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Why Autism Must Be Taken Apart
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Waterhouse, Lynn; Gillberg, Christopher – Journal of Autism and Developmental Disorders, 2014
Although accumulated evidence has demonstrated that autism is found with many varied brain dysfunctions, researchers have tried to find a single brain dysfunction that would provide neurobiological validity for autism. However, unitary models of autism brain dysfunction have not adequately addressed conflicting evidence, and efforts to find a…
Descriptors: Autism, Neuropsychology, Evidence, Pervasive Developmental Disorders
A Model of Therapist Competencies for the Empirically Supported Interpersonal Psychotherapy for Adolescent Depression
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Sburlati, Elizabeth S.; Lyneham, Heidi J.; Mufson, Laura H.; Schniering, Carolyn A. – Clinical Child and Family Psychology Review, 2012
In order to treat adolescent depression, a number of empirically supported treatments (ESTs) have been developed from both the cognitive behavioral therapy (CBT) and interpersonal psychotherapy (IPT-A) frameworks. Research has shown that in order for these treatments to be implemented in routine clinical practice (RCP), effective therapist…
Descriptors: Expertise, Evidence, Delphi Technique, Cognitive Restructuring
Empirically Derived Subtypes of Lifetime Anxiety Disorders: Developmental and Clinical Correlates in U.S. Adolescents
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Burstein, Marcy; Georgiades, Katholiki; Lamers, Femke; Swanson, Sonja A.; Cui, Lihong; He, Jian-Ping; Avenevoli, Shelli; Merikangas, Kathleen R. – Journal of Consulting and Clinical Psychology, 2012
Objective: The current study examined the sex- and age-specific structure and comorbidity of lifetime anxiety disorders among U.S. adolescents. Method: The sample consisted of 2,539 adolescents (1,505 females and 1,034 males) from the National Comorbidity Survey-Adolescent Supplement who met criteria for "Diagnostic and Statistical Manual of…
Descriptors: Evidence, Anxiety Disorders, Early Intervention, Adolescents
Theory- and Evidence- Based Intervention: Practice-Based Evidence--Integrating Positive Psychology into a Clinical Psychological Assessment and Intervention Model and How to Measure Outcome
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Nissen, Poul – Online Submission, 2011
In this paper, a model for assessment and intervention is presented. This model explains how to perform theory- and evidence- based as well as practice-based assessment and intervention. The assessment model applies a holistic approach to treatment planning, which includes recognition of the influence of community, school, peers, family and the…
Descriptors: Evidence, Evaluation Methods, Intervention, Psychological Evaluation
Factors That Help and Hinder Scientific Training in Counseling and Clinical Psychology Students
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Marks, Margaret M. – ProQuest LLC, 2011
The purpose of this dissertation is to better understand scientific training within clinical and counseling psychology doctoral programs. A primary goal is to extend previous research by expanding the scientific training outcome variables from research interest and productivity to include additional characteristics of scientific mindedness such as…
Descriptors: Counselor Training, Counseling Services, Clinical Psychology, Doctoral Programs
Practitioner Review: Cognitive Rehabilitation for Children with Acquired Brain Injury
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Limond, Jenny; Leeke, Rachel – Journal of Child Psychology and Psychiatry, 2005
Background: The need to address acquired cognitive impairments is increasing in child populations seen across a range of settings. However, current clinical practice following brain injury in children does not necessarily incorporate the use of cognitive rehabilitation models or techniques. The aim of this paper is to review the literature in this…
Descriptors: Evidence, Neurological Impairments, Injuries, Brain