Presents the work of an international group of experts. Presents the nature, origin, implications, an future course of major unresolved issues in the area. Get A Copy. Hardcover , pages. More Details Original Title. Handbook of Psychology 8. Other Editions 5. Friend Reviews. To see what your friends thought of this book, please sign up. To ask other readers questions about Handbook of Psychology, Volume 8 , please sign up. Be the first to ask a question about Handbook of Psychology, Volume 8.
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Sort order. Ciukiu Okada rated it it was amazing May 18, As the highest degree conferred in recognition of academic achievement, a PhD implies specialized expertise, broad related knowledge, and the commitment and ability to carry out independent scholarly inquiry of significant scientific merit. Students who meet expectations for progress toward the degree and growth in achieving these qualities are considered in good standing.
Students who are not in good standing may lose funding or be terminated from the graduate program prior to completing PhD requirements at the recommendation of the Clinical Program faculty. A student recommended for termination from the program may appeal the decision of the program faculty to the Graduate Education Council in writing, with supporting materials. Complete course requirements in a timely manner and maintain a minimum 3.
Complete program, department, and FAS milestones in a timely manner as specified in this Student Handbook.
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Demonstrate the motivation, commitment, and ability to design and carry out research of publishable quality. Intellectual contributions and scholarly abilities of students are expected to increase over time in the program. The level of scholarship is expected to increase over time in the program. Demonstrate the motivation, commitment, and ability to sustain elective, problem-oriented, theoretically-grounded scientific inquiry and to disseminate scholarship effectively in written and oral forms. The quality of the scholarly products, both written and oral, is expected to increase over time in the program.
Demonstrate consistently effective assessment and intervention skills with clients, including the knowledge and ability to apply empirically supported techniques to clinical interactions. These skills are expected to improve over time in the program. Violation of the standards for ethical and professional conduct may also result in early termination from the PhD program, even for students otherwise in good standing. See above for details.
Clear guidelines for remedying identified problems will be provided in writing and in a timely manner by the program chair. Guidelines will include both concrete goals or expectations for student performance and a timeline for achieving them. Failure to comply with these guidelines constitutes grounds for termination from the PhD program. Note that successful completion of a milestone does not in itself denote satisfactory progress toward the PhD. Failure to pass such external clearances will interfere with meeting Program requirements, state licensure, and later employment opportunities.
Advisors should limit the number of their advisees so that each can be given sufficient and appropriate attention. While the limit will vary according to the circumstances and the habits and responsibilities of the faculty member, it has been general experience that an advisor with more than 4 or 5 advisees does a disservice to all of them. An advisor should arrange for regular, individual and uninterrupted meetings with each advisee. Advisors should provide prompt and thorough written feedback on drafts of proposals, thesis-chapters, or papers.
Students should be able to expect a turn-around time of one to two weeks on submitted material. With faxes and e-mail available throughout the world, advisors who are out of town for extended periods can still be expected to provide prompt feedback. An advisor should provide active guidance for his or her students, steering them toward feasible projects and away from such pitfalls as overambitious proposals, excessively time-consuming studies or untested and risky research methodology. At the same time, the advisor should refrain from an attempt to clone him- or herself and permit the student to develop her or his own style and direction.
Research advisors who also provide financial support for their advisees within their own projects have special concerns. They must spell out the conditions and length of support as far as they can within the limits of their grants and need to be very careful that the concerns of their own projects do not unduly interfere with the timely progress of their students. If the advisor leaves the University, he or she should make arrangements for the future of their advisees. Research advisors should be sufficiently familiar with program and FAS degree requirements that they can remind their students when courses should be taken and milestones achieved.
Advisors should evaluate student progress and performance in a regular i.
In these evaluations advisors should inform students about their performance in relation to expectations of normal progress and to norms associated with successful degree completion and placement after graduation. Advisors should encourage students to present their research at professional meetings and publish it in journals as a first author. Advisors should help students gain an appreciation of teaching and assist them in improving their teaching skills as appropriate. Advisors should supply students with information about career opportunities and encourage them to plan toward a career goal as early in their course of study as possible.
Not every student may be a good fit with even the most conscientious and effective advisor. Advisors should be prepared to recognize these problems sufficiently early to deter the student from wasting excessive time in an incompatible endeavor. Students must also be made aware that they have responsibilities to their advisors; to initiate meetings when necessary, to complete assignments in a timely manner, to heed advice and warnings, and to respect the expertise of their mentor.
However, if a student believes that he or she has been unfairly treated by their advisor, they have several avenues for mediation. If that is not satisfactory, then contact should be made with the Program Chair, followed by the Department Chair if needed. Students should apply to the Assistant Chair of the Department of Psychology for travel support. This grant is supported by a donation from alumnus, Donald Routh, Ph. Applications are solicited in the Fall term of each year. This award was endowed in memory of A. David Lazovik, former member of the Clinical Program faculty and chair of the Department of Psychology, by his family.
Applications are solicited in the Spring term of each year. This award is to recognize excellence in all phases of the Program - research,. The award was made to the University by the late Dr. Jack Bassell in memory of his parents. Traditionally students receive financial support, including tuition remission, during their time in the program. Funded positions include teaching assistantships, teaching fellowships, graduate research assistantships, and clinic assistantships. Competitive scholarships, such as University Fellowships for first year students and the Mellon and Sloan Fellowships for more senior students are also available through the University for students of exceptional merit.
Although students past the sixth year who are in good standing typically receive TF funding if requested, access to TF funding will be at risk in any term during which teaching requests are unusually high. All graduate students in the Department of Psychology are expected to complete a doctoral degree in a timely fashion years, excluding a final internship year for Clinical students.
To this end, the Graduate Education Committee has established a timeline that outlines optimal, potentially problematic, and unacceptable rates of progress. In addition to providing a communicative function, this timeline will play a role in the annual evaluations of student accomplishments and the quality of faculty mentoring. The three zones — green, yellow, and red — are defined below. Yellow cautionary zone: This is considered to be a cautionary zone. For some students, spending some or most of the time in the Yellow Zone is not a problem as long as Milestone progress does not slip into the Red Zone.
This is especially true if performance is otherwise high e. For other students, time in the Yellow Zone may be viewed with a high degree of concern by faculty. This is especially true when the outer range of the Yellow Zone is approaching without a successful Milestone event in sight, or when slow progress toward the degree is coupled with other signs of lackluster performance. There are multiple factors that may place a student in this less optimal position. These include unanticipated research setbacks, a nonproductive student-advisor relationship, personal setbacks caused by physical or mental health problems, a low degree of enthusiasm about the academic research track, or a sense of isolation from the departmental faculty and graduate student peers.
Regardless of the cause, it is imperative that students and faculty work together to identify the causes behind a problematic level of performance and develop a plan for positive change. Depending upon the factors that have slowed performance, appropriate actions could include changing research projects, adjusting the scope of a Milestone, switching advisors, seeking clinical care, asking for a leave of absence from the program, withdrawal from the training program, etc.
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The most important of these measures is the number of peer-reviewed publications, especially first-authored publications. A variety of other measures, such as the number of conference presentations, history of honors and awards, and documented teaching and mentoring experience, also tend to receive close examination. With this in mind, the department has also established the following recommendations for students:. Students are encouraged to present their work locally at least several times during their graduate career.
There are multiple poster session opportunities each year and program-level brown bags that provide valuable training opportunities. Students should present a first-author poster or talk at a national forum at least every other year. Students interested in an academic research career should strive to leave the program with at least three national conference presentations, with at least two of these being first-author submissions. Students should aim to submit their initial first-author publication by the end of their 3 rd year. An earlier submission is possible, and the lack of a submission by the end of the 4 th year is a point of concern.
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Throughout training, students should aim to be working on research projects at any given time not necessarily all as the first author. The number of projects will depend upon several factors, including the amount of effort each project requires, the research environment in which the student is situated, and the ability of the student to juggle multiple projects and responsibilities.
Students should tackle a dissertation project that is expected to produce at least one first-author publication.
This work should be submitted within one year of completing the dissertation. Students interested in an academic research career should strive to leave the program with at least two submitted publications and a third in preparation from the dissertation. At least two of these publications should be first-author publications. All students should develop a teaching philosophy and record of teaching success. Students interested in a teaching career should have experience teaching two or more different courses.
Students are encouraged to take advantage of undergraduate mentoring opportunities, which can help develop and document research training and mentorship skills. Students are encouraged to seek out and take advantage of opportunities to compete for fellowships and other academic awards. These can provide valuable sources of funding and they serve as indicators of research quality and intellectual achievement. Each program is expected to provide their students with an annual letter of evaluation.
At the beginning of each summer, the self-report data submitted by each student will be evaluated by the Director of Graduate Studies.
Each student will be sent a standardized letter that will indicate his or her current zone, along with recommended milestone goals for the coming year. A petition will take the form of a letter addressed to the Director of Graduate Studies and it must be received before the start of the fall term. The petition must clearly state the extenuating factors that account for the delay in progress and it must provide a clear plan for how and when the delay in completing the relevant milestone will be overcome.
Students are advised to confer with the Director of Graduate Students and with the Chairs s of their training program s to obtain feedback on the likely outcome of a petition effort. At the first GEC meeting of each fall term, the progress of students who were at risk for entry into provisional status will be reviewed. Students with pending petitions will be invited to attend this meeting to present their case, if desired. Any student who has failed to meet the milestone deadline and a who is not granted a yellow-zone extension, or b not requested a leave of absence or withdrawn from training will receive a letter indicating that they are now on Provisional Status.
The letter will indicate that the student must satisfactorily complete the required milestone by December 31st of the current year, or else a final decision will be made to terminate the student. The effective date of the termination will be April 30th of the coming spring semester, so that students will always have a final semester to make new plans and make one last effort to wrap up a Masters or Doctoral thesis. Complete following successful defense of specialty paper proposal and give to the secretary of the Clinical Psychology Program.
Complete following successful fulfillment of the teaching requirement and give to the secretary of the Clinical Psychology Program. Skip to main content. University of Pittsburgh. Objectives and Competencies In order to reach the overall primary goals of training successful clinical scientists, practitioners, and teachers, the Program has identified a series of general objectives and associated competencies that all students should possess prior to receiving the Ph.
Elective Courses Four additional elective courses are required. Clinical Practica Students are required to complete a minimum of 6 terms 16 credits of Clinic Practica Psychology , in the Clinical Psychology Center , registering for 1 credit during the summer of first year, 3 credits during each of Fall, Spring, and Summer terms of second year, and 3 credits during Fall and Spring terms of the third year.
Exceptions to any of the above require Program approval. Course Exemptions Required courses may be exempted on the basis of prior experience or graduate course work at other institutions. Definition of Core Courses A subset of the required courses are defined as core course requirements for purposes of the graduate school. Grades A. B- is accepted as a passing grade in the required statistics courses B. B- is accepted as passing for all elective courses D.
Students must maintain an overall GPA of at least 3. Full-time Study Students are admitted to the Clinical Psychology Program with the understanding that they will engage continuously in full-time study toward the Ph. Teaching Requirement To obtain a PhD in the Department of Psychology all students are required to demonstrate proficiency in teaching. Jeffrey Cohn, Ph. Thomas Kamarck, Ph. Stephen Manuck, Ph. Anna Marsland, Ph. Michael Pogue-Geile, Ph. Kathryn Roecklein, Ph. Michael Sayette, Ph. Handbook of Personality Psychology. Handbook of Social Psychology.
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