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

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

Author: Grafiati

Published: 9 July 2021

Last updated: 6 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Buboltz, Walter C., Steve M. Jenkins, Adrian Thomas, Lori D. Lindley, Jonathan P. Schwartz, and James M. Loveland. "Research Productivity in Counseling Psychology." Counseling Psychologist 33, no. 5 (September 2005): 709–28. http://dx.doi.org/10.1177/0011000005277814.

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This article is an update and review of institutional research productivity in counseling psychology. Institutional research productivity is assessed by totaling credits for articles published from 1993 to 2002 in the following journals: Journal of Counseling Psychology, The Counseling Psychologist, Journal of Consulting and Clinical Psychology, Journal of Vocational Behavior, Journal of Counseling and Development, Journal of Multicultural Counseling and Development , and Cultural Diversity and Ethnic Minority Psychology . Results show that the rankings of many programs have remained fairly stable over the years, while others have substantially changed. Additionally, two factors were found to represent the research productivity of institutions in the field. These results are discussed in terms of the identity of counseling psychology and research productivity.

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12

Colgan, Courtney A., Helen P. Hailes, Julia Medzhitova, Lisa A. Goodman, and Betty S. Lai. "Spotlight on Counseling Psychology: How Does It Compare With Clinical Psychology?" Eye on Psi Chi Magazine 24, no. 3 (2020): 30–33. http://dx.doi.org/10.24839/2164-9812.eye24.3.30.

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13

Nicholas, Donald R., and Marilyn Stern. "Counseling psychology in clinical health psychology: The impact of specialty perspective." Professional Psychology: Research and Practice 42, no. 4 (2011): 331–37. http://dx.doi.org/10.1037/a0024197.

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14

Leong, Frederick T. L., and Mary Ann Poynter. "The Representation of Counseling versus Clinical Psychology in Introductory Psychology Textbooks." Teaching of Psychology 18, no. 1 (February 1991): 12–16. http://dx.doi.org/10.1207/s15328023top1801_3.

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15

Hendrick, Susan S. "Counseling Psychology in the Interface." Journal of Social and Clinical Psychology 5, no. 1 (March 1987): 21–26. http://dx.doi.org/10.1521/jscp.1987.5.1.21.

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16

Gazda, George M., and M. Carole Pistole. "Interface: Thoughts from Counseling Psychology." Journal of Social and Clinical Psychology 5, no. 2 (June 1987): 176–84. http://dx.doi.org/10.1521/jscp.1987.5.2.176.

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17

Norcross, John C. "Clinical Versus Counseling Psychology: What's the Diff?" Eye on Psi Chi Magazine 5, no. 1 (2000): 20–21. http://dx.doi.org/10.24839/1092-0803.eye5.1.20.

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18

Strickland, Bonnie R., and Richard P. Halgin. "Perspectives on Clinical, Counseling, and Social Psychology." Journal of Social and Clinical Psychology 5, no. 2 (June 1987): 150–59. http://dx.doi.org/10.1521/jscp.1987.5.2.150.

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19

Stone, Gerald L., and Kristin M. Vespia. "Counseling Psychology Students and Professionals." Journal of College Student Psychotherapy 14, no. 1 (September 1999): 23–41. http://dx.doi.org/10.1300/j035v14n01_03.

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20

Watkins Jr., C. Edward, and Vicki L. Campbell. "Personality Assessment and Counseling Psychology." Journal of Personality Assessment 53, no. 2 (June 1989): 296–307. http://dx.doi.org/10.1207/s15327752jpa5302_7.

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21

Gayer, Harvey L., Michael B. Brown, Betty E. Gridley, and James H. Treloar. "PREDOCTORAL PSYCHOLOGY INTERN SELECTION: DOES PROGRAM TYPE MAKE A DIFFERENCE?" Social Behavior and Personality: an international journal 31, no. 3 (January 1, 2003): 313–21. http://dx.doi.org/10.2224/sbp.2003.31.3.313.

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The purpose of this study was to determine whether or not the type of program (school psychology, clinical psychology or counseling psychology) is a factor in the predoctoral psychology internship selection process. Simulated application materials describing a prospective intern, identical in all respects except for the doctoral program type, were randomly sent to 535 directors of Association of Psychology Postdoctoral and Internship Centers (APPIC) internship sites. One-third of the sites each received application materials that indicated that the student's training was in an APA-accredited clinical psychology program, an APA-accred- ited counseling psychology program, or an APA-accredited school psychology program. Internship directors or intern selection committee members from 302 APPIC-listed internship sites responded, resulting in a 58% response rate.There is a pattern of greater acceptance for students from clinical psychology programs, with students from counseling psychology programs accepted somewhat less frequently, and stu- dents from school psychology programs being most often rejected. The results suggest that internship selectors may use a judgment heuristic that clinical psychology students are more suited to internships than are counseling and – especially – school psychology students during initial screening of internship applicants, even though there is no empirical evidence to support the heuristic. Internship selectors are advised to become more aware of potential biases toward students from counseling and school psychology programs.

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22

Mollen, Debra, Theo Burnes, Samantha Lee, and Dena M. Abbott. "Sexuality training in counseling psychology." Counselling Psychology Quarterly 33, no. 3 (December 10, 2018): 375–92. http://dx.doi.org/10.1080/09515070.2018.1553146.

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23

No authorship indicated. "Journal of Counseling Psychology: Editors." Journal of Counseling Psychology 50, no. 1 (2003): C2. http://dx.doi.org/10.1037/0022-0167.50.1.c2.

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24

No authorship indicated. "Journal of Counseling Psychology: Editor." Journal of Counseling Psychology 50, no. 3 (2003): C2. http://dx.doi.org/10.1037/0022-0167.50.3.c2.

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25

Grzanka, Patrick R., Carlos E. Santos, and Bonnie Moradi. "Intersectionality research in counseling psychology." Journal of Counseling Psychology 64, no. 5 (October 2017): 453–57. http://dx.doi.org/10.1037/cou0000237.

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26

Gross, Steven M. "Student Perspectives on Clinical and Counseling Psychology Practica." Professional Psychology: Research and Practice 36, no. 3 (2005): 299–306. http://dx.doi.org/10.1037/0735-7028.36.3.299.

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27

Harvey, John H., Avery Bratt, and Richard D. Lennox. "The Maturing Interface of Social–Clinical–Counseling Psychology." Journal of Social and Clinical Psychology 5, no. 1 (March 1987): 8–20. http://dx.doi.org/10.1521/jscp.1987.5.1.8.

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28

Leary, Mark R. "The Three Faces of Social—Clinical—Counseling Psychology." Journal of Social and Clinical Psychology 5, no. 2 (June 1987): 168–75. http://dx.doi.org/10.1521/jscp.1987.5.2.168.

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29

Zook, Avery. "On the merger of clinical and counseling psychology." Professional Psychology: Research and Practice 18, no. 1 (1987): 4–5. http://dx.doi.org/10.1037/0735-7028.18.1.4.

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30

Robiner, William N., and William Schofield. "References on supervision in clinical and counseling psychology." Professional Psychology: Research and Practice 21, no. 4 (1990): 297–312. http://dx.doi.org/10.1037/0735-7028.21.4.297.

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31

Littleford, Linh Nguyen, Kim Buxton, Meredith A. Bucher, Stephanie L. Simon-Dack, and Kao Lee Yang. "Psychology Doctoral Program Admissions." Teaching of Psychology 45, no. 1 (December 15, 2017): 75–83. http://dx.doi.org/10.1177/0098628317745453.

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What do psychology doctorate programs require and prefer in their master’s level applicants? Do the programs value students’ graduate experiences during and postadmission? Doctoral programs’ ( n = 221) responses to an online survey showed that most required letters of recommendation, personal statements, Graduate Records Examination scores, and undergraduate grade point average. These credentials, interviewing skills, and student–mentor research match are crucial to admission decisions. However, clinical PhD, counseling PhD, clinical and counseling PsyD, practice subfields (e.g., school psychology), and research subfields (e.g., social psychology) evaluated differently 8 of the 26 credentials. Master’s-level applicants benefit more than bachelor’s-level applicants when beginning their doctoral work (e.g., having their master’s theses waived), but the advantages vary by subfields. Implications and recommendations for doctoral applicants are discussed.

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32

Weinstein, Martin, and Edward D. Rossini. "Teaching Group Treatment in Doctoral Programs for Counseling Psychology." Psychological Reports 85, no. 2 (October 1999): 697–700. http://dx.doi.org/10.2466/pr0.1999.85.2.697.

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We surveyed the 71 doctoral programs in counseling psychology approved by the American Psychological Association to examine whether and how group counseling or therapy was taught. Responses from 31 programs listed at least one graduate course in group counseling; over half offered more than one. In most cases the introductory course was required. Analysis also indicated that introductory courses often included an in-class or an out-of-class experiential component, focused either primarily or exclusively on outpatient therapy and used Yalom's interpersonal approach Discussion focused on the importance of courses in group interventions in doctoral programs in counseling psychology and the differences and similarities in academic training of group interventions in programs in counseling and clinical psychology.

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33

Wertz, Frederick J. "Phenomenological research methods for counseling psychology." Journal of Counseling Psychology 52, no. 2 (April 2005): 167–77. http://dx.doi.org/10.1037/0022-0167.52.2.167.

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34

Hoshmand, Lisa Tsoi. "Narratology, cultural psychology, and counseling research." Journal of Counseling Psychology 52, no. 2 (2005): 178–86. http://dx.doi.org/10.1037/0022-0167.52.2.178.

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35

Wada, Kaori, and Jeeseon Park. "Integrating Buddhist Psychology into Grief Counseling." Death Studies 33, no. 7 (July 10, 2009): 657–83. http://dx.doi.org/10.1080/07481180903012006.

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36

Martin-Wagar, Caitlin A., John C. Norcross, and Michael A. Sayette. "Decisions, Decisions: What Are the Real Differences Between Clinical Psychology and Counseling Psychology Programs?" Eye on Psi Chi Magazine 25, no. 2 (2020): 38–41. http://dx.doi.org/10.24839/2164-9812.eye25.2.38.

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37

Brems, Christiane, and Mark E. Johnson. "Comparison of PhD Programs in Clinical and Counseling Psychology." Journal of Psychology 130, no. 5 (September 1996): 485–98. http://dx.doi.org/10.1080/00223980.1996.9915016.

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38

Holahan, William, and Janice M. Yesenosky. "Subgroups within Division 17." Counseling Psychologist 20, no. 4 (October 1992): 660–76. http://dx.doi.org/10.1177/0011000092204010.

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A national survey of 800 members of Division 17 (Counseling Psychology) was conducted to assess attitudes about selected work sites and professional activities for counseling psychologists. Survey items were written to represent worksites and activities that have been traditionally associated with either counseling or clinical psychology. Responses to the survey were analyzed through an oblique rotation principle components analysis of survey items, the assignment of standardized scores to respondents' data, and the subsequent cluster analysis of standardized scores. Based on responses to the attitude survey items three subgroups of respondents emerged, which were named Clinical Counseling Psychologists, Central Counseling Psychologists, and Traditional Counseling Psychologists. These subgroups are described and the implications of their existence within Division 17 are discussed.

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39

Watkins, C. Edward, Vicki Campbell, and Michaelene Manus. "Personality Assessment Training in Counseling Psychology Programs." Journal of Personality Assessment 55, no. 1 (September 1, 1990): 380–83. http://dx.doi.org/10.1207/s15327752jpa5501&2_36.

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40

Bernstein, Bianca L., and Barbara Kerr. "Counseling Psychology and the Scientist-Practitioner Model." Counseling Psychologist 21, no. 1 (January 1993): 136–51. http://dx.doi.org/10.1177/0011000093211008.

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The ways in which the scientist-practitioner model has been implemented in the admissions and training processes of psychology programs are examined. Institutional pressures on counseling psychology faculty have led to admissions procedures that are highly biased in favor of science. Not only have most training programs failed to provide the clinical training desired and needed by practitioners, but even the most scientifically oriented programs have often failed to provide the conditions necessary to the development of talented researchers. Recommendations are given for admissions and training procedures that can bring about a stronger integration of science and practice.

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41

Agresti, Albert A. "Integrating Neuropsychological Training Into a Counseling Psychology Curriculum." Counseling Psychologist 20, no. 4 (October 1992): 605–19. http://dx.doi.org/10.1177/0011000092204004.

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This article presents a rationale for the integration of training in neuropsychology into a counseling psychology curriculum. This rationale is discussed against the historical development of the counseling psychology specialty and the current practice of counseling psychologists. A means of integrating training in neuropsychology is proposed that allows this training to serve as a potential means of providing a unifying focus for various didactic and clinical components of the doctoral curriculum. Finally, attention is given to representative issues of professional identity as well as ethical considerations in neuropsychology training and practice.

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42

Delgado-Romero, Edward A., Grace-Ellen Mahoney, Nancy J. Muro-Rodriguez, Ruben Atilano, Elizabeth Cárdenas Bautista, Jhokania De Los Santos, Maritza Y. Durán, et al. "La Clinica In LaK’ech: Establishing a Practicum Site Integrating Practice, Advocacy, and Research With Latinx Clients." Counseling Psychologist 49, no. 7 (August 30, 2021): 987–1012. http://dx.doi.org/10.1177/00110000211025270.

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This article concerns the establishment and development of La Clinica In LaK’ech, a bilingual mental health clinic collectively founded and staffed by a counseling psychologist and doctoral students in a counseling psychology doctoral program in the Southeast United States. During over 5 years of existence, the clinic has blended bilingual counseling psychology services, advocacy, interdisciplinary collaboration, and research with the Latinx population. The authors describe the development of the clinic and resultant clinical, training, and ethical issues that confronted the clinic in terms of providing services to a marginalized community in a state where anti-immigrant rhetoric, detention, and deportations were escalating. Also discussed are implications for training in practice, advocacy, service, and research for counseling psychologists working with Latinx communities.

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43

Watkins, C. Edward. "Counseling psychology, psychoeducation, and health psychology: A comment on Klippel and DeJoy." Journal of Counseling Psychology 32, no. 1 (1985): 147–49. http://dx.doi.org/10.1037/0022-0167.32.1.147.

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44

Hollandsworth, James G. "Counseling psychology, health psychology, and beyond: A reply to Klippel and DeJoy." Journal of Counseling Psychology 32, no. 1 (1985): 150–53. http://dx.doi.org/10.1037/0022-0167.32.1.150.

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45

Elliott, Timothy R., and Richard M. Shewchuk. "Sponsored research in the counseling psychology literature." Counselling Psychology Quarterly 12, no. 4 (December 1999): 431–46. http://dx.doi.org/10.1080/09515079908254110.

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46

Tomeo, Marie, Hiroko Arikawa, and Donald I. Templer. "Comparison of Counseling and Clinical Psychology Graduates on the Examination for Professional Practice in Psychology." Journal of Psychology 134, no. 5 (September 2000): 571–76. http://dx.doi.org/10.1080/00223980009598237.

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47

Hutchison, Ashley N., Lawrence H. Gerstein, Ashley Millner, Eliah M. Reding, and Lindsay Plumer. "Counseling Psychology Trainees’ Knowledge of Cultural Display Rules." Counseling Psychologist 48, no. 5 (May 5, 2020): 685–715. http://dx.doi.org/10.1177/0011000020915968.

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Social norms that shape people’s emotional expression are called cultural display rules (CDRs). Training in counseling psychology emphasizes cultural context in understanding clients, but it is unclear the degree of training specifically focused on students acquiring skills in emotional expression systems connected to diverse cultures. This qualitative study investigated 99 counseling psychology trainees’ knowledge and experiences of CDRs. Based on thematic analysis, we found four superordinate themes: (a) General Knowledge and Awareness, (b) Therapy Elements and Processes, (c) Personal Experiences with CDRs, and (d) Training. Several subthemes emerged in each area. Although participants expressed a range of complexity in knowledge and awareness of CDRs, they reported a lack of systematic integration of CDRs in their training. Recommendations for integrating CDR knowledge into training counseling psychology students with a focus on developing multicultural and international competencies and improving clinical decision-making are provided.

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48

No authorship indicated. "Journal of Counseling Psychology: Instructions to authors." Journal of Counseling Psychology 50, no. 1 (2003): 118. http://dx.doi.org/10.1037/0022-0167.50.1.118.

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49

No authorship indicated. "Journal of Counseling Psychology: Call for nominations." Journal of Counseling Psychology 50, no. 3 (2003): 372. http://dx.doi.org/10.1037/0022-0167.50.3.372.

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50

No authorship indicated. "Journal of Counseling Psychology: Instructions to authors." Journal of Counseling Psychology 50, no. 3 (2003): 387. http://dx.doi.org/10.1037/0022-0167.50.3.387.

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