A Brief History of Practice—Expanded By: Robert J
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GERARD JOSEPH DONNELLAN WOODS COLLEGE Office: 781-863-5354 Email: [email protected] Website
GERARD JOSEPH DONNELLAN WOODS COLLEGE Office: 781-863-5354 Email: [email protected] website: www.big-leap.com EDUCATION 2000 Summer Study Foreign Language Institute, Cuernavaca, Mexico 1977 Ph.D. California School of Professional Psychology, San Francisco, CA. APA Approved program in Clinical Psychology. 1971 M.A. New School for Social Research, General Experimental Psychology. 1967 Summer study. University of Mexico (UNAM), Mexico City, D.F. Spanish. 1967 B.A., Cum Laude. Marist College, Poughkeepsie, N.Y. Major: Spanish. PROFESSIONAL EXPERIENCE 2014 Present Adjunct Professor, Boston College, Woods College for Advancing Studies, 2011- 2014 Adjunct Professor, Brandeis University International Business School; Lecturer, The Heller School, Brandeis. Courses Taught: Leadership and Organizational Behavior; The Family Enterprise; Organizational Behavior. 2002- 2006 Founding Director and faculty, Institute for Organizational Consulting Psychology, Massachusetts School of Professional Psychology (MSPP), Boston. 2007-Present Personnel Decisions International (PDI). External Consultant. Family Firm Institute. Certificate Program Faculty. 1998-Present Founding Partner, Big Leap Performance Solutions. Executive coaching, Assessment for executive selection and development. Team and leadership development. 1994-1998 Partner, Applied Behavioral Science. Consultation to companies on selection and organization development. RELATED ORGANIZATIONAL EXPERIENCE • Founding Director, William James College (MSPP) of Institute providing continuing education and -
Exploring Geriatric Logotherapy As a Treatment Modality
I N T E R N A T I O N A L J O U R N A L O F INTERNATIONAL JOURNAL OF PSYCHOLOGICAL RESEARCH R E V I E W A R T I C L E P S Y C H O L O G I C A L R E S E A R C H Late-Life Depression and the Counseling Agenda: Exploring Geriatric Logotherapy as a Treatment Modality Depresión en edades avanzadas y la agenda de asesoramiento psicológico: Explorando la logoterapia geriátrica como modalidad de tratamiento John Henry Morgan , a a Ph.D., D.Sc., Psy.D. Graduate Theological Foundation, United States The counseling agenda established for dealing with late-life depression is often followed in consort with pharmacotherapy which has proven clinically to be quite effective in reducing and, in many cases, relieving symptoms of low self-esteem and anxiety. : Whereas conventional medical intervention concentrates on the reduction of depression symptoms, psychotherapeutic modalities such as cognitive-behavioral therapy have Logotherapy; proven somewhat effective in creating a more stabilizing experience of existential Geriatric; contentment, offering a deeper sense of well-being rather than simply symptom reduction. Depression; Geriatric logotherapy has come forth with an emphasis upon existential contentment Counseling; drawn from accessing what is called the “life story window” wherein the therapist assists Treatment. the patient in exploring the past in search of the “happy memory.” Since palliative rather than curative care is the therapeutic agenda in late-life counseling, this logotherapeutic approach has produced a treatment modality worthy of further exploration with particular attention to reminiscence and life review studies. -
Handbook of Organizational Consulting Psychology a Comprehensive Guide to Theory, Skills, and Techniques
SS The California School of Organizational Studies Handbook of Organizational Consulting Psychology A Comprehensive Guide to Theory, Skills, and Techniques Rodney L. Lowman, Editor low_fm.qxd 8/13/02 1:27 PM Page viii low_fm.qxd 8/13/02 1:27 PM Page i Advance Praise for The Handbook of Organizational Consulting Psychology “Rodney Lowman has done it again! He has edited a book that is unique, comprehensive, and aimed squarely at the science and practice of psychology in organizations. This book shows a remarkable breadth of coverage: science and practice, topics both traditional and cutting edge, issues within and across levels, all by contributors with extensive and diverse experience in organizational consulting. There’s something here for anyone interested in a psychological approach to consulting in organizations.” — Rosemary Hays-Thomas, professor of psychology, The University of West Florida “The Handbook of Organizational Consulting Psychology addresses a longtime need for a new, comprehensive, major work in consulting psychology. It is broad in scope and clearly integrates topics in consulting psychology that are at the core of the field and that reflect recent innovations in the application of consulting principles and techniques. The scope and depth of this book are not only timely but also unique. I would expect this book to become an essential reference for all consulting psychologists.” — Clyde A. Crego, director, Counseling & Psychological Services, California State University Long Beach and University of Southern California; former president, APA Division of Consulting Psychology and APA fellow “My one-word reaction: WOW! Aptly entitled a handbook, it could neverthe- less well serve as a basic text in the field. -
Cognitive Behaviour Therapy (CBT) and Stroke Rehabilitation
Cognitive Behaviour Therapy (CBT) and Stroke Rehabilitation Amy Quilty OT Reg. (Ont.), Occupational Therapist Cognitive Behavioural Therapy (CBT) Certificate Program, University of Toronto Quinte Health Care: [email protected] Learning Objectives • To understand that CBT: • has common ground with neuroscience • principles are consistent with stroke best practices • treats barriers to stroke recovery • is an opportunity to optimize stroke recovery Question? Why do humans dominate Earth? The power of THOUGHT • Adaptive • Functional behaviours • Health and well-being • Maladaptive • Dysfunctional behaviours • Emotional difficulties Emotional difficulties post-stroke • “PSD is a common sequelae of stroke. The occurrence of PSD has been reported as high as 30–60% of patients who have experienced a stroke within the first year after onset” Canadian Stroke Best Practice Recommendations: Mood, Cognition and Fatigue Following Stroke practice guidelines, update 2015 http://onlinelibrary.wiley.com/doi/10.1111/ijs.12557/full • Australian rates: (Kneeborne, 2015) • Depression ~31% • Anxiety ~18% - 25% • Post Traumatic Stress ~10% - 30% • Emotional difficulties post-stroke have a negative impact on rehabilitation outcomes. Emotional difficulties post-stroke: PSD • Post stroke depression (PSD) is associated with: • Increased utilization of hospital services • Reduced participation in rehabilitation • Maladaptive thoughts • Increased physical impairment • Increased mortality Negative thoughts & depression • Negative thought associated with depression has been linked to greater mortality at 12-24 months post-stroke Nursing Best Practice Guideline from RNAO Stroke Assessment Across the Continuum of Care June : http://rnao.ca/sites/rnao- ca/files/Stroke_with_merged_supplement_sticker_2012.pdf Cognitive Behavioral Therapy (CBT) https://www.youtube.com/watch?v=0ViaCs0k2jM Cognitive Behavioral Therapy - CBT A Framework to Support CBT for Emotional Disorder After Stroke* *Figure 2, Framework for CBT after stroke. -
Development of Research Designs for Investigating Concepts of Analytical Psychology and the Efficacy/Effectiveness of Jungian Psychotherapy
Development of research designs for investigating concepts of Analytical Psychology and the efficacy/effectiveness of Jungian psychotherapy Prof. Dr. Christian Roesler Professor of Clinical Psychology With assistance from Julia Engelhardt Telefon +49 761 200-1513 Fax +49 761 200-1496 E-Mail: [email protected] ____________________________________________________________________ Karlstraße 63 79104 Freiburg www.kh-freiburg.de 2 1. Introduction Carl Gustav Jung (1875-1961) is one of the founding fathers of modern psychotherapy. After some years of collaboration with Freud at the beginning of the 20th century, Jung broke ties with Freud in 1912 and developed his own psychoanalytic approach, later called Analytical Psychology (AP). Jung had a major influence on the development of psychotherapy. His use of creative techniques made him the founder of art therapy methods; he was the first to use techniques of imagination to influence the inner world of patients, a method that has recently been adopted in a number of psychotherapy approaches (e.g., the treatment of posttraumatic stress disorder); and he was the first to postulate that in the training of psychoanalysts there should be an extensive training analysis. In spite of this influence and the fact that Jungian psychotherapy is well established all over the world in mental health care as well as in training structures, there are few publications on the empirical foundations of Jungian psychology and the effectiveness of Jungian psychotherapy. Although Jungian psychotherapy has a long history and has been practiced for more than 100 years, the Jungian approach has long been criticized for a lack of proof of its effectiveness. -
Abcn Grad Student Outreach 4.2014
ABPP Board Certification in Clinical Neuropsychology – What You Should Know (For the Graduate Student) Acknowledgements n Armstrong, K., Beebe, D.W., Hilsabeck, R.C., & Kirkwood, M.W. (2008). Board Certification in Clinical Neuropsychology: A Guide to Becoming ABPP/ABCN Certified Without Sacrificing Your Sanity. New York: Oxford University Press. * Note: AACN and the authors receive financial compensation from the sale of this book. Overview of Presentation 1) The ABC’s of ABPP Board Certification 2) The benefits of Board Certification in Neuropsychology 3) Demystifying the ABPP board certification process 4) Advice, strategies, and recommendations to help make ABPP doable for YOU The ABC’s of ABPP Board Certification n APA - American Psychological Association (1892) üPrimary professional membership and advocacy association for professional psychology n ABPP – American Board of Professional Psychology – Created (1947) üComprised of a unitary governing body and 15 affiliated specialty boards each linked to specific sub-disciplines ABPP’s 15 Member Specialty Boards n Clinical Child & Adolescent Psychology n Clinical Health Psychology n Clinical Neuropsychology n Clinical Psychology n Cognitive & Behavioral Psychology n Counseling Psychology n Couple & Family Psychology n Forensic Psychology n Group Psychology n Organizational & Business Consulting Psychology n Police and Public Safety Psychology n Psychoanalysis in Psychology n Rehabilitation Psychology n School Psychology n Geropsychology The ABC’s of ABPP Board Certification (cont.) n -
Clinical Versus Counseling Psychology: What's the Diff? by John C
Clinical Versus Counseling Psychology: What's the Diff? by John C. Norcross - University of Scranton, Fields of Psychology Graduate School The majority of psychology students applying to graduate school are interested in clinical work, and approximately half of all graduate degrees in psychology are awarded in the subfields of clinical and counseling psychology (Mayne, Norcross, & Sayette, 2000). But deciding on a health care specialization in psychology gets complicated. The urgent question facing each student--and the question frequently posed to academic advisors--is "What are the differences between clinical psychology and counseling psychology?" Or, as I am asked in graduate school workshops, "What's the diff?" This article seeks to summarize the considerable similarities and salient differences between these two psychology subfields on the basis of several recent research studies. The results can facilitate your informed choice in the application process, enhance matching between the specialization and your interests, and sharpen the respective identities of psychology training programs. Considerable Similarities The distinctions between clinical psychology and counseling psychology have steadily faded in recent years, leading many to recommend a merger of the two. Graduates of doctoral- level clinical and counseling psychology programs are generally eligible for the same professional benefits, such as psychology licensure, independent practice, and insurance reimbursement. The American Psychological Association (APA) ceased distinguishing -
Guidelines for Education and Training at the Doctoral and Postdoctoral Levels in Consulting Psychology/ Organizational Consulting Psychology
Guidelines for Education and Training at the Doctoral and Postdoctoral Levels in Consulting Psychology/ Organizational Consulting Psychology American Psychological Association Purpose of the Guidelines the observation, description, evaluation, interpretation, and/or modification of human behavior by the application of psycholog- The purpose of these “Guidelines for Education and Train- ical principles, methods, or procedures, for the purpose of pre- ing at the Doctoral and Postdoctoral Levels in Consulting venting or eliminating symptomatic, maladaptive, or undesired Psychology/Organizational Consulting Psychology” is to behavior and or enhancing interpersonal relationships, work and provide a common framework for use in the development, life adjustment, personal effectiveness, behavioral health and evaluation, and review of education and training in con- mental health. The practice of psychology includes, but is not sulting psychology/organizational consulting psychology limited to, psychological testing and the evaluation or assessment (CP/OCP). The intent of these guidelines is to improve the of personal characteristics, such as intelligence, personality, abil- quality of teaching and learning in the area of the practice ities, interests, aptitudes, and neuropsychological functioning; of CP, especially OCP, within the scientific discipline and counseling, psychoanalysis, psychotherapy, hypnosis, biofeed- profession of psychology. back, and behavior analysis and therapy; diagnosis and treatment Towards these ends, this document is intended as of mental and emotional disorder or disability, alcoholism and sub- guidance for psychologists who teach or plan curricula for stance abuse, disorders of habit or conduct, as well as psychoeduca- teaching CP/OCP at doctoral or postdoctoral levels of tional evaluation, therapy, remediation, and consultation. Psycholog- professional education and training in psychology. -
Society for the History of Psychology) Website At
PSYC 4101: HISTORY OF PSYCHOLOGY (Section 001: Applied and Professional Psychology) Spring Semester, 2009 Dr. Thomas Fagan Room 244 Psychology Bldg. Rm. 115 Psychology Tuesday-Thursday, 11:20-12:45pm [email protected] Office Hours: Tuesday & Thursday, 1:30-3:30pm, appointments preferred. TEXT: Benjamin, L. T., & Baker, D. B. (2004). From séance to science: A history of the profession of psychology in America. Belmont, CA: Wadsworth/Thomson Learning. PURPOSE: The study of the history of applied and professional psychology will help to integrate knowledge from several areas of the students major as well as other social science courses. In addition to information about several fields of applied and professional psychology, the course introduces the student to the lives and contributions of eminent psychologists, and assists the student in developing research methods and skills for studying the history of psychology. Students will have a clearer perspective on the major historical developments and issues in applied and professional psychology and how they have evolved to influence the current status of these fields. The course requirements emphasize writing and integrative skills. READINGS: A reading list is provided to assist your research for your project. For each major area of the course a reading has been assigned in addition to the text. Copies of the assigned readings are distributed in class. Please complete the assigned reading(s) for each session. STUDENT PROJECT: During the 1st week of class, each student chooses one project from among the areas below. By the end of the 4th week of classes, the student meets with Dr. Fagan to review the expectations for the project and gather the basic materials from which further research will be done. -
Clinical Psychology M.A. Program Frequently Asked Questions July 2019
Clinical Psychology M.A. Program Frequently Asked Questions July 2019 Click on topic area links below Choosing a Program and License(s) to Pursue _______________________________ 2 Admissions Topics ________________________________________________________________ 4 Employment and Financial Assistance during Program ____________________ 6 Progressing through the Program Curriculum _______________________________ 7 Training Experiences while Completing Clinical Psychology M.A. ________ 7 Post-Graduation Career and Educational Options ___________________________ 8 Transfer Topics ___________________________________________________________________ 10 1 Choosing a Program and License(s) to Pursue 1. What are the main differences between Clinical Psychology and Counseling? Although roles and practices overlap, training in clinical psychology focuses more on treating individuals with psychopathology. Counseling traditionally focuses more on common issues that psychologically healthy individuals encounter, such as stress, grief, and vocational guidance, even though “clinical mental health counseling” programs sound a lot like clinical psychology. Clinical psychology programs typically base training on psychological science, and are situated in departments alongside other psychology programs at universities. Conversely, counseling programs are typically situated within departments of education. Counseling programs can prepare students to pursue an LPC license (see answer 3 below), whereas our clinical psychology program allows students the choice of training toward an LPC or an LPA, which some students may prefer (see answer 4 below). When choosing your preference, it may help to review programs’ specific curriculum and available practicum and internship opportunities and settings. For example, moving forward, both licenses (LPC and LPA) will require at least 60 hours of specific coursework. Also, you may find it informative to read about distinctions between clinical psychotherapy and counseling philosophies and practices, which is beyond the scope of this brief FAQ. -
Harvard University Cambridge, MA 02138 Department Of
Updated December 2020 CURRICULUM VITAE MATTHEW K. NOCK, PH.D. Harvard University Cambridge, MA 02138 Department of Psychology Telephone: (617) 496-4484 William James Hall, 1220 E-mail: [email protected] 33 Kirkland Street http://nocklab.fas.harvard.edu/ EDUCATION 1995 Boston University, B.A. (Psychology) 2000 Yale University, M.S. (Psychology) 2001 Yale University, M.Phil. (Psychology) 2003 Yale University, Ph.D. (Psychology) PRIMARY ACADEMIC APPOINTMENT 2003-2007 Harvard University, Assistant Professor of Psychology 2007-2010 Harvard University, John L. Loeb Associate Professor of the Social Sciences 2010-2017 Harvard University, Professor of Psychology 2017 – Harvard University, Edgar Pierce Professor of Psychology 2019-2024 Harvard University, Harvard College Professor 2019 – Harvard University, Chair, Department of Psychology ADDITIONAL ACADEMIC/SCIENTIFIC APPOINTMENTS 2009 – Harvard University, Center on the Developing Child, Affiliated Faculty/Steering Committee 2013 – Boston Children’s Hospital, Associate Scientific Research Staff 2015 – Massachusetts General Hospital, Research Scientist 2017 – Franciscan Children’s Hospital, Research Scientist 2019 – American Foundation for Suicide Prevention, Scientific Council HONORS AND AWARDS 1995 Teaching Assistant of the Year Award (Psychology), Boston University 1998-2002 University Fellowship, Yale University 2001 Graduate Student Research Award, American Psychological Association, Division 12, Section VII 2003 James B. Grossman Dissertation Prize, Yale Graduate School of Arts & Sciences -
The Specialist, Vol 47 2020 (Pdf)
® specialistthe Volume 47 2020 ABPP Board of Trustees PRESIDENT - Executive Committee Christina Pietz, PhD, ABPP Contents PRESIDENT-ELECT-Executive Committee Brenda J. Spiegler, PhD, ABPP PAST PRESIDENT-Executive Committee Message from ABPPs Executive Officer ........................................................................................ 2 John Piacentini, PhD, ABPP TREASURER-Executive Committee Editor's Corner .................................................................................................................................. 2 Sylvia Marotta-Walters, PhD, ABPP ABPP Attention to Diversity: A Review of the Diplomate and the Specialist (1982-2020) .... 4 SECRETARY - Executive Committee Joel Frost, EdD, ABPP American Board of Professional Psychology 2020 Demographic Survey ............................... 16 BEHAVIORAL & COGNITIVE Linda Carter Sobell, PhD, ABPP There is No Secret to Uncover or Puzzle to Solve: It is Time to Play Hard or Go Home....... 28 CLINICAL Alina Maria Suris, PhD, ABPP Increasing Diversity in Boarded Early Career Psychologists ..................................................... 32 CLINICAL CHILD & ADOLESCENT Jarrod M. Leffler, PhD, ABPP American Board of Clinical Child & Adolescent Psychology: Championing Diversity, CLINICAL HEALTH Equity, and Inclusion: Ongoing Efforts and Future Directions in the American Board of Jay Earles, PsyD, ABPP Clinical Child and Adolescent Psychology .................................................................................. 35 CLINICAL NEUROPSYCHOLOGY Laura