychotherapy in order to help pa- tients - theoretical aspects of psychosomatic and somatopsychic interinfluence. 1.2. The main objectives of the subject "Medical Psychology" are: • indoctrination in theoretical, methodological fundamentals of Medical Psychology in general medical practice, Psychological diagnostics, Psychological prophylaxis, Psychological counseling and Psychotherapy; forms of -
Prescribing Psychologists
Louisiana’s Model for Prescription Privileges for Psychologists Darlyne G. Nemeth, Ph.D., M.P., M.P.A.P. Clinical, Medical, and Neuropsychologist Adapted from the presentation of Glenn Ally, Ph.D., M.P. at APA 2008 2018 APA PRACTICE LEADERSHIP CONFERENCE SPONSORS Rationale • Today, integrated care is of the utmost importance. • By having prescriptive authority, psychologists can more effectively function in today’s world. • Most physicians, including psychiatrists, are limited to 10-15 minute appointments, whereas medical psychologists can see patients for 30-50 minutes and provide both psychotherapy and medication management. APA PRACTICE LEADERSHIP CONFERENCE Louisiana’s Original Definition of Medical Psychologist (May 2004) • “A licensed psychologist who has undergone specialized training in clinical psychopharmacology and has passed a national proficiency examination in psychopharmacology approved by the board and who holds from the board a current certificate of responsibility.” APA PRACTICE LEADERSHIP CONFERENCE Present Definition of Medical Psychology (March 2011) • “That profession of the health sciences which deals with the examination, diagnosis, psychological, pharmacologic and other somatic treatment and/or management of mental, nervous, emotional, behavioral, substance abuse or cognitive disorders, and specifically includes the authority to administer, and prescribe drugs and distribute bona fide medication samples as defined in this Section. In addition, the practice of medical psychology includes those practices as defined in R.S. 37:2352(5).” APA PRACTICE LEADERSHIP CONFERENCE Hiccups/Benefits 1) Louisiana Academy of Medical Psychologists (LAMP) was born in 1999 with the first class. 2) Act 251 transferred the prescriptive authority of medical psychologists to the medical board. 3) This was initiated by LAMP.