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Table of contents

  1. Front Matter
    Pages i-xxiii
  2. Basic Competencies

    1. Warren W. Tryon
      Pages 1-42
    2. Stephen D. A. Hupp, Jeremy D. Jewell, David Reitman, Monique LeBlanc
      Pages 43-72
    3. Genevieve L. Y. Arnaut, Dave A. Hill
      Pages 73-93
    4. Martin J. La Roche, Michael S. Christopher
      Pages 95-122
    5. Sandra Jenkins
      Pages 123-152
    6. Thomas L. Sexton, Christopher W. Hanes, Jeremy C. Kinser
      Pages 153-180
  3. Diagnosis and Evaluation

    1. Julie N. Hook·, Elise K. Hodges, Daniel L. Segal, Frederick L. Coolidge
      Pages 181-208
    2. J. Christopher Young, Julie A. Davidson, Alan M. Gross
      Pages 209-236
    3. Gerald Goldstein
      Pages 237-260
    4. Jennifer R. Bailey, Alan M. Gross
      Pages 261-282
    5. William H. O’Brien, Carmen K. Oemig, Jebediah J. Northern
      Pages 283-308
    6. Kathryn L. Humphreys, Brian A. Feinstein, Brian P. Marx
      Pages 309-340
  4. Research

    1. Paul G. Michael, Susan T. Li
      Pages 343-365
    2. Joseph R. Scotti, Vanessa M. Jacoby, Stanley Cohen, Julie Hicks Patrick
      Pages 367-396
    3. Kurt A. Freeman, May Lim
      Pages 397-424
    4. Donald E. Polkinghorne
      Pages 425-456
    5. David L. Streiner, John Cairney
      Pages 457-482
    6. Joseph A. Durlak
      Pages 483-500
  5. Professional Roles

    1. Robin L. Shallcross, W. Brad Johnson, Sarah Hope Lincoln
      Pages 501-548
    2. Jon Frew
      Pages 549-572
    3. Bethany C. Johnson, David DiLillo, Calvin P. Garbin
      Pages 573-608
    4. Philinda S. Hutchings, Deborah Lewis, Ruchi Bhargava
      Pages 609-636
  6. Adults

    1. Patricia A. Arean, Liat Ayalon
      Pages 637-670
    2. Timothey C. Denko, Michael E. Thase
      Pages 671-696
    3. Josh M. Cisler, Jeffrey M. Lohr, Craig N. Sawchuk, Bunmi O. Olatunji
      Pages 697-722
    4. Paul M. G. Emmelkamp, Mark B. Powers
      Pages 723-758
    5. Martin E. Franklin, Sophia Talbott
      Pages 759-784
    6. Daniel F. Gros, Peter W. Tuerk, Matthew Yoder, Ron Acierno
      Pages 785-810
    7. Timothy M. Emge, Debra A. Hope
      Pages 811-838
    8. Jennifer D. Gottlieb, Kim T. Mueser
      Pages 839-876
    9. Darcy C. Norling, Soonie Kim
      Pages 877-900
    10. David J. Kavanagh, Jason Connor, Ross Young
      Pages 901-928
    11. Michael J. Zvolensky, Kirsten Johnson, Andrew R. Yartz, Ellen Leen-Feldner
      Pages 929-956
    12. Yolanda M. Fernandez, Ruth E. Mann
      Pages 957-982
    13. William Fals-Stewart, Wendy K. K. Lam
      Pages 983-1008
    14. Karlee D. Fellner, John R. Reddon
      Pages 1009-1038
    15. K. Daniel O’Leary, Heidi Lary Kar
      Pages 1039-1062
    16. Robert A. Prentky, Adeena M. Gabriel, Anna I. Coward
      Pages 1063-1094
  7. Special Topics

    1. Michele J. Karel, Gregory A. Hinrichsen
      Pages 1095-1126
    2. William J. Burns, Jose Rey, Kayreen A. Burns
      Pages 1127-1156
    3. Kelly C. Cukrowicz, Phillip N. Smith, Erin F. Schlegel
      Pages 1157-1180
    4. Robert J. Gatchel, Nancy D. Kishino
      Pages 1181-1192
  8. Intervention and Treatment for Children and Adolescents

    1. John F. Curry, Mark A. Reinecke
      Pages 1193-1218
    2. Thomas H. Ollendick, Laura D. Hovey
      Pages 1219-1244
    3. Jeff Sigafoos, Mark F. O’Reilly, Giulio E. Lancioni
      Pages 1245-1274
    4. Cynthia R. Johnson
      Pages 1275-1300
    5. Johnny L. Matson, Jill C. Fodstad
      Pages 1301-1328
    6. Ross W. Greene
      Pages 1329-1350
    7. Arthur D. Anastopoulos, Lisa M. DeGrass
      Pages 1351-1370

About this book

Introduction

In recent years there has been a tremendous growth in psychology as a field of study and in the number of students of clinical psychology in particular. The latter is partly due to the proliferation of professional schools of psychology that are devoted to practitioner-oriented degrees, rather than the traditional research-oriented course of study. Whatever school students emerge from, however, they are obliged to demonstrate proficiency in providing clinical services. This multi-volume handbook, is devoted to describing the core competency areas in providing psychological services which is relevant to practitioners as well as clinical researchers. As such, it covers assessment and conceptualization of cases, the application of evidence-based methods, supervision, consultation, cross-cultural factors, and ethics.

The Handbook comprises three volumes with contributions by experts in each area. The goal is to provide detailed descriptions of competence levels and describe the developmental trajectory required to reach the highest of these levels. Each chapter in Volume I will follow a similar format including an overview, basic competencies, and expert competencies. This will facilitate easy comparison across chapters. All will be illustrated with case examples. Subsequent volumes will have a similarly structured format that will include maintenance factors, mechanisms of change, evidence-based treatment approaches, and a focus on the transition from basic skills to expert functioning.

It is expected that the systematic presentation of skills will provide a gold standard against which to measure individual performance and in this regard will be valuable to students, instructors, and credentialing bodies.

Editors and affiliations

  • Jay C. Thomas
    • 1
  • Michel Hersen
    • 2
  1. 1.School of Professional PsychologyPacific UniversityPortlandUSA
  2. 2.School of Professional PsychologyHCP/Pacific UniversityHillsboroUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-0-387-09757-2
  • Copyright Information Springer-Verlag New York 2010
  • Publisher Name Springer, New York, NY
  • eBook Packages Behavioral Science
  • Print ISBN 978-0-387-09756-5
  • Online ISBN 978-0-387-09757-2
  • Buy this book on publisher's site