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In this volume the authors provide a comprehensive demonstration of the competencies involved in clinical child psychology, offering an evidence-based best practices model of intervention informed by an integration of multiple professional competencies from a range of specialty areas.
The specialty of clinical child and adolescent psychology has a history that dates back to the turn of the century when the first psychological clinic for children was reportedly established. As it is currently applied, this broad and wide-ranging specialty took organizational shape from the 1960s through the 1990s, and today child and adolescent psychology shares many characteristics and plays a collaborative role other specialties within professional psychology. These include clinical psychology, cognitive and behavioral psychology, school psychology, and clinical health psychology. In this volume, Dr. Finch and his co-authors provide a comprehensive demonstration of the competencies involved in this specialty, extending far beyond the scope of the age of its identified patient population. Offering an evidence-based best practices model of intervention informed by an integration of multiple professional competencies from a range of other specialty areas, this book is an invaluable resource for all those interested in pursuing the clinical child and adolescent specialty practice. Series in Specialty Competencies in Professional Psychology Series Editors Arthur M. Nezu and Christine Maguth Nezu As the field of psychology continues to grow and new specialty areas emerge and achieve recognition, it has become increasingly important to define the standards of professional specialty practice. Developed and conceived in response to this need for practical guidelines, this series presents methods, strategies, and techniques for conducting day-to-day practice in any given psychology specialty. The topical volumes address best practices across the functional and foundational competencies that characterize the various psychology specialties, including clinical psychology, cognitive and behavioral psychology, school psychology, geropsychology, forensic psychology, clinical neuropsychology, couples and family psychology, and more. Functional competencies include common practice activities like assessment and intervention, while foundational competencies represent core knowledge areas such as ethical and legal issues, cultural diversity, and professional identification. In addition to describing these competencies, each volume provides a definition, description, and development timeline of a particular specialty, including its essential and characteristic pattern of activities, as well as its distinctive and unique features. Written by recognized experts in their respective fields, volumes are comprehensive, up-to-date, and accessible. These volumes offer invaluable guidance to not only practicing mental health professionals, but those training for specialty practice as well.
Counseling psychologists have led the field of professional psychology in many areas including psychotherapy, supervision, vocational psychology, consultation, the promotion of human strengths, and the use of humanistic and empowering approaches to mental health promotion and treatment. As such, the specialization may be one of the broadest, most flexible, and widely applicable specialties in the field of applied and professional psychology. In Specialty Competencies in Counseling Psychology, Fuertes, Spokane, and Holloway provide a striking balance of the rich history of the counseling specialty and a thorough articulation of the professional practice domains conducted by the counseling psychology specialist. The authors deliver informative examples of each foundational and functional domain of competency as well as a comprehensive discussion of the historic roots that support the specialty's leadership role in professional psychology. In addition to interested individuals who wish to learn about the specialization of counseling psychology, readers from all specialties who are committed to developing professional competencies in psychotherapy assessment and intervention, supervision, vocational psychology, consultation, and contemporary issues having to do with human diversity and multiculturalism will also be served well by reading this volume. In order to assist such readers, the authors successfully capture how counseling psychology interfaces and overlaps with the other psychology specialties yet also distinguishes itself from them. Series in Specialty Competencies in Professional Psychology Series Editors Arthur M. Nezu and Christine Maguth Nezu As the field of psychology continues to grow and new specialty areas emerge and achieve recognition, it has become increasingly important to define the standards of professional specialty practice. Developed and conceived in response to this need for practical guidelines, this series presents methods, strategies, and techniques for conducting day-to-day practice in any given psychology specialty. The topical volumes address best practices across the functional and foundational competencies that characterize the various psychology specialties, including clinical psychology, cognitive and behavioral psychology, school psychology, geropsychology, forensic psychology, clinical neuropsychology, couples and family psychology, and more. Functional competencies include common practice activities like assessment and intervention, while foundational competencies represent core knowledge areas such as ethical and legal issues, cultural diversity, and professional identification. In addition to describing these competencies, each volume provides a definition, description, and development timeline of a particular specialty, including its essential and characteristic pattern of activities, as well as its distinctive and unique features. Written by recognized experts in their respective fields, volumes are comprehensive, up-to-date, and accessible. These volumes offer invaluable guidance to not only practicing mental health professionals, but those training for specialty practice as well.
Written by recognized experts in their respective fields, the books of the Series in Specialty Competencies in Professional Psychology are comprehensive, up-to-date, and accessible. These volumes offer invaluable guidance to not only practicing mental health professionals, but those training for specialty practice as well.
Although "School Psychology" first became recognized as a specialty in professional psychology by CRSPPP in 1998, this area of psychology can be traced back to the late 19th century, where it can be thought to have developed alongside "Clinical Psychology" due to the types of cases seen in Lightner Witmer's Psychological Clinic that opened in 1896. Over the years, this psychology specialty has become to encompass the science and practice of psychology with regard to a wide range of "learners," including children, youth, and families, as it impacts the schooling or educational process. In this volume, Drs. Flanagan and Miller provide a comprehensive overview of the foundational and functional competencies related to the specialty of school psychology. As the U.S. attempts to reclaim its stature as a leader in education, school psychologists are likely to play a crucial role across multiple tasks and levels. As such, the reader interested in school psychology will find this volume very "educational." Series in Specialty Competencies in Professional Psychology Series Editors Arthur M. Nezu and Christine Maguth Nezu As the field of psychology continues to grow and new specialty areas emerge and achieve recognition, it has become increasingly important to define the standards of professional specialty practice. Developed and conceived in response to this need for practical guidelines, this series presents methods, strategies, and techniques for conducting day-to-day practice in any given psychology specialty. The topical volumes address best practices across the functional and foundational competencies that characterize the various psychology specialties, including clinical psychology, cognitive and behavioral psychology, school psychology, geropsychology, forensic psychology, clinical neuropsychology, couples and family psychology, and more. Functional competencies include common practice activities like assessment and intervention, while foundational competencies represent core knowledge areas such as ethical and legal issues, cultural diversity, and professional identification. In addition to describing these competencies, each volume provides a definition, description, and development timeline of a particular specialty, including its essential and characteristic pattern of activities, as well as its distinctive and unique features. Written by recognized experts in their respective fields, volumes are comprehensive, up-to-date, and accessible. These volumes offer invaluable guidance to not only practicing mental health professionals, but those training for specialty practice as well.
Theoretical and practice-oriented,Clinical Child and Adolescent Psychology offers a concise, comprehensive, review of the knowledge, concepts and practice of child and adolescent clinical psychology. This fully revised and updated edition of ‘Clinical Child Psychology ’, now incorporates a fuller account of the range of clinical problems of adolescence, together with an expanded account of the major developmental and psychosocial disorders, such as autism, ADHD, and conduct disorder. Each chapter considers a different category of problem or disorder, and covers issues of diagnosis, clinical and developmental features, causes, interventions and outcomes. Now covers adolescence as well as childhood Updated coverage of major developmental disorders Included in the Wiley Series in Clinical Psychology
This volume is derived from the conference on Training Clinical Child Psychologists held in South Carolina. The goal of the meeting was to identify, examine, and assess the major influences, directions, goals, and actions of consequence to clinical child psychology and to clinical child psychologists. Proceedings: Conference on Training Clinical Child Psychologists explores issues pertaining to the goal of training competent psychologists to work with children, youths, and families. The objectives of this volume and the conference are: *to stimulate discourse meaningful to clinical child psychologists and to the total psychological community; *to clarify major issues and alternative actions, and *to formulate and implement feasible proposals for strengthening the professional preparation of clinical child psychologists. Topics included in this volume include: roles and responsibilities of clinical child psychologists and the boundary issues; curriculum issues; models of training; credentialing and licensing; and recommendations, guidelines and conclusions drawn from the conference. Also included are the Guidelines for Training Psychologists to Work with Children Youths, and Families (Appendix E). Contributors include: June M. Tuma, Donald K. Routh, Michael C. Roberts, Patricia J. Aletky, Stanley F. Schneider, Alan O. Ross, Honore M. Hughes, Anthony P. Mannarino, Thomas H. Ollendick, Annette M. LaGreca, Carolyn Schroeder, Jerome H. Hanley, David S. Glenwick, Steven M. Neuhaus, Frank D. Fincham, Gary B. Melton, Douglas G. Ullman, Howard Markam, William O. Donnelly, Sandra W. Russ, Donald K. Freedheim, Jane W. Kessler, Donald Wertleib, Dennis Drotar, Andrew S. Bradlyn, Lynne Doran, Sheila Eyberg, James H. Johnson, Jean C. Elbert, Robert D. Felner, Raymond P. Lorion, Al Finch, Diane J. Willis, Marilyn T. Erickson, Martha Perry, Richard R. Abidin, Felicisima C. Serafica, Charles Wenar, S. Joseph Weaver, Jacquelin Goldman, Rochelle L. Robbins.
Written by recognized experts in their respective fields, the books of the Series in Specialty Competencies in Professional Psychology are comprehensive, up-to-date, and accessible. These volumes offer invaluable guidance to not only practicing mental health professionals, but those training for specialty practice as well.
The professional development of researchers is critical for the future development ofthe fields of pediatric and clinical child psychology. In order to conduct research in pediatric and clinical child psychology, researchers need to work with a wide range of populations and master an increasingly wide range of skills, many of which are either not formally taught or considered in sufficient depth in clinical training. Such skills include the development of resources for research by writing grants to government agencies and foundations; skills in preparing research for publications concerning original research, review articles, or case reports; scien tific presentation skills; the ability to review and edit scientific manuscripts; and to implement and manage research in applied settings. Moreover, the increasing complexity of research in pediatric and clinical child psychology requires success ful researchers in these fields to develop their expertise with a wide range of new specialized methodologies, data analytic methods, models of data analysis, and methods of assessment. Finally, to enhance the relevance of their research to practice, researchers in pediatric and clinical child psychology need to integrate their work with clinical service delivery programs that are based on empirical research. The necessity to train researchers in pediatric and clinical child psychology in such multifaceted knowledge and skills places extraordinary burdens on profes sional training programs. Professional researchers in pediatric and child clinical psychology also are challenged to develop new knowledge and skills through continuing education and faculty development programs.
At the founding in 1896 of the first psychological clinic dedicated to children and adolescents, the study of the psychological treatment of young people lagged behind that of adults, and the basic psychopathology underlying mental disorders in this population was largely ignored. Since those early days, the field has evolved steadily and, in recent years, exponentially. The Oxford Handbook of Clinical Child and Adolescent Psychology is a state-of-the-science volume providing comprehensive coverage of the psychological problems and disorders of childhood. International in scope and penned by the discipline's most eminent scientists and practitioners, the handbook begins with a section on conceptual and empirical issues, followed by exceptional content on specific psychiatric disorders such as intellectual disability, externalizing and internalizing disorders, communication disorders, schizophrenia and bipolar disorder, personality disorders, and many more. The third section offers chapters on special problems in childhood and adolescence, including divorce, the incarceration of parents, suicide and non-suicidal self-injury, bullying, and medical illness. A fourth section covers delivery of clinical services in diverse settings, such as schools and prisons, and the handbook concludes with several chapters on emerging trends and future directions for the field. Conceptually rich and evidence-based, this handbook is an essential resource for students, practitioners, and researchers, providing a cutting-edge compendium of the latest theoretical and empirical developments by leaders of the discipline.
