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"Psychiatric Medication Issues for Social Workers, Counselors, and Psychologists examines the use of psychopharmacology in clinical social work practice. This resource explores the subjective experience of clients who use psychiatric medication, as well as practitioner dilemmas related to helping clients manage and monitor drug intake. You'll find creative ideas on how to be more responsive to both adults and children on medication, tips on how to negotiate collaborative relationships with both clients and prescribing physicians, safety issues in using herbal preparations, and reflections on the future role of nonmedical providers in medication management."--BOOK JACKET

Unlike certain Israeli historians or sociologists who have developed a critical "post‐Zionist" approach, Israeli psychologists display few signs of this critical trend. This is especially disquieting in light of the latest back and forth movement between warfare to the peace process—a movement that created many new social and individual dilemmas that would benefit from an open debate within social and clinical psychology. This paper tries to account for this deficiency by looking at its possible historical, political, and cultural roots. The historical aspects relate to the influence of European and American psychological traditions. Two political aspects are presented: (1) Israeli psychologists, through their involvement in the military and their acceptance of the Zionist claim for security, tend to belong to the political mainstream (Gergen, 1973, 1989); and (2) a hyper‐political atmosphere scared Israeli psychologists into neutrality and objectivism. This provided a convenient rationale for apoliticism, especially when Israeli political polarization in the 1980s and 1990s was perceived as threatening psychologists' professional authority. Culturally, the psychologists, like the European social strata from which most of them originated, tended to adopt the American tradition of individualism as a reaction to the strong collectivist trend that dominated Israeli society during its early years. This may account for their weak and delayed social response of humanism, feminism, and constructivism. Exceptions to this general trend are highlighted, and the question of how Israeli psychology might become more politically sensitive and critical is explored. This discussion may have relevance for the development of political psychology in other societies, especially those going through transition of values or suffering from long, violent conflicts.

Background: Politicians, societies, stakeholders, health care systems, patients, their relatives, their employers, and the general population need to know what they can expect from clinical psychologists. Even more, for our self-definition as a professional group, we should share a common understanding of the competence profile that characterises our qualifications. This understanding of the competence profile of clinical psychology leads directly to the content that should be taught in university curricula and postgraduate trainings for clinical psychology. The following discussion paper attempts to offer a general European framework for defining the competence profile of clinical psychologists. Method: A group of European specialists developed this discussion paper under the umbrella of the European Association of Clinical Psychology and Psychological Treatment (EACLIPT). Representatives with different treatment orientations, of basic science and clinical applications, and from East to Western European countries, were part of the group. Results: We present a list of competences that should be acquired during regular studies of psychology with a clinical specialisation. Additionally, further competences should be acquired either during studying, or during postgraduate trainings. Conclusion: Clinical psychologists are experts in mental and behavioural disorders, their underlying psychological, social and neurobiological processes, corresponding assessments/diagnostic tools, and evidence-based psychological treatments. While we provide a list with all competences of clinical psychologists, we do not consider this proposal as a final list of criteria, but rather as a living discussion paper that could be updated regularly. Therefore, we invite our colleagues to contribute to this discussion, and to submit comments via email to the corresponding author. People need to know what they can expect from clinical psychologists. We present a list of competences that clinical psychologists acquire during their training. ...

Background: Politicians, societies, stakeholders, health care systems, patients, their relatives, their employers, and the general population need to know what they can expect from clinical psychologists. Even more, for our self-definition as a professional group, we should share a common understanding of the competence profile that characterises our qualifications. This understanding of the competence profile of clinical psychology leads directly to the content that should be taught in university curricula and postgraduate trainings for clinical psychology. The following discussion paper attempts to offer a general European framework for defining the competence profile of clinical psychologists. Method: A group of European specialists developed this discussion paper under the umbrella of the European Association of Clinical Psychology and Psychological Treatment (EACLIPT). Representatives with different treatment orientations, of basic science and clinical applications, and from East to Western European countries, were part of the group. Results: We present a list of competences that should be acquired during regular studies of psychology with a clinical specialisation. Additionally, further competences should be acquired either during studying, or during postgraduate trainings. Conclusion: Clinical psychologists are experts in mental and behavioural disorders, their underlying psychological, social and neurobiological processes, corresponding assessments/diagnostic tools, and evidence-based psychological treatments. While we provide a list with all competences of clinical psychologists, we do not consider this proposal as a final list of criteria, but rather as a living discussion paper that could be updated regularly. Therefore, we invite our colleagues to contribute to this discussion, and to submit comments via email to the corresponding author. ; peerReviewed ; publishedVersion

The article describes briefly the notions of psychosocial adaptation and school adaptation highlighted in the conceptions of several authors. At the same time, there are presented the results of a study carried out in order to identify the opinions of school psychologists regarding various problems identified in their activity, emphasizing the problem of psychosocial, school adaptation of students. In this context, the problems faced by educational actors during the COVID-19 epidemic from the perspective of psychosocial adaptation are also listed.