Doctoral education in rehabilitation and health care psychology: Principles and strategies for unifying subspecialty training.

Glueckauf, Robert L.

doi:10.1037/10361-030

Cited by 4 publications

(3 citation statements)

References 27 publications

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“…Thus, it can be assumed that most clinical and counseling psychology students' first exposure to the principles and practice of rehabilitation psychology occurs not during practica but during their internship or postdoctoral training experiences. Glueckauf (2000) noted an increase in the number of APA-approved internships offering rehabilitation rotations in stroke, traumatic brain injury, renal dialysis, and pain units, with a particular increase in these types of programs located in hospital settings. On the Division 22 Web site (http.7/www.div22.org/ educjrain.php), 19 internship programs with a focus on rehabilitation psychology were identified.…”

Section: Doctoral and Postdoctoral Preparation Of Students In Rehabil...mentioning

confidence: 99%

“…On the Division 22 Web site (http.7/www.div22.org/ educjrain.php), 19 internship programs with a focus on rehabilitation psychology were identified. In these clinical settings, it is likely that psychologistsin-training are exposed to rehabilitation assessment and interventions as well as the multidisciplinary team approach (Glueckauf, 2000). Patterson and Hanson (1995) argued that it is at the postdoctoral level that systematic and comprehensive training in rehabilitation psychology occurs.…”

Section: Doctoral and Postdoctoral Preparation Of Students In Rehabil...mentioning

confidence: 99%

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Competencies of a rehabilitation psychologist.

Hibbard

Cox²

2010

Handbook of Rehabilitation Psychology.

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Although the first author (MRH) is an officer of the American Board of Rehabilitation Psychology (ABRP) and the second author (DRC) is the executive officer of the American Board of Professional Psychology (ABPP), it is to be noted that the information provided herein is intended to be a general interpretation of the competence areas as identified by the ABRP and the ABPP. The authors have taken liberty to reframe competence areas of the ABRP within guidelines of Foundational and Functional Competence as suggested by the American Psychological Association (2006). These reframes do not represent a formal opinion or statement of either board. Information is subject to change at the sole discretion of the respective boards.

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Section: Doctoral and Postdoctoral Preparation Of Students In Rehabil...mentioning

confidence: 99%

Section: Doctoral and Postdoctoral Preparation Of Students In Rehabil...mentioning

confidence: 99%

Competencies of a rehabilitation psychologist.

Hibbard

Cox²

2010

Handbook of Rehabilitation Psychology.

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“…In the traditional service delivery model, this might be accomplished by providing direct psychological services to individual CSHCN in primary care settings or by consulting with community-based professionals about a child as part of an interdisciplinary rehabilitation team intervention. However, there are also new opportunities for psychologists to intervene more broadly at the health system level by introducing programs that have the potential to change the process and structure of primary care for CSHCN (Frank, 1999; Glueckauf, 2000; Johnstone et al, 1995; Shigaki, Hagglund, Clark, Frank, & Checkett, 1999).…”

Section: What Role Should Psychologists Play In Systems-level Change?mentioning

confidence: 99%

Building Systems of Care for Children With Chronic Health Conditions.

Farmer¹,

Clark²,

Marien³

2003

Rehabilitation Psychology

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Objective: To describe the leadership role that rehabilitation psychologists can play in improving the health care delivery system for children with special health care needs (CSHCN). Setting: Midwest academic health center and surrounding communities. Participants: Children with chronic health conditions and disabilities and their families. Intervention: A model research demonstration project designed to promote family-centered, comprehensive, coordinated, and community-based care for CSHCN. The project aims to enhance environmental supports for CSHCN and their families in 2 ways: (a) by improving the ability of primary care providers to deliver effective chronic care management and (b) by integrating this improved clinical practice into an enhanced Medicaid managed care service delivery system for persons with chronic illness and disabilities. Conclusions: Psychologists have the potential to improve the quality of life of CSHCN and their families by intervening not only through direct services but also by promoting positive changes in the larger health care environment.

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Systematic Motivational Counseling in Rehabilitation Settings

Miranti

Heinemann

2003

Handbook of Motivational Counseling

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Doctoral education in rehabilitation and health care psychology: Principles and strategies for unifying subspecialty training.

Cited by 4 publications

References 27 publications

Competencies of a rehabilitation psychologist.

Competencies of a rehabilitation psychologist.

Building Systems of Care for Children With Chronic Health Conditions.

Systematic Motivational Counseling in Rehabilitation Settings

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