The clinical psychology training Boulder Model

The clinical psychology training Boulder Model

According to Routh (2014), the Model began in the past six decades; its purpose was for the foundation of counseling and training of clinical psychology doctoral programs in America. This Model was found mobilization of psychologists during World War II that was the service to the War efforts that included the included of AAP with the United States Psychological Association in the year 1944.  In the year of 1949, there was a conference concerning the Model of Boulder for clinical psychology contained a directed activity of doctoral guiding, qualities for accreditation of doctoral programs.  Those who attended the convention passed the Boulder Model that formed the notion that science and practical must receive similar attention in clinical training and should be documented in professional psychology.

The psychological training clinics have developed in America for over 100 years. The first psychology lab was established at the University of Pennsylvania by Witmer. This lab was the symbol of the doctoral coaching program. At the moment, the psychological training clinic operates as the central site of the coaching site for postgraduate students in clinical and counseling psychology programs. The models aimed to train the research students in the skills of clinical skills and research skills. The Model requires the student to be exposed to training during their education program (Beck et al. 2014).

Precisely, why the clinical psychology training Boulder Model was created

This Model was designed to prepare students widely in clinical psychology, and the training was to include the clinical practice among the groups. The Model also required the students in psychology and research methodologies to be educated to get skills. According to the Boulder conference, the Model was established so that to broadly the idea of training in clinical students to be introduced. The model was also developed to demonstrate the relationship between the needs of society and clinical psychology. According to Dunn (2015), the Model was also created as there was a feeling that some attention is required to be given to a survey of participants’ views to discuss the validity of the clinical psychology.  The model was to be used to alleviate the status of clinical psychology. The Model was established so that to help students come up with ways of promoting mental hygiene and hindering maladjustment.

The Model was developed to give vocational reality. It requires a student to be able to provide direct service to the sick patients. It needed the graduate psychologists to become eligible for private exercise before the psychologist can engage in non-income-producing service as writing and research. The model was also developed to help psychologists who wish for an academic job and not active in a clinical career. From Bearman, (2015, the approach was introduced to help students who wish to further or work in clinics to get skills that they could apply while in job.  As the primary goal of the Model was to ensure that any student who gets enrolled in clinical psychology should be trained in research skills as wee as clinical knowledge. This Model was also created as a result of world war II; it required psychologists to help in doing assessment and treatment at the time of crisis. The psychologists were needed in assisting the psychiatrist in making tests to improve the psychiatrist in making a diagnosis. The Model was also developing to help the student learn the wat of treating mentally ill personnel.

Why it is essential for training competent quality clinical psychologists

According to Hecker and Thorpe (2015), the American body that determines the legibility of psychologists under the American Board of Clinical Psychology has some requirements through administering examinations for certification of the psychologists. It is crucial to train the psychologists to determine their competency to ensure they can work comfortably in their fields. This will help in building competent clinical psychologists after the coaching process comes to an end or once a student graduates. The training could help in equipping students with the desired skills of attending to patients with mental illness. The professional service of the Model was to develop affirmative mental hygiene programs for a better society, and this could only be achieved by training. Training helps students to get more knowledge and information. The other importance of exercise is that it allows students to gain a deeper understanding of human character and behavior.

Training will help in increasing reliability and accuracy during the diagnostic process. Training will enable clinical student to be knowledgeable. During their practice time after school or training, they will be able to make an accurate diagnosis and give rigorous tests, which will be achieved only through proper training. It is also advisable to train the clinical psychologists’ students competently so that they can have practical skills and methods of treatment. Proper training will enable students to identify problems and concepts in the areas of clinical psychology and guidance to make the informed and correct decision on any task they will encounter as they work after training.  Training is also essential as it helps the student to respond well to both political and social needs of the patient (Foley and McNeil 2014)

How well it is being used overall for clinical psychology graduate training at the major universities in the United States of America

From Weiner (2012), these programs have been adopted in American Universities to train students and prepare them to work as clinical psychologists. They are highly trained in mental health issues where they work with individuals and people who require psychiatric care. At some point, they work with people that are living with acute mental disorders and might have a long-life need for spiritual care. Clinical training mostly includes the diagnose of depression and schizophrenia disorders.

The program also educates people to work with those who do not need psychiatric diagnosis but require the assistance of a qualified individual to deal with things that are hard on their lives. They are trained to help people understand their feelings, emotion, and thoughts so that they can change their negative attitudes to positive and healthy.

Conclusion

The clinical psychology training boulder model is one of the best approaches that the boulder conference made a wise decision to introduce. This model should be supported by all institutions to ensure students are well trained to get the knowledge that they will apply while on their career both on those on the research department and even those working in clinics. The well-structured program of this Model will ensure the clinical students are given adequate training that they will be able to do correct tests and come up with the right diagnosis that will provide perfect results, and the patients will be treated correctly.

The Model will also build competence on students in psychology as they will be in a position to understand patients well by knowing the problems they are suffering from either stress or depression. Once this is identifying, they are in place to give counseling that will help the affect individuals, and the rate of people who get depressed will be reduced.

References

Beck, J. G., Castonguay, L. G., Chronis‐Tuscano, A., Klonsky, E. D., McGinn, L. K., & Youngstrom, E. A. (2014). Principles for training in evidence‐based psychology: Recommendations for the graduate curricula in clinical psychology. Clinical Psychology: Science and Practice, 21(4), 410-424.

Routh, D. K. (2014). Training models in clinical psychology. The encyclopedia of clinical psychology, 1-4.

Dunn, K. E. (2015). The Scientist-Practitioner: A Boulder Model for Education. International Journal of Adult Vocational Education and Technology (IJAVET), 6(4), 40-45.

Bearman, S. K., Wadkins, M., Bailin, A., & Doctoroff, G. (2015). Pre-practicum training in professional psychology to close the research-practice gap: Changing attitudes toward evidence-based practice. Training and Education in Professional Psychology, 9(1), 13.

Hecker, J., & Thorpe, G. (2015). Introduction to clinical psychology. Psychology Press.

Foley, K. P., & McNeil, C. B. (2014). Scholar–practitioner model. The Encyclopedia of Clinical Psychology, 1-6.

Weiner, I. B. (2012). Education and training in clinical psychology: Correcting some mistaken beliefs. Clinical Psychology: Science and Practice, 19(1), 13-16.