Beyond Assessment of Quality of Life in Schizophrenia

Awad, A. George; Voruganti, L. N. P.

doi:10.1007/978-3-319-30061-0

Cited by 1 publication

(1 citation statement)

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“…SMI Psychologists are required to not only have familiarity with and knowledge of assessment tools but also demonstrate flexibility and resourcefulness in adapting the assessment process to meet the individualized needs of those with whom they work. For example, the validity of some self-report measures may be impacted by limited insight (Bell et al, 2007; Martinez Agulleiro et al, 2022), anticipated stigma (Rüsch et al, 2014), mistrust, paranoia, or within-person variations related to acclimation to illness (Awad & Voruganti, 2016). Thus, incorporating multiple data sources (e.g., caregiver and/or clinician ratings) may be beneficial, though SMI Psychologists must also be aware of potential challenges to this method, such as a lack of access to family contacts or discrepancies between raters (e.g., Kline et al, 2013; Liraud et al, 2004).…”

Section: Apa-coa Competenciesmentioning

confidence: 99%

Training guidelines and competencies for serious mental illness (SMI) psychology.

Jansen,

Manning,

Gonzales

et al. 2024

Psychological Services

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Individuals with serious mental illness (SMI) face unique and significant challenges that require evidence-based practices and clinicians who have advanced, comprehensive training to provide them. SMI affects about 5.5% of the U.S. population and results in serious health, social, and economic burdens. Despite advancements in treatment over the past 50 years, training programs for psychologists and other mental health providers have failed to keep up with these advances, underutilizing evidence-based assessments and interventions developed specifically for this population and found to be efficacious. To address this, the SMI Psychology Specialty has developed Training Guidelines to establish consistent, high-quality, and evidence-based training for postdoctoral psychologists. This article highlights selected features of the Training Guidelines for SMI Psychology. Although these were developed for postdoctoral training programs in SMI Psychology, they are applicable to training programs at all levels, and we hope that training programs in psychology and other mental health disciplines will incorporate these advances into their curricula.

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