Showing papers in "Professional Psychology: Research and Practice in 2004"
TL;DR: The focus group is a qualitative research strategy that uses a semistructured discussion format to elicit a more in-depth understanding of the attitudes, values, and beliefs that affect behavior as discussed by the authors.
Abstract: Although psychologists are aware of the differential pattern of use and response to mental health services among ethnic clients, the in-depth understanding that would permit development of appropriate responses and programs is limited. Psychologists often struggle with whether, when, and how efforts to address issues of race, ethnicity, and culture will affect mental health attitudes and therapeutic response. The focus group is a qualitative research strategy that uses a semistructured discussion format to elicit a more in-depth understanding of the attitudes, values, and beliefs that affect behavior (Stewart & Shamdasani, 1990). Although this strategy sacrifices the rigor and precision of quantitative studies, it is a useful preliminary strategy that allows members of communities to share their insights on relevant issues and their opinions about how needs and concerns might be addressed. The current study represents a preliminary effort to understand what values and concerns may affect African American mental health attitudes and service use, as well as what efforts by the psychological community may prove beneficial in promoting an image of multicultural sensitivity and competence. African Americans have been identified as a group that uses mental health services inconsistently (Kessler et al., 1994; D. W.
424 citations
TL;DR: Both users and nonusers of outcome measures were interested in similar types of information, including client progress since entering treatment, current strengths and weaknesses, and determining if there is a need to alter treatment.
Abstract: This survey investigated psychologists' use of outcome measures in clinical practice Of the respondents, 37% indicated that they used some form of outcome assessment in practice A wide variety of measures were used thatwere rated by the client or clinician Clinicians who assess outcome in practice are more likely to be younger, have a cognitive-behavioral orientation, conduct more hours of therapy per week, provide services for children and adolescents, and work in institutional settings Clinicians who do not use outcome measures endorse practical (eg, cost, time) and philosophical (eg, relevance) barriers to their use Both users and nonusers of outcome measures were interested in similar types of information, including client progress since entering treatment, current strengths and weaknesses, and determining if there is a need to alter treatment Implications for practicing clinicians are discussed
279 citations
TL;DR: In a survey of 147 married couples seeking marital therapy, the most commonly reported reasons were problematic communication and lack of emotional affection, indicating that traditional methods of assessment may not fully capture why couples are seeking therapy.
Abstract: If therapists know why couples seek marital therapy, they can more effectively tailor their therapies to improve treatment outcome. Unfortunately, there have been no systematic studies to date on couples' reasons for seeking therapy. In a survey of 147 married couples seeking marital therapy, the most commonly reported reasons were problematic communication and lack of emotional affection. Within individual couples, spouses showed little agreement on their reasons for therapy, suggesting that careful and individual assessments should be made of each spouse. There was only partial overlap of couples' reasons for seeking therapy, questionnaires of relationship problems, and previous studies of therapists' reports of couples' problems, indicating that traditional methods of assessment may not fully capture why couples are seeking therapy.
228 citations
TL;DR: In this paper, a meta-analysis of 29 outcome studies of cognitive forms of bibliotherapy for depression was performed, with an effect size of 0.77, considered the best estimate of effect size from this study.
Abstract: Do you want to use bibliotherapy with clients but wonder about the size and mechanism of effectiveness? The authors report a meta-analysis of 29 outcome studies of cognitive forms of bibliotherapy for depression. Seventeen studies with stronger research designs (pretest-posttest waiting list control group) yielded a respectable effect size of 0.77, considered the best estimate of effect size from this study. This result compares favorably with outcomes from individual psychotherapy. In light of the substantial positive effects associated with bibliotherapy for depression, the authors discuss clinically relevant questions related to the use of cognitive bibliotherapy. These include why practitioners might consider the use of this technique, which individuals can benefit from this approach, and how professionals can structure care.
191 citations
TL;DR: In this article, a case example illustrates how clinicians can effectively incorporate cultural aspects of Islam in their work in order to be culturally competent when working with Muslim clients, including cultural values, gender role expectations, behavioral prescriptions, and immigration issues relevant in counseling and therapy.
Abstract: How familiar are you with the religion and cultural aspects of Islam and with Muslim clients? As a psychologist, you likely will work with a Muslim client, given the growing number of Muslims in America. Yet very little psychological research or literature discusses Muslim clients or their experiences. This article provides some foundational information psychologists will need to work effectively with Muslim clients. An overview of the Muslim American community, including cultural values, gender role expectations, behavioral prescriptions, and immigration issues relevant in counseling and therapy, is provided. A case example illustrates how clinicians can effectively incorporate cultural aspects of Islam in their work in order to be culturally competent when working with Muslim clients.
181 citations
TL;DR: The authors provided a general overview of contemporary tribal America before describing the legal, political, and institutional contexts for mental health service delivery administered through the federally sponsored Indian Health Service and made recommendations for professional psychologists who desire to avoid a subtle but profound Western cultural proselytization in their therapeutic service to Native clients and their communities.
Abstract: As the population of American Indians and Alaska Natives continues to expand in the 21st century United States, an increasing number of professional psychologists will be called upon to provide culturally appropriate mental health services for Native American people and their communities. This article provides a general overview of contemporary tribal America before describing the legal, political, and institutional contexts for mental health service delivery administered through the federally sponsored Indian Health Service. Recommendations for mental health professionals who desire to avoid a subtle but profound Western cultural proselytization in their therapeutic service to Native clients and their communities are presented. It is the policy of this Nation, in fulfillment of its special responsibilities and legal obligation to the American Indian people, to meet the national goal of providing the highest possible health status to Indians and to provide existing Indian health services with all the resources necessary to effect that policy. (Pub. L. No. 94-437, §3a)
178 citations
TL;DR: The authors provides an updated look at assessment strategies and promising psychosocial treatment techniques for children with three common anxiety disorders: separation anxiety disorder, social phobia, and generalized anxiety disorder.
Abstract: Most child psychologists would agree that treating anxiety disorders in children is extremely challenging at times but also rewarding. This article provides an updated look at assessment strategies and promising psychosocial treatment techniques for children with 3 common anxiety disorders: separation anxiety disorder, social phobia, and generalized anxiety disorder. The need for comprehensive diagnostic evaluations is highlighted through information on the wide range of assessment procedures and instruments available to practicing psychologists interested in treating anxious youth. In addition, a treatment approach shown to be empirically efficacious for treating anxious children, cognitive-behavioral therapy, is described. We provide practical examples of assessment and treatment techniques for clinical practice. Tables are included that can serve as useful quick references for the 3 areas covered.
143 citations
TL;DR: It is argued that important evidence about best practice comes from case-based research, which builds knowledge in a clinically useful manner and complements what is achieved by multivariate research methods.
Abstract: How can practitioners engage in evidence-based practice when the evidence for effectiveness of psychological treatments comes from randomized controlled trials using patient populations different from those encountered ineveryday settings and treatment manuals that seem oversimplified and inflexible? The authors argue that important evidence about best practice comes from case-based research, which builds knowledge in a clinically useful manner and complements what is achieved by multivariate research methods. A multidimensional model of the research process is provided that includes clinical practice and case-based research as significant contributors. The authors summarize the principles of case-based research and provide examples of recent technical advances. Finally, the authors suggest ways in which practitioners can apply the case-based approach in researching and publishing their own cases, perhaps in collaboration with university-based researchers.
138 citations
TL;DR: The authors surveyed 42 international students in programs accredited by the American Psychological Association concerning several training and supervision variables and found that students who reported being less acculturated also reported less counseling self-efficacy, weaker supervisory working alliances, more role difficulties in supervision, and more discussion of cultural issues in supervision.
Abstract: Little is known about the training needs of international students in professional psychology programs and what supervisors could do to assist these students in their training. This study surveyed 42 international students in programs accredited by the American Psychological Association concerning several training and supervision variables. Results revealed that students who reported being less acculturated also reported less counseling self-efficacy, weaker supervisory working alliances, more role difficulties in supervision, and more discussion of cultural issues in supervision. Implications for supervision and future research are discussed.
126 citations
TL;DR: In this article, a new learning disabilities classification model is proposed that transcends educational and psychiatric systems of diagnosis, calls for a uniform and national diagnostic system, and suggests renaming the disorder (e.g., developmental learning delay).
Abstract: Pending legislation and positions taken by the U.S. Department of Education may radically alter current learning disabilities (LD) definitions and diagnostic approaches. Proposals include eliminating a discrepancy model and incorporating a more comprehensive approach to LD assessment but one based on more subjective clinical judgment. Although this effort to change is laudable, it does not address the residual problems that will continue to plague the field: the lack of specificity of the construct of LD and the inconsistent and idiosyncratic approach to diagnosis taken by practitioners and researchers across and within states. This article proposes a new LD classification model that transcends educational and psychiatric systems of diagnosis, calls for a uniform and national diagnostic system, and suggests renaming the disorder (e.g., developmental learning delay).
120 citations
TL;DR: In this paper, the authors focus on treatment research in the area of trauma and PTSD in youth, in an attempt to highlight the clinical implications of such work and to identify the areas in which additional research is needed.
Abstract: What treatments work for children who have posttraumatic stress disorder (PTSD)? Perhaps more important, what else do clinicians need to learn? In this article, the authors focus on treatment research in the area of trauma and PTSD in youth, in an attempt to highlight the clinical implications of such work and to identify the areas in which additional research is needed. Overall, there is emerging evidence that a variety of cognitive and behavioral programs are effective in treating youth with PTSD. In spite of such evidence, additional research is needed to shore up the scientific base for effective clinical practice with these youth. Psychologists working with traumatized youth will find this article a useful update on the state of evidence for cognitive-behavioral interventions in the treatment of PTSD.
TL;DR: The article concludes by examining the clinical implications of an endogenous view of spirituality as a clinically relevant functional domain on client spirituality and religiousness.
Abstract: Is client religious or spiritual functioning adequately addressed in clinical practice? Two studies are presented that address this issue. Each study was informed by an endogenous view of spirituality as a clinically relevant functional domain. The first study surveyed clinicians at 4 exemplar clinics. The second study was a national survey of 1,000 clinical psychologists. Both studies found that psychologists believe client religiousness/spirituality to be an important area of functioning. Yet most do not routinely assess the domain or address it in treatment planning. The article concludes by examining the clinical implications of an endogenous perspective on client spirituality and religiousness.
TL;DR: A review of the general strategies of sexual perpetrators and their characteristics, as well as the online strategies and characteristics of the cyber sexual predator can be found in this paper, where a review of technological, psycho-educational, and legal considerations is provided.
Abstract: Professional psychologists should more fully understand the dangers of online sexual solicitation andways in which to protect youth from sexual predators who use the Internet. Although the Internet hasmany positive aspects, one of the most pernicious aspects is its potential use for online sexual predation.The Internet represents a medium that allows sexual predators access to countless children in a relativelyanonymous environment. This article reviews the general strategies of sexual perpetrators and theircharacteristics, as well as the online strategies and characteristics of the cyber sexual predator. Infor-mation on how to protect children from this crime through a review of technological, psychoeducational,and legal considerations is provided. A description of the relevant laws as they relate to online solicitationand practicing psychologists is also provided.
TL;DR: In this paper, the authors define multicultural competence as the ability to understand and constructively relate to the uniqueness of each client in light of the diverse cultures that influence each person's perspective.
Abstract: Multicultural competence can be defined as the ability to understand and constructively relate to the uniqueness of each client in light of the diverse cultures that influence each person’s perspective. Because the complexity of culture is often overlooked, multicultural research often inadvertently strengthens the stereotypes that it is intended to thwart. To avoid stereotypic thinking, clinicians must critically evaluate cross-cultural research and be thoughtfully creative in applying it to clinical practice. Twelve suggestions are offered for the use of multicultural research as a source of questions that enhance respect for clients’ cultural identities rather than as answers that foreclose it.
TL;DR: In this paper, the authors provide a historical perspective of the development of the evidence-based practice movement, highlighting the omissions that have occurred so as to enable psychologists to advocate more effectively in the debates that are shaping practice.
Abstract: Evidence-based practice and empirically supported treatment movements are potent forces that affect the practice of psychology today and have the potential to mandate the types of treatments psychologists conduct. The histories of these movements reveal that certain aspects of therapy valued by psychologists have been ignored. It is shown that the evidence-based movements (a) overemphasize treatments and treatment differences and (b) ignore aspects of psychotherapy that have been shown to be related to outcome, such as variation among psychologists, the relationship, and other common factors. It is important that psychologists understand the development of these movements so that they can be critical consumers of research and can effectively influence the future course of events. The practice of psychology is increasingly being affected by the systems that pay for psychological services. As a field, psychology has responded to these pressures by demonstrating that various psychological treatments are based on empirical evidence, which in turn has led to attempts to mandate the types of treatment provided by psychologists. However, many practitioners have resisted the efforts by managed care and some academic psychologists to alter their practice. In contentious contexts, it is often helpful to understand where things originated and to be cognizant of the forces that furthered various aspects while limiting others. The purpose of this article is to provide a historical perspective of the development of the evidence-based practice movement, highlighting the omissions that have occurred so as to enable psychologists to advocate more effectively in the debates that are shaping practice. This perspective will strengthen our role as scientistpractitioners in the broadest sense. History and progress are constructed and defined by events and choices made. Foucault (1965) termed the social sciences, including psychology and medicine, as the human sciences to emphasize and highlight the fact that they are constructed through the actions and choices of various actors. Looking backward through the lens of progressivism, a seemingly inevitable march toward enlightenment is revealed. The occasional blemish (e.g., in the social sciences, the eugenics movement) is either ignored or characterized as an anomaly. This retrospective approach typically leads to an enthusiastic embrace of contemporary events as steps forward; critics are characterized as nostalgic and anachronistic at best or pessimistic and obstructionist at worst. However, a reasoned examination of history, noting the omissions as well as the events, is critical if one is to have a balanced contextual understanding of current trends. When one looks at contemporary scientific developments in the mental health field, two movements predominate: evidence-based practice (EBP), which originated in the United Kingdom, and empirically supported treatments (ESTs), which originated in the United States (where appropriate, we consolidate them together under the rubric of evidence-based movements). In this article, we present both a retrospective and a prospective examination of the evidence-based treatments, elucidating the changes that have occurred and revealing how progress shaped the omissions. In this way, the costs as well as the benefits of EBP can be properly assessed from the perspective of psychological practice.
TL;DR: This article surveyed training directors (TDs) of American Psychological Association-accredited academic psychology programs regarding problematic student behaviors and found that over half of the programs that responded had terminated at least 1 student during a 3-year period, with TDs citing inadequate clinical skills as the major reason.
Abstract: When the topic of problematic students arises, there are often more questions than answers. Professional psychology programs may serve as gatekeepers for the profession, yet there is little guidance on intervening with problematic students. This study surveyed training directors (TDs) of American Psychological Association-accredited academic psychology programs regarding problematic student behaviors. Over half of the programs that responded had terminated at least 1 student during a 3-year period, with TDs citing inadequate clinical skills as the major reason. Despite accreditation policies, 54% of the programs did not have written guidelines for intervening with problematic students. Recommendations to promote consistent evaluation and intervention at the faculty, student, program, and national-policy level are discussed.
TL;DR: Some shortcomings of ESTs are reviewed, and a form of evidence for psychotherapy practice is presented that entails the accumulation of systematic case studies published online.
Abstract: Must the clinician choose between a practice that is strictly objective and data based and one that is purely subjective and experience based? Optimally, practitioners need to follow a model of evidence-based psychotherapy practice, such as the disciplined inquiry or local clinical scientist model, that encompasses a theoretical formulation, empirically supported treatments (ESTs), empirically supported therapy relationships, clinicians’ accumulated practical experience, and their clinical judgment about the case at hand. Some shortcomings of ESTs are reviewed, and a form of evidence for psychotherapy practice is presented that entails the accumulation of systematic case studies published online. Practitioners can contribute to such a database and be guided in their practice by those cases most relevant to their clients’ problems.
TL;DR: This paper examined the process by which experienced supervisors identified and intervened with impaired trainees, and identified key issues that affected their ability to intervene appropriately, including lack of preparation for the evaluative components of supervision, the degree of agency and collegial support for supervisors, and the emotional difficulty of intervening.
Abstract: This collective case study examined the process by which experienced supervisors identified and intervened with impaired trainees. Twelve participants who worked at 3 university counseling center internships were identified for inclusion on the basis of the centers' reputations for being active in discussing and addressing intern competence problems. Participants completed a background questionnaire and were interviewed. Data were analyzed using the constant comparative method (Y. S. Lincoln & E. G. Guba, 1985). Participants identified key issues that affected their ability to intervene appropriately, including lack of preparation for the evaluative components of supervision, the degree of agency and collegial support for supervisors, and the emotional difficulty of intervening.
TL;DR: The results suggest that BAGT can be a valuable addition to the practicing psychologist's set of interventions to use with depressed clients and could offer additional cost effectiveness over its individual therapy counterpart.
Abstract: Depression is among the most common psychiatric disorders seen in mental health practices. Although effective treatments for the condition exist, managed care pressures providers to utilize empirically supported. cost-effective treatments. Behavioral activation (BA) treatment for depression has emerged in recent years as a promising, cost-effective intervention for major depressive disorder. If its effectiveness could be established, BA delivered through a group format would offer additional cost effectiveness over its individual therapy counterpart. This investigation examined the effects of behavioral activation group therapy (BAGT) for depression in public mental health settings. The results suggest that BAGT can be a valuable addition to the practicing psychologist's set of interventions to use with depressed clients.
TL;DR: In this article, a curriculum for cultural self-awareness assessment is described, including a checklist of self-descriptions, a group activity for selfawareness development, and trainee analyses of critical incidents.
Abstract: Competence in working with diverse clients is essential for all therapists. Acknowledgement of subjectivity is a good indicator of a key competence: therapists' awareness of their own assumptions, values, and biases. Receiving and understanding clients' different perspectives is a good indicator of another competence: understanding the worldviews of culturally different clients. The goals and evaluation of a curriculum for cultural self-awareness assessment are briefly described. Applications for cultural self-awareness assessment are provided, including a checklist of self-descriptions, a group activity for self-awareness development, and trainee analyses of critical incidents. Excerpts from trainees' process notes illustrate one type of self-awareness assessment, showing trainee learning.
TL;DR: In this article, the authors briefly review the general literature regarding dual relationships and offer the reader guidelines in applying an ethically based, risk-managed, decision-making model that could be helpful when a practitioner is considering entering into such relationships or when such relationships inadvertently develop.
Abstract: Entering into dual relationships with psychotherapy patients has been a topic of significant controversy in professional psychology. Although these types of extratherapeutic alliances have generally been considered to be unethical conduct, some authors recently have supported their development as both ethical and, in some cases, even therapeutic (A. Lazarus & O. Zur, 2002). In this article, the authors briefly review the general literature regarding dual relationships and offer the reader guidelines in applying an ethically based, risk-managed, decision-making model that could be helpful when a practitioner is considering entering into such relationships or when such relationships inadvertently develop.
TL;DR: In this paper, the authors review the literature, present issues related to these syndromes, and discuss the implications for diagnostic and clinical activities, and conclude that less severe states of anxiety and depression continue to be overlooked despite their capacity to produce significant psychosocial impairment.
Abstract: Recent attention has been given to the high frequency of coexisting anxiety and depressive symptoms that has served to challenge the more traditional view that these two disorders are typically discrete syndromes. Furthermore, research suggests that less severe states of anxiety and depression continue to be overlooked, despite their capacity to produce significant psychosocial impairment. Given the implications for diagnostic and treatment outcome, psychologists need to be aware of the epidemiology, clinical presentations, and treatment strategies surrounding comorbid and subthreshold anxiety and depression. We review the literature, present issues related to these syndromes, and discuss the implications for diagnostic and clinical activities.
TL;DR: Qualitative analyses revealed a pattern of factors that facilitated and hindered recovery, and recommendations regarding ways that health care professionals can assist with the transition from intensive treatment to community living are discussed.
Abstract: Residential eating disorder treatment involves emotional, financial, and time commitments from clients, staff, and the health care system. At discharge, most clients have made substantial nutritional, social, and psychological changes. However, maintaining these changes when intensive support is no longer available represents a significant challenge, and it is common for individuals to slip back into previous eating disorder patterns. Interviews with 32 individuals were conducted 6 months after discharge. Qualitative analyses revealed a pattern of factors that facilitated and hindered recovery. These factors were integrated with past research findings to develop a conceptual model about how changes are maintained. Recommendations regarding ways that health care professionals can assist with the transition from intensive treatment to community living are discussed.
TL;DR: This paper reported the general findings of an exploratory survey distributed to clinical psychology graduate students, which indicated that students viewed impairment as a highly sensitive and inadequately addressed issue and expressed frustration with and concern for impaired colleagues.
Abstract: Do psychology students view their training programs as doing enough to appropriately identify, accommodate, and possibly dismiss students who manifest significant impairment? This study reports the general findings of an exploratory survey distributed to clinical psychology graduate students. Overall, students viewed impairment as a highly sensitive and inadequately addressed issue. Students commonly reported frustration with and concern for impaired colleagues. A few respondents indicated that the terms impaired and problem student were insensitive and that greater attention needed to be given to "impaired" training contexts. Implications regarding formal standards for interpersonal functioning and programmatic supports for students are discussed.
TL;DR: In this paper, a therapist-assisted, Internet-based self-help intervention to treat posttraumatic stress disorder (PTSD) is described, which uses a modified form of stress inoculation training, promoted through daily homework assignments completed in vivo, using fewer therapist resources than standard face to face therapy.
Abstract: The authors describe a therapist-assisted, Internet-based self-help intervention to treat posttraumatic stress disorder (PTSD) and discuss how it can be used as an efficient tool to treat large numbers of traumatized individuals. The intervention uses a modified form of stress inoculation training, promoted through daily homework assignments completed in vivo, using fewer therapist resources than standard face-to-face therapy. The process and structure of the treatment program (and structure of the Web site) and clinical and Internet security safeguards are described to introduce practitioners to a unique therapist-assisted self-management model of PTSD. It is hoped that the method described will lead to other novel, efficient methods of delivering interventions and treatment for PTSD in primary care and other outpatient and private practice settings.
TL;DR: To facilitate the adoption of routine assessment of patient outcome, recommendations for selecting an appropriate outcome instrument and procedures for implementing routine Assessment of outcome and the use of outcome results are discussed.
Abstract: Despite external pressures (e.g., quality assurance, therapist accountability) to measure outcome in psychotherapy, less than a third of clinicians choose to monitor outcome. A growing body of evidence suggests that monitoring patient progress can enhance patient outcome, particularly for patients who are at risk of not responding to treatment. To facilitate the adoption of routine assessment of patient outcome, recommendations for selecting an appropriate outcome instrument are suggested. In addition, procedures for implementing routine assessment of outcome and the use of outcome results are discussed.
TL;DR: The overall findings suggested that telehealth interventions have shown promise as effective modes of treatment for people with chronic health conditions and suggestions for improving the rigor and quality of future research are proposed.
Abstract: This article reviews outcome research on telehealth interventions for individuals with chronic illnesses. Only randomized controlled trials that provided data on specific health, quality of care, or clinical interview outcomes were selected. The overall findings suggested that telehealth interventions have shown promise as effective modes of treatment for people with chronic health conditions. Suggestions for improving the rigor and quality of future research are proposed, including the use of larger samples, conceptually meaningful control groups, cost analyses, strategies for enhancing ethnic minority recruitment, and experimental designs that examine interactions among different types of telecommunication technologies, specific health problems, and different patient populations. Implications for incorporating telehealth into psychological practice are also addressed.
TL;DR: The training directors for 14doctoral programs were interviewed regarding the use of personal psychotherapy for remediation, and the challenge of balancing confidentiality of the trainee's personal therapy with training program accountability and quality assurance to protect the public was highlighted.
Abstract: Practicing psychotherapists and trainers of psychology doctoral students are often concerned about the role of personal psychotherapy for trainees, particularly when intended for remediation. The training directors for 14doctoral programs were interviewed regarding the use of personal psychotherapy for remediation. The major theme in a qualitative analysis of these exploratory interviews was the challenge of balancing confidentiality of the trainee's personal therapy with training program accountability and quality assurance to protect the public. Program practices ranged from hands-off to active program involvement in aspects of the trainee's personal therapy. Recommendations for program decision making about psychotherapy as remediation for trainees are suggested.
TL;DR: In this paper, it is argued that the focus on online learning activities found in distributed learning institutions is most compatible with a model of pedagogy that emphasizes, among other things, asynchronous small group discussions, collaborative problem solving, reflective inquiry, competency-based outcomes, and the facilitator role of the instructor.
Abstract: Distributed learning and its allied concept, distance education, have the potential to move graduate training beyond the physical classroom, providing "anytime" and "anyplace" educational opportunities to new groups of learners as well as to students in traditional campus-based programs. It is argued that the focus on online learning activities found in distributed learning institutions is most compatible with a model of pedagogy that emphasizes, among other things, asynchronous small group discussions, collaborative problem solving, reflective inquiry, competency-based outcomes, and the facilitator role of the instructor. The article concludes with suggestions for and challenges regarding the application of computer-based learning tools to the training of clinical psychologists.
TL;DR: In this paper, the authors review the empirical literature with respect to the effects of coaching on psychological tests, discuss current ethical and legal standards relevant to coaching, and offer suggestions on how the field of assessment psychology might deal with this challenge.
Abstract: The coaching of clients by attorneys on how to "beat" psychological tests in the context of personal injury or disability litigation poses a serious concern for the practice of psychological assessment. This article reviews the empirical literature with respect to the effects of coaching on psychological tests, discusses current ethical and legal standards relevant to coaching on psychological tests, and offers suggestions on how the field of assessment psychology might deal with this challenge. This review has important implications for all clinicians conducting psychological and neuropsychological assessments in forensic settings.