Test Bank For Introduction to Clinical Psychology 8th Edition By Geoffrey P. Kramer

CHAPTER TWO

Clinical Psychology’s Past and Present

LEARNING OBJECTIVES

1. How did the field of clinical psychology come into being?
2. What are the empirical, psychometric, and clinical roots of clinical psychology?
3. What applications of clinical psychology developed during the first half of the 20th century?
4. How did historical events, especially the two world wars, influence the development of clinical psychology?
5. What major approaches to clinical psychology developed during the second half of the 20th century?
6. How do the major approaches to clinical psychology differ in their basic assumptions about causes of psychopathology and recommendations for treatment?
7. How might the different clinical approaches be applied to specific cases?
8. What are the pros and cons of taking a specific approach to clinical psychology?
9. What are the challenges and major areas of transition facing clinical psychology today?

CHAPTER OUTLINE

THE ROOTS OF CLINICAL PSYCHOLOGY

The Empirical Tradition

The Psychometric Tradition

The Clinical Tradition

CLINICAL PSYCHOLOGY BEGINS TO GROW

Psychological Testing Expands

Clinicians Pursue Roles as Psychotherapists

Clinicians Form Professional Organizations

THE MAJOR APPROACHES DEVELOP

The Psychodynamic Approach

The Humanistic Approach

The Behavioral Approach

The Cognitive Approach

The Cognitive-Behavioral Approach

Group, Family, Marital, and Systems Approaches

Biological Influences on Clinical Psychology

THE PROS AND CONS OF TAKING A SPECIFIC APPROACH

IDENTIFICATION / KEY TERMS

empirical tradition (p. 22) Army Alpha and Beta tests (p. 29)

Wilhelm Wundt (p. 22) psychoanalytic training (p. 31)

Lightner Witner (p. 23) Community Mental Health (p. 31)

psychometric tradition (p. 24) professional organizations (p. 32)

phrenology (p. 25) psychodynamic approaches (p. 34)

Francis Galton (p. 25) humanist approach (p. 35)

mental tests (p. 26) Phenomenology (p. 35)

Alfred Binet (p. 26) Carl Rogers (p. 35)

James Cattell (p. 26) client-centered (p. 35)

clinical tradition (p. 26) behavioral approach (p. 55)

Hippocrates (p. 27) Mary Cover Jones (p. 37)

Philippe Pinel (p. 27) cognitive approach (p. 38)

Dorothea Dix (p. 27) George Kelly (p. 38)

Emil Kraepelin (p. 28) cognitive-behavioral approach (p. 39)

Jean-Martin Charcot (p. 28) systems approach (p. 39)

hypnosis (p. 28) diathesis-stress model (p. 41)

Sigmund Freud (p. 28)

DISCUSSION QUESTIONS / CLASS ACTIVITIES

THE ROOTS OF CLINICAL PSYCHOLOGY

1. 1. The development of “pseudosciences,” such as phrenology, influenced the early development of clinical psychology. Discuss the way these interacted with the empirical tradition to lead to our more modern clinical approach. Could the current interest in “evidence-based” interventions be seen as a recapitulation of this historical development?

1. 1. Create a timeline to illustrate the influences of findings in astronomy, anatomy, and theories of evolution on the mental testing movement.

CLINICAL PSYCHOLOGY BEGINS TO GROW

1. 1. World War I and World War II significantly affected the development of clinical psychology, but in different ways. How did these differences reflect the social changes in the country during these time periods?

1. 1. Discuss the role of “professional organizations” in the development of clinical psychology. What roles do such organizations play for the profession today?

THE MAJOR APPROACHES DEVELOP

1. 1. Have students create a list of their own personal constructs as per George Kelly (p. 58). Discuss the ways these constructs might impact their perceptions of their college experience.

1. 1. Explore the reasons why proponents of behavioral approaches inevitably had to accept aspects of cognitive theories. This can be used as another example that the contributions from astronomy, anatomy, and evolution are relevant to understanding the development of clinical psychology.

THE PROS AND CONS OF TAKING A SPECIFIC APPROACH

1. 1. Test anxiety is a common concern among college students. Have the students break into groups and describe the phenomenon from the various approaches listed in the chapter. Discuss which approaches seem to describe the issue best.

1. 1. Have the groups rearrange, so members who discussed different approaches are now in groups together. Again, have them describe test anxiety, but this time integrating their various views. Discuss the differences in the process of the two group configurations.

CLINICAL PSYCHOLOGY TODAY

1. 1. Have students create a pie-chart of their psychological interests, including research, assessment, direct clinical service, teaching, etc. Have them discuss their patterns of interest with their views of the field today, and where they see the field heading in the future.

1. 1. Bring in clinicians who spend most of their time doing either research, testing, direct service, or consulting. Discuss with them the pathways they took to end up in their particular area.