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Romano JL, Netland JD. The Application of the Theory of Reasoned Action and Planned Behavior to Prevention Science in Counseling Psychology. COUNSELING PSYCHOLOGIST 2016. [DOI: 10.1177/0011000007301670] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The theory of reasoned action and planned behavior (TRA/PB) is a model of behavior change that has been extensively studied in the health sciences but has had limited exposure in the counseling psychology literature. The model offers counseling psychologists a framework to conceptualize prevention research and practice. The model is important to consider since the training of counseling psychologists is heavily dominated by theories of psychotherapy that emphasize remediation rather than prevention. This article discusses a brief history and explanation of TRA/PB along with relevant research, limitations, and multicultural considerations. Elicitation research, an important component of the model, receives emphasis because it solicits population-specific cognitions and social influences relevant to targeted behaviors, thus strengthening prevention interventions. An example demonstrates how TRA/PB can be used as a theoretical framework to support prevention research. Recommendations for prevention training of counseling psychologists are presented.
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Abstract
Romano and Kachgal argue for greater collaboration between counseling psychology and school counseling. Although their proposal has considerable merit, a variety of barriers to collaboration—including professional jealousies and turf, the lack of knowledge and interest of most counseling psychologists in schools, and the availability of benefits to sustain the partnership for all parties—must be addressed. We argue that adopting shared conceptual frameworks that return to and extend the roots of both disciplines is needed to foster and sustain the proposed partnership. Three conceptual models are presented.
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Abstract
Romano and Kachgal proposed a model for collaboration between counseling psychology and school counseling, which they argued would advance each specialty and benefit children and adolescents. In this response, the author examines current trends in both specialties that may impede a closer partnership while also considering the advantages of the proposed model. In conclusion, the author argues that there is a common denominator, counseling, that could serve as a uniting factor.
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Abstract
This article introduces the Major Contribution, which focuses on online counseling. Several acronyms and terms are presented to familiarize the reader with distance-communication technology, including a definition of online counseling. The authors show how counseling psychology provides a framework for specific questions related to the theory, research, and practice of online counseling. In addition, they discuss counseling psychology’s emphasis on the scientist-practitioner model, history of process and outcome research, and unifying themes to provide a context for the succeeding articles on the research and practice of online counseling.
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Abstract
Counseling psychology and school counseling have become quite removed from each other despite sharing a common history, having similar values, and the fact that many training programs for the two disciplines coexist in the same university department or college. This article argues for a stronger integration of the two specialties to advance their contributions to pre–K-12 education and the nation’s youth. Counseling psychology, with its strong commitment to career psychology, counselor training and supervision, multiculturalism, prevention, and scientific inquiry, is well positioned among psychological specialties to exert major influence in the educational enterprise. Models of school counselor training and service delivery have been recently developed and offer numerous opportunities for collaboration between counseling psychologists and school counselors. A collaborative model that encompasses training curricula, research, service, and professional organization dimensions of the specialties is presented. Challenges that may impede a stronger partnership between counseling psychology and school counseling, as well as suggestions for addressing them, are also discussed.
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Hage SM, Romano JL, Conyne RK, Kenny M, Matthews C, Schwartz JP, Waldo M. Best Practice Guidelines on Prevention Practice, Research, Training, and Social Advocacy for Psychologists. COUNSELING PSYCHOLOGIST 2016. [DOI: 10.1177/0011000006291411] [Citation(s) in RCA: 116] [Impact Index Per Article: 14.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Preventive interventions have been shown to successfully aid the development of children, youths, and adults and avert maladjustment in individuals at risk for negative outcomes. Continued scientific advancement of preventive interventions is crucial to further the health of U.S. children, youths, and families. This article presents 15 best practice guidelines on prevention practice, research, training, and social advocacy for psychology. These guidelines articulate clear standards and a framework for moving the profession toward improving the well-being of a greater number of individuals and communities. The guidelines are intended to assist psychologists in evaluating their preparation for engaging in prevention work and in furthering their understanding through increased knowledge, skills, and experience in prevention.
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