Applied Psychology: Current Issues and New Directions by Professor Rowan Bayne, Mr Ian Horton

By Professor Rowan Bayne, Mr Ian Horton

Univ. of East London, united kingdom. Textbook studies the normal branches of utilized psychology and addresses such concerns as education, destiny tendencies, and advancements inside of every one department. additionally discusses the function of analysis and evidence-based perform and tendencies in better schooling. comprises bankruptcy summaries and questions for reflections. Softcover, hardcover to be had.

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This is paramount if subsequent intervention is to be based on an individual’s awareness of him or herself and his or her circumstances as the individual sees them (Ravenette, 1999). Many of the issues in schools that EPs are asked to become involved with, such as learning difficulties, may result in the EP using psychometrics or other standardized procedures, at least as part of the assessment. Other concerns, such as instances of bullying or unacceptable and challenging behaviour, do not lend themselves to such approaches.

Both voluntary and statutory registration require a commitment to the maintenance and development of professional competence (see elsewhere in this volume). In 1998, the BPS’s Division of Clinical Psychology produced a more detailed framework for monitoring the professional development of clinical psychologists and its use is likely to become a condition of continued registration. 1 Some examples of the day-to-day activities of clinical psychologists in various specialities 8691 Chapter 1 (1-22) 13/3/03 12:56 PM Page 8 A P P L I E D P S Y C H O L O G Y: C U R R E N T I S S U E S A N D N E W D I R E C T I O N S Intervention on a oneto-one basis with a 15-year-old boy with depression and suicidal thoughts Provide group supervision for a team of community psychiatric nurses working in a child and adolescent mental health service Intervention with a toddler and her mother using behavioural management because the girl has severe ‘tantrums’ Form part of the team for a regular family therapy clinic Long-term intervention with a woman with recurrent depression who was sexually abused as a child Supervision of research project on effectiveness of referral practices in multidisciplinary team Assessment and intervention with a woman with a severe fear of driving Provide management supervision to counselling psychologist, including appraisal and planning of continuing professional development Meet with senior health visitor to discuss request to set up a support group for newly qualified health visitors Run workshops for care staff on the provision of sex education to people with learning disabilities Devise an education and support programme for a pregnant woman with moderate learning disabilities Carry out assessment of organizational and other aspects of hostel accommodation for six adults where there are a high number of reports of ‘challenging behaviour’ Carry out assessment of family situation of 85year-old woman where ‘elder abuse’ is suspected Contribute to group intervention for older people whose mobility is impaired by fear of falling Risk assessment with a man previously convicted of sexually abusing his step-child.

In a related vein, Schön (1987) has strongly criticized models of training and practice, such as that of the scientist-practitioner, which tend to present human problems as technical problems capable of technical solutions, and present training as the process of instilling the required technical knowledge. As he points out, experienced practitioners engage in reasoning at many levels. In solving problems, they draw on research but also on knowledge from previous, similar cases together with subjective impressions about relationships and context.

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