Psychology

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 experiences the conventional branches of utilized psychology and addresses such concerns as education, destiny developments, and advancements inside of each one department. additionally discusses the position of analysis and evidence-based perform and traits in larger schooling. contains bankruptcy summaries and questions for reflections. Softcover, hardcover on hand.

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Extra resources for Applied Psychology: Current Issues and New Directions

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Finally, courses aim to build on research skills gained on undergraduate courses and particularly to facilitate trainees in devising and carrying out research in applied settings. These aims raise important issues which will be discussed later, not least the relationship between theory and practice, the role of research in practice and the types of critical reflection which should be fostered in trainees. 2 shows, the number of applicants for clinical psychology courses has been falling, and the number of places rising, over the last few years.

Arguably, the profession has become somewhat less reticent in both these spheres; for example, the publication and wide dissemination of a report on Recent Advances in Understanding Mental Illness and Psychotic Experiences (BPS/DCP, 2000b) provided a proactive statement of psychology’s contribution to an area where psychological theory has not been very visible, while the issue of evaluating psychological interventions has received much attention (see Roth and Fonagy, 1996). But there remains a need for much wider engagement with the public on topics such as conceptualizing and responding to psychological distress, evaluating psychological interventions and the contribution of service users to the design and implementation of services.

In order to address at least some of these concerns, the Clearing House for Post-Graduate Courses in Clinical Psychology set up a research project in 1999, in four phases: first, a job, task and role analysis to identify core-competencies; secondly, the development of criterion measures of job performance; thirdly, the development of measures of applicant potential; and, fourthly, a prospective cohort study of the 2000 intake whose aim is to assess factors associated with positive job performance during and immediately after training, as well as factors associated with non-completion and failure, trainee stress, work satisfaction and immediate job destination.

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