Clinical Psychology
Ninth Edition ©2023 Jonathan S. Abramowitz; Mitchell Prinstein; Timothy Trull Formats: Achieve, E-book, Print
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Authors
-
Jonathan S. Abramowitz
Jonathan S. Abramowitz is Professor of Psychology and Neuroscience, and Director of Clinical Training at the University of North Carolina at Chapel Hill (UNC-CH). He also serves as Direc-tor of the UNC-CH Anxiety Clinic. Jon earned his PhD in clinical psychology at the University of Memphis in 1998 and has been at UNC-CH since 2006. His research and clinical interests focus on anxiety and related disorders, including obsessive-compulsive disorder (OCD), and he has received international recognition, honors, and awards for his scientific, clinical, and professional contributions in these areas. Most recently, he was awarded the University of North Carolina Faculty Award for Excellence in Doctoral Mentoring. Working with many students and collaborators, he has published over 300 research articles, book chapters, encyclopedia entries, and books. Jon served as President of the Association for Behavioral and Cognitive Therapy (ABCT) from 2015 to 2016 and founded (and served as the first Editor-in-Chief of ) the Journal of Obsessive-Compulsive and Related Disorders. His previous positions include Assistant/Associate Professor at the Mayo Clinic and Mayo School of Medi-cine (2000-2006), and Postdoctoral Fellow and Instructor at the University of Pennsylvania (1999–2000).
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Mitchell Prinstein
Dr. Mitchell J. Prinstein is the Chief Science Officer of the American Psychological Association and John Van Seters Distinguished Professor of Psychology and Neuroscience at the University of North Carolina at Chapel Hill. For over 25 years, Mitch’s research has examined interpersonal models of internalizing symptoms and health risk behaviors among adolescents, with a specific focus on the unique role of on- and off-line peer relationships in the developmental psycho-pathology of depression and self-injury. He has published over 150 peer-reviewed papers and 9 books, including graduate volumes on assessment and treatment in clinical child and adoles-cent psychology, a set of encyclopedias on adolescent development, and the acclaimed trade book, “Popular: Finding Happiness and Success in a World That Cares Too Much About the Wrong Kinds of Relationships.” He is a past Editor for the Journal of Clinical Child and Adoles-cent Psychology, a past-president of the Society for the Science of Clinical Psychology and the Society of Clinical Child and Adolescent Psychology, and served on the Board of Directors of the American Psychological Association. Mitch has received several national and university-based awards recognizing his contributions to research, classroom instruction, for profes-sional development training, as a mentor, and for his national contributions to education and training at the local, state, and national level. Mitch and his work have been featured in over 200 pieces in The New York Times, The Wall Street Journal, National Public Radio, the Los Angeles Times, CNN, U.S. News & World Report, Time magazine, New York magazine, News-week, Reuters, Family Circle, Real Simple, All Things Considered, and in two TEDx talks.
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Timothy Trull
Dr. Timothy Trull is the Curator’s Professor of Psychological Sciences and Byler Distinguished Professor at the University of Missouri–Columbia. He enjoys teaching a variety of courses in clinical psychology, particularly Introduction to Psychopathology and Introduction to Clin-ical Psychology, as well as supervising clinical psychology graduate students in their research, assessment, and clinical work. Tim earned his MA and PhD in clinical psychology at the University of Kentucky. Tim publishes much of his research in the Journal of Abnormal Psychology (now called Journal of Psychopathology and Clinical Science), 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 disor-der, exploring the relations between personality disorders and substance use disorders, assessing genetic and environmental influences on personality and psychopathology, and using ambulatory assessment in clinical psychology. In addition to his work at the university, Tim is a member of the scientific faculty at the Missouri Center for Addiction Research and Engagement (MOCARE) and is a practicing clinical psychologist. He has won a number of awards that include Outstanding Alumnus, University of Kentucky; the Graduate Faculty 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.
Table of Contents
Part I FOUNDATIONS
Chapter 1 Clinical Psychology in Context
Professionals Working in the Fields of
Mental Health
Psychiatrists
Social Workers
Licensed Professional Counselor
Psychiatric Nurses
Marriage and Family Therapists
“Psychotherapist,” “Life Coach,” and Other Unregulated Terms
Psychologists
Counseling and School Psychologists
Counseling Psychology
School Psychologists
Clinical Psychology
Incorporating a Multicultural Perspective
In Historical Perspective: A Brief History
Activities of Clinical Psychologists
In Practice Introductions to Shane and Kiara
Chapter Summary
Key Terms
Chapter 2 Who Is a Clinical Psychologist?
Clinical Psychology Training Models
The Scientist-Practitioner Model (The Boulder Model)
The Practitioner-Scholar Model (The Vail Model)
Emergence of Professional Schools
A Closer Look The Argosy Disaster and Professional Schools of Psychology
The Clinical Scientist Model
Components of Doctoral Training
Licensing and Credentialing
Specialties within Clinical Psychology
Clinical Child/Adolescent Psychology
Clinical Health Psychology and Pediatric Psychology
Clinical Adult Psychology
Board Certification
Chapter Summary
Key Terms
Chapter 3 Ethics in Clinical Psychology
General Principles and Ethical
Standards
Competence
In Historical Perspective: Ethical Standards Reflect the Times
Privacy and Confidentiality
Harm to Others
Others Harming a Client
Clients’ Self-Harm
Working with Youth
Relating with Clients
Consenting
Ethics and Clinical Psychology
Research
Informed Consent
Confidentiality
Deception
Debriefing
Fraudulent Data
Ethics and Diversity
Chapter Summary
Key Terms
Part II CLINICAL ASSESSMENT
Chapter 4 Psychological Assessment: Science and Practice
Psychological Assessment in Practice
The Referral and Presenting Problem
Choosing What to Assess
Selecting the Method of Assessment
Reliability
Validity
Standardization
In Historical Perspective: Psychological Assessment
Gathering Assessment Data
Drawing Conclusions
Communicating the Results
In Practice A Case Illustration of a Clinical Report
Assessment and Diverse Populations
Clinical Judgment Versus Actuarial (Statistical) Prediction
Clinical Judgment
Actuarial Prediction
Which Approach Is Better (and Why)?
Psychological Assessment in Research
Epidemiology Research
Correlational Research
A Closer Look False Causation Assumptions and the Dubious “Serotonin Imbalance” Theory
A Closer Look Neuroimaging Research:
Hope or Hype?
Cross-Sectional Versus Longitudinal Approaches
Experimental Research
Chapter Summary
Key Terms
Chapter 5 The Clinical Interview
General Characteristics of Clinical Interviews
Where to Conduct a Clinical Interview
How to Develop Rapport
How to Use Verbal and Nonverbal Language
The Use of Questions
Active Listening
Silence
Consideration of Client Strengths
Psychologists’ Stimulus Value
Psychologists’ Own Multicultural Lenses
Different Types of Clinical Interviews
Intake-Admission Interview
In Practice Sample Intake Report, Kiara
The Social History Interview
The Mental Status Examination
In Practice Excerpt from a Sample Mental Status Interview
The Diagnostic Interview
Chapter Summary
Chapter 6 Personality
Assessment
Perspectives on the Concept of Personality
The Five-Factor Model
In Historical Perspective: Personality and Personality Testing
The Situational Perspective
The Middle Ground
Personality Tests
Types of Personality Tests
Projective Tests
The Rorschach Inkblot Test
Description
Administration
Scoring
Interpretation
Reliability and Validity
The Thematic Apperception Test
Description
Administration
Scoring and Interpretation
Reliability and Validity
Objective Tests
Constructing Objective Tests
Content Validation
Empirical Criterion Keying
Factor Analysis
Construct Validity Approach
The MMPI
Description, Scoring, and Interpretation
Validity Scales
Reliability and Validity
The Revised NEO-Personality Inventory
Description and Administration
Scoring and Interpretation
Reliability and Validity Limitations
In Practice The NEO-PI-R, Kiara
Discrimination and Bias in Personality Testing
Chapter Summary
Key Terms
Chapter 7 Behavioral Assessment
How Does Behavioral Assessment Differ from Other Forms of Assessment?
Sample Versus Sign
Functional Analysis
In Historical Perspective: Behavioral Assessment
Behavioral Assessment as an Ongoing Process
Behavioral Interviews
In Practice Excerpt from a Behavioral Interview with Kiara
Behavioral Observation
Observation Methods
Interval Coding
Event Recording
Observation Settings
Naturalistic Observation
In Practice Naturalistic Observation, Shane
Controlled Observation
Self-Monitoring
The Use of Technology: Ecological Momentary Assessment
Checklists and Inventories
Cognitive-Behavioral Assessment
A Closer Look Assessing Cognitions about Private Experiences
Chapter Summary
Chapter 8 The Assessment of Intelligence
The Concept of Intelligence
Definitions of Intelligence
Theories of Intelligence
The IQ: Its Meaning and Its Correlates
The Intelligence Quotient (IQ)
Ratio IQ
Deviation IQ
Correlates of IQ
School Success
Occupational Status and Success
Demographic Group Differences
Heredity and Stability of IQ Scores
Is Intelligence Heritable?
A Closer Look Behavioral Genetics
Is Intelligence Fixed or Changeable?
Intelligence Tests
The Stanford-Binet Scales
In Historical Perspective: Intelligence Testing: Yesterday and Today
The Wechsler Scales
The Wechsler Adult Intelligence Scale-IV
The Wechsler Intelligence Scale for Children-V
In Practice Intelligence Tests, Shane
The Wechsler Preschool and Primary Scale for Intelligence-IV
IQ, Intelligence Tests, and Cultural Bias
Using Intelligence Tests in Clinical Practice
Estimating General Intelligence
Predicting Academic Success
The Appraisal of Style
Chapter Summary
Part III CLINICAL INTERVENTIONS
Chapter 9 Diagnosis, Case Formulation, and Treatment Planning
Beyond Normal and Abnormal
Abnormal as Socially or Statistically Deviant
Abnormal as Distressing
Abnormal as Dysfunctional
Where Does This Leave Us?
Psychiatric Diagnosis and Classification of Mental Disorders
DSM-5-TR
In Historical Perspective: The DSM and Psychiatric Diagnosis
Advantages of the DSM-5-TR
Communication
Research
Treatment
Limitations of the DSM-5-TR
Reliability Issues
Use of Descriptive Criteria
Ambiguous Criteria
Sociocultural Context
Categories Versus Dimensions
Overinclusiveness
Additional Concerns
Research Domain Criteria (RDoC)
Case Formulation
Components of Case Formulation
Problem List
Hypotheses about Mechanisms
Predisposing Factors
Precipitants
Applying Case Formulation
In Practice Sample Case Formulation
Multicultural Considerations
An Iterative Approach
Evaluation of the Case Formulation Approach
Developing and Communicating the Treatment Plan
Treatment Planning
In Practice Treatment Planning
Communicating the Treatment Plan
In Practice Communicating the Treatment Plan for Kiara
Monitoring Progress
Chapter Summary
Chapter 10 Psychological Treatment: Science and Practice
Defining Psychotherapy and Psychological Treatment
A Closer Look “Psychological Treatment” Versus “Psychotherapy”: What’s in a Name?
Do Psychological Treatments Work?
Whom Should We Ask?
How Should We Ask?
In Historical Perspective: The Study of Psychological Treatments
When Should We Ask?
Treatment Efficacy
Treatment Effectiveness
Multicultural Considerations
How Do Psychological Treatments Work?
Common Factors
Specific Factors
The Interactional Perspective
The Course of Psychological Treatment
Initial Contact
Informed Consent
Assessment, Conceptualization, and Treatment Planning
Implementing Treatment
Providing Psychoeducation
Managing Emotional Distress
Assigning Work and Practice between Sessions
Fostering Optimism and Self-Efficacy
Termination, Evaluation, and Follow-up
Evidence-Based Treatment, Evidence-Based Practice, and Dissemination
What Are Evidence-Based Treatment and Evidence-Based Practice?
A Closer Look The Pros and Cons of Treatment Manuals
EBT and EBP Effectiveness
Resistance to EBTs and EBP
Dissemination of EBTs
A Closer Look Technology and Dissemination of Psychological Treatments
Overcoming Complications with Dissemination
Chapter Summary
Chapter 11 Behavioral Interventions
What Is Behavioral Treatment?
The Process of Behavioral Treatment
Stages of Behavioral Interventions
Target Definition and Baseline Assessment
In Historical Perspective: Behavioral Treatment
Functional Analysis and Treatment Planning
Implementation
Outcome Assessment
Reformulation (as necessary)
In Practice The Process of Behavioral Treatment, Shane
The Client–Practitioner Relationship
Multicultural Competence and Behavioral Interventions
Applications of Behavioral Interventions
Addressing Skill Deficits
Social Skills Training
Assertiveness Training
Modifying Behavior with Rewards and Consequences
Behavioral Modification/Parent Training
Token Economies
Reducing Clinical Anxiety and Fear
Exposure Therapy
A Closer Look But What If the Feared Outcome Actually Happens?
In Practice Exposure and Response Prevention, Kiara
Progressive Muscle Relaxation
Improving Depressed Mood
Modifying Habit Behaviors
Habit Reversal Training
Cue Exposure
Aversive Conditioning
Improving Sexual Functioning
Evaluating the Behavioral Approach
Strengths
Efficacy
Efficiency
Breadth of Application
Criticisms
Chapter Summary
Chapter 12 Cognitive-Behavioral Interventions
What Is Cognitive-Behavioral Treatment?
Theoretical Basis of CBT
In Historical Perspective: The Evolution of Cognitive-Behavioral Treatment
Treatment Implications
The Process of CBT
Defining the Target Problem
Explaining the ABC Model
Assessing A, B, and C
Implementation
Outcome Assessment
Client–Practitioner Relationship
Multicultural Considerations
Applications of CBT
Rational Emotive Behavior Therapy
In Practice Disputing Kiara’s Irrational Beliefs
Beck’s Cognitive Therapy
A Closer Look The Pie Graph Technique
Cognitive Bias Modification
Multicomponent CBT Programs
Evaluating the Cognitive-Behavioral Approach
Effectiveness
Efficiency
Scope of Use
Criticisms
Chapter Summary
Chapter 13 Acceptance and Dialectical Interventions
In Historical Perspective: Acceptance and Dialectics in Psychological Treatment
Acceptance and Commitment Therapy
Theoretical Basis
A Closer Look ACT and Relational Frame Theory
Implementing ACT
Acceptance
Cognitive Defusion
In Practice Kiara’s Defusion Metaphor
Contact with the Present Moment
The Observing Self
Values
In Practice Shane’s Values
Committed Action
Client–Practitioner Relationship
Dialectical Behavior Therapy
Theoretical Basis
Implementing DBT
Mindfulness
Distress Tolerance
Emotion Regulation
Interpersonal Effectiveness
Client–Practitioner Relationship
Multicultural Considerations
Evaluating Acceptance, Mindfulness, and Dialectical Approaches
Scientific Support
Criticisms
Chapter Summary
Chapter 14 Early Approaches to Psychotherapy: Psychodynamic and Client-Centered Perspectives
Psychoanalysis and Psychodynamic Therapy
Freudian Psychoanalytic Theory
Psychic Determinism and the Unconscious
Instincts
Personality Structures
In Historical Perspective: A Brief Biography of Sigmund Freud
Psychosexual Stages
Defense Mechanisms
The Process of Psychoanalysis
Free Association
Dream Analysis
Interpretation
Resistance
Transference and Countertransference
Process Stages
Contemporary Psychodynamic Psychotherapy
Research Support
A Closer Look Features of Interpersonal Psychotherapy (IPT)
Client-Centered Therapy
In Historical Perspective: Carl Rogers and Client-Centered Therapy
Theoretical Basis
Empathy
Unconditional Positive Regard
Congruence
The Process of Client-Centered Therapy
In Practice Therapist–Client Interactions in Client-Centered Therapy
Research Support
Multicultural Considerations
Chapter Summary
Key Terms
Chapter 15 Group, Family, and Couple-Based Interventions Group Interventions
Types of Groups
Directive Groups
In Historical Perspective: The Group Therapy Movement
A Closer Look The Unified Protocol
Nondirective Groups
Group Composition
Confidentiality
Efficacy and Effectiveness
The Future of Group Treatment
Family-Based Interventions
Emphasis on Communication
The Process of Family Therapy
In Historical Perspective: The Inauspicious Beginnings of Family Therapy
Types of Family Therapy
Conjoint Family Therapy
A Closer Look Conjoint Family Therapy
Other Common Types
Ethical and Multicultural Considerations
Confidentiality
Culture and Family Therapy
Efficacy and Effectiveness
Couple-Based Interventions
Types of Couples Therapy
In Historical Perspective: The Transformation of Couples Therapy
Cognitive-Behavioral Couples Therapy
A Closer Look Emotional Expressiveness Training
Emotion-Focused Couples Therapy
Multicultural Considerations
Efficacy and Effectiveness
Chapter Summary
Key Terms
Part IV SPECIALTIES
Chapter 16 Clinical Psychology and Medical Health
The Mind–Body Link
Stress
In Historical Perspective: The Evolution of Health Psychology
A Closer Look COVID-19’s Disproportional Impact on Black Americans
Behavior and Cognition
Personality
Social Support
Intervention Methods
A Closer Look Health Psychology and Cardiovascular Disease
Biofeedback and Relaxation
Behavioral Techniques
Cognitive-Behavioral Methods
Acceptance
Prevention Strategies
Reducing Cigarette Smoking
Decreasing Problem Drinking
Addressing Obesity
Health and Pediatric Psychology in Medical Settings
Coping with Medical Procedures
Increasing Compliance with Medical Instructions
In Practice Consultation/Liaison Psychology
Multicultural Competence
Professional and Ethical Issues
Professional Issues
Verbal and Written Communication
Medical and Pharmacological
Knowledge
Ethics
Informed Consent
Confidentiality
Chapter Summary
Chapter 17 Clinical Psychology and the Law \
What Is Forensic Psychology?
Activities of Forensic Psychologists
Providing Expert Testimony
In Historical Perspective: The Origins and Growth of Forensic Psychology
Testifying in Criminal Cases
The Insanity Plea
Competency to Stand Trial
Testifying in Civil Cases
Commitment to Mental Institutions
Domestic Issues
Predicting Dangerousness and Psychological Criminal Profiling
Predicting Dangerousness
Psychological Criminal Profiling
A Closer Look Profiling the “Unabomber”
Conducting Psychological Autopsies
Consulting with Lawyers about Their Cases
Jury Selection
Jury Shadowing
Witness Preparation
Helping Attorneys Present Their Arguments
Research in Forensic Psychology
Eyewitness Identification and
Testimony
Jury Behavior
Multicultural Considerations
Ethical Considerations
Chapter Summary
Key Terms
Appendix
Glossary
Product Updates
New chapters:
- Chapter 2, Who Is a Clinical Psychologist?
- Chapter 3, Ethics in Clinical Psychology
- Chapter 4, Psychological Assessment: Science and Practice
- Chapter 10, Psychological Treatment: Science and Practice
Achieve
Macmillan Learning’s Achieve sets a whole new standard for integrating activities, assessments, and analytics into one powerful learning platform. It brings together a host of features for students and instructors, including an interactive e-textbook, immersive learning activities, videos, and extensive instructor resources.
Coverage of the DSM-5-TR
Life-span focus. Rather than treating clinical child and adolescent psychology as a subspecialty of clinical (adult) psychology, the authors integrate discussions of clinical practice with youth throughout the text.
Compelling new pedagogy and writing that will engage students:
- Think Like a Clinical Psychologist questions spark critical thinking about key topics
- In Historical Perspective boxes provide a historical context to consider in tandem with the present state of each area of the field.
- A Closer Look boxes offer a deeper look at hot topics.
- Applying What You’ve Learned questions at the end of each chapter gives students the opportunity to put into practice what they’ve just been reading about in the text.
Authors
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Jonathan S. Abramowitz
Jonathan S. Abramowitz is Professor of Psychology and Neuroscience, and Director of Clinical Training at the University of North Carolina at Chapel Hill (UNC-CH). He also serves as Direc-tor of the UNC-CH Anxiety Clinic. Jon earned his PhD in clinical psychology at the University of Memphis in 1998 and has been at UNC-CH since 2006. His research and clinical interests focus on anxiety and related disorders, including obsessive-compulsive disorder (OCD), and he has received international recognition, honors, and awards for his scientific, clinical, and professional contributions in these areas. Most recently, he was awarded the University of North Carolina Faculty Award for Excellence in Doctoral Mentoring. Working with many students and collaborators, he has published over 300 research articles, book chapters, encyclopedia entries, and books. Jon served as President of the Association for Behavioral and Cognitive Therapy (ABCT) from 2015 to 2016 and founded (and served as the first Editor-in-Chief of ) the Journal of Obsessive-Compulsive and Related Disorders. His previous positions include Assistant/Associate Professor at the Mayo Clinic and Mayo School of Medi-cine (2000-2006), and Postdoctoral Fellow and Instructor at the University of Pennsylvania (1999–2000).
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Mitchell Prinstein
Dr. Mitchell J. Prinstein is the Chief Science Officer of the American Psychological Association and John Van Seters Distinguished Professor of Psychology and Neuroscience at the University of North Carolina at Chapel Hill. For over 25 years, Mitch’s research has examined interpersonal models of internalizing symptoms and health risk behaviors among adolescents, with a specific focus on the unique role of on- and off-line peer relationships in the developmental psycho-pathology of depression and self-injury. He has published over 150 peer-reviewed papers and 9 books, including graduate volumes on assessment and treatment in clinical child and adoles-cent psychology, a set of encyclopedias on adolescent development, and the acclaimed trade book, “Popular: Finding Happiness and Success in a World That Cares Too Much About the Wrong Kinds of Relationships.” He is a past Editor for the Journal of Clinical Child and Adoles-cent Psychology, a past-president of the Society for the Science of Clinical Psychology and the Society of Clinical Child and Adolescent Psychology, and served on the Board of Directors of the American Psychological Association. Mitch has received several national and university-based awards recognizing his contributions to research, classroom instruction, for profes-sional development training, as a mentor, and for his national contributions to education and training at the local, state, and national level. Mitch and his work have been featured in over 200 pieces in The New York Times, The Wall Street Journal, National Public Radio, the Los Angeles Times, CNN, U.S. News & World Report, Time magazine, New York magazine, News-week, Reuters, Family Circle, Real Simple, All Things Considered, and in two TEDx talks.
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Timothy Trull
Dr. Timothy Trull is the Curator’s Professor of Psychological Sciences and Byler Distinguished Professor at the University of Missouri–Columbia. He enjoys teaching a variety of courses in clinical psychology, particularly Introduction to Psychopathology and Introduction to Clin-ical Psychology, as well as supervising clinical psychology graduate students in their research, assessment, and clinical work. Tim earned his MA and PhD in clinical psychology at the University of Kentucky. Tim publishes much of his research in the Journal of Abnormal Psychology (now called Journal of Psychopathology and Clinical Science), 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 disor-der, exploring the relations between personality disorders and substance use disorders, assessing genetic and environmental influences on personality and psychopathology, and using ambulatory assessment in clinical psychology. In addition to his work at the university, Tim is a member of the scientific faculty at the Missouri Center for Addiction Research and Engagement (MOCARE) and is a practicing clinical psychologist. He has won a number of awards that include Outstanding Alumnus, University of Kentucky; the Graduate Faculty 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.
Table of Contents
Part I FOUNDATIONS
Chapter 1 Clinical Psychology in Context
Professionals Working in the Fields of
Mental Health
Psychiatrists
Social Workers
Licensed Professional Counselor
Psychiatric Nurses
Marriage and Family Therapists
“Psychotherapist,” “Life Coach,” and Other Unregulated Terms
Psychologists
Counseling and School Psychologists
Counseling Psychology
School Psychologists
Clinical Psychology
Incorporating a Multicultural Perspective
In Historical Perspective: A Brief History
Activities of Clinical Psychologists
In Practice Introductions to Shane and Kiara
Chapter Summary
Key Terms
Chapter 2 Who Is a Clinical Psychologist?
Clinical Psychology Training Models
The Scientist-Practitioner Model (The Boulder Model)
The Practitioner-Scholar Model (The Vail Model)
Emergence of Professional Schools
A Closer Look The Argosy Disaster and Professional Schools of Psychology
The Clinical Scientist Model
Components of Doctoral Training
Licensing and Credentialing
Specialties within Clinical Psychology
Clinical Child/Adolescent Psychology
Clinical Health Psychology and Pediatric Psychology
Clinical Adult Psychology
Board Certification
Chapter Summary
Key Terms
Chapter 3 Ethics in Clinical Psychology
General Principles and Ethical
Standards
Competence
In Historical Perspective: Ethical Standards Reflect the Times
Privacy and Confidentiality
Harm to Others
Others Harming a Client
Clients’ Self-Harm
Working with Youth
Relating with Clients
Consenting
Ethics and Clinical Psychology
Research
Informed Consent
Confidentiality
Deception
Debriefing
Fraudulent Data
Ethics and Diversity
Chapter Summary
Key Terms
Part II CLINICAL ASSESSMENT
Chapter 4 Psychological Assessment: Science and Practice
Psychological Assessment in Practice
The Referral and Presenting Problem
Choosing What to Assess
Selecting the Method of Assessment
Reliability
Validity
Standardization
In Historical Perspective: Psychological Assessment
Gathering Assessment Data
Drawing Conclusions
Communicating the Results
In Practice A Case Illustration of a Clinical Report
Assessment and Diverse Populations
Clinical Judgment Versus Actuarial (Statistical) Prediction
Clinical Judgment
Actuarial Prediction
Which Approach Is Better (and Why)?
Psychological Assessment in Research
Epidemiology Research
Correlational Research
A Closer Look False Causation Assumptions and the Dubious “Serotonin Imbalance” Theory
A Closer Look Neuroimaging Research:
Hope or Hype?
Cross-Sectional Versus Longitudinal Approaches
Experimental Research
Chapter Summary
Key Terms
Chapter 5 The Clinical Interview
General Characteristics of Clinical Interviews
Where to Conduct a Clinical Interview
How to Develop Rapport
How to Use Verbal and Nonverbal Language
The Use of Questions
Active Listening
Silence
Consideration of Client Strengths
Psychologists’ Stimulus Value
Psychologists’ Own Multicultural Lenses
Different Types of Clinical Interviews
Intake-Admission Interview
In Practice Sample Intake Report, Kiara
The Social History Interview
The Mental Status Examination
In Practice Excerpt from a Sample Mental Status Interview
The Diagnostic Interview
Chapter Summary
Chapter 6 Personality
Assessment
Perspectives on the Concept of Personality
The Five-Factor Model
In Historical Perspective: Personality and Personality Testing
The Situational Perspective
The Middle Ground
Personality Tests
Types of Personality Tests
Projective Tests
The Rorschach Inkblot Test
Description
Administration
Scoring
Interpretation
Reliability and Validity
The Thematic Apperception Test
Description
Administration
Scoring and Interpretation
Reliability and Validity
Objective Tests
Constructing Objective Tests
Content Validation
Empirical Criterion Keying
Factor Analysis
Construct Validity Approach
The MMPI
Description, Scoring, and Interpretation
Validity Scales
Reliability and Validity
The Revised NEO-Personality Inventory
Description and Administration
Scoring and Interpretation
Reliability and Validity Limitations
In Practice The NEO-PI-R, Kiara
Discrimination and Bias in Personality Testing
Chapter Summary
Key Terms
Chapter 7 Behavioral Assessment
How Does Behavioral Assessment Differ from Other Forms of Assessment?
Sample Versus Sign
Functional Analysis
In Historical Perspective: Behavioral Assessment
Behavioral Assessment as an Ongoing Process
Behavioral Interviews
In Practice Excerpt from a Behavioral Interview with Kiara
Behavioral Observation
Observation Methods
Interval Coding
Event Recording
Observation Settings
Naturalistic Observation
In Practice Naturalistic Observation, Shane
Controlled Observation
Self-Monitoring
The Use of Technology: Ecological Momentary Assessment
Checklists and Inventories
Cognitive-Behavioral Assessment
A Closer Look Assessing Cognitions about Private Experiences
Chapter Summary
Chapter 8 The Assessment of Intelligence
The Concept of Intelligence
Definitions of Intelligence
Theories of Intelligence
The IQ: Its Meaning and Its Correlates
The Intelligence Quotient (IQ)
Ratio IQ
Deviation IQ
Correlates of IQ
School Success
Occupational Status and Success
Demographic Group Differences
Heredity and Stability of IQ Scores
Is Intelligence Heritable?
A Closer Look Behavioral Genetics
Is Intelligence Fixed or Changeable?
Intelligence Tests
The Stanford-Binet Scales
In Historical Perspective: Intelligence Testing: Yesterday and Today
The Wechsler Scales
The Wechsler Adult Intelligence Scale-IV
The Wechsler Intelligence Scale for Children-V
In Practice Intelligence Tests, Shane
The Wechsler Preschool and Primary Scale for Intelligence-IV
IQ, Intelligence Tests, and Cultural Bias
Using Intelligence Tests in Clinical Practice
Estimating General Intelligence
Predicting Academic Success
The Appraisal of Style
Chapter Summary
Part III CLINICAL INTERVENTIONS
Chapter 9 Diagnosis, Case Formulation, and Treatment Planning
Beyond Normal and Abnormal
Abnormal as Socially or Statistically Deviant
Abnormal as Distressing
Abnormal as Dysfunctional
Where Does This Leave Us?
Psychiatric Diagnosis and Classification of Mental Disorders
DSM-5-TR
In Historical Perspective: The DSM and Psychiatric Diagnosis
Advantages of the DSM-5-TR
Communication
Research
Treatment
Limitations of the DSM-5-TR
Reliability Issues
Use of Descriptive Criteria
Ambiguous Criteria
Sociocultural Context
Categories Versus Dimensions
Overinclusiveness
Additional Concerns
Research Domain Criteria (RDoC)
Case Formulation
Components of Case Formulation
Problem List
Hypotheses about Mechanisms
Predisposing Factors
Precipitants
Applying Case Formulation
In Practice Sample Case Formulation
Multicultural Considerations
An Iterative Approach
Evaluation of the Case Formulation Approach
Developing and Communicating the Treatment Plan
Treatment Planning
In Practice Treatment Planning
Communicating the Treatment Plan
In Practice Communicating the Treatment Plan for Kiara
Monitoring Progress
Chapter Summary
Chapter 10 Psychological Treatment: Science and Practice
Defining Psychotherapy and Psychological Treatment
A Closer Look “Psychological Treatment” Versus “Psychotherapy”: What’s in a Name?
Do Psychological Treatments Work?
Whom Should We Ask?
How Should We Ask?
In Historical Perspective: The Study of Psychological Treatments
When Should We Ask?
Treatment Efficacy
Treatment Effectiveness
Multicultural Considerations
How Do Psychological Treatments Work?
Common Factors
Specific Factors
The Interactional Perspective
The Course of Psychological Treatment
Initial Contact
Informed Consent
Assessment, Conceptualization, and Treatment Planning
Implementing Treatment
Providing Psychoeducation
Managing Emotional Distress
Assigning Work and Practice between Sessions
Fostering Optimism and Self-Efficacy
Termination, Evaluation, and Follow-up
Evidence-Based Treatment, Evidence-Based Practice, and Dissemination
What Are Evidence-Based Treatment and Evidence-Based Practice?
A Closer Look The Pros and Cons of Treatment Manuals
EBT and EBP Effectiveness
Resistance to EBTs and EBP
Dissemination of EBTs
A Closer Look Technology and Dissemination of Psychological Treatments
Overcoming Complications with Dissemination
Chapter Summary
Chapter 11 Behavioral Interventions
What Is Behavioral Treatment?
The Process of Behavioral Treatment
Stages of Behavioral Interventions
Target Definition and Baseline Assessment
In Historical Perspective: Behavioral Treatment
Functional Analysis and Treatment Planning
Implementation
Outcome Assessment
Reformulation (as necessary)
In Practice The Process of Behavioral Treatment, Shane
The Client–Practitioner Relationship
Multicultural Competence and Behavioral Interventions
Applications of Behavioral Interventions
Addressing Skill Deficits
Social Skills Training
Assertiveness Training
Modifying Behavior with Rewards and Consequences
Behavioral Modification/Parent Training
Token Economies
Reducing Clinical Anxiety and Fear
Exposure Therapy
A Closer Look But What If the Feared Outcome Actually Happens?
In Practice Exposure and Response Prevention, Kiara
Progressive Muscle Relaxation
Improving Depressed Mood
Modifying Habit Behaviors
Habit Reversal Training
Cue Exposure
Aversive Conditioning
Improving Sexual Functioning
Evaluating the Behavioral Approach
Strengths
Efficacy
Efficiency
Breadth of Application
Criticisms
Chapter Summary
Chapter 12 Cognitive-Behavioral Interventions
What Is Cognitive-Behavioral Treatment?
Theoretical Basis of CBT
In Historical Perspective: The Evolution of Cognitive-Behavioral Treatment
Treatment Implications
The Process of CBT
Defining the Target Problem
Explaining the ABC Model
Assessing A, B, and C
Implementation
Outcome Assessment
Client–Practitioner Relationship
Multicultural Considerations
Applications of CBT
Rational Emotive Behavior Therapy
In Practice Disputing Kiara’s Irrational Beliefs
Beck’s Cognitive Therapy
A Closer Look The Pie Graph Technique
Cognitive Bias Modification
Multicomponent CBT Programs
Evaluating the Cognitive-Behavioral Approach
Effectiveness
Efficiency
Scope of Use
Criticisms
Chapter Summary
Chapter 13 Acceptance and Dialectical Interventions
In Historical Perspective: Acceptance and Dialectics in Psychological Treatment
Acceptance and Commitment Therapy
Theoretical Basis
A Closer Look ACT and Relational Frame Theory
Implementing ACT
Acceptance
Cognitive Defusion
In Practice Kiara’s Defusion Metaphor
Contact with the Present Moment
The Observing Self
Values
In Practice Shane’s Values
Committed Action
Client–Practitioner Relationship
Dialectical Behavior Therapy
Theoretical Basis
Implementing DBT
Mindfulness
Distress Tolerance
Emotion Regulation
Interpersonal Effectiveness
Client–Practitioner Relationship
Multicultural Considerations
Evaluating Acceptance, Mindfulness, and Dialectical Approaches
Scientific Support
Criticisms
Chapter Summary
Chapter 14 Early Approaches to Psychotherapy: Psychodynamic and Client-Centered Perspectives
Psychoanalysis and Psychodynamic Therapy
Freudian Psychoanalytic Theory
Psychic Determinism and the Unconscious
Instincts
Personality Structures
In Historical Perspective: A Brief Biography of Sigmund Freud
Psychosexual Stages
Defense Mechanisms
The Process of Psychoanalysis
Free Association
Dream Analysis
Interpretation
Resistance
Transference and Countertransference
Process Stages
Contemporary Psychodynamic Psychotherapy
Research Support
A Closer Look Features of Interpersonal Psychotherapy (IPT)
Client-Centered Therapy
In Historical Perspective: Carl Rogers and Client-Centered Therapy
Theoretical Basis
Empathy
Unconditional Positive Regard
Congruence
The Process of Client-Centered Therapy
In Practice Therapist–Client Interactions in Client-Centered Therapy
Research Support
Multicultural Considerations
Chapter Summary
Key Terms
Chapter 15 Group, Family, and Couple-Based Interventions Group Interventions
Types of Groups
Directive Groups
In Historical Perspective: The Group Therapy Movement
A Closer Look The Unified Protocol
Nondirective Groups
Group Composition
Confidentiality
Efficacy and Effectiveness
The Future of Group Treatment
Family-Based Interventions
Emphasis on Communication
The Process of Family Therapy
In Historical Perspective: The Inauspicious Beginnings of Family Therapy
Types of Family Therapy
Conjoint Family Therapy
A Closer Look Conjoint Family Therapy
Other Common Types
Ethical and Multicultural Considerations
Confidentiality
Culture and Family Therapy
Efficacy and Effectiveness
Couple-Based Interventions
Types of Couples Therapy
In Historical Perspective: The Transformation of Couples Therapy
Cognitive-Behavioral Couples Therapy
A Closer Look Emotional Expressiveness Training
Emotion-Focused Couples Therapy
Multicultural Considerations
Efficacy and Effectiveness
Chapter Summary
Key Terms
Part IV SPECIALTIES
Chapter 16 Clinical Psychology and Medical Health
The Mind–Body Link
Stress
In Historical Perspective: The Evolution of Health Psychology
A Closer Look COVID-19’s Disproportional Impact on Black Americans
Behavior and Cognition
Personality
Social Support
Intervention Methods
A Closer Look Health Psychology and Cardiovascular Disease
Biofeedback and Relaxation
Behavioral Techniques
Cognitive-Behavioral Methods
Acceptance
Prevention Strategies
Reducing Cigarette Smoking
Decreasing Problem Drinking
Addressing Obesity
Health and Pediatric Psychology in Medical Settings
Coping with Medical Procedures
Increasing Compliance with Medical Instructions
In Practice Consultation/Liaison Psychology
Multicultural Competence
Professional and Ethical Issues
Professional Issues
Verbal and Written Communication
Medical and Pharmacological
Knowledge
Ethics
Informed Consent
Confidentiality
Chapter Summary
Chapter 17 Clinical Psychology and the Law \
What Is Forensic Psychology?
Activities of Forensic Psychologists
Providing Expert Testimony
In Historical Perspective: The Origins and Growth of Forensic Psychology
Testifying in Criminal Cases
The Insanity Plea
Competency to Stand Trial
Testifying in Civil Cases
Commitment to Mental Institutions
Domestic Issues
Predicting Dangerousness and Psychological Criminal Profiling
Predicting Dangerousness
Psychological Criminal Profiling
A Closer Look Profiling the “Unabomber”
Conducting Psychological Autopsies
Consulting with Lawyers about Their Cases
Jury Selection
Jury Shadowing
Witness Preparation
Helping Attorneys Present Their Arguments
Research in Forensic Psychology
Eyewitness Identification and
Testimony
Jury Behavior
Multicultural Considerations
Ethical Considerations
Chapter Summary
Key Terms
Appendix
Glossary
Product Updates
New chapters:
- Chapter 2, Who Is a Clinical Psychologist?
- Chapter 3, Ethics in Clinical Psychology
- Chapter 4, Psychological Assessment: Science and Practice
- Chapter 10, Psychological Treatment: Science and Practice
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Sometimes also referred to as a spiral-bound or binder-ready textbook, loose-leaf textbooks are available to purchase. This three-hole punched, unbound version of the book costs less than a hardcover or paperback book.
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Clinical Psychology
This major update of the bestselling text for clinical psychology by Tim Trull and Mitch Prinstein, adds a new co-author, Jon Abramowitz, is the ideal textbook for introducing undergraduates to the field’s professional issues and ethics, research methods, and evidence-based approaches to assessment and intervention—all with the critical backdrop of cultural sensitivity and a life-span perspective.
Now in Achieve!
If you’re looking to excite and engage your students, Achieve has the tools to help. It’s a full online learning system, bringing together a wide range of resources designed with instructors and students, using a foundation of learning research and rigorous testing.
Select a demo to view:
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