Emil Rodolfa

Clients' Perceptions of Their Psychotherapists' Multicultural Orientation

The current retrospective study examined whether clients (N = 176) perceptions of their psychotherapists multicultural orientation (MCO) were associated with their psychological functioning, working alliance, and real relationship scores. Moreover, we tested whether clients perceptions of the working alliance and the real relationship mediated the relationship between clients perceptions of their psychotherapists MCO and psychological functioning. The results showed that clients perceptions of their psychotherapists MCO were positively related to working alliance, real relationship, and psychological functioning. Only clients ratings of the working alliance mediated the relationship between clients perceptions of their psychotherapists MCO and psychological functioning. Thus, because clients perceive their psychotherapists as being more oriented toward cultural issues, they may view the therapist as being more credible and may gain a sense of comfort in the therapeutic process. In turn, clients strong alliance facilitates improvement in psychological well-being.

Examining the Balance of Internship Supply and Demand: 1999 Association of Psychology Postdoctoral and Internship Centers' Match Implications

Over the past several yean, students, academic program faculty, and internship training directors havebecome increasingly concerned about the inequity between the demand for predoctoral internship slotsand the limited supply of those placements. This article presents data from the 1999 Association ofPsychology Postdoctoral and Internship Centers (APPIC) Match, along with the results of 2 studiesconducted by the authors. Results indicate that the number of internship positions available in the U.S.and Canada may be nearly balanced with the number of first-time internship applicants and that thecurrent imbalance may result, in large part, from a carryover of unplaced applicants from previousselection processes. Furthermore, approximately % of unmatched applicants are able to find internshippositions subsequent to the conclusion of the matching process, although many of these positions are innon-American Psychological Association-accredited and non-APPlC-member programs. Implications ofthese findings for the profession and for student applicants are discussed.Almost all applied psychologists have experienced applyingto, and subsequently attending, a predoctoral internship. Overthe past several years, concerns have increased over a perceivedshortage in the supply of predoctoral internship training oppor-tunities relative to the number of applicants (Dixon & Thorn,2000; Oehlert & Lopez, 1998). Although a number of studiesW. GREGORY KEILIN received his PhD in counseling psychology fromColorado State University. He is a member of the Association of Psychol-ogy Postdoctoral and Internship Centers (APPIC) Board of Directors andthe coordinator of the APPIC Match. He is also a staff psychologist andpast internship training director at the Counseling and Mental HealthCenter at the University of Texas at Austin.BEVERLY E. THORN received her PhD in psychology from Southern IllinoisUniversity. She is professor and director of clinical training in the Depart-ment of Psychology at the University of Alabama. She also serves as chairof the Council of University Directors of Clinical Psychology Programsand chair of the Council of Chairs of Training Councils. One of herresearch interests involves issues relevant to the professional education ofdoctoral-level psychologists, including the sequencing of clinical trainingand marketplace demand influences.EMIL R. RODOLFA received his PhD from Texas AM professionadevelopment issues of people of color and counselors in training; and thevocational and psychological issues of underserved populations.NADINE J. KASLOW, PhD, ABPP, is professor and chief psychologist at theEmory University School of Medicine, Department of Psychiatry andBehavioral Sciences at Grady Health System. She also is chair of APPICand a member of the American Psychological Associations Board ofEducational Affairs. Her primary areas of interest are supervision, primarycare public policy, family interventions, and depression and suicide inindividuals across the life span.PORTIONS OF THIS ARTICLE describe a proprietary Matching Program devel-oped by National Matching Services, Inc., Toronto, Ontario, Canada. Wethank Elliott Peranson of National Matching Services, Inc., for providingsome of the data used in this article.CORRESPONDENCE CONCERNING THIS ARTICLE should be addressed toW. Gregory Keilin, Counseling and Mental Health Center, University ofTexas at Austin, 100A West 26th Street, Austin, Texas 78712. Electronicmail may be sent to gkeilin@mail.utexas.edu.288

University Counseling Center Off-Campus Referrals: An Exploratory Investigation

Abstract University counseling centers (UCC) must rely on referrals to off-campus providers, due to limited staffing, severity of clients issues, and ethical treatment considerations. In a mixed method design, this study found that 42% of clients were unsuccessful in connecting with an off-campus provider when referred by a university counseling center therapist. Clients of color were more unsuccessful in connecting with an off-campus provider than Caucasian clients. Regardless of ethnicity, clients reported that therapist follow up, accessible referral sources, and high personal motivation assisted in a successful referral process. Financial issues were the primary inhibitory factor for the referral process. Suggestions for clinical practice and university counseling center policies are provided.

The internship match: Understanding the problem-seeking solutions.

When 25% (842) of the 3,430 students participating in the 2007 APPIC Match were not placed, the Editorial Team of Training and Education in Professional Psychology (TEPP) expressed considerable concern about the significant barrier that exists for a sizable number of students seeking internships. The numbers of unplaced applicants has increased significantly during the last few APPIC Matches (Keilin et al., this issue). Unfortunately, the TEPP Board does not anticipate that this anxiety-provoking trend will reverse or end. We believe that the profession of psychology should be more than concerned. We believe that they should take action. In an effort to provide a framework for discussion, the TEPP Board decided to offer those involved in this problematic situation an opportunity to (a) describe their view of the problem, (b) discuss the effect of the problem on students and the profession, and (c) provide suggestions to improve our internship system to deal with this crisis point in the sequence of psychology education. The TEPP Board invited the leadership from the following associations: Association of Psychology Postdoctoral and Internship Centers (APPIC), American Psychological Association of Graduate Students (APAGS), Council of Counseling Psychology Training Programs (CCPTP), Council of University Departments of Clinical Psychology (CUDCP), and National Council of Schools and Programs in Psychology (NCSPP) to provide a statement of their view of the problem and potential solutions. In addition, Dr. Greg Keilin, the APPIC Match Coordinator since its inception, was invited to provide an overview of the APPIC Match data and Drs. Ron Rozensky and Cynthia Belar were asked to provide an overview article based on the American Psychological Association’s Center for Workforce Analysis. The TEPP Editorial Board would like to thank these authors for contributing to this special issue and hopes that this issue of TEPP contributes to the national dialogue and the eventual solution of the internship logjam. After extensive discussion, the TEPP Editorial Board decided to provide their view of this supply and demand problem and some possible solutions. This editorial statement was a collaborative effort by the members of this board, who expressed a wide range of opinion about both the problem and the solutions. We hope that our view transcends our individual specialties and will serve as a model of communication that needs to occur in our profession to assist in the development of a consensus view of this match problem and its creative solutions.

Etiology and Treatment of Dental Anxiety and Phobia

Dental anxiety and phobia afflict millions of people. Dental patients who are anxious anticipate pain and feel vulnerable and out of control. Hypnotherapy to alleviate dental anxiety and phobias has received clinical and empirical support. Our purpose in this paper is to provide a body of objective data from American Society of Clinical Hypnosis members regarding incidence rates and the relative importance of various etiological and conceptual issues in the development and maintenance of dental anxiety and treatment interventions. From these data, we constructed a model of etiology, maintenance, and treatment of dental anxiety.

Multicultural competencies: What are we measuring?

Abstract The current study examined the validity of the client-rated version of the Cross-Cultural Counseling Inventory–Revised (CCCI-R). The first phase of this study involved a content validation of the CCCI-R by experts who had publications in the fields of multicultural competencies (MCCs) and psychotherapy research. Of the 20 items on the CCCI-R, 7 were rated as appropriate for client use. The second phase of this study utilized confirmatory factor analysis to examine construct validity by testing whether clients perceptions of their therapists MCCs (via the seven items validated by experts) were distinct from client-rated working alliance scores. Model fit statistics supported a theoretically based model in which MCCs were measured distinctly from working alliance, but where the two factors were related. Implications for theory and practice are discussed.

A Competency Framework for the Practice of Psychology: Procedures and Implications.

OBJECTIVEnSeveral competency models for training and practice in professional psychology have been proposed in the United States and Canada. Typically, the procedures used in developing and finalizing these models have involved both expert working groups and opportunities for input from interested parties. What has been missing, however, are empirical data to determine the degree to which the model reflects the views of members of the profession as a whole.nnnMETHODnUsing survey data from 466 licensed or registered psychologists (approximately half of whom completed one of two versions of the survey), we examined the degree to which psychologists, both those engaged primarily in practice and those involved in doctoral training, agreed with the competency framework developed by the Association of State and Provincial Psychology Boards Practice Analysis Task Force (Rodolfa etxa0al., 2013).nnnRESULTSnWhen distinct time points in training and licensure or registration were considered (i.e., entry-level supervised practice in practicum settings, advanced-level supervised practice during internship, entry level independent practice, and advanced practice), there was limited agreement by survey respondents with the competency frameworks proposal about when specific competencies should be attained. In contrast, greater agreement was evident by respondents with the competency framework when the reference point was focused on entry to independent practice (i.e., the competencies necessary for licensure or registration).nnnCONCLUSIONnWe discuss the implications of these findings for the development of competency models, as well as for the implementation of competency requirements in both licensure or registration and training contexts.

An ICD–10–CM casebook and workbook for students: Psychological and behavioral conditions.

C ompetent psychological assessment, including differential diagnosis, is a complex and critically important process. It sets the foundation for the professional relationship with your patient and defines your approach to him or her. Therefore, to ensure competent practice, you need to start with competent assessment and diagnosis. Given your patient’s set of sympxad toms and overall presentation, you must be able to select accurately the most appropriate diagnosis and rule out all other possibilities. This can be a dauntxad ing process, especially for budding clinicians who are only just beginning to develop their clinical skills. Thus, our goal in this book is to teach students how to think critically in a professional context and to perform assessments and diagnosis with competence. To achieve that goal, the authors of each chapter present a case that places you, the reader, in the position of the assessing or treating psychologist to provide you with the experience of making clinical decisions. This casebook is one of several books published by the American Psyxad chological Association (APA) to enhance psychologists’ ability to diagnose using the International Classification of Diseases, 10th Revision—Clinical Modification

What Does the Examination for Professional Practice in Psychology Step 2 (EPPP Step 2) Mean for College Counseling: The ASPPB Perspective

ABSTRACT We appreciate the opportunity to respond to the Editorial in this issue of the Journal of College Student Psychotherapy by editors Philip Rosenbaum and Ryan Weatherford, who express concerns about the new Examination for Professional Practice in Psychology Step 2 (EPPP Step 2). Our discussion describes the constellation of factors that influenced ASPPB’s decision to develop the EPPP Step 2 at this point in time. We also respond to the concerns expressed about the increasing costs of graduate training and the timing of the EPPP Step 2. Finally this commentary will highlight the difference between the training and licensing processes and will describe how the EPPP Step 2 will help licensing boards fulfill their mandate to protect a vulnerable public.