Protesting the Decline While Predicting the Demise of Clinical Psychology: Can We Avoid a Total Collapse?
- 373 Downloads
The present article confronts several areas of concern that could undermine the integrity of clinical psychology. A critical review is provided in the hopes of pushing for change, primarily in the way that academic clinical psychologists conduct their work. Six standards are proposed toward which all members of the clinical psychology faculty should aspire. First, it is important for clinical psychologists to integrate the science and practice of psychology. Second, the training and supervision of all applied skills in clinical psychology assumes that the instructor has remained active in the front-lines delivery of clinical services. Third, it is important to conduct research on clinical samples, striving to understand the mind of patients who are struggling with mental illness. Fourth, it is helpful to retain a modest and flexible view about the potential benefits derived from empirically supported treatments. Fifth, even when accepting a bio-psycho-social model, psychologists should maintain a dominant focus on psychological factors. Sixth, ethical issues pervade many aspects of a professor’s work, and it is important to avoid dual relationships that could impair objectivity and professionalism. If these six standards are widely adopted, clinical psychology can remain a strong and vibrant field.
KeywordsProfessional training Ethics Scientist-practitioner
- American Psychological Association. (2010). Ethical Principles of psychologists and code of conduct. APA Online.Google Scholar
- American.Psychological Association, Division of Clinical Psychology. (1991). The definition and description of clinical psychology. The Clinical Psychologist, 44(1), 5–11.Google Scholar
- Baker, T., McFall, R., & Shoham, V. (2008). Current status and future prospects of clinical psychology. Psychological Science in the Public Interest, 9(2), 67–103.Google Scholar
- Flexner, A. (1910). Medical education in the United States and Canada. New York: Carnegie Foundation for the Advancement of Teaching.Google Scholar
- Levant, R. (2007). The empirically validated treatments movement. Clinical Psychology: Science and Practice, 11(2), 219–224.Google Scholar
- McFall, R. (1991). Manifesto for a science of clinical psychology. The Counseling Psychologist, 44(6), 75–88.Google Scholar
- McFall, R. (2012). Psychological clinical science accreditation system. The Behavior Therapist, 35(1), 11–15.Google Scholar
- Norcross, J., Klonsky, E., & Tropiano, H. (2008). The research-practice gap: Clinical scientists and independent practitioners speak. The Clinical Psychologist, 61(3), 14–17.Google Scholar
- Skovholt, T., & Jennings, L. (2004). Master therapists: Exploring expertise in therapy and counseling. Boston: Allyn & Bacon.Google Scholar