The interdisciplinary status of rehabilitation psychology.

Stubbins, Joseph

doi:10.1037//0090-5550.34.3.207

Cited by 5 publications

(6 citation statements)

References 13 publications

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“…Lewin's (1935) dynamic interplay of social forces. Some contemporary social psychologists take note of this fact (e.g., Barone, Maddux, & Snyder, 1997;Ross & Nisbett, 1991), but it is something akin to an article of faith among researchers interested in psychosocial factors in the arena of rehabilitation (e.g., Shontz, 1977;Wright, 19831, possibly because the field has always had a pronounced interdisciplinary focus (Stubbins, 1989). That is, rehabilitation researchers routinely find themselves working out in the world and across disciplinary boundaries because disability affects the whole person, from social milieu to psychological and physical process.…”

Section: Overviewmentioning

confidence: 99%

Social psychological issues in disability.

Dunn

2000

Handbook of Rehabilitation Psychology.

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There is general agreement in the literature on physical disability that the problems of the handicapped are not physical, but social and psychological. (Meyerson, 1948a, p. 2) * * * An analysis in Rehabilitation Psychology should not only clarify the problems but also indicate their possible solution. This raises the question: Who is the person who judges what the problem is, and in what way does he or she think it can be solved? (Dembo, 1982, p. 135) This chapter is dedicated to the memory of Harold E. Yuker. Preparation of this chapter was partially supported by a Moravian College Summer Faculty Development and Research Award. I thank Sarah Dunn, Stacey Zaremba, and the editors for their thoughtful comments on an earlier draft.

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Section: Overviewmentioning

confidence: 99%

Social psychological issues in disability.

Dunn

2000

Handbook of Rehabilitation Psychology.

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“…On a related note, Wegener et al (1998), in their discussion of the training recommendations proposed by Olshansky and Hart (1967), Pape and Tarvydas (1993), and Stubbins (1989), presented a very selective review of the literature on the relative effectiveness of master's-level rehabilitation counseling students versus doctoral students in APA-approved counseling programs, clinical psychology programs, or both. For example, studies by Eberly, Eberly, and Wright (1981), Elliott, Byrne, Byrd, MacNair, and Werth (1993), and Elliott, Frank, and Brownlee-Duffeck (1988) were cited to demonstrate that (a) rehabilitation counselors possess some attitudinal biases toward persons with disabilities, (b) doctoral students in APA-approved clinical and counseling psychology programs do not possess expected biases, and (c) rehabilitation counseling students may overestimate the nature of affective problems among people with disabilities in comparison to doctoral students in APA-approved programs.…”

Section: Issues In the Preparation Of Rehabilitation Psychologistsmentioning

confidence: 99%

“…Therefore, it would appear that the majority of the rehabilitation psychologists are originally trained as clinical psychologists not in school of education settings. Despite the relatively large number of clinical psychologists in the field, recent studies byCook, Andrew, and Faubion (1998) andThomas, Chan, Comegys, and Lynch (1995) indicated that a significant percentage of the most prolific researchers in rehabilitation psychology are strongly identified with rehabilitation counseling, rehabilitation psychology, or counseling psychology, and many of them are trained in departments housed in schools or colleges of education.On a related note,Wegener et al (1998), in their discussion of the training recommendations proposed byOlshansky and Hart (1967),Pape and Tarvydas (1993), andStubbins (1989), presented a very selective review of the literature on the relative effectiveness of master's-level rehabilitation counseling students versus doctoral students in APA-approved counseling programs, clinical psychology programs, or both. For example, studies byEberly, Eberly, and Wright (1981),Elliott, Byrne, Byrd, MacNair, andWerth (1993), andElliott, Frank, andBrownlee-Duffeck (1988) were cited to demonstrate that (a) rehabilitation counselors possess some attitudinal biases toward persons with disabilities, (b) doctoral students in APA-approved clinical and counseling psychology programs do not possess expected biases, and (c) rehabilitation counseling students may overestimate the nature of affective problems among people with disabilities in comparison to doctoral students in APA-approved programs.…”

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confidence: 99%

On becoming a rehabilitation psychologist: Many roads lead to Rome.

Thomas¹,

Chan²

2000

Rehabilitation Psychology

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s (1998) interpretation of the Boulder model as applied to the training of rehabilitation psychologists. The authors strongly believe that there should be many acceptable paths to becoming a rehabilitation psychologist. Moreover, concerted efforts should be made to make rehabilitation psychology an academic discipline, and professional specialty, that is neither subsumed under nor merely an add-on to counseling or clinical psychology. In a recent article, Wegener, Hagglund, and Elliott (1998) offered several recommendations about the psychological identity and training of rehabilitation psychologists. Basically, they proposed that rehabilitation psychology training be based on the traditional scientist-practitioner model recommended at the First National Conference on Clinical Psychology held in 1949 in Boulder, Colorado (Raimy, 1950). They indicated that an individual wishing to become a rehabilitation psychologist should enroll in an American Psychological Association (APA)approved clinical or counseling psychology program, complete a predoctoral internship in a psychology setting and a postdoctoral internship in a rehabilitation setting, then take continuing education credits related to the rehabilitation psychology specialization. Unfortunately, the model itself is biased toward the needs of a particular group of rehabilitation psychologists (i.e., those without predoctoral training or clinical experience in rehabilitation settings). Although it is good to have people enter the field of rehabilitation psychology after they have had several years of study in counseling or clinical psychology, it is certainly not the only, nor necessarily the best, way for people to enter the field.

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“…Current authors focus on the limited perspective of rehabilitation psychologist and deficits in their training. Stubbins (1989) asserted that psychologists are perceived to focus on the individual and overdetermine disability in these terms. Pape and Tarvydas (1993) have made recommendations that psychologists work under the “mentorship” of a rehabilitation counselor in order to understand the Americans With Disabilities Act (ADA) and its applications.…”

Section: The Necessity Of Respecting the Primacy Of Psychology Trainingmentioning

confidence: 99%

“…The ongoing search for identity and definition is reflected in recent articles that implicitly question the primacy of basic psychology training in preparing psychologists for the rehabilitation setting (Pape & Tarvydas, 1993; Stubbins, 1989). The purpose of this article is to respond to recommendations that have the potential to compromise the primacy of psychological training, reaffirm through historical review the scientist–practitioner training model, make recommendations regarding training for rehabilitation psychologists, and call attention to future challenges that will affect the viability of the subspecialty.…”

mentioning

confidence: 99%

On psychological identity and training: Boulder is better for rehabilitation psychology.

Wegener¹,

Hagglund

Elliott

1998

Rehabilitation Psychology

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This article addresses issues of training in applied psychology, generally, and rehabilitation psychology, specifically. The long-term success and growth of rehabilitation psychology will depend, in part, on how the field answers the following questions: How do rehabilitation psychologists define their area of competence? How is this competence to be achieved? A review of recent literature suggests that rehabilitation psychology has yet to resolve fully the fundamental issues of a young subspecialty: identity, training, and long-term direction. We maintain that the scientist-practitioner model should continue to be the framework for training future rehabilitation psychologists. Furthermore, subspecialty and crossdiscipline training should be completed following core training in an appropriate specialty of psychology (i.e., counseling or clinical).Rehabilitation psychology relates to and draws from the knowledge, experience, and skills of diverse areas psychology. In training, practice, and research, psychologists working in rehabilitation benefit from the information, ideas, and expertise of psychologists from other areas and professionals from other disciplines. The diversity obtained from within psychology and from interaction with other disciplines enriches the subspecialty of rehabilitation psychology. However, rehabilitation psychologists must remain cognizant of their unique contribution to rehabilitation efforts and of their ethical responsibilities to practice within their areas of competence. Rehabilitation psychology is facing profound challenges, spurred by the changing health care environment, increasing competition for clinical and research monies, workforce issues, and psychology's ongoing debate regarding training models. Rehabilitation psychology's ability to effectively address the inevitable 21st-century issues such as prescription privileges and hospital staff membership may well determine its future viability as a scientifically based, professional subspecialty of psychology. A review of recent literature

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The interdisciplinary status of rehabilitation psychology.

Cited by 5 publications

References 13 publications

Social psychological issues in disability.

Social psychological issues in disability.

On becoming a rehabilitation psychologist: Many roads lead to Rome.

On psychological identity and training: Boulder is better for rehabilitation psychology.

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