The Experts below are selected from a list of 48987 Experts worldwide ranked by ideXlab platform
Nadine J. Kaslow - One of the best experts on this subject based on the ideXlab platform.
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Specialization in Psychology and Health Care Reform
Journal of Clinical Psychology in Medical Settings, 2012Co-Authors: Nadine J. Kaslow, Chanda C. Graves, Chaundrissa Oyeshiku SmithAbstract:This article begins by contextualizing specialization and board certification of psychologists, with attention paid to relevant definitions and expectations of other health care Professionals. A brief history of specialization and board certification in Professional Psychology is offered. The benefits of board certification through the American Board of Professional Psychology are highlighted. Consideration is then given to the primary reasons for psychologists working in academic health sciences centers to specialize in the current health care climate and to obtain board certification as a mark of such specialization.
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valuing and practicing competency based supervision a transformational leadership perspective
Training and Education in Professional Psychology, 2012Co-Authors: Nadine J. Kaslow, Carol A Falender, Catherine L. GrusAbstract:A significant culture change to a competency-based approach to supervision reflects the current zeitgeist in Professional Psychology education and training. Accreditation, credentialing, regulation, and training have all been transformed to competency-based approaches. However, the transition within a program to a competency-based approach is not always smooth. This article addresses specific leadership competencies that facilitate change, with attention paid to the supervisory process. Because most leaders in Professional Psychology have traditionally engaged in transactional leadership, a shift is required to transformational leadership, a style associated with effective change. As a backdrop to the focus on a transformational leadership approach and competency-based supervision, this article first overviews the competencies movement, particularly competency-based clinical supervision. Then transformational leadership is applied to changing educational and training cultures and climates to ensure the consistent and comprehensive implementation of a competency-based approach to clinical supervision. Strategies are offered for implementing such an approach to competency-based clinical supervision, as well as for overcoming barriers to implementation.
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Competency benchmarks: A model for understanding and measuring competence in Professional Psychology across training levels.
Training and Education in Professional Psychology, 2009Co-Authors: Nadya A. Fouad, Catherine L. Grus, Robert L. Hatcher, Frank L. Collins, Philinda Smith Hutchings, Nadine J. Kaslow, Michael B. Madson, Raymond E. CrossmanAbstract:The Competency Benchmarks document outlines core foundational and functional competencies in Professional Psychology across three levels of Professional development: readiness for practicum, readiness for internship, and readiness for entry to practice. Within each level, the document lists the essential components that comprise the core competencies and behavioral indicators that provide operational descriptions of the essential elements. This document builds on previous initiatives within Professional Psychology related to defining and assessing competence. It is intended as a resource for those charged with training and assessing for competence.
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competency assessment toolkit for Professional Psychology
Training and Education in Professional Psychology, 2009Co-Authors: Nadine J. Kaslow, Nadya A. Fouad, Catherine L. Grus, Robert L. Hatcher, Linda F Campbell, Emil RodolfaAbstract:A “toolkit” for Professional Psychology to assess student and practitioner competence is presented. This toolkit builds on a growing and long history of competency initiatives in Professional Psychology, as well as those in other health care disciplines. Each tool is a specific method to assess competence, appropriate to Professional Psychology. The methods are defined and described; information is presented about their best use, psychometrics, strengths and challenges; and future directions are outlined. Finally, the implications of Professional Psychology’s current shift to a “culture of competency,” including the challenges to implementing ongoing competency assessment, are discussed.
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Competencies for psychologists in Academic Health Centers (AHCs).
Journal of Clinical Psychology in Medical Settings, 2008Co-Authors: Nadine J. Kaslow, Sarah E. Dunn, Chaundrissa Oyeshiku SmithAbstract:This paper begins by providing the landscape that undergirds the competency-based movement within Professional Psychology education, training, credentialing, and performance appraisal. Attention is then paid to the relevance of this culture shift for psychologists working as practitioners, educators, researchers, and administrators in AHCs. In this regard, there is an articulation of the essential subcomponents of each of the core foundational and functional competency domains that are salient for AHC psychologists. Implications of the competency-based movement for Professional psychologists in AHCs are offered.
Timothy P Melchert - One of the best experts on this subject based on the ideXlab platform.
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leaving behind our preparadigmatic past Professional Psychology as a unified clinical science
American Psychologist, 2016Co-Authors: Timothy P MelchertAbstract:: The behavioral and neurosciences have made remarkable progress recently in advancing the scientific understanding of human Psychology. Though research in many areas is still in its early stages, knowledge of many psychological processes is now firmly grounded in experimental tests of falsifiable theories and supports a unified, paradigmatic understanding of human Psychology that is thoroughly consistent with the rest of the natural sciences. This new body of knowledge poses critical questions for Professional Psychology, which still often relies on the traditional theoretical orientations and other preparadigmatic practices for guiding important aspects of clinical education and practice. This article argues that Professional Psychology needs to systematically transition to theoretical frameworks and a curriculum that are based on an integrated scientific understanding of human Psychology. Doing so would be of historic importance for the field and would result in major changes to Professional Psychology education and practice. It would also allow the field to emerge as a true clinical science. (PsycINFO Database Record
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Beyond Theoretical Orientations: The Emergence of a Unified Scientific Framework in Professional Psychology
Professional Psychology: Research and Practice, 2013Co-Authors: Timothy P MelchertAbstract:Psychology has been remarkably successful as both a basic and applied science despite serious and persistent conflict between its many theoretical camps and schools of thought. By far the most influential approaches to conceptualizing clinical practice in Psychology have been the traditional theoretical orientations, even though they are widely viewed as inadequate and incomplete. This manuscript reviews the underlying reasons for these conflicts and then discusses the emergence of a unified scientific framework that moves the profession beyond these problems. Outmoded conceptual frameworks are not appropriate for a science-based profession, and Professional Psychology needs to consider making a systematic transition to a comprehensive scientific approach to understanding human development, functioning, and behavior change.
Ronald H. Rozensky - One of the best experts on this subject based on the ideXlab platform.
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a taxonomy for education and training in Professional Psychology health service specialties evolution and implementation of new guidelines for a common language
American Psychologist, 2015Co-Authors: Ronald H. Rozensky, Catherine L. Grus, Roberta L Nutt, Cindy I Carlson, Elena J Eisman, Paul D NelsonAbstract:The Education and Training Guidelines: A Taxonomy for Education and Training in Professional Psychology Health Service Specialties was endorsed as a policy of the American Psychological Association in 2012. These Guidelines have the potential for broad impact on the field by providing both a structure and recommendations for the consistent usage of language--definitions and terminology--to reduce current descriptive inconsistencies across education and training programs in Professional Psychology. The Guidelines are not designed to define specifics of the training or practice of individual psychologists; they are to be used only to describe programmatic structure in a consistent manner. This article details the developmental history of these Guidelines and highlights the strong alliance between the leaders of the various recognized specialties in Professional Psychology and the education and training community in health service Psychology. The content, application, future dissemination and impact of the Guidelines are presented.
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implications of the affordable care act for education and training in Professional Psychology
Training and Education in Professional Psychology, 2014Co-Authors: Ronald H. RozenskyAbstract:With the ongoing implementation of the Patient Protection and Affordable Care Act (Public Law No: 111–148, March 23, 2010) and its impact on the evolving health care system, this article will focus on 4 broad domains of change that the education and training community in Psychology must address to ensure that the next generations of health service psychologists are prepared to not just succeed, but lead those changes in health care. InterProfessionalism, workforce analysis and development (including practice settings), finances (reimbursement, health care cost offset, and advocacy), and Professional accountability (including accreditation, competency, evidence-based care, specialization, identity and self-definition, and autonomy) will be discussed. Each domain reflects demands for both affordable care and enhanced accountability in the developing health care system. Recommendations for curricular content and clinical training modifications are offered.
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quality education in Professional Psychology flowers blooming flexner and the future
American Psychologist, 2013Co-Authors: Ronald H. RozenskyAbstract:The educational system in Professional Psychology is reviewed, including how it utilizes its mission and core values to ensure quality-based educational experiences that graduate a quality "product" who ultimately provides quality health care services for consumers of psychological care. Education and training in, and the practice of, Professional Psychology must adopt and adapt to changes in accountability and quality expectations in the evolving health care system brought about by the implementation of the Patient Protection and Affordable Care Act. Definitions of "psychologist" and "specialist" are discussed, along with a rationale for a clearly articulated educational core that operationalizes learning objectives needed to be a competent, successful psychologist. Implications for quality assurance, including questions of educational outcomes and their impact on clinical outcomes of health care services, are related to the education and training sequence. Competency-based education, "pre-psych" requirements, evidenced-based care, specialization, and interProfessionalism, each a key component of a successful future for Professional Psychology, are also discussed.
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Psychology in Academic Health Centers: A True Healthcare Home
Journal of Clinical Psychology in Medical Settings, 2012Co-Authors: Ronald H. RozenskyAbstract:This article is based on the invited presentation by the author at the American Psychological Association’s Annual Convention, August 4–7, 2011, upon his receipt of the Joseph D. Matarazzo Award for Distinguished Contributions to Psychology in Academic Health Centers presented by the Association of Psychologists in Academic Health Centers. This article relates the history, roles, and responsibilities of psychologists in academic health centers to the ultimate survival and success of Professional Psychology. It describes implications of the Patient Protection and Affordable Care Act (ACA) on the institutional practice of Psychology including how Psychology’s place in academic health centers positions the field well for the future of healthcare reform. The article provides several recommendations to help Professional Psychology prepare for that future of integrated, interProfessional healthcare.
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Commentary: Healthcare Reform and Psychology's Workforce: Preparing for the Future of Pediatric Psychology
Journal of pediatric psychology, 2012Co-Authors: Ronald H. Rozensky, David M. JanickeAbstract:Upcoming changes to the healthcare delivery system, detailed in the Patient Protection and Affordable Care Act (ACA; Public Law No: 111–148, March 23, 2010), focus on the growing expectation that interProfessional organizations (institutional practices such as accountable care organizations (ACOs) and patient center healthcare homes) will become the nexus of the delivery of efficient, cost effective, and quality healthcare services (Orszag & Emanuel, 2010; Rozensky, 2011). If the legislation survives the legal battles currently being waged, the healthcare delivery system will look very different by the end of this decade (Clay, 2011). The healthcare workforce of the future must be prepared to enhance quality of patient care utilizing defined, interProfessional competencies as they practice within an increasingly evidence-based, team-based, integrated care system—from prevention to primary to tertiary care—and for patients and families across the lifespan (Institute of Medicine, 2001; Wilson, Rozensky, & Weiss, 2010). This article describes several challenges and opportunities facing Professional Psychology given the upcoming demands of the ACA and evolving healthcare system. We argue that preparation for increased institutional practice is required and that several philosophical and practical changes will be necessary as our profession adapts to this new healthcare system. The interProfessional strengths of pediatric Psychology are discussed in particular and specific opportunities and recommendations are offered to enhance the future of pediatric Psychology in (the new) healthcare. Some Questions Professional Psychology Might Answer to Prepare to Successfully Participate in Upcoming Changes to the Healthcare System
Michael R Jackson - One of the best experts on this subject based on the ideXlab platform.
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unified clinical science or paradigm diversity comment on melchert 2016
American Psychologist, 2017Co-Authors: Michael R JacksonAbstract:: Drawing on Kuhn's (1970) analysis, Melchert (2016) argued that current Professional Psychology exists in a preparadigmatic state and that a transition to a unified clinical science based on the paradigm of the behavioral and neurosciences is now possible. But Melchert's analysis makes questionable assumptions about reducibility and neglects several crucial aspects of Kuhn's analysis. A close examination of psychological work on problems such as violence against women indicates that different research paradigms and their associated exemplars identify strengths and weaknesses of specific treatment resources that cannot be entirely encompassed within a single paradigmatic perspective (Jackson, 2015b) and additionally suggests that psychological knowledge is governed by at least 3 overarching research paradigms, as well as a variety of subparadigms encompassing applied and mixed methods research and many current orientations to Professional Psychology (Jackson, 2015a). (PsycINFO Database Record
Michal David - One of the best experts on this subject based on the ideXlab platform.
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distinguishing science from pseudoscience in school Psychology science and scientific thinking as safeguards against human error
Journal of School Psychology, 2012Co-Authors: Scott O Lilienfeld, Rachel J Ammirati, Michal DavidAbstract:Like many domains of Professional Psychology, school Psychology continues to struggle with the problem of distinguishing scientific from pseudoscientific and otherwise questionable clinical practices. We review evidence for the scientist-practitioner gap in school Psychology and provide a user-friendly primer on science and scientific thinking for school psychologists. Specifically, we (a) outline basic principles of scientific thinking, (b) delineate widespread cognitive errors that can contribute to belief in pseudoscientific practices within school Psychology and allied professions, (c) provide a list of 10 key warning signs of pseudoscience, illustrated by contemporary examples from school Psychology and allied disciplines, and (d) offer 10 user-friendly prescriptions designed to encourage scientific thinking among school Psychology practitioners and researchers. We argue that scientific thinking, although fallible, is ultimately school psychologists' best safeguard against a host of errors in thinking.
