Training in Strength-Based Intervention and Assessment Methodologies in APA-Accredited Psychology Programs

Autor/inn/en	Nichols, Kayla; Graves, Scott L., Jr.
Titel	Training in Strength-Based Intervention and Assessment Methodologies in APA-Accredited Psychology Programs
Quelle	In: Psychology in the Schools, 55 (2018) 1, S.93-100 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Graves, Scott L., Jr.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22090
Schlagwörter	Intervention; Psychology; Psychoeducational Methods; Accreditation (Institutions); Teaching Methods; College Faculty; School Psychology; Clinical Psychology; Counseling Psychology; Teacher Attitudes; Counselor Training; Mental Health; Program Evaluation + Suchen Sie Ihr Suchwort? Psychologie; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Schulpsychologie; Klinische Psychologie; Counselling psychology; Beratungspsychologie; Lehrerverhalten; Psychohygiene; Programme evaluation; Programmevaluation
Abstract	The importance of identifying and building on individual strengths has been a key component of many psychoeducational theories and modalities focused on developing interventions. However, program training in this growing area is not well known. As such, this is the first study designed to ascertain the American Psychological Association-accredited psychology programs strength-based training practices. Results show that a majority of faculty (83.9% of school psychology, 48.4% of counseling psychology, and 50.0% clinical psychology) thinks that strength-based practices are very beneficial; however, training in these methodologies has not kept pace with faculty beliefs, with over 60% of faculty not being familiar with strength-based manualized interventions. Implications are discussed in terms of improving the research base to alleviate trainers' concerns and challenges that impede their implementation of dual models of mental health in their psychology programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01