INTRODUCTION TO CLINICAL PSYCHOLOGY,
THIRD CANADIAN EDITION
by John Hunsley and Catherine M. Lee
Chapter 1
Outline
• Introduction to the course
• Chapter 1 material
Introduction to the course
• Introductions
• Office hours and email
• Goals & objectives for course
• Teaching & learning tools
• Evaluation
• For next class….
Introductions: Instructor
• Research ….
• Practice with …..
• Undergraduate and graduate teaching on…..
• Professional contributions: ….
Introductions: Teaching assistant
• Doctoral student in clinical psychology
• Past research and clinical experiences
include …...
• Currently conducting research ….
Introductions: Students
• In groups of 6 students discuss with one another:
• Year in psychology program
• What they hope to gain from this course
• Career goals
– Hoping to become a clinical psychologist
– Deciding about clinical psychology
– Planning other career
Office hours and email
• Office hours
– To discuss evaluations or clarify material from course
– Regular hours: XXXX
• Email
– Please put course number in subject line
– Will address email within 2 working days
Goal for course
Learn about clinical psychology,
not how to practice clinical
psychology
Goals: Specific course objectives
• Understand need
– For psychological services that
• are offered over lifespan
• are tailored to diverse clientele
– For psychological assessment that will help in
• diagnosis
• case formulation
• treatment planning & monitoring
– For prevention and treatment that is efficacious, effective & cost effective
– For ethical service delivery
Teaching & learning tools
• Textbook
• On-line discussions
• Lectures
• Course notes
• Class discussion
• Discussion with guests
• Assignments designed to put material into practice
Tools: On-line discussion forum
• To allow you to comment on specific themes and
propose questions for guests
Tools: Textbook
• Traditional copies available in bookstore
• Electronic version
Tools: Lectures, notes & class discussion
Lectures will be used to expand on material presented
in the textbook. Notes will be posted on-line the day
before each class.
Class discussion will be used extensively.
Tools: Guests
A number of clinical psychologists will attend
classes.
You are invited to submit questions in advance
on-line to each of the guests.
Recommended learning strategy
• Read chapter
• Take time to think about material
• Review and participate in on-line discussions
• Participate in class discussion
• Contact instructor via email or in office hours for additional questions
• Give feedback on what is helpful or not helpful
Evaluation
• 3 different types
• Spaced throughout the term
• Focus on making material
relevant
Exams xx%
• Midterm 1
• Midterm 2
• Final
Discussions xx%
• 10 on-line posts
Papers XX%
• Being a clinical psychologist
• Finding the right intervention
Evaluation: Midterms and Exams
• Midterm 1 multiple choice questions on all material covered in weeks 1-4.
Worth XX% of course grade.
• Midterm 2 multiple choice questions on all material covered in weeks 5-8.
Worth XX of course grade.
• Final: Exam period; multiple choice and short answer questions on material
for the entire course. Worth XX% of course grade
• Multiple choice questions submitted by students in discussion form may be
included in exams
Evaluation: Discussion forums
• Worth XX of course grade
• For each week, a number of discussion questions are posted on-line.
• Alternatively, you can generate a multiple choice question related to that
week’s course material
• Students are required to post 10 out of the 12 weeks of term.
• All discussions are moderated by the teaching assistant.
• 1 point will be assigned to reasonable posts
• 1.5 points will be assigned to posts that are especially helpful
• 0 points will be assigned to posts that are trivial or offensive
• Students can receive a grade for only one post per week
On-line discussion
• To be submitted by noon the day before class
• Discussion
– Create thread
– Subject: number of week
– Comment or question
Evaluation: Reflection paper 1
A career in clinical psychology
• Designed to help you think about what it is like to be a clinical psychologist
– Pick any four profile boxes from textbook
– What were the influences on these people choosing clinical psychology?
– What are the characteristics of their work activities?
– How do they integrate science and practice?
– What are the challenges they face?
Evaluation: Reflection paper 2
Searching for evidence-based services for someone you care about
• Pick a DSM/ICD disorder that interests you and is listed in Exhibits 12.2 or
13.1
• Search for reviews of treatments for this disorder in both the Cochrane
database and on PsycInfo
– Explain how the disorder affects the person’s life
– Specify your search strategy: keywords, etc…
– Summarize what you found
– Assess its relevance to the person you are thinking of
– Give clear recommendations about the type of treatment that research has
shown to be most helpful
Group Activity: What knowledge do you
already have that is relevant to clinical
psychology?
• In groups of 5-6
– Psychology courses?
– Other courses?
– Work experience?
– Life experience?
– General knowledge?
Chapter 1: The Evolution of Clinical Psychology
• Introduction
• Defining clinical psychology
• Evidence-based practice in psychology
• Mental health professions
• Availability of mental health service providers
• Brief history of clinical psychology
Why should you care about clinical
psychology?
• As a future clinical psychologist
• As a future colleague of clinical psychologists
– Counselling; social work; psychiatry; nursing; teaching
• As a future manager of clinical psychologists
– Health care administration
• As a tax-payer
– Are psychological services worth supporting?
• As a consumer of psychological services
– For yourself, your colleagues, or your friends and loved ones
Definitions of clinical psychology
• Application of psychological knowledge to alleviate distress & promote
well-being
• Range of activities: assessment, diagnosis, consultation, treatment,
program evaluation, administration, research
• Guided by principles of:
– Respect for dignity of persons
– Responsible caring
– Integrity in relationships
– Responsibility to society
Evidence-based Practice in Psychology
• To what extent should clinical practice be guided by scientific evidence?
• McFall’s Manifesto for a science of clinical psychology (1991)
– Essential to describe nature of service
– Benefits must have been validated scientifically
– Benefits must outweigh possible negative side effects
National Institute of Health and Care
Excellence (NICE)
• Psychological treatments are helpful in treatment of anxiety and
depression
• Psychological treatment at least as effective as medication
• Fund access to psychological treatments delivered by trained mental
health professionals
Why do we need mental health professionals?
• More than 450,000,000 worldwide have mental disorders
• Life style factors associated with risk of mental health and physical health
problems
• Cost of mental disorder in Canada: $63 billion a year (2013 estimate)
– Absenteeism
– Unemployment and underemployment
– Disability costs
– Health service costs
– Premature death
Mental health professions
• Psychology (approximately 16,000
in Canada)
– Counselling psychology
– School psychology
– Clinical psychology
– Health psychology
– Forensic psychology
– Clinical neuropsychology
• Medicine
– Psychiatry (approximately 4,100 in
Canada)
• Nursing
– Psychiatric nurse (approximately
5,200 in Canada)
• Social Work
– Clinical social work (approximately
35,000 in Canada)
• Counselling (numbers unknown as
not consistently regulated across
jurisdictions)
Availability of psychologists
• World Health Organization
– Canada is second only to Germany in numbers of psychologists per 100,000 of
population
• Disparities in rural versus urban areas
• Variability in coverage of fees
History of Clinical Psychology
• Hippocrates:
– Origins of biopsychosocial view
• Enlightenment period: Pinel, Tuke, Rush
• European psychiatry: Charcot, Janet, Freud
History of Assessment
• First major activity in clinical psychology
– Intelligence
– Mental disorders and diagnostic systems
– Personality
History of intervention
• Development of various theoretical orientations
• Importance of research in evaluating therapy outcomes
• Evidence-based treatments
History of prevention
• To date, only a limited focus on prevention
• Growing number of evidence-based programs focusing on disorders in
children
The future…
• Role of science in clinical psychology
• Use of technology to increase the reach of services
• Biopsychosocial model
• Attention to cost effectiveness
For next class:
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