Chapter 1
Clinical Psychology: An Introduction
Chapter Outline
1) What is clinical psychology?
2) Closely related mental health professions
a) Psychiatrists
b) Counseling psychologists
c) Other mental health professionals
3) Professions and Titles not regulated by the Government
4) The clinical psychologist
a) Activities of clinical psychologists
b) Employment sites
c) A week in the life of Dr. Karen C.
d) Some demographic notes
e) Research and scientific tradition
5) Training: Toward a clinical identity
a) An overview
b) Clinical Psychology Training Programs
6) A profession in movement
a) Women in clinical psychology
b) Training models
, c) Clinical practice
7) A tolerance for ambiguity and a thirst for new knowledge
,Lecture/Class Activity Ideas
Ask students to imagine that they are mildly to moderately depressed psychotherapy
clients with a choice between three mental health professionals: a psychiatrist, a
counseling psychologist, and a clinical psychologist. What differences would they expect
between the treatment each would provide? What would be the advantages and
disadvantages of each? Have students write or discuss their responses.
Provide students with 2-3 mock applications (GRE, letters of recommendation,
undergraduate GPA, etc.) of well-qualified students who are applying for entrance into a
clinical psychology graduate program. Have students work in small groups to select the
one student they will admit into their program and then have them reflect on which
criteria they weighted the most/least in their decision. Did any consider criteria beyond
those listed in the text? Once selected, have students report back to the larger class.
Compare responses between groups and the outcomes and have students discuss the
difficulties of deciding and the criteria used for their decision. How might this play out
in real life?
The text includes a sample Ph. D. program of study. Regarding this sample program,
pose the following questions to students: Were there any surprises among the training
experiences of a clinical psychologist? If so, which ones? Are there any omissions from
the sample program that are surprising to you?
Many students state they want to be clinical psychologists because they don’t like, or
“can’t do,” research. After presenting the content about the importance and integration
of research in the profession of clinical psychology, have students discuss the fallibility
of such a statement about research.
, Invite a panel of mental health professionals to come to your class and present on what
their day to day activities are, the training they received, the challenges/frustrations of
their job, the best aspects of their jobs.
Teaching Tips for this chapter:
Some students become very discouraged when they learn of the highly competitive
nature of getting into a graduate (PhD) program within clinical psychology. Present
the information in a realistic fashion and also be sure to discuss alternate and less
traditional routes to obtaining the training (e.g., master’s degree first; gaining
applied experience at para-professional level).
Engage students on the first day of class by asking them to identify their ideas and
stereotypes of what clinical psychologists do and then use those descriptions to
launch into an overview of the profession (using the day in the life of Dr. Karen C).
Many students become confused about the practical differences between the
various mental health/helping professions. In presenting the differences it may be
useful to create a grid listing the primary qualifications, training expectations, and
include information about work setting and average annual income to help
differentiate the professions. It may also be beneficial to include information about
typical clients and problems the profession works with and the type of service
provided (e.g., social workers assist with accessing resources/job placement;
counseling psychologists will conduct group therapy)
Clinical Psychology: An Introduction
Chapter Outline
1) What is clinical psychology?
2) Closely related mental health professions
a) Psychiatrists
b) Counseling psychologists
c) Other mental health professionals
3) Professions and Titles not regulated by the Government
4) The clinical psychologist
a) Activities of clinical psychologists
b) Employment sites
c) A week in the life of Dr. Karen C.
d) Some demographic notes
e) Research and scientific tradition
5) Training: Toward a clinical identity
a) An overview
b) Clinical Psychology Training Programs
6) A profession in movement
a) Women in clinical psychology
b) Training models
, c) Clinical practice
7) A tolerance for ambiguity and a thirst for new knowledge
,Lecture/Class Activity Ideas
Ask students to imagine that they are mildly to moderately depressed psychotherapy
clients with a choice between three mental health professionals: a psychiatrist, a
counseling psychologist, and a clinical psychologist. What differences would they expect
between the treatment each would provide? What would be the advantages and
disadvantages of each? Have students write or discuss their responses.
Provide students with 2-3 mock applications (GRE, letters of recommendation,
undergraduate GPA, etc.) of well-qualified students who are applying for entrance into a
clinical psychology graduate program. Have students work in small groups to select the
one student they will admit into their program and then have them reflect on which
criteria they weighted the most/least in their decision. Did any consider criteria beyond
those listed in the text? Once selected, have students report back to the larger class.
Compare responses between groups and the outcomes and have students discuss the
difficulties of deciding and the criteria used for their decision. How might this play out
in real life?
The text includes a sample Ph. D. program of study. Regarding this sample program,
pose the following questions to students: Were there any surprises among the training
experiences of a clinical psychologist? If so, which ones? Are there any omissions from
the sample program that are surprising to you?
Many students state they want to be clinical psychologists because they don’t like, or
“can’t do,” research. After presenting the content about the importance and integration
of research in the profession of clinical psychology, have students discuss the fallibility
of such a statement about research.
, Invite a panel of mental health professionals to come to your class and present on what
their day to day activities are, the training they received, the challenges/frustrations of
their job, the best aspects of their jobs.
Teaching Tips for this chapter:
Some students become very discouraged when they learn of the highly competitive
nature of getting into a graduate (PhD) program within clinical psychology. Present
the information in a realistic fashion and also be sure to discuss alternate and less
traditional routes to obtaining the training (e.g., master’s degree first; gaining
applied experience at para-professional level).
Engage students on the first day of class by asking them to identify their ideas and
stereotypes of what clinical psychologists do and then use those descriptions to
launch into an overview of the profession (using the day in the life of Dr. Karen C).
Many students become confused about the practical differences between the
various mental health/helping professions. In presenting the differences it may be
useful to create a grid listing the primary qualifications, training expectations, and
include information about work setting and average annual income to help
differentiate the professions. It may also be beneficial to include information about
typical clients and problems the profession works with and the type of service
provided (e.g., social workers assist with accessing resources/job placement;
counseling psychologists will conduct group therapy)
