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Part I Applying to Graduate School |
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1 Before you Apply to Graduate Programs in Psychology: Knowing When You're Ready, and Gaining Postbaccalaureate Experiences |
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3 | (10) |
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Should I Take Time "Off"? |
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3 | (1) |
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4 | (1) |
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4 | (1) |
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What Should I Do During My Time Off? |
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4 | (7) |
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5 | (1) |
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Research Assistant Positions |
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6 | (3) |
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National/Regional Psychology Conferences |
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9 | (2) |
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11 | (2) |
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2 Deciding to Apply and Successfully Gaining Admission to Graduate Schools in Psychology |
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13 | (34) |
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Sophie C. Choukas-Bradley |
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Do You Really Want To Be a Psychologist? |
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13 | (8) |
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Careers with a Practice Option |
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14 | (5) |
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The "Clinical Science" Option in Clinical Psychology |
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19 | (1) |
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Research and Clinical Work in Clinical Psychology |
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19 | (2) |
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The Ph.D. Versus the Psy.D. |
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21 | (4) |
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Careers Focusing Exclusively on Science, Without Practitioner Training |
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22 | (3) |
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25 | (1) |
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Prior to Applying to Doctoral Ph.D. Programs in Psychology |
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25 | (3) |
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25 | (1) |
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Taking Time Away from School: Pros |
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26 | (1) |
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Taking Time Away from School: Cons |
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26 | (1) |
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Obtaining Research Experience |
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26 | (2) |
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Obtaining Clinical Experience |
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28 | (1) |
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Applying to Doctoral Ph.D. Programs in Psychology |
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28 | (7) |
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Selecting Potential Schools and Mentors |
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28 | (3) |
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31 | (1) |
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32 | (1) |
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Contacting Potential Mentors |
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32 | (1) |
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Letters of Recommendation |
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33 | (1) |
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33 | (2) |
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After Applications Are Submitted |
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35 | (12) |
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How the Admissions Process Works |
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35 | (2) |
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37 | (1) |
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Scheduling the Interviews |
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38 | (1) |
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What Will Happen During These Interviews? |
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38 | (1) |
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Questions to Ask Potential Advisors |
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39 | (1) |
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Questions to Ask Other Students |
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39 | (1) |
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40 | (2) |
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42 | (1) |
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42 | (5) |
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Part II Beginning your Career |
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3 The Whys and Hows of the Scientific Path in Applied Psychology |
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47 | (10) |
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History of the Scientist-Practitioner Model |
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49 | (2) |
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Doing Research That Makes a Difference |
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51 | (2) |
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51 | (1) |
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The Knowledge Needed by Practitioners |
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52 | (1) |
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53 | (1) |
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The Practical Role of the Scientist-Practitioner |
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53 | (1) |
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The Scientist-Practitioner in Organized Healthcare Delivery Systems |
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54 | (1) |
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54 | (1) |
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54 | (3) |
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4 Advancing Understanding of Cultural Competence, Cultural Sensitivity, and the Effects of Cultural Incompetence |
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57 | (24) |
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58 | (1) |
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Culture, Cultural Competence, and Cultural Sensitivity Specifications |
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59 | (5) |
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Cultural Competence and Cultural Sensitivity Defined |
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62 | (2) |
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Becoming Culturally Competent and Sensitive |
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64 | (12) |
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Self-reflection and Ethnocultural Influences |
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64 | (1) |
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Achieving Multicultural Competence in Clinical Practice |
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65 | (2) |
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Achieving Multicultural Competence in Research |
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67 | (9) |
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The Costs Generated by Cultural Incompetence and Insensitivity |
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76 | (1) |
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77 | (1) |
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78 | (2) |
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80 | (1) |
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5 Developing and Practicing Ethics |
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81 | (10) |
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Developing Professional Ethics |
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82 | (5) |
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Start With What We Actually Do |
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82 | (1) |
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Stay Awake, Distrust Quick Answers, and Keep Questioning |
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83 | (1) |
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Know the Ethics Codes: Their Similarities and Differences---But Don't Let Them Replace Critical Thinking, Professional Judgment, and Taking Personal Responsibility |
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83 | (3) |
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Know the Legal Standards But Don't Let Them Replace Critical Thinking, Professional Judgment, and Taking Personal Responsibility |
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86 | (1) |
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Actively Address Fallibility to Prevent Problems |
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86 | (1) |
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When Looking for Ethical Missteps, Start with Ourselves |
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86 | (1) |
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Question What Seems Beyond Questioning |
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86 | (1) |
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Avoiding Ethical Fallacies |
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87 | (2) |
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89 | (1) |
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89 | (1) |
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89 | (2) |
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6 Balancing Career and Family |
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91 | (10) |
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What Makes It So Difficult |
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93 | (1) |
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What Can Help (Can, Not Will) |
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94 | (5) |
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In Your Head and With Others |
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94 | (4) |
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Change from the Top Down...Or from You |
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98 | (1) |
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99 | (1) |
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100 | (1) |
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7 Psychologist and Parent: Advice from Professionals in Different Career Tracks |
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101 | (18) |
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101 | (18) |
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Part III Your Research/Academic Career |
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8 Writing a Literature Review |
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119 | (14) |
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Narrative and Meta-analytic Reviews |
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120 | (5) |
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120 | (1) |
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121 | (1) |
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122 | (1) |
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123 | (1) |
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The Value of Null Findings |
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124 | (1) |
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Types of Possible Conclusions |
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125 | (1) |
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Common Problems and Errors in Literature Reviews |
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125 | (5) |
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126 | (1) |
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Vague Introduction, Poor Organization |
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126 | (1) |
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127 | (1) |
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Failing to Connect to Take-Home Message |
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127 | (1) |
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127 | (1) |
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Exceptions and Counterexamples |
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128 | (1) |
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129 | (1) |
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129 | (1) |
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130 | (1) |
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131 | (2) |
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9 Presenting Your Research |
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133 | (12) |
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Reasons for Presenting Research |
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133 | (1) |
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133 | (1) |
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134 | (1) |
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134 | (1) |
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134 | (1) |
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135 | (1) |
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135 | (1) |
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135 | (1) |
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Preparing and Conducting Presentations |
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136 | (1) |
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Choosing an Appropriate Out fit |
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136 | (1) |
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Preparing for Poster Presentations |
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136 | (1) |
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Conducting Poster Presentations |
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137 | (1) |
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Preparing for Oral Presentations |
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137 | (2) |
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137 | (1) |
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138 | (1) |
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Critically Evaluate Other Presenters |
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138 | (1) |
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Practice, Practice, Practice |
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138 | (1) |
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Be Familiar and Anticipate |
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138 | (1) |
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Conducting Oral Presentations |
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139 | (4) |
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Using Audio-Visual Enhancements |
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139 | (2) |
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141 | (1) |
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Attending to Other Speakers |
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141 | (1) |
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142 | (1) |
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143 | (1) |
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143 | (2) |
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10 Publishing Your Research |
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145 | (18) |
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Preparing a Manuscript for Publication |
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145 | (9) |
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145 | (2) |
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147 | (5) |
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Questions to Guide Manuscript Preparation |
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152 | (1) |
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152 | (2) |
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154 | (2) |
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Manuscript Submission and Review |
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156 | (4) |
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Overview of the Journal Review Process |
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156 | (2) |
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158 | (2) |
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160 | (1) |
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161 | (1) |
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161 | (2) |
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11 How to Write an Effective Journal Article Review |
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163 | (12) |
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How to Get Experience and Mentoring in Reviewing Manuscripts for Scientific Journals |
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163 | (1) |
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Overview of the Manuscript Review Process |
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164 | (1) |
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164 | (1) |
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Role of Reviewers in Manuscript Reviews |
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164 | (1) |
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Guidance for Mentored Reviews |
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164 | (2) |
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Obtain an Orientation to the Review Process |
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164 | (1) |
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Anticipate Logistical and Communication Issues |
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165 | (1) |
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Obtaining Proper Credit for a Mentored Review |
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165 | (1) |
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Specific Guidance for Reviewers |
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166 | (5) |
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166 | (2) |
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Importance of Timeliness of Reviews |
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168 | (1) |
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Enhancing Quality of Journal Article Reviews: Process Considerations |
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168 | (1) |
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Organizing the Content of a Review |
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168 | (1) |
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Focus Your Review on Key Points |
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169 | (1) |
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How Long Should a Review Be? |
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169 | (1) |
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Describe the Content of Critique Succinctly and Clearly: Number All Specific Points |
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170 | (1) |
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Provide Explicit Suggestions for Key Revisions and a Rationale for Considering Them |
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170 | (1) |
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Indicate Specific Ratings and Recommendations for Editorial Decisions that Reflect Journal Policies |
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170 | (1) |
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Communicate Consistently with Authors and Managing Editors |
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170 | (1) |
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How to Help Editors Manage Difficult Editorial Decisions |
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171 | (1) |
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Conducting an Ethical Review |
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171 | (1) |
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Improving the Quality of Your Reviews |
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172 | (1) |
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172 | (1) |
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172 | (3) |
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12 Recommendations for Teaching Psychology |
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175 | (18) |
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Four Steps to Designing a College Course in Psychology |
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177 | (3) |
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Use Student Learning to De fine the Overall Purpose of the Course |
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177 | (1) |
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Get to Know Something About Your Students |
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178 | (1) |
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Get to Know Yourself as a Teacher |
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179 | (1) |
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Develop a Course Plan That Pulls Everything Together |
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180 | (1) |
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Some Practical Considerations in Creating a Course |
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180 | (4) |
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Choose a Textbook That Helps You Teach |
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180 | (1) |
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Be Creative in Your Use of Class Time |
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181 | (1) |
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Design Assignments That Allow Students to Make Better Use of Class Time |
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181 | (1) |
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Use Assessment and Grading to Review Students' Work and Give Them Necessary Feedback |
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182 | (1) |
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Write a Course Syllabus That Establishes a Contract Between You and Your Students |
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183 | (1) |
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Teaching Psychology with Information Technology |
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184 | (2) |
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Why Should I Use Information Technology? |
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184 | (1) |
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When Should I Use Information Technology? |
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185 | (1) |
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How Do I Get Started Using Instructional Technology in My Teaching? |
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185 | (1) |
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185 | (1) |
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Introductory vs. Advanced Courses |
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186 | (2) |
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Teaching Introductory Courses in Psychology |
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186 | (1) |
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Teaching Advanced Courses in Psychology |
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187 | (1) |
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Managing and Mentoring Teaching Assistants |
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188 | (1) |
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189 | (1) |
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189 | (4) |
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Part IV Your Career as a Practitioner |
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13 Gaining Clinical Experience In and After Graduate School |
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193 | (10) |
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193 | (1) |
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194 | (1) |
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195 | (1) |
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196 | (1) |
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Clinical Experience During Internship |
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197 | (1) |
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Supervised Postdoctoral Experience |
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198 | (1) |
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199 | (1) |
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200 | (1) |
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201 | (1) |
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201 | (2) |
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14 Training to Begin a Private Practice |
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203 | (12) |
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Preparation for Private Practice |
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203 | (1) |
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While You Are Still in Graduate School |
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203 | (1) |
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After Obtaining Your Degree |
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204 | (1) |
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204 | (1) |
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Is Private Practice For You? |
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204 | (3) |
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Questions to Ask When Considering Joining a Group Practice |
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206 | (1) |
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207 | (1) |
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Rules of Business Success |
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208 | (2) |
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208 | (1) |
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Market Your Practice at Every Opportunity |
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209 | (1) |
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Being a Business Person and Entreprencur |
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210 | (1) |
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211 | (2) |
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Appendix A Sample Targeted Follow-Up Letter |
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213 | (1) |
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Appendix B Sample Letter to Follow-Up a Referral |
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214 | (1) |
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214 | (1) |
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15 Navigating the Internship Application Process |
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215 | (12) |
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The Internship Application Process: A Rite of Passage |
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215 | (1) |
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Debunking Myths and Reducing Anxiety |
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215 | (1) |
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The Application Process: How and When to Begin |
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216 | (1) |
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216 | (1) |
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216 | (1) |
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The Application Process: Soliciting Materials and Choosing Sites |
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217 | (1) |
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The Application Process: Preparing the Application |
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218 | (4) |
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Letters of Recommendation |
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218 | (1) |
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219 | (1) |
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219 | (1) |
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220 | (2) |
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222 | (1) |
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222 | (2) |
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223 | (1) |
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223 | (1) |
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224 | (1) |
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224 | (1) |
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224 | (1) |
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225 | (1) |
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225 | (1) |
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225 | (2) |
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16 Obtaining a License to Practice Psychology |
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227 | (8) |
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Before You Even Get Started: Looking Ahead |
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228 | (1) |
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General Eligibility Requirements for Licensure: What You Will Need |
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229 | (1) |
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229 | (1) |
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Training/Supervised Experience |
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229 | (1) |
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229 | (1) |
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Considerations of Differences Among State, Provincial, and Territorial Requirements |
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230 | (1) |
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The Examination for Professional Practice in Psychology |
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230 | (2) |
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Studying and Preparing for the EPPP |
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232 | (1) |
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After Licensure: Banking Your Credentials |
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233 | (1) |
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234 | (1) |
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17 Specialty Certification in Professional Psychology |
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235 | (10) |
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What Is Board Certification in Professional Psychology? |
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236 | (1) |
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Why Is Board Certification Important? |
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237 | (2) |
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What Are the Benefits of Board Certification? |
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239 | (2) |
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How Do I Become Board Certified? |
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241 | (1) |
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What Can I Do Now to Prepare Myself for Board Certification? |
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242 | (1) |
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243 | (2) |
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18 Becoming a Competent and Ethical Clinical Supervisor |
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245 | (12) |
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Ellen E. Fitzsimmons-Craft |
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245 | (1) |
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246 | (1) |
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Social Role Discrimination, Developmental and Theoretical Models of Supervision |
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246 | (2) |
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Parallel Process and Alliance in Supervision |
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248 | (1) |
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249 | (1) |
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Multicultural Considerations and Competencies |
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250 | (1) |
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The Process of Learning to Be a Supervisor |
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250 | (3) |
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From the Perspective of a Supervisor in Training (EFC) |
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250 | (1) |
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From the Perspective of the Faculty Supervisor (EHW) |
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251 | (2) |
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253 | (4) |
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Part V Your Professional Service Career |
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19 Getting InvoIved in Professional Organizations: A Gateway to Career Advancement |
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257 | (12) |
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Professional Organizations in Psychology |
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257 | (4) |
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National and International Psychological Organizations |
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258 | (1) |
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The Function of Professional Organizations Within Psychology |
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258 | (3) |
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Benefits of Psychological Organizations for Individuals |
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261 | (2) |
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Interaction with Leaders and Potential Mentors |
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262 | (1) |
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262 | (1) |
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Fellowships, Awards, Scholarships, and Grants |
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262 | (1) |
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Benefits of Psychological Organizations to Society |
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263 | (1) |
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263 | (1) |
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Advocacy for Psychological Research and Practice |
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263 | (1) |
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264 | (1) |
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265 | (1) |
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265 | (1) |
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APAGS: The American Psychological Association of Graduate Students |
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266 | (1) |
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266 | (1) |
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APAGS and Career Development |
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267 | (1) |
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267 | (1) |
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267 | (2) |
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20 Advocacy: Advancing Psychology and Public Well-Being |
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269 | (10) |
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269 | (1) |
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269 | (1) |
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Analytical (Scientific) Rationales |
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270 | (1) |
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270 | (1) |
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Overview of Advocacy Process |
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270 | (5) |
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Identify Problems, Pressure Points, and Solutions |
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270 | (1) |
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Frame the Issue, Then Support with Data |
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271 | (1) |
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Identifying Spheres of Influence |
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272 | (1) |
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Process Is Important, But Relationships Are Essential |
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272 | (1) |
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273 | (1) |
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A Note on Political Gift Giving |
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274 | (1) |
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275 | (1) |
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275 | (1) |
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275 | (1) |
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Policy Relevant Resources |
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276 | (1) |
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APA Government Relations Office (http://www.apa.org/about/gr/index.aspx) |
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276 | (1) |
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Association for the Advancement of Psychology (http://www.aapnet.org/) |
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276 | (1) |
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Directory of State, Provincial and Territorial Psychological Associations (SPTAs) (http://www.apapracticecentral.org/advocacy/state/spta.aspx) |
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276 | (1) |
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Advancing Psychology Education and Training: A Psychologist's Guide to Federal Advocacy (http://www.apa.org/about/gr/advocacy/advocacy-guide.pdf) |
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276 | (1) |
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Advancing the Science: A Psychologist's Guide to Participation in Federal Policymaking (http://www.apa.org/about/gr/advocacy/participate.aspx) |
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276 | (1) |
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Curriculum for Advocacy Training (http://www.apa.org/about/gr/advocacy/sample-curriculum.aspx) |
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276 | (1) |
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Curriculum for Advocacy Training (http://www.apa.org/about/gr/advocacy/sample-curriculum.aspx) |
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276 | (1) |
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Thomas: Legislative Information on the Internet (http://thomas.loc.gov/) |
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276 | (1) |
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FirstGov (http://www.firstgov.gov) |
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277 | (1) |
|
FirstGov (http://www.firstgov.gov) |
|
|
277 | (1) |
|
How a Federal Bill Becomes Law (http://www.igc.org/acm/acmbill.htm) |
|
|
277 | (1) |
|
National Council for Community Behavioral Healthcare |
|
|
277 | (1) |
|
Bazclon Center for Mental Health Law (http://www.bazelon.org/) |
|
|
277 | (1) |
|
National Alliance for the Mentally Ill (NAMI) (http://www.nami.org/advocacy.html) |
|
|
277 | (1) |
|
Kaiser Family Foundation (http://www.kff.org/) |
|
|
277 | (1) |
|
|
|
277 | (2) |
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21 Public Education of Psychology: An Interview with Philip G. Zimbardo, Ph.D. |
|
|
279 | (14) |
|
|
|
|
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279 | (1) |
|
Importance of Media Involvement Among Psychologists |
|
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279 | (1) |
|
The Future of Psychology in the Media |
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280 | (3) |
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283 | (10) |
|
22 Strategies for Successful Interactions with the News Media |
|
|
293 | (10) |
|
|
|
When Journalism Meets Psychology |
|
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293 | (1) |
|
APA Public Affairs Office |
|
|
293 | (1) |
|
Special Opportunities and Special Problems |
|
|
294 | (2) |
|
|
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295 | (1) |
|
Fitting Complex Research into a Sound-Bite |
|
|
295 | (1) |
|
Patient's Confidentiality |
|
|
295 | (1) |
|
Public Education vs. "On-Air Therapy" |
|
|
296 | (1) |
|
The Challenges and Opportunities of Social Media |
|
|
296 | (1) |
|
Why Do the News Media Do the Things They Do'? |
|
|
296 | (1) |
|
How to Level the Playing Field? |
|
|
297 | (2) |
|
|
|
297 | (1) |
|
Preparing for the Interview |
|
|
298 | (1) |
|
|
|
299 | (1) |
|
|
|
299 | (1) |
|
Evaluating Your Performance |
|
|
299 | (1) |
|
What to Do When You Are Unhappy With a Story |
|
|
299 | (1) |
|
|
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300 | (1) |
|
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|
300 | (1) |
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|
300 | (3) |
|
Part VI Your Career After Graduate School |
|
|
|
23 Recommendations for a Postdoctoral Fellowship |
|
|
303 | (16) |
|
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|
|
|
|
|
|
|
Types of Postdoctoral Training |
|
|
304 | (3) |
|
|
|
305 | (1) |
|
|
|
305 | (1) |
|
|
|
306 | (1) |
|
Benefits and Pitfalls of Postdoctoral Training: Is it Right for You? |
|
|
307 | (4) |
|
Potential Benefits of Postdoctoral Training |
|
|
307 | (1) |
|
|
|
308 | (1) |
|
|
|
308 | (1) |
|
Professional Development as a Clinical Scientist |
|
|
309 | (1) |
|
Potential Drawbacks of Postdoctoral Training |
|
|
309 | (1) |
|
Postdoctoral Training Versus University Faculty Position? |
|
|
310 | (1) |
|
Is Postdoctoral Training Right for You? |
|
|
311 | (1) |
|
Identifying the Right Postdoctoral Position for You |
|
|
311 | (1) |
|
Diversity Related Considerations |
|
|
312 | (1) |
|
Application Procedures and Guidelines |
|
|
312 | (4) |
|
Evaluating Potential Postdoctoral Opportunities |
|
|
314 | (1) |
|
Evaluating Potential Postdoctoral Mentors |
|
|
314 | (1) |
|
|
|
315 | (1) |
|
Once You Have Accepted a Position |
|
|
315 | (1) |
|
What to Expect During Your Postdoctoral Fellowship |
|
|
316 | (1) |
|
|
|
316 | (1) |
|
|
|
317 | (2) |
|
24 Applying for NIH Grants |
|
|
319 | (14) |
|
|
|
|
|
|
|
|
|
|
|
319 | (1) |
|
|
|
320 | (1) |
|
Finding the Right Mechanism for You and Your Idea |
|
|
320 | (3) |
|
|
|
320 | (1) |
|
|
|
321 | (1) |
|
|
|
321 | (1) |
|
Advantages and Disadvantages of K Awards and R Grants |
|
|
321 | (1) |
|
|
|
322 | (1) |
|
Preparing Your Application |
|
|
323 | (2) |
|
|
|
324 | (1) |
|
|
|
324 | (1) |
|
|
|
324 | (1) |
|
|
|
325 | (1) |
|
|
|
325 | (1) |
|
Submission and Receipt of Your Application |
|
|
325 | (1) |
|
|
|
326 | (2) |
|
|
|
327 | (1) |
|
Overall Impact/Priority Score |
|
|
328 | (1) |
|
|
|
328 | (1) |
|
|
|
329 | (2) |
|
Don't Mess with Father Time |
|
|
329 | (1) |
|
|
|
329 | (1) |
|
Remember That Reviewers May Control Your Destiny, But They Can't Read Your Mind |
|
|
330 | (1) |
|
Name Drop (with a Purpose) |
|
|
330 | (1) |
|
Don't Forget Games People (Shouldn't) Play |
|
|
330 | (1) |
|
|
|
331 | (2) |
|
|
|
333 | (10) |
|
|
|
|
|
333 | (1) |
|
|
|
334 | (1) |
|
|
|
334 | (1) |
|
|
|
335 | (1) |
|
|
|
335 | (1) |
|
|
|
335 | (1) |
|
Letters of Recommendation |
|
|
336 | (1) |
|
|
|
336 | (1) |
|
Finding Out About Job Openings |
|
|
336 | (1) |
|
|
|
337 | (1) |
|
|
|
338 | (2) |
|
|
|
338 | (2) |
|
|
|
340 | (1) |
|
The Perspectives of the Search Committee |
|
|
340 | (1) |
|
Questions to Ask on a Job Interview |
|
|
341 | (1) |
|
|
|
341 | (1) |
|
|
|
342 | (1) |
|
|
|
342 | (1) |
|
26 Employment and Trends in Psychology |
|
|
343 | (20) |
|
|
|
|
|
|
|
343 | (1) |
|
|
|
344 | (2) |
|
|
|
344 | (1) |
|
|
|
345 | (1) |
|
Employment Setting by Subfield |
|
|
346 | (1) |
|
Employment Among Psychologists |
|
|
346 | (7) |
|
Employment Status and Patterns |
|
|
346 | (1) |
|
|
|
347 | (2) |
|
Trends in Employment: Academe |
|
|
349 | (2) |
|
Trends in Employment: Health Services |
|
|
351 | (2) |
|
Challenges, Opportunities, and Trends |
|
|
353 | (6) |
|
|
|
353 | (2) |
|
|
|
355 | (2) |
|
|
|
357 | (2) |
|
|
|
359 | (1) |
|
|
|
360 | (1) |
|
|
|
360 | (3) |
| Index |
|
363 | |
Biežāk uzdotie jautājumi par e-grāmatām