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This paper is an example of a case report for a state examination in the field of clinical psychology -- neuropsychology. The case report was used during the examination in 2023 and received a positive rating. Its publication is an attempt to respond to the still reported difficulties in accessing exemplary works of this type. Due to publication limitations, some elements of the description have been shortened. The article can also be treated as a case study on the cognitive functioning of a person with active herpes encephalitis. Both screening scales, such as Addenbrooke's Cognitive Examination III and Frenchay Aphasia Screening Test, as well as other scales to measure individual cognitive functions were used in order to assess the patient. [ABSTRACT FROM AUTHOR]

Learning Development is a field of practice concerned with supporting students to develop their study skills, including academic and assessment literacies. It is strongly rooted in values that are student-centred, collaborative and emancipatory rather than remedial or deficit. However, in the wider dominant culture of UK HE institutions, Learning Developers are often placed in an implicitly hierarchical relationship with students, "giving advice and guidance", at odds with these values. Without a clear model for practice to help them enact their values in a student-centred and dialogic way, Learning Developers may risk pathologizing the student, depriving them of agency and expertise, in an overly prescriptive and instrumental approach to skills development. This paper explores formulation, a core skill in Clinical Psychology, and its applicability in Learning Development. Formulation is a method of integrating theory and practice, clinical expertise with the client's own experience and insight, through its meaning to the client. With a focus on equality, person-centred practice and co-created meaning, it is well aligned to Learning Development values. This paper examines how formulation can be adapted for Learning Development one-to-one work and other forms of provision, and proposes a practical model, the Five Ps of LD, which integrates multiple perspectives with longitudinal, cross-sectional and socio-cultural factors into a holistic shared understanding of the Learning Development need.

Background: Mental imagery (MI) has been described as the “ability to simulate in the mind information that is not currently being perceived by the sense organs” (Moran, 2012, p. 166). The vividness of mental imagery has been defined as the clarity, brightness, or intensity of an image as reported by the individual (Marks, 1973). There are many studies conducted on vividness in typically developing (TD) individuals, however, no attempt has been made either to assess the vividness of mental imagery in people with intellectual disability (ID) or compare it with that of typically developing (TD) adults. Metods: A vividness of imagery test (comprising a modified version of the Vividness of Visual Imagery Questionnaire 2, (VVIQ-2; Marks, 1995), and two items of the Age Projection Test, (APT; Ahsen, 1988) were administered to participants with mild, moderate, and severe ID. Their performance on the vividness scale was compared with typically developing individuals. Measures for cognitive and adaptive functioning were administered to ascertain the ID level of participants. Results: The results of this study reveal a non-significant group difference between people with mild ID, moderate ID, and TD on the vividness of mental imagery and eidetic imagery. People with severe ID performed significantly lower than the other three groups. Conclusion: Despite their cognitive impairment, a non-significant difference between the performance of people with mild and moderate ID and typically developing individuals on imagery vividness scale is noteworthy.

Eidetic model of growth (EMG) is a form of psychotherapy developed for people with intellectual disabilities (ID). EMG is based on the theoretical tenets of eidetic psychotherapy of Akhter Ahsen, which uses eidetic imagery as its major therapeutic tool. The literature review did not find any empirical study on eidetic imagery-based psychotherapy for people with ID except reviews and case histories. This study investigates the clinical utility of therapeutic techniques based on eidetic imagery as developed by Ahsen and Syed.In this study thirty participants with mild and moderate ID were recruited. Participants were recruited from the services for people with ID. These services were contacted to recruit participants who had experiential (i.e., abuse, trauma etc.), emotional (i.e., bereavement, attachment problems), psychiatric (i.e., anxiety, depression) and behavioural (i.e., anger, aggression) problems and to seek consent from the potential participants. The Anxiety Depression and Mood Scale (ADAMS) was administered to the participants before the therapy started, after every 5th session and once the therapy was terminated. The statistical analysis of the pre-therapy and post-therapy scores of participants on the ADAMS was carried out to measure the therapeutic outcome.Paired-sample t-test revealed a significant difference between the pre-therapy and post-therapy scores of participants on ADAMS, with a large effect size (d = 1.54). The result indicates existence of eidetic imagery in people with ID and its promising therapeutic utility.

The theme of the 10th annual National Rehabilitation Educators conference emphasized research and teaching ideals in the areas of clinical supervision, evidence-based practice in rehabilitation, rehabilitation counseling process, effective rehabilitation counseling training strategies, accreditation and licensure, rehabilitation ethics, and various rehabilitation outcomes. There was a wealth of information presented in person by practitioners, educators, or graduate students at the conference that reflected a discipline comprised of individuals eager to move research forward and improve the quality of rehabilitation education and service delivery. When the "Call for Proposals" was initially disseminated, there was concern as to whether there would be enough proposals to fill the conference; however, the opposite was the case. There was indeed no shortage of quality proposals and interest in participating, clearly reflecting the evolution of the field's success. Conference presenters did an incredible job of delivering their ideals, providing a vision for the future, and expressing the inevitable needs marked by the evolution of the field of rehabilitation counseling. This paper presents the proposal abstracts as listed in the conference program proceedings with contact information of the principal presenter. In this way, persons unable to attend the conference may benefit as well.

Mental health professionals can help patients understand exceptional and paranormal experiences, integrate them into day-to-day life, and cope with confusion and anxiety that sometimes accompany them. However, a broader clinical perspective and specialized training in clinical parapsychology is needed. In the first part of the paper I argue that psychiatry as currently practiced is limited because it embraces a strictly materialist paradigm, emphasizes treatment over prevention, and relies principally on pharmaceuticals that are often ineffective and/or unsafe. A paradigm shift in psychiatry is taking place that will soon lead to novel concepts of energy and innovations in therapeutic approaches. In the second part of the paper I review the ongoing debate over consciousness, implications of novel understandings of energy for psychiatry, and research findings in physics, neuroscience and parapsychology that are contributing to a postmaterialist paradigm in psychiatry. I comment on an important problem in the philosophy of science called Hempel's dilemma and argue that future scientific theories of consciousness will probably encounter similar conceptual limits to those faced by current theories. Following Beauregard, Trent and Schwartz (2018) I argue that different categories of theories may be needed to adequately explain the variety of human experiences and I propose an integral paradigm that acknowledges the validity of both conventional scientific explanations and postmaterialist theories of consciousness. Finally, I discuss implications of postmaterialism for research, education and training in psychiatry.

Background: Successful aging is often linked to individual's ability to demonstrate resilience: the maintenance or quick recovery of functional ability, well-being, and quality of life despite losses or adversity. A crucial element of resilience is behavioral adaptability, which refers to the adaptive changes in behavior in accordance with internal or external demands. Age-related degradation of executive functions can, however, lead to volition problems that compromise flexible adjustment of behavior. In contrast, the reliance on habitual control has been shown to remain relatively intact in later life and may therefore provide an expedient route to goal attainment among older adults. In the current study, we examine whether a metacognitive self-help intervention (MCSI), aimed at facilitating goal striving through the gradual automatization of efficient routines, could effectively support behavioral adaptability in favor of resilience among older adults with and without (sub-clinical) mental health problems. Methods: This metacognitive strategy draws on principles from health and social psychology, as well as clinical psychology, and incorporates elements of established behavioral change and activation techniques from both fields. Additionally, the intervention will be tailored to personal needs and challenges, recognizing the significant diversity that exist among aging individuals. Discussion: Despite some challenges that may limit the generalizability of the results, our MCSI program offers a promising means to empower older adults with tools and strategies to take control of their goals and challenges. This can promote autonomy and independent functioning, and thereby contribute to adaptability and resilience in later life. Trial registration: Pre-registered, partly retrospectively. This study was pre-registered before the major part of the data was collected, created, and realized. Only a small part of the data of some participants (comprising the baseline and other pre-intervention measures), and the full dataset of the first few participants, was collected prior to registration, but it was not accessed yet. See: https://osf.io/5b9xz [ABSTRACT FROM AUTHOR]

Psychological scientists draw inferences about populations based on samples—of people, situations, and stimuli—from those populations. Yet, few papers identify their target populations, and even fewer justify how or why the tested samples are representative of broader populations. A cumulative science depends on accurately characterizing the generality of findings, but current publishing standards do not require authors to constrain their inferences, leaving readers to assume the broadest possible generalizations. We propose that the discussion section of all primary research articles specify Constraints on Generality (i.e., a “COG” statement) that identify and justify target populations for the reported findings. Explicitly defining the target populations will help other researchers to sample from the same populations when conducting a direct replication, and it could encourage follow-up studies that test the boundary conditions of the original finding. Universal adoption of COG statements would change publishing incentives to favor a more cumulative science. [ABSTRACT FROM AUTHOR]

Given the range and extent of problematic content and behaviour described in the OHWP, government concern and scrutiny is certainly merited. If we set aside the focus on harms or illegal content, the OHWP could instead be read as a manifesto for government-led platform governance. If viewed from a platform governance perspective, the most significant failing of the duty of care approach is that (at least as currently framed) it doesn't tackle the unique regulatory challenges posed by problematic behaviour and content on platforms. The proposed "duty of care" may in practice require procedural accountability on the part of platforms, but by choosing to target rhetorical simplicity over principles for good governance, it fails to provide a broad-ranging normative framework for platform governance that could truly set an international standard. [Extracted from the article]

This paper describes the development and delivery of an innovative approach to teaching qualitative research methods in psychology. The teaching incorporated a range of "active" pedagogical practices that it shares with other teaching in this area, but was designed in such a way as to follow the arc of a qualitative research project in its entirety over several sessions, whilst episodically dealing with distinct methodological approaches along the way. In line with this design, and the mutuality of the learning, it was called a "qualitative learning series". Following Mason (2002), the paper also considers the challenge of qualitative teaching in the context of academic psychology, and touches upon whether developments in the years since have made for much difference. These strands of the paper come together in how the teaching met these challenges.

Conventional statistics methods in most psychological research, such as null-hypothesis significance tests (NHSTs), use aggregated values (i.e., the sample means) of group behaviours to make inferences about individuals. Such inferences are possibly erroneous because groups of humans rarely, if ever, constitute an ergodic system. To assume ergodicity without checking is to commit the 'ergodic fallacy'. The aim of the current study was to examine the prevalence of this error in contemporary psychological research. We analysed three highly cited 'Q1' journals in the fields of clinical, educational and cognitive psychology for statements that indicated this error. As hypothesized, the ergodic fallacy was found in the vast majority of the papers investigated here. We also hypothesised that the prevalence of this error would be highest in cognitive psychology papers because this field typically assesses theoretical claims about universal cognitive mechanisms, whereas clinical and educational psychology are more concerned with empirically supported interventions. This hypothesis was also supported by our results. Nonetheless, the prevalence of the ergodic fallacy was still high in all fields. Implications are discussed with respect to the reporting of research findings and the validity of theories in psychology. [ABSTRACT FROM AUTHOR]

This paper provides a description of a postgraduate clinical psychology training programme's journey towards becoming more biculturally responsive and how the learnings from this have been applied to the wider Department of Psychology at the University of Canterbury (UC), Aotearoa New Zealand (NZ). The paper includes a discussion of cultural competency, and frameworks which have been proposed as a way to blend Western and Maori knowledge and clinical and cultural practices. The reasons for introducing the changes, the process of change and the actual changes are described, together with a discussion of the outcomes of the changes. Key principles in undertaking the changes were that it was considered important that the process that was seen as an ongoing journey. Further guiding principles were that a graded, integrated approach was required, undertaken in partnership with Maori, and with a commitment to biculturalism before multiculturalism.

Innovations in data science like predictive analytics, data mining, and data reduction have improved a variety of fields. Innovations in data science have also enabled the growth of two data-driven movements primarily used in clinical and counseling psychology: the common factors and common elements approaches. Each of these movements contains practical applications, such as the use of feedback within psychotherapy and the use of modular treatment. This paper describes the rationale of these movements, evidence on their effectiveness, and how these methods could potentially benefit school psychology practice within the context of multi-tiered systems of support (MTSS). Finally, the paper discusses the need for more research on these methods within school-based settings.

Music is an experience that can cross personal and professional domains alongside cultural, gender, age and generational boundaries; it can also enhance the learning process through emotional processing and connection. This paper focuses on the learning experience of qualified clinical psychologists (CPs) working in the United Kingdom. This group of CPs had experience of undertaking experiential learning and reflective writing during their professional training. It considers the potential to continue a learning process, 3 years post qualification, through long distance methods using vignette-based material. Empathising with, and understanding, the position of others from differing backgrounds is an important competency within the therapeutic work of CPs and this comes alongside acknowledging and understanding ones? own experiences, both past and present. CPs work with difficult life experiences and complex issues; connecting constantly can be exhausting and, perhaps, unrealistic. Yet, to truly empathise one must connect with, and understand, the lived experiences of others. We will consider what helps and hinders this process, and how music and other creative mediums can be effectively used in learning even via long distance methods. We will further consider how CPs may be well placed to enhance the learning about, and processing of, difficult emotional experiences for themselves, other clinicians and the people they might work with.

The sense of agency, our felt sense of authorship for our actions, is a difficult concept to define, yet its faltering stands at the heart of psychopathology. Historically undertheorized by psychoanalysis and typically positioned opposite relatedness by clinical psychology, Jeremy Safran conceived of agency and relatedness as paradoxically related. This paper pays tribute to Safran's ideas by taking his writings on agency as a starting point to elaborate how agency forms, and goes awry, in the relational crucible of early life. In doing so, the paper draws on the developmental theory of Winnicott, empirical research on embodied agency from adjacent fields of study, and Safran's clinical phenomenology. [ABSTRACT FROM AUTHOR]

Sanah Ahsan is an award-winning poet and a qualified clinical psychologist. Ahsan has a growing profile in the public conversation about mental health. She is currently building anti-racism as a core competence into clinical psychology training. Her work has been featured by the BBC, Channel 4, Shakespeare's Globe and Southbank's WoW festival. She presented the 'Dispatches' documentary 'Young, British and Depressed'. She has also fronted campaigns for the charity Childline on 'coming out to religious parents' and the therapeutic practice of poetry. Emma Williams spoke to Sanah Ahsan about matters of race, education, the arts, and how she draws on the interconnection between these areas in her own practice and research on mental health.

In this commentary, I discuss two papers, one by Sandra Silverman and one by Maureen Murphy, each in different ways charting the challenges and possibilities in work where the analyst's subjectivity and the patient's cross or merge in demanding, sometimes tragic, sometimes brutally difficult ways. I consider the role of shame and mourning in the analyst's work to contain material with patients in profound distress and in important identificatory links to the analyst. I explore the demands on the analyst in these extreme situations and the dilemmas around analytic self care, a process I argue that is insufficiently theorized. [ABSTRACT FROM AUTHOR]

This paper describes how training school and clinical psychology graduate students in early childhood mental health consultation (ECMHC) has the potential to fill gaps in the ECMHC workforce, enhance the capacity of early care and education (ECE) providers to effectively support the mental health needs of children and families, and help ECE programs provide equitable services to children and families. We first present the need for explicit ECMHC training in school and clinical psychology doctoral programs, and how didactic coursework and practica could align with national competencies for high-quality ECMHC. We then illustrate how graduate programs might aspire to greater impact by (1) shifting to promotion and prevention, systems- and organizational-based practice orientations, and equity and cultural competence principles; and (2) leveraging ECE programming to infuse ECMHC practice. We conclude with a call to action for graduate programs to address this need for mental health professionals with specialized ECMHC competencies.

This article comments on the research paper "A hypothesis about Spiegel et at's 1989 paper on psychosocial intervention and breast cancer survival" by Bernard H. Fox. Dr. Fox underestimates the importance of randomization done by present author. The reason that the authors have done randomized trials is because any attempt to match a study sample with some other comparison sample is open to the possibility of bias. The fundamental premise of randomized clinical trials is that the only thing that systematically distinguishes intervention from control patients is their randomization status. If this is the case, prognostic variables, such as site of metastasis, tumor type, and other potential confounds, are unlikely (but not unable) to account for the differences observed. Dr. Fox assumes improbable results as fact in his analysis of the study conducted by authors of the present article. There is a bit of a bias in Dr. Fox's analysis of sample differences.

This discussion considers the elements of mythos and story telling that frame the case material Francoise Davoine offers and analyzes. In this discussion, I highlight the role of nachtraglichkeit, the nonlinearity of time and temporality that shapes the key events in this clinical narrative. I consider the relational aspects of countertransference, enactment, and personal analysis that shape Davoine's analytic listening and the uncanny effects of historical trauma that enter both analyst and analysand. This discussion also considers the interlocking of speech effects and temporality, the role of unconscious dialogues across history and time, that arise unbidden in clinical work. The analyst's freedom to live imaginatively in a process somewhat outside her clinical management is viewed as a key to the freeing of processes of mourning and rehabilitation in the patient. [ABSTRACT FROM AUTHOR]

In my discussion of Levenkron's article, I consider ways of understanding the patient's therapeutic progress that were not highlighted by the author. Adding my own criteria to Levenkron's definition of enactment, I suggest that what the author labels as enactment might be seen as a last-ditch but successful effort to get patient and analyst out of a stuck and painful place. I explore the interplay of confrontational and nonconfrontational interventions in contributing to cure, and I suggest placing a greater emphasis than did the author, on the intersubjective contexts out of which the patient's troublesome behaviors emerged. [ABSTRACT FROM AUTHOR]

Examines the implications of empirically supported treatment (EST) for clinical research, practice and training in psychotherapy. Efficacy of several therapeutic techniques for the treatment of focal symptoms; Development of clinical skills necessary to become effective therapists; Attempts to establish a list of specific disorders in EST.

Comments on the impact of psychoanalytic therapy research on clinical psychoanalytic activity. Manualization of therapy approaches; Interrelation between research and clinical activity; Effectiveness of psychoanalytic therapies.

Introduction: The discrepancy between what is known from clinical research and what is done in applied clinical practice is called the "science-to-service gap." Teaching students to bridge this gap must be a primary focus of graduate education in applied psychology sub-disciplines. Statement of the Problem: Since science is fluid, an exclusive focus on teaching current empirically supported practices is insufficient. To make a meaningful impact, graduate students need opportunities to practice scientific reasoning in community settings. Literature Review: Service Learning facilitates applied experiences for students to practice scientific reasoning in "real world" settings in collaboration with community partners. Objective: In this paper, we describe the SL pedagogy and model how to apply the pedagogy to a sample graduate-level course. Teaching Implications: SL courses facilitate high impact opportunities for students to practice data-driven decision-making while serving the community. Conclusion: SL benefits students and the community. Future work can build on the model course we describe by evaluating the outcomes of SL courses against other models of effective teaching.

In the late nineteenth and early twentieth centuries, American psychologists began addressing problems related to the intellectual capacity of students enrolled in public schools. This paper focuses on the role and influence of psychologists in addressing these problems, specifically the difficulty of classifying students deemed feeble-minded and backward. This paper discusses the diagnostic theory of the clinical psychologist John Edward Wallace Wallin (1876-1969), who was one of America's leading proponents of diagnosing and classifying students in public schools. I show that, in addressing treatment for the feeble-minded and backward, he emphasised educational instruction suited to a child's individual needs and adopted individual/multiphase methods rather than primarily focusing on efficiency-based diagnostic methods. In a democratic society, such as the USA, it was important to establish educational placement and differentiated instruction suited to individual needs.

Illustrations of how ideas from community psychology may be integrated with clinical psychological thinking and practice are described from the perspective of a clinical psychologist working in the NHS. The intentions are to consider socially relevant conceptualizations of the causes of people's well-being and distress, and to develop ways of helping individuals and communities to clarify and address these causes. Incorporating an analysis of social power also necessitates a critical awareness of the limited potency of psychological interventions. © 1998 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

This paper analyzes how knowledge is reproduced as "universal" in contemporary higher education and how this production of universality influences the application of knowledge. Using a case study of clinical psychology, it describes the results of over two years of ethnographic fieldwork in a university and professional settings in Singapore with short comparative field studies in Australia and the Netherlands. The results provide critical insights into the cultural effects and knowledge contestations within transnational higher education.

This paper reviews the history of the continuum of services in intellectual disability programmes. The emergence of public school special education in the USA in the first two decades of the twentieth century is used as a case study of this history by focusing on events and personalities connected to the St Louis Public Schools. Using Annual Reports from the era along with the abundant publications and personal papers of J.E. Wallace Wallin, the author explores how the growing class of specialists in clinical psychology and psychometrics gained a foothold in the schools as educational gatekeepers for student placements along an increasingly elaborate "continuum of care". The paper interprets this quest for professional legitimacy as a three-sided conversation with Wallin (and his colleagues) in the middle between the medical officers of institutions for the feeble-minded on the one hand, and the educators of urban school systems on the other. Implications for the current discussions of inclusive approaches to education are discussed.

The idea that the therapeutic relationship is at the core of psychotherapy is shared by most therapeutic approaches. Also, an increasing variety of therapeutic approaches, consider experiential techniques as central tools to promote effective therapeutic change. Commonly, it is argued that the creation of a positive, empathic, safe, and solid therapeutic alliance should be a prerequisite for administering these techniques. However, recent evidence is beginning to challenge this cautious stance showing that the introduction of experiential work early in therapy can be safe and effective. So, the quality of the therapeutic relationship may either facilitate or hinder the use of experiential techniques, but the use of these techniques may also strengthen or cause ruptures in the therapeutic alliance. So how do we balance the attention to the therapeutic relationship and the use of active, emotionally arousing techniques? In this paper, we present an issue of the Journal of Clinical Psychology: In Session exploring the complex interplay between therapeutic relationship and experiential practices in light of different psychotherapeutic approaches. We do so by first providing an initial overview of the topic. Next, we introduce the five papers of the issue along with some thoughts on how authors from diverse psychotherapeutic orientations contributed to illustrate and reflect on this multifaceted "dance" between therapeutic relationship and techniques. [ABSTRACT FROM AUTHOR]

The purpose of this article is to provide school psychologists and other educational professionals with important information regarding the epidemiology, etiology, assessment, and treatment of early onset schizophrenia (EOS). The central aim herein is to bring science to practice by succinctly highlighting key considerations for school psychologists and other educational professionals. A review of recent research and relevant literature is presented reflecting the current knowledge regarding EOS during childhood. This paper emphasizes the importance of understanding the multidimensional character of EOS. With regard to EOS, the developmental psychopathology perspective explores how these behaviors emerge, considering sociocultural, biogenetic, personality, family, emotional, cognitive and behavioral domains. School psychologists are in a critical position to facilitate the academic achievement and healthy development of individuals who meet criteria for EOS. To help accomplish these aims, several web sites are included for professionals who use the internet as a resource. This paper provides school psychologists with the tools and foundation knowledge needed to be the most effective advocates and collaborators for students and families facing the challenges of EOS.

This paper explores the idea of possible proto-experiences of the prenatal child in the context of Bion's model of container/contained. The physical configuration of the embryo/foetus contained in the maternal uterus represents the starting point for an enquiry into the unborn child's possible experiences of its state of being contained in a container. The paper takes into consideration the sensory dimensions of auditory, tactile and kinaesthetic levels of awareness of the prenatal child in relation, respectively, to the maternal voice and the uterine environment. The author's hypothesis is that concrete prenatal experiences of containment may have their mental counterpart in the development of a proto-mental container and memory, the existence of which can be observed in the newborn infant. It is also suggested that prenatal proto-experiences of containment may prepare the child for further postnatal realisations of the pre-conception of containment and represent the experiential basis for the encounter with the breast. Observations of newborn babies in an obstetric ward, as well as the observation of a prematurely born child, seem to confirm the idea that the intrauterine experience of container/contained plays a role in the child's prenatal development. The meaning of prenatal thumb-sucking is explored in terms of the model of container/contained at a part-object level. An observation of the play of a three-year-old child offers material for further thought about the meaning and function of the introjected configuration of container/contained for the development of a sense of identity and symbolic thinking. The clinical case of an autistic child who survived a threatened miscarriage shows how the emotional containment in psychotherapy allowed the formerly inaccessible nameless dread to re-emerge and be represented and shared. (Contains 2 notes.)

Research has been carried out on the application of "mindfulness" to a number of different populations in varying contexts, some of which traverse the field of educational psychology. This discussion paper explores what is understood as mindfulness and outlines the breadth of its application. As well as more extensive research into the use of mindfulness with adults in clinical settings, there has been initial research carried out in the use of Mindfulness-Based Approaches (MBA) with children and parents. MBA have also been used within therapy and coaching which has some similarity to educational psychology consultation with teachers and parents. This paper proposes that the future role of MBA within educational psychology might be one of cautious use by practitioners and the development of a greater body of evidence relating to efficacy in this field.

Educational context plays a role in promoting and maintaining multicultural competence. Whereas in the past decade psychology has considered the impact of multiculturalism in educational training; however, less attention has been paid to the institutional contexts that house these efforts. In this paper, four professional psychologists with expertise in multicultural education enumerate the barriers they encountered as they attempted to establish culture-centered educational contexts. Focusing on three specific educational contexts (a psychology department, a training clinic, and a medical setting), they provide insightful and compelling narratives that educators can relate to and apply to their own institutions. The article concludes with recommendations.

Following evidence based literature, the Birmingham Clinical Psychology Service for People with Learning Disabilities ran a Loss and Bereavement Psychotherapy Group. The group consisted of five adults with mild learning disabilities, who met for 8 consecutive weeks. This paper reports the process of setting up a bereavement group for people with learning disabilities, detailing the development of session plans and structure of the group. The authors encourage allied health professionals to consider setting up similar groups within their learning disabilities services, bearing in mind reflections on practical issues highlighted within this paper. (Contains 1 table.)

This paper describes the application of child psychotherapy, its theory and practice, in a Pupil Referral Unit (PRU). It examines the importance of a flexible approach to outreach work and the implementation of interventions that take into consideration both the internal and the external world of the adolescent. Furthermore, the process of development of a psychodynamic group with PRU students is described and illustrated. Additionally, it explores the importance of developing psychodynamic models of working with allied professionals in supervision and collaborative efforts in general. The paper explores the usefulness of the concept of mentalisation when working in the context of schools as well as the need to develop an accessible psychodynamic language that enables multidisciplinary collaboration. Overall, this paper reflects on the importance of holding in mind the challenge of balancing the needs of the external and the internal world, which becomes very evident in the process of outreach work. (Contains 1 figure and 1 note.)

With the advent of the Internet, delivered assessment applications are likely to make a difference in clinical psychology and in health care in general. The purpose of the present paper was to present an overview of the authors' experience regarding Internet administration of diagnostic interviews, questionnaires, and information processing tests. A conclusion is made that psychiatric assessments via the Internet are not yet to be recommended, but that questionnaire assessments are likely to generate equivalent or even superior data quality than traditional paper and pencil administration. Finally, the use of Internet-delivered tests of information processing is commented upon. Although these tests have been influential in theory development in clinical psychology, large-scale dissemination of tests has been slowed down by the need for laboratory facilities. Internet administration can provide new opportunities to administer tests from the patient's own home. (Contains 1 table and 1 figure.)

To enhance student performance, prevent attrition, and build a learning community, two courses were linked together by requiring concurrent enrollment. "Writing Effectively," an upper-division composition course, was linked with "Abnormal Psychology," an upper-division clinical psychology course, requiring concurrent enrollment in both. In short, "Writing Effectively" was the "treatment" for linked course students studying "Abnormal Psychology." In "Writing Effectively," the students worked on mastery of APA style, argument and research for their "Abnormal Psychology" papers, and peer review of research paper drafts. In evaluating the linked courses, the authors were interested in answering the following questions: (1) Do students in linked courses perform better academically than students in the same, unlinked courses?; (2) Are students in linked courses less likely to drop out of the course(s) before the end of the quarter?; and (3) Do students in linked courses report greater satisfaction of their learning experiences? Students in an unlinked class were used as a comparison group. Grades, evaluations, and attrition rate suggest that linking courses can improve writing and exam scores and reduce attrition.

Behavioral momentum theory provides a quantitative account of how reinforcers experienced within a discriminative stimulus context govern the persistence of behavior that occurs in that context. The theory suggests that all reinforcers obtained in the presence of a discriminative stimulus increase resistance to change, regardless of whether those reinforcers are contingent on the target behavior, are noncontingent, or are even contingent on an alternative behavior. In this paper, we describe the equations that constitute the theory and address their application to issues of particular importance in applied settings. The theory provides a framework within which to consider the effects of interventions such as extinction, noncontingent reinforcement, differential reinforcement of alternative behavior, and other phenomena (e.g., resurgence). Finally, the theory predicts some counterintuitive and potentially counterproductive effects of alternative reinforcement, and can serve as an integrative guide for intervention when its terms are identified with the relevant conditions of applied settings. (Contains 3 footnotes and 13 figures.)