Relevant bibliographies by topics / Psychology, Counseling|Psychology, Clinical

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Psychology, Counseling|Psychology, Clinical'

Author: Grafiati
Published: 9 July 2021
Last updated: 6 February 2022

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Journal articles on the topic "Psychology, Counseling|Psychology, Clinical"

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Watkins, C. Edward. "On Zookology, counseling psychology, and clinical psychology." Professional Psychology: Research and Practice 18, no. 5 (1987): 419–20. http://dx.doi.org/10.1037/0735-7028.18.5.419.

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Watkins, C. Edward, Frederick G. Lopez, Vicki L. Campbell, and Catherine D. Himmell. "Counseling psychology and clinical psychology: Some preliminary comparative data." American Psychologist 41, no. 5 (May 1986): 581–82. http://dx.doi.org/10.1037/0003-066x.41.5.581.

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Burnes, Theodore R., Anneliese A. Singh, and Ryan G. Witherspoon. "Sex Positivity and Counseling Psychology: An Introduction to the Major Contribution." Counseling Psychologist 45, no. 4 (May 2017): 470–86. http://dx.doi.org/10.1177/0011000017710216.

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In this introduction article to the Major Contribution on sex positivity in counseling psychology, we define sex positivity and its intersections with counseling psychology’s framework of social justice, wellness, and resilience. We describe related foundational aspects of sex positivity that counseling psychologists may integrate into their research and training, theory, and practice. Following this introductory article, the authors of four subsequent manuscripts in this Major Contribution focus on (a) the history of sex positivity in counseling and psychology, (b) training and supervision related to sex positivity in counseling psychology programs, (c) research on sex positivity within counseling psychology, and (d) clinical practice implications of sex positivity in counseling psychology.
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Winer, Jane L. "Counseling—Clinical—Social Psychology: A Counseling Psychologist's Comment." Journal of Social and Clinical Psychology 5, no. 2 (June 1987): 216–21. http://dx.doi.org/10.1521/jscp.1987.5.2.216.

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No authorship indicated. "Counseling Psychology: Editors." Journal of Counseling Psychology 50, no. 2 (2003): C2. http://dx.doi.org/10.1037/0022-0167.50.2.c2.

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Larson, Paul C., and Albert A. Agresti. "Counseling Psychology and Neuropsychology." Counseling Psychologist 20, no. 4 (October 1992): 549–55. http://dx.doi.org/10.1177/0011000092204001.

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This article introduces a special issue of The Counseling Psychologist on the increasing involvement of counseling psychologists in neuropsychology. The rationale for this special issue is based on the dual premises that preparing counseling psychologists in neuropsychology is consistent with the historical emphases of the specialty and that changing professional responsibilities require the acquisition of new knowledge and skills to enable counseling psychologists to continue their involvement in traditional settings and clinical activities. The experience of counseling psychologists actively involved in providing neuropsychological services within traditional counseling psychology employment settings and clinical actvities leads them to argue that to meet changing professional responsibilities and expectations counseling psychologists need to develop minimal competency in neuropsychology.
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Dyck, Murray J., and Analise O'donovan. "Training in Clinical and Counseling Psychology." Australian Psychologist 36, no. 2 (July 2001): 91. http://dx.doi.org/10.1080/00050060108259639.

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Baranchok, John S., and Mark A. Kunkel. "Clinical Supervision Training in Counseling Psychology." Counseling Psychologist 18, no. 4 (October 1990): 685–87. http://dx.doi.org/10.1177/0011000090184010.

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Watkins, C. Edward, Lawrence J. Schneider, J. Hap Cox, and Julie A. Reinberg. "Clinical psychology and counseling psychology: On similarities and differences revisited." Professional Psychology: Research and Practice 18, no. 5 (1987): 530–35. http://dx.doi.org/10.1037/0735-7028.18.5.530.

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Watkins, C. Edward. "Counseling psychology, clinical psychology, and human services psychology: Where the twain shall meet?" American Psychologist 40, no. 9 (1985): 1054–56. http://dx.doi.org/10.1037/0003-066x.40.9.1054.

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Dissertations / Theses on the topic "Psychology, Counseling|Psychology, Clinical"

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Overstreet, Belinda G. "Clinical judgments : application of social psychology in counseling." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897472.

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Clinicians are often required to make judgments regarding clients on the basis of relatively limited information. These judgments can have a substantial effect on the client's own self-perception and on the perceptions of others about the client. This study was designed to investigate the effect of demographic information on clinical judgments.A preliminary study was utilized to determine which demographic variables to vary in the demographic combination presented in the case study. A cluster analysis found that undergraduates reported differences in their perceptions of demographic combinations based on the age and socioeconomic status which was included. As only one part of the demographic combination was to be varied, age was selected.In the main study, graduate student clinicians were presented a case study. The gender, race and socioeconomic status of the client presented in the case study remained constant while the age of the client was varied. Half of the students received a case study where the demographic information represented a 74 year old and half received a case study where the demographic information represented a 35 year old. It was hypothesized that graduate student clinicians' ratings would vary based on the age of the client presented.In addition, it was hypothesized that placing demographic information at the beginning of the case study would result in different ratings than when demographic information was placed at the end of the case study. Half of those presented with the 74 year old client demographic information received that information early in the case study and half received that information near the end of the case study. The same manipulation was made for those presented with the demographic information representative of the 35 year old client.It was also hypothesized that those without demographic information would rate clients differently than those with demographic information. None of the hypotheses were supported; however, an effect for the time of rating was found. Later ratings were found to be more lenient than earlier ratings. Clinical implications and suggestions for future research are discussed.
Department of Counseling Psychology and Guidance Services
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Menke, Kristen Ann. "Counseling psychology doctoral trainees' satisfaction with clinical methods training." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1988.

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Counseling psychology doctoral trainees’ satisfaction with their clinical methods training is an important predictor of their self-efficacy as counselors, persistence in graduate programs, and probability of practicing psychotherapy in their careers (Fernando &Hulse-Killacky, 2005; Hadjipavlou &Ogrodniczuk, 2007; Morton &;Worthley, 1995). Much of the extant literature related to assessing psychology graduate students’ satisfaction with their training has focused on supervision processes and has not adequately assessed other elements of training such as coursework, clinical experiences, and the learning contexts of practicum sites and program settings. Additionally, the available research is largely quantitative data based on geographically restricted samples that does not adequately explain reasons for trainees’ satisfaction or dissatisfaction. The purpose of the present study was to broadly identify factors that contribute to counseling psychology doctoral students’ satisfaction with their clinical methods training in coursework, clinical experiences, supervision, and practicum and program contexts. Eight advanced doctoral trainees from APA-accredited programs in counseling psychology were interviewed about their satisfaction with their training experiences. Data was analyzed using Consensual Qualitative Research (Hill, 2012). Results indicated that trainees generally entered programs with broad/unclear expectations, but some identified preferences for practicum settings, developing clinical skills, learning approaches to psychotherapy, and training in multicultural competence. Participants expressed higher satisfaction with courses that included multicultural content, training in theoretical approaches to therapy, and clinically-applicable content using teaching methods that included combining lecture with dialogue and experiential exercises. Diversity in clients’ demographics, presenting concerns, therapeutic modalities, and distress levels contributed to higher satisfaction with clinical experiences. Additionally, participants expressed their value for the opportunity to accrue client contact towards internship requirements. Strong supervisory relationships were most frequently identified as contributing to participants’ satisfaction with supervision. Participants expressed highest satisfaction with supervisors who conveyed care and support; were respectful, invested, competent, and experienced; provided new learning and feedback; and demonstrated multicultural competence. Practicum sites which provided an appropriate balance of training and clinical work, met trainees’ expectations for developmentally-appropriate training and clinical experiences, and fostered positive relationships between trainees and competent, invested staff members were described to produce highest satisfaction. Participants also expressed highest satisfaction when they had open, safe interpersonal relationships with faculty and felt secure in their ability to secure practicum placements in a range of settings. All participants stated they would feel more satisfied with their programs if more courses were available, but opinions varied as to the type of additional training desired. Findings are considered from the perspective of experiential learning theory (Kolb, 1984) and situated learning theory (Lave &Wenger, 1991). Implications for program faculty, practicum staff, and future research are discussed.
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Cromer, Philip W. "Counseling and clinical psychology doctoral students' perceptions of their faculty's ethical behavior." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3812.

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Thesis (Ph. D.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains ix, 127 p. Includes abstract. Includes bibliographical references (p. 112-118).
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Reeh, Harriett Elizabeth. "The Relationships between Perceived Therapeutic Alliance, Therapist Self-Disclosure, and Dropout Expectancy among Male Substance Abuse Treatment Participants." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/844.

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There are contrasting views from Freudian, humanistic, and feminist theorists regarding whether therapist self-disclosure (TSD) affects the relationship between the therapeutic alliance (TA) and dropout of substance abuse treatment by males. However, there is a paucity of research regarding these topics yet therapists need clear empirical support for the use of TSD in enhancing the TA such that dropout can be averted. This study investigated whether or not TSD moderated the relationship between perceived TA and dropout expectancy. The research participants were 132 men attending residential substance abuse treatment. Four groups of men were randomly assigned to 1 of 4 experimental conditions. One of 2 statements was read to the participants that described the TA as weak or strong. After reading 1 of these statements, participants watched 1 of 2 DVDs (7 minutes each). The DVDs depicted 2 males role-playing an intake session. One DVD included TSD and the TSD was edited out of the other DVD. After watching the DVD, participants responded to the question of whether or not they would continue treatment with the depicted therapist. Results from hierarchical logistic regression indicated that weak TA was a good predictor of dropout expectancy. TSD did not significantly affect research participants' opinions regarding whether or not they would continue treatment with the depicted therapist. Therefore, results from the present study do not support views that TSD should be used or avoided. This study can contribute to positive social change by reinforcing an important process (building a strong therapeutic alliance) that contributes to treatment completion. People who complete substance abuse treatment are more likely to manage or abstain from their addictions and to become fully functioning and positively contributing members of society than those that dropout.
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Fulk, Brandi Leigh Anna. "Compassion Fatigue in Clinical Psychologists." Thesis, Southern Illinois University at Edwardsville, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1560818.

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This study examined the relationship between compassion fatigue, how Cognitive Behavioral oriented therapists are, self-efficacy, how positively respondents viewed their time spent in therapy, and caseload. Surveys were mailed out to 400 doctorate level clinical psychologists licensed in Kentucky, Illinois, and Missouri. Respondents completed the Compassion Fatigue Self-Test for Psychotherapists, a demographics form, and a self-efficacy measure. Results indicated that the more positive therapists viewed their time spent in therapy, the lower their risk for compassion fatigue. Also, analyses found that clinicians who reported having a higher percentage of clients with a personality disorder diagnosis would be a higher risk for compassion fatigue.

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Scroggins, Marissa Joy. "Survey of Compassion Fatigue Education in APA-Accredited Clinical and Counseling Psychology Programs." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1434588375.

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Riise, Hege. "Extinguishing or Fueling the Fire: Resilience in Clinical and Counseling Psychology Graduate Students." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/405.

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Resilience in clinical and counseling graduate students was examined as a tripartite construct consisting of personality, coping, and psychological functioning in a structural equation model. Specifically, five personality traits were included as predictors of coping and psychological functioning, and coping served as a predictor of psychological functioning. Three hundred and nine graduate students in clinical and counseling psychology programs participated in an online questionnaire survey consisting of self-report instruments measuring the five-factor model of personality, coping, social support, depression, anxiety, wellbeing, and burnout. In the best fitting model, conscientiousness was a positive predictor of coping and a negative predictor psychological functioning, neuroticism negatively predicted coping, and openness to new experiences positively predicted coping. Extraversion and agreeableness were not significant predictors of coping or psychological functioning in the structural equation model. The goal of the study was to better understand the relationships between personality, coping, and psychological functioning as well as contribute to the empirical data on the functioning of graduate students in clinical and counseling psychology. The results suggest that there are certain characteristics that may be more important for graduate students and their mentors and supervisors to be aware of to increase the wellbeing of graduate students and protect against burnout and other stress related problems later in their careers. For example, conscientiousness positively predicted coping, yet negatively predicted psychological functioning, suggesting that high levels of conscientiousness could be problematic if the student is over-extended academically. Future work in this area might productively focus on examining more comprehensive and complex models of resilience, utilizing additional personality constructs and variables for a clearer idea of resilience in both psychology graduate students as well as other populations.
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Fry, Heather Lynn. "The application of virtue ethics to the practice of counseling psychology." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1121745359.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains ix, 70 p. Includes bibliographical references (p. 47-50). Available online via OhioLINK's ETD Center
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Nockels, Paul. "Perceptions of clinical utility of DSM-5 among psychologists." Thesis, Northern Arizona University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10000347.

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Clinical utility has been offered by numerous researchers as a criterion for understanding the value of diagnostic constructs, but it does not yet have a standard operational definition or recommended forms of measurement. The construct has significant overlap with diagnostic validity and it is possible that sub-domains of clinical utility may emerge that would contribute to development of a scale which could assess for improvements and degradations following nosological revisions, and also provide opportunity for cross-analysis with alternative systems of mental health diagnosis. Therefore, the present study collected survey data from psychologists about the clinical utility of the DSM-5, using online data collection and quantitative methods. Seven questions of clinical utility were rated using a 5 point likert scale for each of the DSM-5's diagnostic categories and for the DSM-5 as an overall nosology. Descriptive data, internal consistency and inter-item correlations were analyzed so that results could help address research questions posed about the clinical utility of the DSM-5's diagnostic categories, the merits of DSM-5 when compared to DSM-IV, and additional recommendations regarding optimal measurement of the clinical utility of diagnostic constructs.

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Flavin, Adrianna Marie. "Relationship Satisfaction Among Married or Cohabitating Heterosexual and Homosexual Couples in the State of Hawaii." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1013.

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The purpose of this study was to explore relationship satisfaction among adult, cohabitating heterosexual and homosexual dyads. The United States has the highest rate of divorce among all the industrialized nations. Divorce has been linked to declines in mental and physical health, financial and social instability, unhealthy patterns of over-compensation, and higher levels of separation among the offspring of such couples. Hawaii has the fourth lowest rate of divorce in the country, despite also having the one of the highest rates of interethnic marriage worldwide. Researchers of relationship satisfaction and minority issues have yet to explore the correlates of relationship satisfaction and the veracity of attachment theory, the leading theory addressing couples' interactions, in this subpopulation. This study was grounded in Bowlby's attachment theory. The Dyadic Adjustment Scale was used to measure relationship satisfaction as it interacted with 3 independent variables: each couple's attachment style combination, as measured by the Experiences in Close Relationships scale; place of nativity and rearing; and parental separation status. A factorial analysis of variance indicated statistically significant attachment and parental separation status main effects as well as a statistically significant attachment by parental separation status interaction effect among 160 diverse couples. Place of nativity and rearing did not have a statistically significant impact on relationship satisfaction however. Establishing effective couples' relationship education programs can promote social change by reducing relationship dissolution and enhancing physical, mental, and financial well-being among couples and their offspring.
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Books on the topic "Psychology, Counseling|Psychology, Clinical"

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Your career in psychology: Clinical and counseling psychology. Belmont, CA: Thomson/Wadsworth, 2006.

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Todd, Judith. Foundations of clinical and counseling psychology. 3rd ed. New York: Longman, 1999.

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C, Bohart Arthur, ed. Foundations of clinical and counseling psychology. 2nd ed. New York, NY: HarperCollinsCollege, 1994.

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Bohart, Arthur C. Foundations of clinical and counseling psychology. New York: Harper & Row, 1988.

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Judith, Todd, ed. Foundations of clinical andcounseling psychology. New York: Harper & Row, 1988.

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Understanding research in clinical and counseling psychology. 2nd ed. New York, NY: Brunner-Routledge, 2011.

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Maddux, James E., Cal D. Stoltenberg, and Robert Rosenwein, eds. Social Processes in Clinical and Counseling Psychology. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4613-8728-2.

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Todd, Judith. Foundations of clinical and counselling psychology. 2nd ed. New York, NY: HarperCollinsCollege, 1994.

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Norcross, John C. Insider's guide to graduate programs in clinical and counseling psychology. 2nd ed. New York: Guilford Press, 2012.

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Norcross, John C. Insider's guide to graduate programs in clinical and counseling psychology. 2nd ed. New York: Guilford Press, 2008.

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Book chapters on the topic "Psychology, Counseling|Psychology, Clinical"

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Hart, Kenneth E., and Phillip A. Ianni. "Applying Social Psychology to Clinical and Counseling Psychology." In Applied Social Psychology: Understanding and Addressing Social and Practical Problems, 97–128. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2017. http://dx.doi.org/10.4135/9781071800591.n5.

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Osipow, Samuel H., and Robin A. Reed. "Training and Evaluation in Counseling Psychology." In Evaluation and Accountability in Clinical Training, 117–33. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4684-5281-5_5.

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Krishnamurthy, Radhika, Stephen E. Finn, and Filippo Aschieri. "Therapeutic Assessment in Clinical and Counseling Psychology Practice." In The Wiley Handbook of Personality Assessment, 228–39. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781119173489.ch17.

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Brehm, Sharon S. "Social Support and Clinical Practice." In Social Processes in Clinical and Counseling Psychology, 26–38. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4613-8728-2_3.

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Carlson, Janet F. "Clinical and counseling testing." In APA handbook of testing and assessment in psychology, Vol. 2: Testing and assessment in clinical and counseling psychology., 3–17. Washington: American Psychological Association, 2013. http://dx.doi.org/10.1037/14048-001.

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McGlynn, Richard P. "Research Issues at the Social, Clinical, and Counseling Psychology Interface." In Social Processes in Clinical and Counseling Psychology, 14–25. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4613-8728-2_2.

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Maddux, James E., Cal D. Stoltenberg, Robert Rosenwein, and Mark R. Leary. "Social Processes in Clinical and Counseling Psychology: Introduction and Orienting Assumptions." In Social Processes in Clinical and Counseling Psychology, 1–13. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4613-8728-2_1.

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Maddux, James E., Melinda A. Stanley, and Martha M. Manning. "Self-Efficacy Theory and Research: Applications in Clinical and Counseling Psychology." In Social Processes in Clinical and Counseling Psychology, 39–55. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4613-8728-2_4.

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Stoltenberg, Cal D., and Brian W. McNeill. "Counseling and Persuasion: Extrapolating the Elaboration Likelihood Model." In Social Processes in Clinical and Counseling Psychology, 56–67. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4613-8728-2_5.

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Berglas, Steven. "Self-Handicapping and Psychopathology: An Integration of Social and Clinical Perspectives." In Social Processes in Clinical and Counseling Psychology, 113–25. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4613-8728-2_9.

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Conference papers on the topic "Psychology, Counseling|Psychology, Clinical"

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Helmy Elshemy, Radwa Atef. "A Clinical Study to Address the Negative Impacts of Exposure to Violence on Adolescents with Disabilities." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.792.

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Using case studies and interviews, this study investigated the negative effects of violence against disabled individuals. Twenty girls who were visually and physically disabled completed a questionnaire designed to investigate the consequences that resulted from exposure to violence. The research was conducted in June 2019. The study participants were visually and physically disabled girls who had been exposed to violence. The participants were from the “Alaml Institute” in Misr Elgdida area, Cairo, Egypt. The two participants studied in this paper were deliberately chosen because their previous exposure to violence has resulted in behavioral and psychological disorders. The researcher pursued a clinical approach to study each individual’s personality in-depth. The results revealed that the most harmful effects and psychological problems resulting from exposure to violence were social withdrawal, aggression, tension, anxiety, bitterness, and hatred. The researcher recommends that psychological support, including counseling and psychotherapy, be offered to disabled girls who are exposed to external aggression. Furthermore, there is a need for reinforcing the psychological culture among adolescents, especially the psychology of adolescent girls with disabilities.
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Yakovleva, Natal’ya. "The experience of on-line psychological support of the professional activities of medical workers during the COVID-19 pandemic: interim results and prospects." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-33.

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The article presents the experience of clinical psychologists of Ryazan State Medical University in remote counseling of medical workers during the COVID-19 pandemic, the frequency and topic and reasons of treatment, the ratio of requests and stages of the pandemic development, formulated recommendations for organizing psychological support of medical workers in the future.
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