The Citizen Psychologist Curriculum-Preparing psychologists for public service: The 2018 American Psychological Association Presidential Initiative

This article describes a curriculum developed as part of the American Psychological Association President Jessica Henderson Daniel's, 2018 Presidential Initiative-The Citizen Psychologist. The curriculum is designed to prepare the next generation of Citizen Psychologists to provide the broadest sense of service as leaders in their communities and in public service psychology. The curriculum prepares the learner to bring psychological knowledge, science, and expertise to bear on existing challenges to improve community well-being locally, nationally, and globally. This includes addressing the services needs of various vulnerable populations such as veterans, prisoners, the seriously mentally ill, those with substance abuse problems, children, and older adults. Competency-based curricula are presented in a series of modules, each dedicated to a level of education and training from high school through lifelong learning. Each module presents learning outcomes, activities, and resources designed to develop level-specific competencies. Steps for implementation and recommendations at the local and national level are provided. Implications of incorporating the Citizen Psychologist curriculum in education and training programs are discussed including encouraging students to explore volunteer and career opportunities in public service psychology. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Applying Task Force Recommendations on Integrating Science and Practice in Health Service Psychology Education

The proper role of research skills and training to conduct research in professional psychology education has been controversial throughout the history of the field. An extensive effort was undertaken recently to address that issue and identify ways the field might move forward in a more unified manner. In 2015, the American Psychological Association (APA) Board of Educational Affairs convened a task force to address one of the recommendations made by the Health Service Psychology Education Collaborative in 2013. That recommendation stated that the education and training of health service psychologists (HSPs) include an integrative approach to science and practice that incorporates scientific-mindedness, training in research skills, and goes well beyond merely "consuming" research findings. The task force subsequently developed recommendations related to the centrality of science competencies for HSPs and how these competencies extend beyond training in evidence-based practice. This article discusses the findings of the task force and the implications of its recommendations for education and training in HSP. The challenges and opportunities associated with implementing these recommendations in HSP graduate programs are examined.

Twenty-five years of education in psychology and psychology in education

This article is part of a special issue of the American Psychologist celebrating the American Psychological Association's (APA's) 125th anniversary. The article reviews the last quarter century (1991-2016) of accomplishments by psychology's education and training community and APA's Education Directorate. The purpose is to highlight key trends and developments over the past quarter century that illustrate ways the Directorate sought to advance education in psychology and psychology in education, as the Directorate's mission statement says. The focus of the Directorate has been on building a cooperative culture across psychology's broad education and training community. Specifically APA has (a) promoted quality education-from prekindergarten through lifelong learning, (b) encouraged accountability through guidelines and standards for education and training, and (c) supported the discovery and dissemination of new knowledge to enhance health, education, and well-being. After identifying challenges and progress, the article discusses the future of the field of psychology and the preparation of its workforce of tomorrow. (PsycINFO Database Record

A Curriculum for an Interprofessional Seminar on Integrated Primary Care: Developing Competencies for Interprofessional Collaborative Practice

Health care is increasingly delivered through team-based, collaborative strategies with interprofessional education as an important mechanism for building interprofessional practice competencies. This paper describes an Interprofessional Seminar on Integrated Primary Care (IS-IPC) designed to meet this educational need with interprofessional team-based learning as the foundation of an iterative process such that education and practice inform one another. The IS-IPC can be used to educate an interprofessional group of learners about key topics relevant to working together in integrated primary care. The IS-IPC describes steps in developing an interprofessional seminar, common challenges, and their solutions in creating interprofessional learning experiences, and eight foundational content modules containing an outline and curricular resources. The IS-IPC facilitates interprofessional educator partnerships at the local level and can be customized to fit the local environment, pedagogical philosophy, and learning objectives.

Healthcare Reform and Preparing the Future Clinical Child and Adolescent Psychology Workforce

The healthcare environment is undergoing important changes for both patients and providers, in part due to the Patient Protection and Affordable Care Act (ACA). Ultimately the healthcare delivery system will function very differently by the end of this decade. These changes will have important implications for the education, training, scientific inquiry, and practice of clinical child and adolescent psychologists. In this article we provide a brief description of the fundamental features of the ACA, with a specific focus on critical components of the act that have important, specific implications for clinical child and adolescents psychologists. We then provide recommendations to help position our field to thrive in the evolving healthcare environment to help facilitate further awareness and promote discussion of both challenges and opportunities that face our field in this evolving health care environment.

Quality education in professional psychology: flowers blooming, Flexner, and the future

The educational system in professional psychology is reviewed, including how it utilizes its mission and core values to ensure quality-based educational experiences that graduate a quality "product" who ultimately provides quality health care services for consumers of psychological care. Education and training in, and the practice of, professional psychology must adopt and adapt to changes in accountability and quality expectations in the evolving health care system brought about by the implementation of the Patient Protection and Affordable Care Act. Definitions of "psychologist" and "specialist" are discussed, along with a rationale for a clearly articulated educational core that operationalizes learning objectives needed to be a competent, successful psychologist. Implications for quality assurance, including questions of educational outcomes and their impact on clinical outcomes of health care services, are related to the education and training sequence. Competency-based education, "pre-psych" requirements, evidenced-based care, specialization, and interprofessionalism, each a key component of a successful future for professional psychology, are also discussed.

Twenty years of the Journal of Clinical Psychology in Medical Settings: we hope you will enjoy the show

The 20th anniversary of the Journal of Clinical Psychology in Medical Settings is celebrated by highlighting the scientist-practitioner philosophy on which it was founded. The goal of the Journal-to provide an outlet for evidence-based approaches to healthcare that underscore the important scientific and clinical contributions of psychology in medical settings-is discussed. The contemporary relevance of this approach is related to the current implementation of the Patient Protection and Affordable Care and its focus on accountability and the development of an interprofessional healthcare workforce; both of which have been foci of the Journal throughout its history and will continue to be so into the future. Several recommendations of future topic areas for the Journal to highlight regarding scientific, practice, policy, and education and training in professional health service psychology are offered. Successfully addressing these topics will support the growth of the field of psychology in the ever evolving healthcare system of the future and continue ensure that the Journal is a key source of professional information in health service psychology.

Clinical psychology in medical settings: Psychology's role in health care

The number of clinical psychologists working in medical settings has grown along with the range of services provided by psychologists to patients with a multitude of medical problems across the lifespan. Medical care cost savings brought about by these psychological interventions is highlighted along with issues of public policy and specialization of training. The opportunity for ongoing development of clinical psychology in medical settings is described as unlimited and the mission of the newJournal of Clinical Psychology in Medical Settings is presented as supporting that growth.

Adult urinary incontinence: Assessment, intervention, and the role of clinical health psychology in program development

Urinary incontinence (UI) is a disorder receiving little attention from clinical health psychologists. This paper establishes the importance of addressing the issue of UI within the clinical and research practices of clinical health psychologists. Over 10 million Americans suffer from loss of bladder control. Incontinence affects over half of older individuals in long-term care institutions, about one-third of hospitalized elderly, and up to 30% of Americans over the age of 60 living at home. Because of social stigma and misconceptions attached to urinary incontinence, it is estimated that less than half of those affected see a physician about their condition. Since UI is generally associated with medical, social, psychological, and economic consequences, a multidisciplinary perspective is important because these factors are integral in the selection of appropriate treatment. Definitions of UI, its incidence and costs, and brief reviews of treatment and management techniques are presented. Psychological sequelae and treatments are presented as a foundation for developing further treatment and research approaches. Guidelines for collaboration and consultation by clinical health psychologists with medical professionals in the area of UI are also discussed.

Psychology in academic health centers: a true healthcare home

This article is based on the invited presentation by the author at the American Psychological Association's Annual Convention, August 4-7, 2011, upon his receipt of the Joseph D. Matarazzo Award for Distinguished Contributions to Psychology in Academic Health Centers presented by the Association of Psychologists in Academic Health Centers. This article relates the history, roles, and responsibilities of psychologists in academic health centers to the ultimate survival and success of professional psychology. It describes implications of the Patient Protection and Affordable Care Act (ACA) on the institutional practice of psychology including how psychology's place in academic health centers positions the field well for the future of healthcare reform. The article provides several recommendations to help professional psychology prepare for that future of integrated, interprofessional healthcare.

Posttraumatic stress disorder caused by the misattribution of seizure-related experiential responses

Patients with temporal lobe seizures sometimes experience what John Hughlings Jackson described as "dreamy states" during seizure onset. These phenomena may be characterized by a re-experiencing of past events, feelings of familiarity (déjà vu), and hallucinations. In previous reports, patients have been aware of the illusory nature of their experiences. Here, however, the case of a patient with a documented 37-year history of temporal lobe epilepsy who is not aware is described. Fifteen years ago, the patient saw visions of traumatic autobiographical events that he had never previously recalled. He believed them to be veridical memories from his childhood, although evidence from his family suggests that they were not. The patient's psychological reaction to the "recovery" of these traumatic "memories" was severe enough to qualify as posttraumatic stress disorder (PTSD). To our knowledge, this is the first report of PTSD caused by the misattribution of mental states that accompany a seizure.

The Advisory Committee on Interdisciplinary Community-based Linkages and the federal role in advocating for interprofessional education

This article reviews the background, structure, and role of the Advisory Committee on Interdisciplinary, Community-based Linkages (ACICBL) in the U.S. federal government. The ACICBL's annual reports have consistently addressed interdisciplinary education related to Title VII, Part D-Interdisciplinary, Community-based Linkages programs. The ACICBL is clearly a champion of interdisciplinary/interprofessional education (IPE). ACICBL recommendations since its first report in 2001 have emphasized the need for interdisciplinary/interprofessional initiatives to increase diversity, cultural competence, health disparities, the allied health workforce, the health workforce pipeline, faculty development, rural health workforce, and use of technology for the advancement of interdisciplinary health care. Its most recent report, focusing on the interdisciplinary/IPE of health professions students, faculty, and practitioners, made recommendations around interprofessional faculty development, interprofessional curriculum development, IPE competency development, program evaluation, technology standards, and accreditation standards.

Becoming a competent clinician: basic competencies in intervention

This article summarizes the results from the Intervention Work Group of the Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology. The generic charge presented to the Intervention Work Group was "to address issues related to interventions." The Intervention Work Group identified four competency components of knowledge, skills, and abilities: (a). foundational competencies; (b). intervention planning; (c). intervention implementation; and (d). intervention evaluation competencies. A fifth component that included "practice management" was labeled as "others." Each component is discussed, including competencies that were deemed an essential knowledge, skill, and/or value. A discussion of training for intervention competence and assessing that intervention competence is included. Future directions for the science and practice of psychology in the intervention arena are summarized. This is one of a series of articles published in this issue of the Journal of Clinical Psychology. Several other articles that resulted from the Competencies Conference will appear in Professional Psychology: Research and Practice and The Counseling Psychologist.

Self-assessment in clinical health psychology: a model for ethical expansion of practice

Society expects autonomous professions to ensure the competency of it practitioners, and professions should facilitate the continuing education and training of its members. Given the shift from psychology as a mental health profession to that of a health profession, the authors propose a self-assessment model for the individual practitioner to gauge his or her readiness to provide professional service in expanded areas of practice. This model could also be useful to the American Psychological Association, state psychological associations, and other purveyors of continuing education programs in systematically developing postgraduate experiences. A template for self-assessment that reflects well-accepted core domains of knowledge and skills is presented.

A rose by any other name: Maintaining the name and highlighting the uniqueness of psychology as a health care profession

In this article, we reply to the comments made by Holden and Levant (preceding articles). While we agree with their goals of expanding the scope of practice of psychology, standardizing training, and educating the public and other health care professionals about the field of clinical psychology, we do not agree that changing the discipline's name to "psychological physician" is a necessary or sufficient means to these ends. We outline the bases for our disagreement with the name change proposal and provide other proposals for reaching the goals set forth by Holden and Levant.

A shooting incident in an elementary school: effects of worker stress on public safety, mental health, and medical personnel

The effects of impact of event and five categories of worker stress were studied with 140 police, fire, medical, and mental health personnel who were involved in emergency service work following a shooting in an elementary school. A questionnaire distributed 6 months after the incident was utilized. Public safety personnel reported a recollection of significantly fewer intrusive thoughts than medical and mental health professionals immediately following the incident. Groups did not differ in intrusive or avoidance scores on the Impact of Event Scale 6 months after the event and all groups showed a significant decrease in both scores over time. Stepwise linear regression showed that a self-reported qualitatively heavy work load predicted intrusiveness and avoidance of thoughts both immediately after and at the 6-month anniversary of the incident. Additionally, time pressure and quantitatively heavy work load also predicted avoidance score at the time of the incident. Results are discussed in terms of control models of anxiety and as foci for debriefing with affected personnel.

Discriminating between substance abusers with single and dual diagnoses using MMPI profiles and the Mac Andrews Alcoholism Scale: Axis I and Axis II subtypes

The MacAndrews Scale of the MMPI differentiated 21 dual-diagnosis substance abusers with a DSM-III—R, Axis I diagnosis from a group of 21 single-diagnosis substance abusers and 18 dual-diagnosis substance abusers with an Axis II diagnosis. Subjects were 50 substance-abuse only and 39 dual-diagnosis, hospitalized men. Research must take into account the heterogeneous nature of psychiatric diagnoses within the substance-abusing population.

Effects of learned helplessness on Rorschach responses

The present study investigated the relationship between the laboratory experience of learned helplessness and depressive responses on the Rorschach. 50 undergraduate students were randomly assigned to either a learned-helplessness or nonlearned-helplessness condition. After completion of the experimental conditions, subjects were administered Rorschachs which were scored utilizing the Exner Comprehensive System. Student's t tests indicated significantly higher scores on the sum of all responses involving the use of shading and achromatic features (right-side eb) for the learned-helplessness subjects. According to Rorschach theory, these results suggest that subjects in a learned-helplessness condition experience a more painful affective state and tend to withdraw from their environment more than subjects experiencing a nonlearned-helplessness condition. This can be seen as a defense against experiencing more stress. These conclusions are discussed in the context of learned helplessness and reactive depression.

Self-reinforcement, locus of reward and task maintenance, and alcoholism

Groups of 44 hospitalized alcoholics and 31 psychiatric patients were compared with 40 nonclinical controls on their self-reinforcement behaviors. The groups did not differ on self-reward but the psychiatric group self-punished more than the other two groups, while the alcoholics tended to self-punish the least. On a second task, 30 alcoholic subjects were assigned to either one of two reward conditions, self- or externally (other-) administered reward for task maintenance. Those alcoholics receiving rewards from others did significantly better on the task than those rewarding themselves. Results are discussed in light of the externality hypotheses of alcoholism.

Learned helplessness and the self-control model of depression

Self-reinforcement, one element of the self-control model of depression proposed by Rehm, was evaluated as to its relationship with Seligman's learned helplessness phenomenon. Within a nonclinical population, subjects were divided by their Beck Depression Inventory scores into a Non-depressed group and a Very Mildly Depressed group. Subjects in each group were exposed to one of three treatments, Learned Helplessness, Nonlearned Helplessness, and Control conditions based upon the Levine multidimensional discrimination task. Depressed subjects gave significantly more self-punishment and less self-reward than nondepressed subjects after exposure to the experimental conditions. A significant interaction of depressed X treatment condition and post hoc analyses suggest an explanation for the previously noted facilitation effects of learned helplessness and suggest a self-control inoculation against increased depression when normals are exposed to conditions of learned helplessness. Effects of the learned-helplessness experience are related to the self-control model of depression.

Self-reward, self-punishment and depression

The relationship between depression and the behavior of self-administered reward and punishment was examined among college students. Students scoring high and low on the Beck Depression Inventory were compared on a memory task on which they were to self-reward or self-punish their responses. There were no differences in actual accuracy of memory or in frequency of self-reward, but depressed subjects gave themselves more self-punishment. The results were discussed in light of previous research on self-control behavior of depressed persons.