Professional Practice In Psychology Research Articles

Faith, family, and professional psychological practice.

Faith, family, and professional psychological practice.

The Examination for the Professional Practice of Psychology: An examination of construct validity.

The Examination for the Professional Practice of Psychology: An examination of construct validity.

Ethical codes in the Arab region: comparisons and differences

ABSTRACT Within the professional practice of psychology the code of ethics characterizes what is morally right or wrong, by means of a set of principles, values, and standards of conduct. While there are numerous international mental health organizations that incorporate ethical guidelines such as the APA and EFPA; these codes still fall short in providing guidelines for psychologists working in non-western cultures, especially when there are no universally adopted and valid cross-cultural ethics codes. This paper explores various challenges psychologists in the Arab region face when using a western code which does not reflect the values and traditions of their culture. A comparison of several ethical codes from different Arab countries is presented, with a focus on challenging areas of interest such as confidentiality, informed consent and multiple relationships.

Inventário de Sistemas e Estilos Parentais: Uma Medida para a Primeira Infância

Abstract The Component Model of Parenting (CMP), from an evolutionary perspective, proposes a phylogenetically evolved repertoire of six systems (body contact, body stimulation, face-to-face exchange, object stimulation, and primary care) and two parenting styles (distal and proximal) by combining some of these systems. We developed the Inventory of Parenting Systems and Styles (ISEP) and applied it to hospitals and schools to analyze its psychometric properties. The parenting measure analysis we propose evolved 70 primary caregivers of young children with a mean age of 22.44 months. ISEP consists of 26 daily situations and assesses the most common parenting practices caregivers adopted in each one of them. Besides, we created a Coding Guide to Parenting Practice. It enabled us to classify each response according to the CMP systems. We found a variance of 84.67% and 95.55% in codification agreement between expert judges and a significant intraclass correlation coefficient for all parenting systems, which discloses validity evidence on the response process of the inventory. Our analyses indicated the occurrence of all parental systems, with a prevalence of narrative envelope and body stimulation. Cluster analysis revealed two clusters, one formed by proximal style and another by distal style, in accordance with the interactions of the system, representing a validity of evidence based on the internal structure of the instrument. ISEP provides reasonable measures for research and professional practice in Psychology. Further research with more extensive and diverse samples is necessary to refine the instrument and, especially its guide.

Characterizing the nature of professional training and practice of psychologists in South Africa

Psychology in South African has a contentious history owing to its alignment with apartheid era ideologies of racial segregation. Although the profession has undergone significant transformation since democracy in 1994, almost three decades later less than a quarter of professional psychologists in the country are black African. Structured psychology training programmes select an average of 8 candidates per year, which has promoted criticism and scrutiny of recruitment and selection procedures that may be more oriented towards those from privileged educational backgrounds. In this interview with Jean-Pierre Bouchard, psychology researchers Anita Padmanabhanunni, Kyle Jackson, Zorina Noordien and Tyrone Pretorius from the University of the Western Cape provide a critical overview of the training and practice of professional psychology in South Africa, selection and recruitment processes, the relevance of the profession, impact of telepsychology and the implications of COVID-19 for professional training and practice.

Flow With Nature Treatment for Depression: Participants' Experiences.

This study examined Flow with Nature (FWN) treatment, which is an integrative intervention (rehabilitation) based on eco and environmental psychology, psychotherapeutic theories and professional psychological practice. FWN is intended for depression rehabilitation with the help of social support, nature environments and FWN exercises. Exercises encourage sensing the environment, mindful awareness, psychological processing and focusing on the future. The FWN treatment proceeds in separate stages (horizon, growth and path), which emphasise nature, group (social support) and FWN exercises differently. This study focused on the experiences of the participants in the FWN treatment. Finnish adults who had been diagnosed with clinical depression took part in the FWN treatment (N = 82) and answered feedback questions (by paper, electronic questionnaire or phone discussion). Answers were analysed using theory-based content analysis. Data were collected between spring 2019 and spring 2020. The majority of the participants were women (82%) and on average 44 years old. Content analysis revealed that the participant feedback answers were in agreement with the central theoretical themes of FWN. The participants emphasised the significance of nature, social support and exercises differently. Moreover, the significance of these ingredients differed according to the stages of treatment: in the horizon stage restorative (e.g., fascination) and comprehensive nature experiences (e.g., connectedness with nature), in the growth stage social support (e.g., peer support) and in the path stage environmental self-regulation (e.g., nature as a part of life) were emphasised. These results are in accordance with the objectives of the stages and seem to support the phase-based rationale. The participants’ experiences of the key elements of the intervention, social support and nature environment were experienced mainly positively, which supports their inclusion in future intervention versions. In the future, FWN exercises should be developed to better enable participants’ possibilities for concentration and being present in the moment (mindfulness). Exercises should also be simplified to match the target group’s cognitive abilities.

“Intensely white”: psychology curricula and the (re)production of racism

ABSTRACT Psychology has witnessed an upsurge in discussions around institutional racism as a response to global anti-racist activism following the murder of George Floyd in May 2020 by a police officer in Minneapolis, USA. Within academic institutions, students have been challenging institutional racism for years, highlighting how the whiteness of curricula serves to uphold systems of racial injustice. Such calls are often met with denial and sometimes active backlash. Nevertheless, further reflection is crucial if universities and accrediting bodies endorsing educational and professional courses seek meaningful systemic change. Informed by Critical Race Theory, this study uses original empirical data to uncover how students of colour experience psychology curricula by conducting six face-to-face focus groups with 22 undergraduate and postgraduate students of colour on psychology courses at a UK university. Results from reflexive thematic analysis reveal, first, how the psychology curricula are marked by knowledges that (re)produce racism; second, how students are calling for change; and finally, confusion over where responsibility for change lies. We argue that this analysis has important implications for the perpetuation of institutional racism within psychology, academia in general, and subsequent professional psychological practice.

Why the professional practice of psychology requires a personalistic account of psychological phenomena

Concerns about the epistemological unity of psychology may be attributed to the plurality of outlooks and methods, as well as to an ostensible gap between scientific psychology and professional practice. Such a gap threatens the identity of psychology and also hinders the adequate development of its practical dimension. Scientific psychology mainly adopts a naturalistic outlook and calls for a subpersonal account of psychological phenomena. Opponents of such an approach to psychology maintain that human events have unique features and call for a personalistic account of them. The adoption of an approach underscoring the centrality of personhood—that acknowledges the specificity of the personal domain—may bridge the gap between science and practice, promoting the feasibility of practical psychology.

Pass rates on the Examination for Professional Practice in Psychology (EPPP) according to demographic variables: A partial replication.

Pass rates on the Examination for Professional Practice in Psychology (EPPP) according to demographic variables: A partial replication.

Inviting ASPPB to address systemic bias and racism: Reply to Turner et al. (2021).

Turner et al. (2021) subtly relapse in conceptualizing the Examination for Professional Practice in Psychology (Part 2-Skills) exam as a competency evaluation despite Association of State and Provincial Psychology Boards' (ASPPB) prior concession that Part 2 measures only the knowledge of skills (not skill competency). They do not address the purpose of redundant evaluation or the other concerns raised in Callahan et al. (2020). Instead, Turner et al. remain narrowly focused on defense of content validity and a reliance on outdated standards that fail to meet contemporary expectations for assessment of health care professionals. The adopted processes and procedures, albeit time consuming and effortful, are known to be methodologically inadequate. ASPPB's methods demonstrably foster linguistic biases and systemic racism that constricts licensure of diverse individuals as psychologists. Specific suggestions are offered, and ASPPB is urged to take drastic corrective action. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Appropriate validation standards for licensure examinations: Comment on Callahan et al. (2020).

Callahan et al. (2020) asserted that the Examination for Professional Practice in Psychology (Part 2-Skills) has not undergone appropriate validation. Although they recognized that content validity is the foundation of licensure examinations, they suggested additional validational strategies that are not recommended for licensure examination development. This response clarifies the appropriate validation standards for the examination. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Metaphoric Associative Cards in the Work of a Psychologist

The aim of the article is to describe the advantages of metaphoric associative cards as a tool in the work of a psychologist. Methods of research. To solve the tasks, a set of theoretical methods was used: analysis, synthesis, generalization of the material presented in the scientific literature on the problem under study. The results of the research. The psychological functions of metaphoric associative cards are analyzed. It is shown that the implementation of these functions makes it possible to effectively use metaphoric cards as diagnostic and psychocorrectional tools. The purposes of exercises based on metaphoric associative cards are generalized. It is presented that the goals are directly related to the manifestation and implementation of various psychological functions. The emphasis is placed on the fact that the rules for applying metaphoric cards are as flexible as possible and serve as a guide for creating the desired context in which everyone gets access to his or her creative background. Conclusions. It is demonstrated that metaphoric associative cards (projective or psychotherapeutic cards) are used as a special psychodiagnostic and psychotherapeutic tool in professional psychological practice, including in the activities of the moderator of psychological groups (for «warming up» the group, establishing trusting relationships between group members, for diagnosing the actual needs of the group, etc.). It is substantiated that associations that occur in a person when describing a card and commenting to them, reveal current states, experiences and needs, allow to identify basic fears and desires, internal conflicts, to determine personality traits, life strategies and goals, personal meaning of past experience, to «see» resources (both internal and external). It is described that metaphoric associative cards, through metaphor (associations) allow to quickly get access to a stressful situation, which on the one hand, helps to identify incomplete internal processes, and on the other hand, to avoid additional retraumatization. In addition, MAC create a safe context for finding and modeling solutions, launching internal processes of self-healing and searching for their unique way out of the crisis life situation.

Integrating complementary and alternative therapies into professional psychological practice: An exploration of practitioners’ perceptions of benefits and barriers

Background and purposeAlthough Complementary and Alternative Therapies (CATs) are currently incorporated into psychotherapy, scepticism remains among professional and practicing psychologists about integration of CATs into professional practice. This research explored perceived benefits and barriers to integrating CATs into psychology practice with individual clients. Materials and methodsWe used a qualitative framework informed by Transpersonal Psychology to explore benefits and barriers to integrative psychology practice. We conducted semi-structured interviews with six practitioners trained or training in psychology and CATs and analysed verbatim transcripts using thematic analysis. ResultsParticipants reported personal, career-based, and epistemological benefits and barriers to integrative psychology practice. Benefits were improved therapeutic relationships, specialisation options, and a time reflective psychology. Barriers included stigma and bias, regulations, and dominance of the scientist-practitioner model. Superordinate themes were holism, connectedness, and governance. ConclusionResults activate conversation about the importance of a transpersonally oriented integrative psychological practice for the 21st century.

Gold Medal Award for Life Achievement in the Practice of Psychology: Jean A. Carter.

This award recognizes a distinguished career and enduring contribution to advancing the professional practice of psychology through a demonstrable effect on patterns of service delivery in the profession. Jean A. Carter, PhD, is recognized for her many contributions to the practice of psychology, and to practicing psychologists, including her visionary and highly effective leadership that has significantly advanced the practice of psychology. She has generously given of her expertise and wisdom through leadership roles in the American Psychological Association and its divisions, as well as through her compassionate and effective mentoring of multiple generations of colleagues. Her scholarship, clinical work, effective leadership, and advocacy work have greatly shaped and advanced the practice of psychology and have laid the foundation for successful psychological practice for future generations of psychologists. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Psychological Practice and the COVID-19 Crisis: A Rapid Response Survey.

Psychological practice has changed dramatically over the past 125 years. The two world wars both served to stimulate and change the scope of practice for psychologists. We surveyed over 3,000 doctoral psychologists about the impact of the COVID-19 health crisis on their clinical practices. Practice changed from primarily in-office to mostly telepsychology practice over the course of 2 weeks in March of 2020. The long-term effect on professional practice in psychology is not known.

The enhanced examination for professional practice in psychology: A viable approach?

Health disciplines have increasingly required competency-based evaluations as a licensure prerequisite. In keeping with this trend, the Association of State and Provincial Psychology Boards (ASPPB) has begun to develop a second part to the Examination for Professional Practice in Psychology (EPPP). The resulting 2-part examination is collectively referred to as the Enhanced EPPP. Part 1 of the Enhanced EPPP, which consists of the current exam, is designed to be an assessment of knowledge. Part 2 of the Enhanced EPPP is newly developed and intended to address the need for a competency-based evaluation. To date, ASPPB has addressed some standard facets of validity for the EPPP Part 2, but not others. In addition, the EPPP Part 2 has yet to be subjected to a broader validation process, in which the suitability of the test for its intended purpose is evaluated. Implementation of the EPPP Part 2 before validation could have negative consequences for those seeking to enter the profession and for the general public (e.g., potential restriction of diversity in the psychology workforce). For jurisdictions implementing the EPPP Part 2, failure to gather and report the evidence required for use of a test in a forensic context may also open the door for legal challenges. We end with suggestions for feasible research that could significantly enhance the validation process for the EPPP Part 2 and offer jurisdictions concrete suggestions of features to look for in determining whether and when to implement the Enhanced EPPP. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Competence in professional psychology practice in Ghana: Qualitative insights from practicing clinical health psychologists.

Issues concerning competence of practicing psychologists have not been critically investigated in Ghana. This study used the three-dimensional cube model of core competencies as a framework to explore competencies of professional psychologists in active clinical health practice in Ghana. Sixteen clinical psychologists with 1 to 20 years of practicing experience were interviewed on adequacy of their graduate training for practice as well as maintaining post-training competence. The results suggested that training equipped the practitioners mainly for research and teaching but less so for clinical practice. Reflective practice was underdeveloped leading to critical challenges in emotional and cultural competencies. Structural support for continuous professional development was limited. Implications for professional psychology training, research and practice are discussed. This study is the first to explore competence issues in professional psychology practice in Ghana, and it contributes to the global discourse on continuous competence in psychology.

Reuben J. Silver (1924-2018).

Reuben J. Silver passed away on April 11, 2018, in Wilmington, North Carolina, his home for the last 18 years. He was born to Hyman Jonah Silver and Shaynah Volk Silver in Medway, Massachusetts, on September 12, 1924. Reuben was nationally recognized for his contributions to the professional practice of psychology. Many of his contributions were made when legal recognition for psychology was still in its infancy. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The Ethical Principles of the Portuguese Psychologists: An Empirical Approach.

One thousand four-hundred thirty Portuguese psychologists answered a questionnaire that had been designed in order to ascertain the level of acceptability of a set of proposed ethical principles, which subsequently served as a basis for the Portuguese Psychologists' Ethics Code. On the one hand, the results show that, as expected, the ethical principles rated high on the evaluation scale. On the other hand, the results also highlighted the need for a formal regulation of the practice of psychology in Portugal, especially in view of participants' noticeable failure to recognize the importance of the principle of professional integrity. The responsibility of psychologists in modern societies is huge. As such, the large number of different training programs in Portugal, and the implied lack of a strong professional identity, is a cause of concern. The creation of a professional association allows an external identification of the profession in terms of aims and methods. The main goal of such an association is to promote public trust and enhance public demand. The results also indicate that training and experience lead to a higher valorization of ethical principles, and this is an insight that will be of great importance to the professional practice of psychology.

Are demographic Variables Associated with Performance on the Examination for Professional Practice in Psychology (EPPP)?

The Examination for Professional Practice in Psychology (EPPP) is a universal requirement for psychology licensure in the United States and much of Canada. However, in the 53 years of its use, many fundamental questions about this “high stakes” exam remain. Specifically, the EPPP relies exclusively upon content validity evidence, and it is unknown if scores are associated with relevant performance criteria. Limited evidence suggests that failure rates vary according to applicant demographics. To further assess the latter, a Freedom of Information Act request was submitted to a populous US state (N of applicants = 4892). Significant differences in first-time failure rates were found according to ethnicity (i.e., Blacks = 38.50%; Hispanics = 35.60%; Asians = 24.00%; Whites = 14.07%). Men (18.85%) failed more often than women (15.82%) and PsyDs (20.07%) failed more often than PhDs (15.02%), but the magnitude of difference in these two analyses was relatively small. Meaningful interactions between ethnicity, gender, and degree type were not found, but given the ethnic performance discrepancies and limited validity evidence, additional psychometric investigation of the EPPP appears warranted (e.g., in terms of criterion and predictive validity testing). Further, it is recommended that the EPPP Step-2 should undergo similar assessments prior to implementation.