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Case Conference Study Paper
Case Conference Study Paper
Movie must be watched or at least a good understanding of the movie before writing the paper.(the movie will have to be purchased for about 2$ so i did add an extra 5$ to the budget ) the directions for the paper and the information about the movie are in the file i have attached. i have also attached the book file , from the book you should use chapter 12 ONLY to relate and incorporate into the paper. also note that the girl in the film should be treated like your own patient not a movie character, as described in the directions . Case Conference Study Paper
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CASE CONFERENCE GUIDELINES
Psyc 441 – Intro to Clinical Psychology, Winter 2019
On Tuesday, March 26, we will conduct a simulated case conference using Kym Buchman, the character portrayed by Anne Hathaway in the 2008 film Rachel Getting Married, as the hypothetical client. Students are expected to review the film before the case conference.
Each student will be assigned a therapeutic perspective. Assignments will be available on an Excel worksheet in Canvas. Students will prepare a short paper analyzing the client using their perspective; the paper will be turned in the day of discussion. The analysis should include:
1. Case conceptualization – Frame Ms. Buchman’s issues using theoretical assumptions of your perspective. Use terms consistent with your model in describing the client’s problems. Provide definitions of your terms; don’t assume readers would be familiar with your perspective’s principles. If your perspective does not emphasize theory or case conceptualization, review reasons why the approach does not stress this area. Case Conference Study Paper
2. Assessment (optional) – You may assume a clinical interview has been administered. You have the option to briefly describe one or two additional assessment instruments you would use. Describe the rationale for the use of the instrument from the framework of your perspective, and why the additional assessment information would be useful.
3. Treatment – Describe interventions from your perspective that you would use with Ms. Buchman. State the rationale and justification for your interventions; they should not be selected haphazardly. What would be some expected effects of your interventions?
4. Reflections – Provide some personal observations on the exercise. Did you feel constrained by your assigned perspective, or was it easy to adopt the framework? What aspects of other perspectives may have been helpful in understanding or treating the client?
NOTE: While I am interested in your reflections, the bulk of the paper should be on conceptualization & treatment. The reflection section shouldn’t be more than 250 words.
The paper should be about 1000 words, typed and double-spaced. Excessively short or long papers will be penalized; stay within 850 – 1150 words for full credit. Please include a final word count (handwritten is fine). APA style is not necessary. A well-written paper will have a clear, logical structure and be free of spelling and grammatical errors.
In addition to the paper, students are expected to contribute during the case conference, where we will contrast how the various perspectives conceptualize how the client developed her problems, and their recommendations for treatment.
The paper is worth 18 points, and participation during the in-class case conference contributes to class participation score. Late penalties for the paper are discussed in the syllabus. The syllabus also has information on acceptable ways to submit your paper if you do not attend class on the due date. Case Conference Study Paper
This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest.
TIMOTHY J. TRULL University of Missouri–Columbia
MITCHELL J. PRINSTEIN University of North Carolina at Chapel Hill
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Clinical Psychology, Eighth Edition Timothy J. Trull and Mitchell J. Prinstein
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About the Authors
Dr. Timothy Trull is the Curator’s Professor of Psychological Sciences and Byler Distinguished Professor at the University of Missouri–Columbia. He enjoys both teaching a variety of courses in clin- ical psychology, particularly abnormal psychology and clinical psychology, and supervising clinical psychology graduate students in their research, assessment, and clinical work. Tim earned his M.A. and Ph.D. in clinical psychology at the University of Kentucky. He is a co-author of the Structured Inter- view for the Five-Factor Model of Personality (SIFFM), which assesses both adaptive and maladaptive per- sonality features. Tim publishes much of his research in the Journal of Abnormal Psychology, Psychological
Assessment, and the Journal of Personality Disorders. Sponsored through grants from the National Institute of Health, the National Institute on Alcohol Abuse and Alcoholism, and the Borderline Personality Disorder Research Foundation, his research projects include evaluating etiological models of borderline personality disorder, exploring the relations between personality disorders and substance use disorders, assessing genetic and environmental influ- ences on personality and psychopathology, and using of ambulatory assessment in clinical psychology. In addition to his work at the university, Tim is a mem- ber of the scientific faculty at the Midwest Alcoholism Research Center (MARC) and is a practicing clinical psychologist. He has won a number of awards that include Outstanding Alumnus, University of Kentucky; the Graduate Faulty Mentoring Award, University of Missouri; the Robert S. Daniels Junior Faculty Teaching Award; and the Psi Chi Professor of the Year. Tim is a Fellow of the American Psychological Association and the Association for Psychological Science. Case Conference Study Paper
Dr. Mitchell J. Prinstein is a Bowman and Gordon Gray Distinguished Term Professor and the Director of Clinical Psychology at the University of North Carolina at Chapel Hill. He received his Ph.D. in clinical psychology from the University of Miami and completed his internship and postdoctoral fellow- ship at the Brown University Clinical Psychology Training Consortium. Mitch’s research examines interpersonal models of internalizing symptoms and health risk behaviors among adolescents, with a spe- cific focus on the unique role of peer relationships in the developmental psychopathology of depression and self-injury. He is the PI on several past and active grants from the National Institute of Mental Health,
the National Institute of Child and Human Development, and several private foundations. He serves as the Editor for the Journal of Clinical Child and Adolescent Psychology, and an editorial board member for several developmental psychopa- thology journals. Mitch has received several national and university-based awards recognizing his contributions to research (American Psychological Association Society of Clinical Psychology Theodore Blau Early Career Award, Columbia University/Brickell Award for research on suicidality, APA Fellow of the Society of Clinical Child and Adolescent Psychology and the Society of Clinical Psychology), teaching (UNC Chapel Hill Tanner Award for Undergraduate Teaching; Psi Chi Professor of the Year), professional development of graduate students (American Psychological Association of Graduate Students Raymond D. Fowler Award), and undergraduate students (Psychology Club Department Research Mentor Award). Case Conference Study Paper
iv ABOUT THE AUTHORS
This edition is dedicated to the memory of my father-in-law Armin Klein, an inspiring clinical psychologist whose life, compassion, wit, and
intellect touched many of us. (TJT)
Dedicated to my amazing wife, to my happy baby daughter, and to future students of clinical psychology who are looking for inspiration. (MJP)
P A R T I Foundations of Clinical Psychology 1 1 Clinical Psychology: An Introduction 3 2 Historical Overview of Clinical Psychology 32 3 Current Issues in Clinical Psychology 59 4 Research Methods in Clinical Psychology 93 5 Diagnosis and Classification of Psychological Problems 128
P A R T II Clinical Assessment 159 6 The Assessment Interview 161 7 The Assessment of Intelligence 191 8 Personality Assessment 218 9 Behavioral Assessment 255
10 Clinical Judgment 283
P A R T III Clinical Interventions 309 11 Psychological Interventions 311 12 Psychotherapy: The Psychodynamic Perspective 343 13 Psychotherapy: Phenomenological and Humanistic-Existential
Perspectives 370 14 Psychotherapy: Behavioral and Cognitive-Behavioral
Perspectives 397 15 Group Therapy, Family Therapy, and Couples Therapy 431
P A R T IV Specialties in Clinical Psychology 457 16 Community Psychology 459 17 Health Psychology and Behavioral Medicine 485 18 Neuropsychology 513 19 Forensic Psychology 539
PREFACE xxi i i
P A R T I Foundations of Clinical Psychology 1
1 Clinical Psychology: An Introduction 3 What Is Clinical Psychology? 4 Closely Related Mental Health Professions 5
Psychiatrists 5 BOX 1.1 Professional Issues: But Is It the Right Prescription for
Clinical Psychology? 6
Counseling Psychologists 7 Other Mental Health Professionals 8
Professions and Titles Not Regulated by the Government 12 The Clinical Psychologist 12
Activities of Clinical Psychologists 12 Employment Sites 17 A Week in the Life of Dr. Karen C 17 Some Demographic Notes 20 Research and the Scientific Tradition 21
Training: Toward a Clinical Identity 21 An Overview 22 Clinical Psychology Training Programs 22
A Profession in Movement 25 Women in Clinical Psychology 25
BOX 1.2 A Graduate Student Perspective: Julia Martinez 26
Training Models 27 Clinical Practice 28
A Tolerance for Ambiguity and a Thirst for New Knowledge 28 CHAPTER SUMMARY 29 KEY TERMS 29 WEB SITES OF INTEREST 31
2 Historical Overview of Clinical Psychology 32 Historical Roots 33 Diagnosis and Assessment 34
The Beginnings (1850–1899) 34 The Advent of the Modern Era (1900–1919) 35 Between the Wars (1920–1939) 35 World War II and Beyond (1940–Present) 36
Interventions 39 The Beginnings (1850–1899) 39 The Advent of the Modern Era (1900–1919) 40 Between the Wars (1920–1939) 41 World War II and Beyond (1940–Present) 42
Research 45 The Beginnings (1850–1899) 45 The Advent of the Modern Era (1900–1919) 46 Between the Wars (1920–1939) 46 World War II and Beyond (1940–Present) 46
The Profession 49 The Beginnings (1850–1899) 49 The Advent of the Modern Era (1900–1919) 50 Between the Wars (1920–1939) 51 World War II and Beyond (1940–1969) 52 The Growth of a Profession (1970–Present) 53 The 1988 Schism 54
CHAPTER SUMMARY 56 KEY TERMS 56 WEB SITES OF INTEREST 58
3 Current Issues in Clinical Psychology 59 Models of Training in Clinical Psychology 60
The Scientist-Practitioner Model 60 The Doctor of Psychology (Psy.D.) Degree 61 Professional Schools 62 Clinical Scientist Model 63
BOX 3.1 Clinical Psychologist Perspective:
Richard M. McFall, Ph.D. 64
Combined Professional-Scientific Training Programs 66 Graduate Programs: Past and Future 66
Professional Regulation 67 BOX 3.2 Graduate Student Perspective: Christine Maldonado 68
Private Practice 71 The Costs of Health Care 72 Prescription Privileges 75
BOX 3.3 Clinical Psychologist Perspective:
Patrick H. DeLeon, Ph.D., J.D. 76
BOX 3.4 Clinical Psychologist Perspective:
Elaine M. Heiby, Ph.D. 79
Technological Innovations 81 Telehealth 81 Ambulatory Assessment 81 Computer-Assisted Therapy 82
Culturally Sensitive Mental Health Services 83 Ethical Standards 86
Competence 86 BOX 3.5 Focus on Professional Issues Clinicians Who Participate in
Radio Call-In Shows, TV Talk Shows, or Internet Groups: Are They
Privacy and Confidentiality 87 Human Relations 88
CHAPTER SUMMARY 89 KEY TERMS 90 WEB SITES OF INTEREST 91
4 Research Methods in Clinical Psychology 93 Introduction to Research 94 Methods 95
Observation 95 BOX 4.1 Clinical Applications: What Case Studies Can Tell Us About
Phobias and Early Trauma 98
BOX 4.2 Clinical Applications: Generating Hypotheses from
Epidemiological Methods 100 Correlational Methods 101 Cross-Sectional Versus Longitudinal Approaches 105 The Experimental Method 106
BOX 4.3 Clinical Psychologist Perspective: Scott O.
Lilienfeld, Ph.D. 108
Single-Case Designs 113 BOX 4.4 Clinical Applications: The Treatment of Mixed Anxiety
and Depression 116
Mixed Designs 117 Strengths and Weaknesses of Research Methods 118
Statistical Versus Practical Significance 118 BOX 4.5 Graduate Student Perspective: Elizabeth A. Martin 119
Research and Ethics 120 BOX 4.6 Who Should Be Studied? 121
BOX 4.7 Sample Consent Form 122
CHAPTER SUMMARY 123 KEY TERMS 124 WEB SITES OF INTEREST 126
5 Diagnosis and Classification of Psychological Problems 128 What Is Abnormal Behavior? 130
Statistical Infrequency or Violation of Social Norms 130
The Case of Dmitri A. 130
The Case of Juanita L. 131
BOX 5.1 Clinical Psychologist Perspective:
Kenneth J. Sher, Ph.D. 132
The Case of Cynthia S. 135
Subjective Distress 135
The Case of Kwame G. 135
BOX 5.2 Focus on Professional Issues: Culture and Diagnosis 136
Disability, Dysfunction, or Impairment 137
The Case of Richard Z. 138
The Case of Phyllis H. 138
Where Does This Leave Us? 139 Mental Illness 139
BOX 5.3 Clinical Psychologist Perspective: Elaine
Walker, Ph.D. 140
The Importance of Diagnosis 142 Early Classification Systems 143
The Case of Michelle M. 146
General Issues in Classification 146
Causes of Abnormal Behavior and Mental Illness 153 Major Models of Psychopathology 153 Diathesis-Stress Model 153
The Value of Classification 155 CHAPTER SUMMARY 155 KEY TERMS 156 WEB SITES OF INTEREST 157