Read the Ryder, Ban, & Chentsova-Dutton (2011) “Towards a Cultural-Clinical Psychology,†American Psychological Association (2014) “Guidelines for Prevention in Psychology,†Hage, et al. (2007) “Walking the Talk: Implementing the Prevention Guidelines and Transforming the Profession of Psychology,†and Rivera-Mosquera, et al. (2007) “Prevention Activities in Professional Psychology: A Reaction to the Prevention Guidelines†articles.
Clinical and counseling psychology is a dynamic field that is constantly evolving and striving toward better treatment options and modalities. In this literature review, you will explore and integrate psychological research into a literature review, addressing current trends in three major areas of clinical and counseling psychology: assessment, clinical work, and prevention.
In your review, include the following headings, and address the required content.
Assessment
Support this section with information from the Ryder et al. (2011) article “Towards a Cultural-Clinical Psychology†and at least one additional peer-reviewed article from the Ashford University Library.
Compare the assessments currently in use by clinical and counseling psychologists.
Explain the trend towards cultural-clinical psychology and the suitability of clinical assessments with diverse clients.
Clinical work
Support this section using a minimum of three peer-reviewed articles from the Ashford University Library. The recommended articles for this week may be useful in generating your response.
Compare and contrast technical eclecticism, assimilative integration and theoretical integration.
Provide a historical context and identify the major theorists for each perspective.
Assess the trends in psychotherapy integration.
List three pros and cons for each perspective, sharing which perspective most closely aligns with your own.
Analyze the major trends in psychology and explain the connection between evidenced-based practices and psychotherapy integration.
Prevention
Review the “Guidelines for Prevention in Psychology†(American Psychological Association, 2014), and support this section with information from the Hage, et al. (2007) “Walking the Talk: Implementing the Prevention Guidelines and Transforming the Profession of Psychology,†and Rivera-Mosquera, et al. (2007) “Prevention Activities in Professional Psychology: A Reaction to the Prevention Guidelines†articles.
Describe general prevention strategies implemented by clinical and counseling psychologists at the micro, meso, exo, and macro levels.
The Literature Review
Must be 7 to 10 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.).
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least seven peer-reviewed sources in addition to the course text.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center
TO BE RE-WRITTEN FROM THE SCRATCH
Literature review: Psychological assessments, cultural-clinical psychology and psychotherapy integration
This is a literature review of articles concerned with the assessment, clinical and prevention work of psychologists. It encompasses assessment in psychology, cultural-clinical psychology as well as integration of psychotherapy.
Psychological assessments
There are various types of assessments employed by clinical and counseling psychologists. Notably, there are many psychologists who employ both clinical and counseling psychology in the course of their work. Clinical can be used in a general term to describe any psychologist. Nevertheless, there are subtle differences between clinical and counseling psychologists. For example, in research and supervision, the clinical psychologist is mostly involved in projective assessment training whereas the counseling psychologist is involved in vocational and career assessment. Yet in psychology practice, assessments usually combine both clinical and counseling aspects. Assessments can be used to determine such issues as neurological dysfunctionincluding brain injury or learning disorder, competency to stand trial or enter an agreement, or qualification for school or job position.
A common assessment technique is clinical interview. This involves the psychologist talking to and observing the client as well as talking to those close to them, with consent. The psychologist talks to the client and close relations about the client’s concerns and background. They also observe the thoughts, interactions and behavior of the client and even the close relations. With computerization, the client may answer some of the interview questions on a gadget, rather than face-to-face with the psychologist. Recommended for computerized questions is collection of demographic and structured diagnostic data for initial impression. There may be medical information referred to the psychologist from another practitioner such as a family doctor, but the psychologist needs to have a direct interview with the client to form their own impression.
Another form of assessment is that of intellectual functioning. Measured through intelligence tests and neuropsychological assessment, assessment of intellectual functioning is mostly a theoretical and social construct. Intelligence tests are a popular form of assessing intellectual functioning, with some of the popular tests being Wechsler and Stanford-Binet Scales.The Wechsler scales are able to determine the full scale IQ and cognitive abilitiesthroughWAIS-IV for adults and WISC-IV for children. four scales that determine the full scale IQ are verbal comprehension, perceptual reasoning, working memory and processing speed scales. There are now many online IQ tests
Another type of psychological assessment is for personality. Personality involves biological, environmental and social factors that are developed during a person’s childhood and young adulthood. Personality assessment is achieved through such objective tests as MMPI-2, MCMI-III and 16PF that are used to determine dysfunction, personality disorder and personality wellness respectively. There are also projective tests such as Rorschach Inkblot Test, Thematic Apperception Test and Draw-a-Person test. These tests use such objects as inkblots, cards and pictures to elicit responses that give insights into a person’s life or state of mind.
There is also behavioral assessmentthat observes and measures the actions of a person with a view to understanding the thinking and behavior informing the action as well as the triggers for the behavior. Through the behavioral assessment process, the psychologist is able to keep track of both the positive and negative behaviors, helping reinforce the positives and change the negatives. Other forms of behavioral assessments involve self-monitoring, inventories and checklists. An example of behavioral assessment is Beck Depression Inventory.
Cultural-clinical psychology
The leaning of clinical psychology towards evidence-based practice and disapproving of diagnostic systems renders itself to consideration of cultural factors influencing psychology. Notably, both evidence-based practice and diagnostic systems are products of culture.Yet diagnostic systems eliminate clients showing great variability from the cultural construction
Fragmentation and interdisciplinary in psychology has led to emergence of cultural-clinical psychology. This is because it has led to an intersection of cultural psychology and clinical psychology, with either of the field altering the other.
Disorder, which is central in clinical psychology is better understood when one considers cultural influence. Disorder can be viewed as an illness or disease, with the former having cultural connotations while the latter has biological (clinical) connotations. Indeed, disorder can be defined as harmful dysfunction, with “harmful” giving it a cultural context while “dysfunction” gives it a biological context, making the cultural ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
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