Rehabilitation psychologists in medical settings: A unique subspecialty or a redundant one?

Eisenberg, Myron G.; Jansen, Mary A.

doi:10.1037/0735-7028.18.5.475

Cited by 6 publications

(5 citation statements)

References 13 publications

(16 reference statements)

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“…Over the past 20 years, leaders in rehabilitation psychology have been defining parameters for training in the specialty (Eisenberg & Jansen, 1987; Wegener, Hagglund, & Elliot, 1998), as well as specific requirements for postgraduate training programs (Stiers et al, 2012; Stiers et al, 2015). Preparing professionals to enter the competitive health care marketplace requires a training model that facilitates the development of skills across all aspects of our specialty.…”

Section: The Current State Of Training In Rehabilitation Psychologymentioning

confidence: 99%

Supervision in rehabilitation psychology: Application of Beatrice Wright’s value-laden beliefs and principles.

Tackett

Nash

Stucky

et al. 2016

Rehabilitation Psychology

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Clinical supervision is of critical importance for training subsequent generations of psychologists. Specialty training in rehabilitation psychology requires exposure to specific knowledge, skills, and attitudes related to disability and specialized supervision and mentorship. In the literature to date, minimal guidance exists regarding supervision training and methods specifically for rehabilitation psychologists. This article aims to provoke discussion regarding supervision practice and dissemination of the values fundamental to our specialty. The foundational wisdom of Dr. Beatrice Wright (1983) is applied for the purposes of this endeavor. Examples of clinical supervision scenarios are presented as teaching vignettes to demonstrate ways in which supervisors and mentors can incorporate this content, promote discussion, and apply it to real-world practice.

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Section: The Current State Of Training In Rehabilitation Psychologymentioning

confidence: 99%

Supervision in rehabilitation psychology: Application of Beatrice Wright’s value-laden beliefs and principles.

Tackett

Nash

Stucky

et al. 2016

Rehabilitation Psychology

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“…With medical advances after World War II, individuals were surviving catastrophic injury and illness and having to learn to live with disability. Traditional mental health models of treatment in the 1940s and 1950s were gradually being replaced with more team-oriented and neurobehavioral models as rehabilitation facilities expanded during the 1960s (Eisenberg & Jansen, 1987). The Rehabilitation Act of 1973 clearly helped solidify the role for rehabilitation psychology by increasing awareness of the rehabilitation needs of individuals with disabilities.…”

Section: Postdoctoral Training 30]mentioning

confidence: 99%

Joint Division 22 and ACRM guidelines for postdoctoral training in rehabilitation psychology.

Patterson¹,

Hanson²

1995

Rehabilitation Psychology

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This paper contains the guidelines for postdoctoral training in Rehabilitation Psychology that were jointly developed by the APA Rehabilitation Psychology Division and the American Congress of Rehabilitation Medicine. The guidelines integrate the relevant sections produced at the 1992 Ann Arbor Conference on Postdoctoral Training in Professional Psychology. A brief history of the development of postdoctoral training in general psychology, as well as the specialty area of rehabilitation, is presented.

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“…Several techniques are employed by psychologists in rehabilitation, including behavioral interventions (Ince, 1980) and biofeedback (Eisenberg & Jansen, 1987). Assessment and treatment strategies are interdependent; competent implementation of biofeedback techniques presumes a solid grounding in psychophysiological assessment (Sturgis & Gramling, 1988).…”

Section: Therapeutic Strategiesmentioning

confidence: 99%

“…It is clear that many psychologists in rehabilitation prefer to work with those who have chronic illness and physically disabling conditions (Caplan, 1987). Psychologists in rehabilitation most often provide individual assessment and therapy (Jansen & Fulcher, 1982) and specialized services such as biofeedback therapy and neuropsychological assessment (Eisenberg & Jansen, 1987). Unfortunately, although the range of services provided by psychologists in rehabilitation settings has expanded, the effort to develop guidelines for training psychologists to work in these settings has stagnated.…”

Section: Definitive Problems In Rehabilitationmentioning

confidence: 99%

Psychologists and rehabilitation: New roles and old training models.

Elliott

Gramling²

1990

American Psychologist

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The role of psychologists in physical rehabilitation settings has expanded considerably over the past decades. Unfortunately, the lack of clarity regarding roles, functions, and research of psychologists in inpatient and outpatient rehabilitation settings has hampered efforts to establish guidelines for training graduate students to work in rehabilitative settings. Despite ongoing debate since the Princeton Conference in 1958, no guidelines have been recommended by Division 22 of the American Psychological Association (Division of Rehabilitation Psychology) for training doctoral students in clinical and counseling psychology programs for work in rehabilitation. This article asserts that psychology graduate students who want to work in physical rehabilitation settings should (a) have core training in psychology and (b) receive coursework and practica in working with persons who have chronic illnesses and injuries.The number of psychologists interested in the rehabilitation of individuals with physical disabilities and chronic physical disorders has continued to grow since the mid 1900s. The formation of Division 22 (Division of Rehabilitation Psychology) of the American Psychological Association (APA) in 1958 served to formalize psychologists' interest in this area of specialization. Unfortunately, the broad philosophical scope of this division has hindered the development of guidelines for training graduate students for work in physical medicine and rehabilitation settings. The more recent emergence of other specialty areas concerned with the application of psychological principles in health-care settings (e.g., behavioral medicine and health psychology) has obfuscated directives for training in rehabilitation. Current doctoral training programs in clinical and counseling psychology are in a position to meet the increasing demands for psychologists who are skilled in rehabilitation. In this article, we address the preparation of doctoral-level psychologists for future work in rehabilitation and propose that such training should begin with prerequisite core training in psychology, both experimental and applied. In addition, specialized training that emphasizes competent psychological practice with persons who have health-related disorders and disabilities in health-care settings should be provided. The appropriateness and quality of this specialized training is not dependent on the specialty area's designation (e.g., health psychology, behavioral medicine, neuropsychology, or rehabilitation psychology), but rather on the content of the curricula and practica experiences.

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Rehabilitation psychologists in medical settings: A unique subspecialty or a redundant one?

Cited by 6 publications

References 13 publications

Supervision in rehabilitation psychology: Application of Beatrice Wright’s value-laden beliefs and principles.

Supervision in rehabilitation psychology: Application of Beatrice Wright’s value-laden beliefs and principles.

Joint Division 22 and ACRM guidelines for postdoctoral training in rehabilitation psychology.

Psychologists and rehabilitation: New roles and old training models.

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