Applied Psychology E-Book
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- Herausgeber: John Wiley & Sons
- Kategorie: Geisteswissenschaft
- Serie: BPS Textbooks in Psychology
- Sprache: Englisch
APPLIED PSYCHOLOGY
A practical and easy-to-understand introduction to applied psychology
In the newly revised second edition of Applied Psychology, distinguished psychologist and author Graham Davey delivers an accessible introduction to the main areas of applied psychology from the perspectives of practitioners and researchers in the United Kingdom, Europe, and other parts of the world. It explains the core psychological knowledge and research that underpins the most commonly employed areas of applied psychology.
This latest edition adds eight brand new chapters that cover emerging topics in applied psychology, and extensive revisions to all other applied psychology chapters.
The book is accompanied by a resource website that offers a wide range of teaching and learning features, including a test bank, instructor slides, and a collection of professional and training chapters. Readers will also find:
- Thorough introductions to clinical, health, forensic, and educational psychology
- Comprehensive explorations of occupational, sport, and counselling psychology
- Practical discussions of coaching psychology, including the application of psychological theory during coaching
- Fulsome treatments of emerging topics in applied psychology, including environmental, consumer, community, and political psychology
Perfect for Level 1 introductory psychology students, Applied Psychology will also benefit Level 2 and 3 students seeking core theoretical and professional information and be valuable for Masters students training for future practice.
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Veröffentlichungsjahr: 2023
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Table of Contents
Cover
Title Page
Copyright Page
List of Contributors
About the Companion Websites
1 Introduction
1.1 THE SCOPE OF APPLIED PSYCHOLOGY
1.2 THE POPULARITY OF APPLIED PSYCHOLOGY
1.3 TEACHING AND LEARNING FEATURES
REFERENCES
Part I: Clinical Psychology
2 Clinical Practice
2.1 THE ECONOMIC COST OF MENTAL HEALTH PROBLEMS
2.2 WHO ARE MENTAL HEALTH PROFESSIONALS?
2.3 PROVIDING MENTAL HEALTH SERVICES
2.4 THE ROLE OF THE CLINICAL PSYCHOLOGIST
2.5 CLINICAL PRACTICE REVIEWED
ACKNOWLEDGEMENT
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
REFERENCES
3 The Causes of Mental Health Problems: Psychoses and Autistic Spectrum Disorder
3.1 PSYCHOSES
3.2 AUTISTIC SPECTRUM DISORDER
ACKNOWLEDGEMENT
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
4 The Causes of Mental Health Problems: Anxiety and Mood Disorders
4.1 ANXIETY‐BASED PROBLEMS
4.2 DEPRESSION AND MOOD DISORDERS
4.3 SUMMARY OF RESEARCH ON ANXIETY AND DEPRESSION
ACKNOWLEDGEMENT
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
REFERENCES
5 Treating Mental Health Problems with Psychological Therapies
5.1 THEORETICAL APPROACHES TO TREATMENT
5.2 MODES OF TREATMENT DELIVERY
5.3 EVALUATING TREATMENT
5.4 SUMMARY
ACKNOWLEDGEMENT
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
REFERENCES
Part II: Health Psychology
6 What is Health Psychology?
6.1 AN ACADEMIC DISCIPLINE AND A PROFESSION
6.2 A BIOPSYCHOSOCIAL MODEL OF HEALTH
6.3 CONSTRUCTING AND TESTING PSYCHOLOGICAL THEORY
6.4 THE SOCIAL AND SOCIETAL CONTEXT OF STRESS AND HEALTH
6.5 HEALTH‐RELATED BEHAVIOUR PATTERNS AND HEALTH PROMOTION
6.6 ENHANCING HEALTH CARE THROUGH BEHAVIOUR CHANGE
6.7 CONCLUSION
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
7 A Biopsychosocial Approach to Health Psychology
7.1 INTRODUCTION
7.2 BASIC FEATURES OF THE NERVOUS SYSTEM
7.3 WHAT HAPPENS WHEN YOU EXPERIENCE STRESS?
7.4 THE PSYCHOLOGY OF PAIN
7.5 PSYCHONEURO‐IMMUNOLOGY
7.6 A BIOPSYCHOSOCIAL APPROACH TO HEALTH PSYCHOLOGY REVIEWED
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
8 Stress, Coping, and Health
8.1 STRESS
8.2 COPING
8.3 SOCIAL SUPPORT
8.4 WORK STRESS
8.5 CONCLUSION
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB‐LINKS
REFERENCES
9 Social Psychology and Health
9.1 INTRODUCTION
9.2 PERSONALITY AND HEALTH BEHAVIOUR
9.3 PREDICTING HEALTH BEHAVIOUR
9.4 CHANGING HEALTH BEHAVIOUR
9.5 CHAPTER SUMMARY AND CONCLUSION
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
Part III: Forensic Psychology
10 Introduction to Forensic Psychology: Working with Organisations and Offenders
10.1 WHAT DO FORENSIC PSYCHOLOGISTS DO?
10.2 THE ROLE OF THE FORENSIC PSYCHOLOGIST IN AN ORGANISATION
10.3 THE ROLE OF THE FORENSIC PSYCHOLOGIST WHEN WORKING WITH OFFENDERS
10.4 ETHICAL ISSUES ASSOCIATED WITH FORENSIC PSYCHOLOGY
10.5 CONCLUSION
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
11 Working with Child and Adult Victims
11.1 THE EFFECTS OF CRIMINAL VICTIMISATION
11.2 ATTITUDES TOWARDS CRIME
11.3 REPEAT AND MULTIPLE VICTIMISATION
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
REFERENCES
12 Eyewitnesses and the Use and Application of Cognitive Theory
12.1 INFORMATION RECALL
12.2 PERSON RECOGNITION
12.3 FACE CONSTRUCTION
12.4 SUMMARY: EVIDENCE AND EYEWITNESSES
ACKNOWLEDGEMENT
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
REFERENCES
ANSWERS
13 Violence Assessment and Intervention
13.1 THE NATURE OF AGGRESSION
13.2 ASSESSING AGGRESSION: DEVELOPING A COMPREHENSIVE FORMULATION
13.3 PSYCHOLOGICAL TREATMENTS FOR AGGRESSION: SOME KEY COMPONENTS
13.4 CONCLUSION
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
Part IV: Educational Psychology
14 Educational Psychology: History and Overview
14.1 WHAT IS EDUCATIONAL PSYCHOLOGY?
14.2 HISTORICAL ORIGINS OF EDUCATIONAL PSYCHOLOGY
14.3 APPROACHES TO EDUCATION
14.4 UNDERSTANDING PUPIL AND CLASSROOM FUNCTIONING
14.5 RESEARCH METHODS IN EDUCATIONAL PSYCHOLOGY
14.6 CHAPTER SUMMARY
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
15 Educational Psychology: Pupil needs and Interventions
15.1 INTRODUCTION
15.2 DIFFICULTIES ASSOCIATED WITH COGNITIVE FUNCTIONING
15.3 SOCIAL, EMOTIONAL, AND MENTAL HEALTH NEEDS
15.4 COMMUNICATION AND INTERACTION DIFFICULTIES
15.5 DIFFICULTIES ASSOCIATED WITH SENSORY AND PHYSICAL NEEDS
15.6 APPROACHES TO INTERVENTION
15.7 CHAPTER SUMMARY
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
16 Educational Psychology: Research on Cognitive and Biological Factors
16.1 INTRODUCTION
16.2 BEHAVIOURAL APPROACHES TO LEARNING
16.3 COGNITIVE PERSPECTIVES ON LEARNING
16.4 COGNITIVE PROCESSES IN THE CURRICULUM
16.5 LEARNING DIFFICULTIES
16.6 CHAPTER SUMMARY
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
17 Educational Psychology: Research on Developmental and Social Factors
17.1 INTRODUCTION
17.2 THEORIES OF COGNITIVE DEVELOPMENT
17.3 SOCIO‐MOTIVATIONAL PROCESSES AT SCHOOL
17.4 SOCIAL, EMOTIONAL, AND MENTAL HEALTH NEEDS AT SCHOOL: ISSUES AND INTERVENTIONS
17.5 CHAPTER SUMMARY
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
Part V: Occupational Psychology
18 The Person and Individual Differences
18.1 INTRODUCTION
18.2 PERSONALITY AT WORK
18.3 ABILITIES
18.4 EMOTIONAL INTELLIGENCE AT WORK
18.5 CONCLUSION
ACKNOWLEDGEMENTS
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
19 Training, Learning and Development, and Coaching—Theories in Psychology
19.1 INTRODUCTION
19.2 LEARNING THEORIES
19.3 TRAINING AND L&D EVALUATIONS
19.4 COACHING TO FACILITATE LEARNING
19.5 CONCLUSION
TEXTS FOR FURTHER READING
RELEVANT WEB LINKS
REFERENCES
NOTES
20 Well‐being at Work
20.1 INTRODUCTION
20.2 WELL‐BEING AND ITS RELATIONSHIP TO WORK
20.3 INTERVENTIONS TO SUPPORT WELL‐BEING
20.4 THE BRIGHT AND DARK SIDES OF WELL‐BEING
20.5 BEYOND WORK—WORK–LIFE BALANCE
20.6 SUMMARY AND CONCLUSION
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
21 Occupational Psychology in Practice—Working with Organisations: Dealing with Structure, Change, Leadership, and Team Dynamics
21.1 INTRODUCTION
21.2 ORGANISATIONAL BEHAVIOUR
21.3 THE IMPORTANCE OF TEAMS AND GROUPS FOR MOTIVATION
21.4 LEADERSHIP IN ORGANISATIONS
21.5 THE ROLE OF THE LEADER IN ORGANISATIONAL CHANGE AND DEVELOPMENT
21.6 ORGANISATIONAL DEVELOPMENT AND CHANGE
21.7 SUMMARY AND CONCLUSIONS
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
Part VI: Sport and Exercise Psychology
22 The Nature of Sport and Exercise Psychology
22.1 WHO ARE THE CLIENTS?
22.2 KEY ISSUES IN SERVICE DELIVERY
22.3 PERFORMANCE ENHANCEMENT VERSUS THE HEALTH OF THE ATHLETE DEBATE
22.4 GAINING EVIDENCE TO SUPPORT PERFORMANCE ENHANCEMENT
22.5 GUIDING PHILOSOPHICAL ISSUES
22.6 MEASUREMENT ISSUES RELEVANT TO CONDUCTING A NEEDS ANALYSIS
22.7 CONCLUSIONS
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
23 Psychological Skills Interventions in Sport and Exercise Psychology
23.1 PSYCHOLOGICAL SKILLS INTERVENTIONS
23.2 CHARACTERISTICS OF EFFECTIVE SPORT AND EXERCISE PSYCHOLOGISTS
23.3 CONCLUSION
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
24 Sport and Exercise Psychology—Understanding Cognitive and Biological Factors
24.1 COGNITIVE FACTORS
24.2 BIOLOGICAL FACTORS
24.3 CHAPTER SUMMARY
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
REFERENCES
25 Sport and Exercise Psychology—Understanding Social, Developmental, and Personality Factors
25.1 SOCIAL FACTORS
25.2 DEVELOPMENTAL FACTORS
25.3 PERSONALITY FACTORS
25.4 CONCLUSION
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
Part VII: Counselling Psychology
26 The Nature and Scope of Counselling Psychology
26.1 WHAT IS COUNSELLING PSYCHOLOGY?
26.2 PHILOSOPHY AND VALUES IN COUNSELLING PSYCHOLOGY
26.3 THE ORIGINS AND DEVELOPMENT OF THE PROFESSION
26.4 THE KNOWLEDGE BASE OF COUNSELLING PSYCHOLOGY
26.5 SUMMARY AND CONCLUSIONS
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
27 Counselling Psychology in Clinical Practice
27.1 APPROACHES AND MODELS: HOW DO COUNSELLING PSYCHOLOGISTS WORK?
27.2 CLINICAL SETTINGS: WHERE DO COUNSELLING PSYCHOLOGISTS WORK?
27.3 COUNSELLING PSYCHOLOGY IN THE FUTURE
27.4 SUMMARY
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
28 A Research‐Informed Approach to Counselling Psychology
28.1 WHAT IS TRUTH?
28.2 RESEARCH‐INFORMED THERAPY
28.3 PLURALISM, RESEARCH, AND COUNSELLING PSYCHOLOGY
28.4 SUMMARY
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
29 The Counselling Psychologist Researcher
29.1 THE COUNSELLING PSYCHOLOGIST RESEARCHER
29.2 COUNSELLING PSYCHOLOGY VALUES IN RESEARCH
29.3 WRITING AND DISSEMINATING COUNSELLING PSYCHOLOGY RESEARCH
29.4 SUMMARY
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
Part VIII: Coaching Psychology
30 Coaching Psychology: What It Is and Why It Matters—An Emerging Conversation
30.1 COACHING AND LEARNING
30.2 CONTRACTING
30.3 FORMULATION
30.4 ETHICS AND VALUES
30.5 RESEARCH AND EVIDENCE‐BASED PRACTICE
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
31 Coaching Psychology—Understanding How to Apply Psychological Theory When Coaching
31.1 INTRODUCTION
31.2 CREATING THE OPTIMAL CONDITIONS FOR COACHING
31.3 HOW PSYCHOLOGY CAN HELP US UNDERSTAND OUR CLIENTS
31.4 SUMMARY
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
Part IX: Emerging Topics in Applied Psychology
32 Environmental Psychology
32.1 INTRODUCTION
32.2 WHAT IS ENVIRONMENTAL PSYCHOLOGY?
32.3 HISTORY AND TOPICS
32.4 EXAMPLE RESEARCH AREAS
32.5 CONCLUSION
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB‐LINKS
REFERENCES
33 Consumer Psychology
33.1 A NEW DISCIPLINE?
33.2 DIFFERENT KINDS OF CONSUMPTION
33.3 CONSUMER PSYCHOLOGISTS
33.4 CONDUCTING RESEARCH
33.5 AREAS OF CONSUMER PSYCHOLOGY
33.6 LOOKING FORWARD
33.7 SUMMARY
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
34 Community Psychology
34.1 KEY THEORIES AND CONCEPTS
34.2 UNDERSTANDING COMMUNITIES: COMMUNITY‐BASED RESEARCH: RESEARCH APPROACHES AND TOOLS FOR ACTION
34.3 COMMUNITY PSYCHOLOGY IN PRACTICE: PREVENTION AND INTERVENTION
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
35 Political Psychology and Policymaking
35.1 WHAT DO WE MEAN BY POLITICAL PSYCHOLOGY?
35.2 DOING AND STUDYING…
35.3 WHY IS IT ABOUT CONTROL?
35.4 PRACTISING POLITICS
35.5 AREAS FOR STUDY IN POLITICAL PSYCHOLOGY
35.6 TRUST AND AUTHORITARIANISM
35.7 JUDGEMENT AND DECISION‐MAKING (IN POLITICS)
35.8 CONCLUSIONS
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
36 The Future of Applied Psychology
36.1 WHERE ARE WE AND HOW DID WE GET HERE?
36.2 WHAT IS THE PROPER JOB OF PSYCHOLOGY?
36.3 POTENTIAL DISRUPTORS AND CHALLENGES ON PSYCHOLOGY’S CLOSE HORIZON
36.4 WHAT DOES THE CURRENT SILOED STRUCTURE OF OUR PROFESSION COST US AS APPLIED PRACTITIONERS AND WHAT MIGHT WE DO ABOUT IT?
ACKNOWLEDGEMENTS
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
Part X: Training and Professional Issues (Available on the Book’s Companion Website)
37 Clinical Psychology
37.1 TRAINING TO BE A CLINICAL PSYCHOLOGIST
37.2 KEY CAPABILITIES AND COMPETENCIES
37.3 POST‐QUALIFICATION
37.4 INTERNATIONAL COMPARISONS
37.5 SUMMARY
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
38 Training and Working as a Health Psychologist
38.1 WHAT DO PROFESSIONAL HEALTH PSYCHOLOGISTS DO?
38.2 TRAINING AS A HEALTH PSYCHOLOGIST IN THE UK
38.3 WORKING AS A PROFESSIONAL HEALTH PSYCHOLOGIST: KAREN’S EXPERIENCE
38.4 CONCLUSION
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
39 Training in Forensic Psychology and Professional Issues
39.1 INTRODUCTION
39.2 TRAINING IN FORENSIC PSYCHOLOGY: AN OVERVIEW
39.3 REFLECTIVE PRACTICE IN FORENSIC PSYCHOLOGY
39.4 SUMMARY AND CONCLUSIONS
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
REFERENCES
40 Educational Psychology
40.1 WHAT DO EDUCATIONAL PSYCHOLOGISTS DO? KEY FUNCTIONS AND RESPONSIBILITIES
40.2 ETHICS
40.3 STRUCTURE OF EDUCATIONAL PSYCHOLOGY SERVICES IN THE UNITED KINGDOM
40.4 TRAINING AND QUALIFICATIONS
40.5 THE FUTURE OF EDUCATIONAL PSYCHOLOGY
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
41 Professional Issues in Occupational Psychology
41.1 INTRODUCTION
41.2 PATHWAYS INTO OCCUPATIONAL PSYCHOLOGY
41.3 ETHICAL PRACTICE
41.4 THE SCIENTIST‐PRACTITIONER APPROACH
41.5 DIVERSITY AND INCLUSION
41.6 SUMMARY AND CONCLUSION
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
42 Sport and Exercise Psychology—UK Professional Structure and Applied Case Study
42.1 TRAINING STRUCTURE OF APPLIED SPORT AND EXERCISE PSYCHOLOGY
42.2 CASE STUDY: SPORT PSYCHOLOGY IN PRACTICE
42.3 CONCLUSION
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEB LINKS
REFERENCES
43 Training in Counselling Psychology
43.1 CONTEXT
43.2 JOURNEY INTO TRAINING
43.3 THE TRAINING EXPERIENCE
43.4 COUNSELLING PSYCHOLOGY CAREERS
43.5 FUTURE DIRECTIONS FOR COUNSELLING PSYCHOLOGY TRAINING
TEXTS FOR FURTHER READING
RELEVANT JOURNAL ARTICLES
RELEVANT WEBLINKS
REFERENCES
44 Training in Coaching Psychology
44.1 WHAT IS COACHING PSYCHOLOGY?
44.2 REGISTER OF COACHING PSYCHOLOGISTS
44.3 STANDARDS IN COACHING PSYCHOLOGY
44.4 TRAINING ROUTES
44.5 SUMMARY
RELEVANT JOURNALS ARTICLES
RELEVANT WEB LINKS
REFERENCES
Index
End User License Agreement
List of Tables
Chapter 2
TABLE 2.1
Key findings from the NHS mental health and well‐being in England
...
TABLE 2.2
Clinical psychologists frequently work as members of multidiscipli
...
Chapter 3
TABLE 3.1
Concordance Rates for Individuals with a Diagnosis of Schizophreni
...
Chapter 4
TABLE 4.1
Thinking Biases in Beck’s Model Of Depression
.
TABLE 4.2
Why I Failed My Maths Exam
.
Chapter 6
TABLE 6.1
Behaviour patterns that predict longevity.
TABLE 6.2
Characteristics associated with effectiveness in interventions tar
...
TABLE 6.3
Characteristics associated with effectiveness in school‐based inte
...
Chapter 7
TABLE 7.1
Overview of the nervous system
.
TABLE 7.2
Conditions that can open and close the pain gate.
TABLE 7.3
Summary of cell‐mediated and antibody‐mediated immunity.
...
Chapter 8
TABLE 8.1
Social Readjustment Rating Scale.
TABLE 8.2
Twelve families of coping strategies adapted from Skinner et al. (
...
Chapter 9
TABLE 9.1
Relationship between conscientiousness and various health behaviou
...
Chapter 10
TABLE 10.1
Key principles for effective treatment
.
TABLE 10.2
HCPC’s standards for psychologists.
Chapter 11
TABLE 11.1
Reasons for not reporting sexual assault in England and Wales and
...
TABLE 11.2
Summary of factors hypothesised to be related to sexual re‐victim
...
Chapter 12
TABLE 12.1
Enhanced cognitive interview.
The main stages of the ECI develop...
Chapter 13
TABLE 13.1
Example items/factors considered on the V‐RAG, HCR‐20, and SAPROF
...
Chapter 14
TABLE 14.1
The three types of secondary school introduced in England by the
...
TABLE 14.2
Summary of key shifts in educational provision within the United
...
TABLE 14.3
Gardner’s theory of multiple intelligences.
Chapter 15
TABLE 15.1
Types of need.
TABLE 15.2
Examples of DSM‐5 disorders relating to social, emotional, and me
...
Chapter 17
TABLE 17.1
Piaget’s stages of cognitive development.
Chapter 18
TABLE 18.1
Common psychometric tests used to assess the Five‐Factor Model of
...
TABLE 18.2
Most commonly psychometric tests for assessing the DT personality
...
Chapter 19
TABLE 19.1
Kirkpatrick's four levels of training evaluation.
TABLE 19.2
The differences and similarities between coaching, mentoring, and
...
Chapter 20
TABLE 20.1
Warr’s Vitamin Model of job characteristics affecting well‐being
...
TABLE 20.2
Examples of well‐being interventions.
TABLE 20.3
Definitions of PsyCap characteristics.
Chapter 21
TABLE 21.1
Indicators of conflict or dissatisfaction.
TABLE 21.2
Elements of intra‐group process that can produce process gains an
...
TABLE 21.3
Approaches to team development.
TABLE 21.4
‘Diagnostic’ methods and tools in organisational development.
...
Chapter 23
TABLE 23.1
Behaviourist principles of reinforcement schedules.
TABLE 23.2
Contrasting models of reflection.
Chapter 25
TABLE 25.1
Personality theories.
TABLE 25.2
Sixteen personality factors.
Chapter 27
TABLE 27.1
The ethics and values of counselling psychology.
TABLE 27.2
Standards of proficiency for practitioner psychologists.
TABLE 27.3
Where do counselling psychologists work?
TABLE 27.4
Examples of clients a counselling psychologist might see in priva
...
Chapter 28
TABLE 28.1
Some examples of specific goals that individuals have when they a
...
TABLE 28.2
Some examples of negotiated tasks engaged in within therapy.
TABLE 28.3
Some examples of methods used within therapy.
Chapter 29
TABLE 29.1
Actioning counselling psychology values in research.
TABLE 29.2
Poor practice and good practice in writing up research
*
Chapter 31
TABLE 31.1
Core areas of psychology and examples of how coaches might utilis
...
Chapter 32
TABLE 32.1
Perspectives of people–environment interactions and dominant rese
...
TABLE 32.2
Summary of key aspects of environmental psychology research.
TABLE 32.3
Examples of interventions targeting different levels of informati
...
Chapter 34
TABLE 34.1
Using creative methods in community psychology.
Chapter 35
TABLE 35.1
How everyday behaviour is political.
TABLE 35.2
Psychological processes involved in accepting or rejecting ‘fake
...
Chapter 37
TABLE 37.1
Some examples to illustrate the range of client groups, models a
...
TABLE 37.2
Frequently asked questions about a career in clinical psychology
...
Chapter 39
TABLE 39.1
Structure of the training process in forensic psychology.
TABLE 39.2
Frequently asked questions about a career in forensic psychology
...
Chapter 40
TABLE 40.1
Examples of the roles of the educational psychologist: An illust
...
TABLE 40.2
Standards of Conduct, Performance, and Ethics.
TABLE 40.3
UK educational psychology training providers by region.
Chapter 41
TABLE 41.1
What do students experience at different stages of their trainin
...
TABLE 41.2
Views on what you can expect from doctoral training in OP from D
...
TABLE 41.3
Summary of ethical principles across three countries1
1
TABLE 41.4
Frequently asked questions about a career in occupational psycho
...
Chapter 42
TABLE 42.1
Core competencies addressed by BPS and BASES training.
TABLE 42.2
Minimum expected hours of SEPAR.
TABLE 42.3
Evidence submitted during QSEP stage 2.
TABLE 42.4
Frequently asked questions about sport and exercise psychology.
Chapter 43
TABLE 43.1
BPS competencies (accessed here: https://www.bps.org.uk/sites/www
...
Chapter 44
TABLE 44.1
Eligibility criteria for professional recognition route.
List of Illustrations
Chapter 3
PHOTO 3.1
Suspicious Minds
.People vulnerable to paranoid thinking try to m...
FIGURE 3.1
Genetic Modifiers in Autism Spectrum Disorder
.Autism Spectrum D...
PHOTO 3.2
Constructing Systems to Understand the World
.Individuals with a ...
Chapter 4
PHOTO 4.1
The Little Mix star Perrie Edwards has spoken publicly about her a
...
FIGURE 4.1
Clarks’ (1986) model of panic disorder.
Perception of a thre...
PHOTO 4.2
Obsessions are intrusive recurring thoughts which a person finds d
...
FIGURE 4.2
Neurones release the neurotransmitters serotonin and norepinephri
...
FIGURE 4.3
Beck’s negative schema in depression.This figure shows how the ne
...
Chapter 5
PHOTO 5.1 VRE therapies were first established to treat anxiety‐based proble...
Chapter 6
FIGURE 6.1
A biopsychosocial model of health and illness.
PHOTO 6.1
Behaviour patterns predict health and longevity.
FIGURE 6.2
The information–motivation–behavioural skills model.
...
FIGURE 6.3
Levels of behaviour change intervention.
FIGURE 6.4
A ten‐step guide.
Chapter 7
FIGURE 7.1
Anatomical structure of the brain.
FIGURE 7.2
Central features of a nerve cell or neuron: A neuron consists of
...
FIGURE 7.3
Major endocrine glands: Each gland releases chemicals into the bl
...
FIGURE 7.4
Stress response: HPA axis response system (dashed line) and the S
...
FIGURE 7.5
Daily pattern in cortisol secretion.
Chapter 8
FIGURE 8.1
The job strain model.
FIGURE 8.2
Effort–reward imbalance model.
Chapter 9
FIGURE 9.1
Protection motivation theory.
FIGURE 9.2
Theory of planned behaviour.
FIGURE 9.3
Reasoned action approach.
FIGURE 9.4
The impact of expertise on persuasion by strong and weak argument
...
Chapter 10
FIGURE 10.1
Behavioural influence stairway model.
Chapter 11
FIGURE 11.1
Conceptual model of the levels in which victim blame in sexual a
...
FIGURE 11.2
The four levels of analyses of the ecological framework.
Chapter 12
FIGURE 12.1
Wanted poster.
A Wanted Poster released by Northamptonshire Polic...
FIGURE 12.2
Perception of speed.
The influence of people's perception of vehi...
FIGURE 12.3
The influence of interviewing on information recall.
The figure i...
FIGURE 12.4
Example stimuli.
Example stimuli from Burton
et al
. (1999). Par...
FIGURE 12.5
Changes in the appearance of an unfamiliar face between study an
...
FIGURE 12.6
Example composites.
Example composites from Frowd
et al
. (2005b...
FIGURE 12.7
The effectiveness of composites.
The graph demonstrates how eff...
FIGURE 12.8
Example stimuli.
Example stimuli used in Frowd
et al
. (2007a): in...
FIGURE 12.9
Example composites.
Example composites (top row) constructed by...
FIGURE 12.10
Caricaturing a composite.
Shown are negative and positive cari...
FIGURE 12.11
Ageing and pleasantness ‘holistic’ scales.
An exam...
FIGURE 12.12
EvoFIT faces.
An example array of EvoFIT faces as would be pre...
Chapter 13
FIGURE 13.1
Information‐processing circle.
Example of a blank Infor...
Chapter 14
FIGURE 14.1
Relationships between class size and various aspects of classroo
...
Chapter 15
FIGURE 15.1
Example of writing by a dyslexic pupil.
FIGURE 15.2
Problems with bullying at school can often lead to or escalate i
...
FIGURE 15.3
Hearing‐impaired children using sign language in a classroom.
...
FIGURE 15.4
The ‘waves of intervention’ model: Tiered support for inclusive
...
Chapter 16
PHOTO 16.1
Infant engaged in observational learning.
FIGURE 16.1
The basic structure of a neuron.
FIGURE 16.2
Baddeley’s working memory model.
PHOTO 16.2
Young children’s ability to play with balls demonstrates that the
...
Chapter 17
PHOTO 17.2
A traditional ‘chalk‐and‐talk’ classroom layout.
...
PHOTO 17.3
A contemporary classroom layout facilitating group‐based learning
...
PHOTO 17.4
Lev Vygotsky (1896–1934), a Soviet psychologist known for his soc
...
FIGURE 17.1
Vygotsky’s zone of proximal development.
Many educators t...
FIGURE 17.2
Siegler’s (2005) ‘overlapping waves’ model.
S...
FIGURE 17.3
Dodge and Pettit’s (2003) biopsychosocial model of conduct probl
...
Chapter 18
FIGURE 18.1 Big Five traits and their descriptors according to the key adjec...
Chapter 19
FIGURE 19.1
The training cycle.
FIGURE 19.2
Kolb’s learning cycle.
FIGURE 19.3
Multi‐level learning evaluation.
Chapter 20
FIGURE 20.1
Interaction between job demands and job control on psychiatric m
...
FIGURE 20.2
The intervention cycle.
FIGURE 20.3
The job demands–resources model.
Chapter 21
FIGURE 21.1
Approaches to motivation.
FIGURE 21.2
Maslow’s hierarchy of needs.
Chapter 22
PHOTO 22.1
The motivation for individuals to take part in sport and exercise
...
PHOTO 22.2
Awarding medals and giving prizes to winners provides positive re
...
Chapter 23
FIGURE 23.1
Classical conditioning in humans.
PHOTO 23.1
A blindfolded activity that prevents the use of visual feedback i
...
FIGURE 23.2
Unhelpful thinking styles.
PHOTO 23.2
Establishing motives for exercising is an important part of the h
...
FIGURE 23.3
Psychological profile.
Chapter 24
PHOTO 24.1
High self‐confidence, controlling emotions, and focusing on key f
...
FIGURE 24.1
Changes in self‐efficacy between players high in self‐esteem and
...
FIGURE 24.2
Concentration profiles of two referees during
a game.
FIGURE 24.3
Characteristics of different concentration (attentional) types a
...
FIGURE 24.4
Typical mood‐enhancing effect of exercise.
PHOTO 24.2
Exercise and positive emotions. Taking part in sport can be fun,
...
FIGURE 24.5
Mood profiles of runners.
FIGURE 24.6
Emotional and cognitive changes to living and exercising at alti
...
FIGURE 24.7
Improvements in mood states as athletes gain experience of manag
...
Chapter 25
FIGURE 25.1
The dynamic of top‐down‐bottom‐up processes across levels of cul
...
PHOTO 25.1
Sport and exercise appeals to individuals from all cultural backg
...
PHOTO 25.2
Team cohesion is an important aspect of performance. The British
...
PHOTO 25.3
Sport and exercise can provide opportunities for children to appl
...
Chapter 26
PHOTO 26.1
Working with multiple perspectives and tensions
.
PHOTO 26.2
The changing faces of ‘reality’
.
PHOTO 26.3
Careful research is important.
Chapter 27
PHOTO 27.1
Counselling psychologists are committed to understanding the uniq
...
Chapter 28
FIGURE 28.1
Levels of evidence.
FIGURE 28.2
The Dodo Bird in
Alice in Wonderland
.
FIGURE 28.3
The research/practice spectrum.
FIGURE 28.4
Getting from England to Australia: goals, tasks, and methods (a)
...
Chapter 29
PHOTO 29.1
Counselling psychologists’ ideas for research are likely to deriv
...
PHOTO 29.2
Counselling psychologists believe that research will always refle
...
PHOTO 29.3
Counselling psychologists are aware of how researchers and partic
...
Chapter 31
FIGURE 31.1
Weiner’s attributional theory of achievement motivation and emot
...
Chapter 32
FIGURE 32.1
Behaviour settings. Can you identify the standing patterns of be
...
FIGURE 32.2
Altman’s privacy regulation model.
FIGURE 32.3
The value belief norm model.
FIGURE 32.4
Examples of descriptive and injunctive normative messages (and r
...
Chapter 33
FIGURE 33.1
The proximity principle. When the dots in (a) are seen, they wil
...
PHOTO 33.1
Example of an Instagram page.
Instagram is a photo‐ and video‐sh...
FIGURE 33.2
The number of planet earths required to support extensive global
...
Chapter 34
FIGURE 34.1
The process of
conscientização: application to the Growing Up Po...
FIGURE 34.2
Bronfenbrenner’s ecological systems model.
FIGURE 34.3
Neighbourhood psychologist job advert.
Chapter 37
FIGURE 37.1
Bar chart showing the number of applicants for NHS funded places
...
PHOTO 37.1
Trainee clinical psychologists regularly discuss their clinical w
...
PHOTO 37.2
In some approaches, for example, cognitive‐behavioural therapy, t
...
PHOTO 37.3
On some clinical psychology training courses, the trainees are re
...
Chapter 38
COLOUR PLATE 38.1
Health psychologists conduct consultations with clients an
...
COLOUR PLATE 38.2
Health psychologists teach and train others.
COLOUR PLATE 38.3
An illustration of health psychology research in the media
...
Chapter 39
FIGURE 39.1
Combinations of offender populations and psychological tasks.
...
FIGURE 39.2
A week in the life of a forensic psychologist in training.
PHOTO 39.1
Forensic psychologists in training may engage clients in one‐to‐o
...
PHOTO 39.2
Many forensic psychologists work in prisons where they work with
...
PHOTO 39.3
Consultancy is a core task for forensic psychologists and this ma
...
FIGURE 39.3
An example practice diary entry.
FIGURE 39.4
Gibb's reflective cycle.
Chapter 40
Figure 40.1 Structure of an educational psychology service.
Chapter 41
FIGURE 41.1
The Training Path in OP.
FIGURE 41.2
The consultancy cycle: an example.
Chapter 42
PHOTO 42.1
UK training pathways incorporate core workshops endorsed by each
...
Chapter 43
PHOTO 43.1
Your personal statement for D. Couns. Psych. programme applicatio
...
PHOTO 43.2
Reflexivity involves examining how one’s beliefs, assumptions and
...
Guide
Cover Page
Title Page
Copyright Page
List of Contributors
About the Companion Websites
Table of Contents
Begin Reading
Index
WILEY END USER LICENSE AGREEMENT
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827
Applied Psychology
Second Edition
EDITED BY
GRAHAM DAVEY
This second edition first published 2023© 2023 John Wiley & Sons Ltd
Edition History: John Wiley & Sons Ltd. (1e, 2011)
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by law. Advice on how to obtain permission to reuse material from this title is available at http://www.wiley.com/go/permissions.
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Limit of Liability/Disclaimer of WarrantyThe contents of this work are intended to further general scientific research, understanding, and discussion only and are not intended and should not be relied upon as recommending or promoting scientific method, diagnosis, or treatment by physicians for any particular patient. In view of ongoing research, equipment modifications, changes in governmental regulations, and the constant flow of information relating to the use of medicines, equipment, and devices, the reader is urged to review and evaluate the information provided in the package insert or instructions for each medicine, equipment, or device for, among other things, any changes in the instructions or indication of usage and for added warnings and precautions. While the publisher and authors have used their best efforts in preparing this work, they make no representations or warranties with respect to the accuracy or completeness of the contents of this work and specifically disclaim all warranties, including without limitation any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives, written sales materials or promotional statements for this work. The fact that an organization, website, or product is referred to in this work as a citation and/or potential source of further information does not mean that the publisher and authors endorse the information or services the organization, website, or product may provide or recommendations it may make. This work is sold with the understanding that the publisher is not engaged in rendering professional services. The advice and strategies contained herein may not be suitable for your situation. You should consult with a specialist where appropriate. Further, readers should be aware that websites listed in this work may have changed or disappeared between when this work was written and when it is read. Neither the publisher nor authors shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.
Library of Congress Cataloging‐in‐Publication Data
Names: Davey, Graham, author.Title: Applied psychology / edited by Graham Davey.Description: Second edition. | Hoboken, NJ : Wiley, 2023. | Includes bibliographical references and index.Identifiers: LCCN 2022047681 (print) | LCCN 2022047682 (ebook) | ISBN 9781119856740 (paperback) | ISBN 9781119856757 (adobe pdf) | ISBN 9781119856764 (epub)Subjects: LCSH: Psychology, Applied.
Classification: LCC BF636 .D38 2023 (print) | LCC BF636 (ebook) | DDC 158–dc23/eng/20221212
LC record available at https://lccn.loc.gov/2022047681LC ebook record available at https://lccn.loc.gov/2022047682
Cover design: WileyCover images: © Big Five Images/Getty Images
List of Contributors
Charles Abraham, Deakin University, Australia
Robin Banerjee, University of Sussex, UK
Jim Boyle, University of Strathclyde, UK
Alison Clarke, British Psychological Society, UK
Mark Conner, University of Leeds, UK
Graham Davey, University of Sussex, UK
Michelle Davies, University of Central Lancashire, UK (Retired)
Tracey Devonport, University of Wolverhampton, UK
Maria Fernandes‐Jesus, York St John University, UK
Charlie Frowd, University of Central Lancashire, UK
Birgitta Gatersleben, University of Surrey, UK
Ruth Gordon, Salford Primary Care Psychological Therapies Service, UK
Rebecca Graber, University of Brighton, UK
Neil Gredecki, University of Manchester, UK
Terry Hanley, University of Manchester, UK
Carl Harris, Clinical & Community Psychologist, UK
Carol A. Ireland, University of Central Lancashire, UK
Jane L. Ireland, University of Central Lancashire, UK
Cathrine Jansson‐Boyd, Anglia Ruskin University, UK
Fiona Jones, University of Leeds, UK
Fergal Jones, Canterbury Christ Church University, UK
Elaine Kasket, University of Wolverhampton, UK
Nishant Krishnan, University of Central Lancashire, UK
Yi‐Ling Lai, Birkbeck, University of London, UK
Andrew Lane, University of Wolverhampton, UK
David A. Lane, Professional Development Foundation, UK
Almuth McDowall, Birkbeck, University of London, UK
Lorna Mills, BPS Chartered Coaching Psychologist, UK
Jeremy Monsen, Westminster, Kensington & Chelsea Educational Psychology Consultation Service, UK; University College London, Institute of Education & University of Strathclyde, UK
Daryl B. O’Connor, University of Leeds, UK
Vanja Orlans, Director, Psychology Matters Ltd, London, UK
Halley M. Pontes, Birkbeck, University of London, UK
Karen Rodham, Chichester University, UK
Adam Scott, Northern College, Manchester, UK
Ivan Sebalo, University of Kent, UK
Marie Stopforth, BPS Chartered Coaching Psychologist, UK
Lucia Swanepoel, Consultant Psychologist, NHS, UK
Kevin Teoh, Birkbeck, University of London, UK
Andy Tolmie, University College, London, UK
Polly Turner, University of Manchester, UK
Mary Watts, City, University of London, UK
Ashley Weinberg, University of Salford, UK
Julius Weinberg, Emeritus Professor, former Vice‐Chancellor, Kingston University, London, UK
Suzanne Wilson, University of Central Lancashire, UK
Laura Anne Winter, University of Manchester, UK
Sarah Wright, University of Southampton, UK
Gabriel Wynn, University of Manchester, UK
About the Companion Websites
There are companion websites that host material intended for Instructors and Students.
Visit
www.wiley.com/go/davey/psychology
to discover ancillary material such as a PPT for every chapter, Self‐test Quizzes, the Glossary and so much more. There are also eight additional chapters on training and professional issues that are only available online.
1Introduction
Graham Davey
CHAPTER OUTLINE
1.1 THE SCOPE OF APPLIED PSYCHOLOGY
1.2 THE POPULARITY OF APPLIED PSYCHOLOGY
1.3 TEACHING AND LEARNING FEATURES
ROUTE MAP OF THE CHAPTER
This is an introductory chapter that will describe in basic terms what applied psychology is and its integral relationship with psychological research, describe the various teaching and learning features adopted by the book, and introduce some of the new emerging topics in applied psychology that have been included in this second edition.
1.1 THE SCOPE OF APPLIED PSYCHOLOGY
It is not easy to come up with a simple definition of applied psychology that covers all of the circumstances in which psychological knowledge is applied and also encompasses the professional nature of much applied psychology. However, just as psychology is the scientific study of human behaviour, applied psychology is the professional application of psychological knowledge to the solution of problems associated with human behaviour. These problems may be at the level of the individual, in the case of clinical psychology, counselling psychology, or coaching psychology and the treatment of individual mental health problems; at the level of an organization, such as occupational psychology and its role in making organizations better places in which to work; or at the level of society in general, such as health psychology and its role in changing the health behaviours of the nation. While most applied psychology involves the application of existing psychological knowledge to practical problems (and you will find many examples of this in our ‘Theory to Application Boxes’ throughout the text), many of these problems are so politically and socially urgent that the practitioners dealing with these issues have to develop theory and practice almost on the hoof, and you will find many examples in this text where the urgency of providing services and solutions has actually led to the development of psychological knowledge rather than vice versa.
1.2 THE POPULARITY OF APPLIED PSYCHOLOGY
One of the reasons for psychology’s enduring popularity is that it bestows on its graduates a range of skills that are valued by employers. As many as 20% of psychology graduates do progress on to further training that provides an opportunity to become a professional psychologist working in the applied sector—roles such as clinical psychologists, educational psychologists, and forensic psychologists (Morrison Coulthard, 2017).
However, even for those who do not progress to further training, the reason for choosing an undergraduate degree in psychology for a majority of psychology students is their interest in applied psychology and a desire to use psychological knowledge to help solve personal and social problems. This student interest in applied psychology has led to some significant changes in the way we teach undergraduate psychology over the past 20 years or so. Instead of being restricted to final year options and electives, applied psychology courses are frequently offered alongside core courses at Level 2, and—more radically—as an integrated part of foundation teaching at Level 1. Indeed, to cater for this desire for the knowledge of applied psychology, most psychology departments now have faculty dedicated to this teaching at both the undergraduate and postgraduate levels. This integrated approach to teaching psychology is one that is appreciated by students as providing them with a set of psychological skills that allows them to ‘apply psychological knowledge to work, relationships and the broader community’ and to ‘behave ethically, recognising and fostering respect for diversity, and being insightful and reflective about one’s own and others’ behaviour and mental processes’ (Morrison Coulthard, 2017).
And there is likely to be no shortage of jobs for psychology graduates skilled in applying psychological knowledge. As an American Psychological Society Trends Report put it
psychological science is leading to interventions that are enhancing people's lives in a wide variety of areas, whether it's boosting educational performance, reducing distracted driving, improving work life or designing products and services to be more user friendly. All the while, a strong psychology education pipeline is creating the next generation of psychologists to continue that work and a population primed to understand it (Clay,2017).
According to the U.S. Bureau of Labor Statistics, employment for psychologists overall will grow by 19% between 2014 and 2024, much faster than the 7% average growth predicted for all occupations.
The second edition of this textbook has been designed to satisfy the changing needs for applied psychology teaching at all the undergraduate levels. It provides a detailed coverage of the academic and professional aspects of eight major fields of applied psychology. These are clinical psychology, health psychology, forensic psychology, educational psychology, occupational psychology, sports and exercise psychology, counselling psychology, and coaching psychology. Each of these major applied sections provides (a) an introduction to that applied area, (b) a coverage of the core psychological knowledge that has contributed to the development of that applied field, and (c) a discussion of professional and training issues in each applied area, the latter of which can be found on the book’s accompanying companion site. The text is written to be accessible to first‐year Introductory Psychology students and also to provide the core knowledge and professional information that students in years 2 and 3 of an undergraduate degree will need. Master’s level students will also find this textbook comprehensive and informative.
This second edition also includes full chapters on some emerging and exciting new areas of applied psychology. These are environmental psychology, consumer psychology, community psychology, and political psychology and policy making. The book ends with a chapter that explores the future of applied psychology and discusses some of the many ways in which psychological knowledge might be applied to make a meaningful difference to the lives of individuals in society.
1.3 TEACHING AND LEARNING FEATURES
The text is supplemented by a range of features designed to facilitate effective teaching and learning. They include the following:
Focus Point Boxes
: These provide more in‐depth discussion of particular topics that are conceptually important, controversial, or simply of contemporary interest. These are often linked to everyday examples—such as high‐profile news items—that allow the reader to consider the issues in a contemporary, everyday context.
Activity Boxes
: Activity boxes offer the reader an opportunity to engage in active learning about a topic by completing a task or activity. Examples of such activities include simple experiments designed to demonstrate a particular phenomenon, opportunities for further reading and research, or topics and questions suitable for small group discussion. The instructor or teacher may want to make use of these activities when structuring their class teaching.
Research Methods Boxes
: These features contain detailed descriptions of methods used in applied psychology research and describe the pros and cons of individual methods and their potential uses.
Case Histories
: Most chapters contain case histories providing individual examples of how applied psychologists provide help, advice, support, and services for people across a range of settings and contexts.
Theory‐to‐Application and Application‐to‐Theory Boxes
: These boxes are designed to facilitate understanding of the link between applications, research, and theory, and describe how applications emerge from core psychological theory or how the need to deal with practical problems in applied psychology has given rise to developments in psychological theory.
Essay Questions
: Each chapter ends with a small number of essay questions that students can attempt by using the knowledge available within that chapter.
Self‐Test Questions
: In each chapter, the reader will encounter
self‐test questions
. These are designed to test the reader’s absorption of basic factual and conceptual knowledge. Instructors and teachers can also use these questions as a basis for discussing key material in class or in small group discussions.
Relevant Journal Articles and Texts for Further Reading
: All chapters have an extensive bibliography of further reading for the interested reader or the advanced level student who needs further detail on specific topics. These are organised into
relevant journal articles
and
texts for further reading
. A list of relevant journal articles is provided that cover reviews of specific topics, seminal discussion of critical conceptual and theoretical issues, studies describing important research in an area, or discussions and descriptions relevant to applied practice. Nowadays, students in higher education have regular free electronic access to many journal articles via their higher education institution, and this was one of the main reasons for including a full and extensive list of journal articles for students to pursue—hopefully at minimal cost to themselves.
Companion Website
: An associated companion website provides additional information covering teaching and learning resources, provides a full list of references for each chapter, links to relevant applied psychology sites, and additional information on all areas of applied psychology, including new emerging and developing areas of application. The companion website also offers a further eight chapters covering training and professional issues in clinical psychology, health psychology, forensic psychology, educational psychology, occupational psychology, sport and exercise psychology, counselling psychology, and coaching psychology. These chapters are an invaluable resource for students intending to pursue a career in these professional areas of applied psychology.
REFERENCES
Clay, R.A. (2017) Trends report: Psychology is more popular than ever,
Monitor on Psychology
, 48: 44.
https://www.apa.org/monitor/2017/11/trends‐popular
Morrison Coulthard, L. (2017)
BPS Careers Destinations (Phase 3) Survey 2016 Report
, The British Psychological Society, Leicester, UK.
Part IClinical Psychology
2
Clinical Practice
3
The Causes of Mental Health Problems: Psychoses and Autistic Spectrum Disorder
4
The Causes of Mental Health Problems: Anxiety and Mood Disorders
5
Treating Mental Health Problems with Psychological Therapies
2Clinical Practice
Graham Davey
LEARNING OUTCOMES
WHEN YOU HAVE COMPLETED THIS CHAPTER, YOU SHOULD BE ABLE TO:
Describe the nature and size of mental health problems facing service providers.
Describe how mental health services in the UK are structured.
Describe the different types of mental health professionals in the UK together with some of the skills they possess.
Describe and evaluate the role of clinical psychologists in the mental health services.
KEY TERMS
Approved Mental Health Practitioners
Assessment
Children and Adolescent Mental Health Services (CAMHS)
Clinical Interview
Clinical Psychologists
Community Mental Health Nurses
Continuing Professional Development
Counsellors
Diagnosis
Evaluation
Formulation
Health and Care Professions Council
Improving Access to Psychological Therapies
Inpatient Hospital Care
Intervention
Multidisciplinary Teams (MDTs)
Occupational Therapists
Outpatient
Protected Title
Psychiatrists
Psychotherapists
Recovery Model
Reflective Practitioner Model
Regional Secure Units
Social Workers
CHAPTER OUTLINE
2.1 THE ECONOMIC COST OF MENTAL HEALTH PROBLEMS
2.2 WHO ARE MENTAL HEALTH PROFESSIONALS?
2.3 PROVIDING MENTAL HEALTH SERVICES
2.3.1 What Facilities Are Available?
2.3.2 How Are Mental Health Services Structured?
2.3.3 The Recovery Model
2.4 THE ROLE OF THE CLINICAL PSYCHOLOGIST
2.4.1 Key Capabilities and Competencies
2.4.2 The Reflective Practitioner Model
2.4.3 Regulation and Continuing Professional Development
2.5 CLINICAL PRACTICE REVIEWED
ROUTE MAP OF THE CHAPTER
This chapter starts by taking a broad perspective on clinical practice by describing the scale of mental health problems that service providers face. We then discuss the types of mental health professionals that work in this sector, how individuals with mental health problems access services, and the facilities that are available across mental health services. We end the chapter by focusing on clinical psychologists and discussing their key capabilities and competences, and how they are regulated.
Just like Hina, we all experience life events that cause us distress in some form or another (Case History 2.1). In many cases, this distress is short‐lived and transient, but for others the distress stays with them for long periods and becomes an overbearing and central feature of their life. Many people cope as best they can by keeping their distress and their feelings to themselves. But, as Hina describes in her personal account, there is only so long you can ‘hold a ball under water’ before it pops up on the surface. It is often only when distress eventually becomes unbearable, affects social, occupational, and family functioning, or is recognised by others that many people begin to seek help for their problems. So how do people begin to seek help for mental health problems? What services are available? How are those services structured? These are some of the questions we will be addressing in this chapter. For Hina, her journey for help and support began with a visit to her local general practitioner (GP) who then forwarded her on to more specialised services such as counsellors, psychotherapists, or clinical psychologists.
CASE HISTORY 2.1
My family came to England from Uganda when I was four. I found leaving our home behind quite traumatic, and then a year after we arrived here, my father died. It was difficult, losing him on top of everything else. In some Asian families there are rigid rules about what can and can’t be talked about and intimate things aren’t mentioned, so I never spoke to anyone about how I felt or what it was like growing up. I just pushed the sadness down within myself. I got married to an English guy but I still didn’t talk about it. But, a bit like holding a ball underwater, there’s only so long you can keep your feelings hidden and by the summer I was suffering from what I now know was depression. In the end I went to see my GP because I felt I needed to talk through what was going on. My GP was able to refer me to an Asian psychologist for cognitive behavioural therapy and psychodynamic therapy, which involved talking through my problems and finding ways to tackle them. When I saw the therapist I wasn’t worried about confidentiality any more. I live in a different area from my family now and was assured that all our sessions would be completely confidential. There were lots of things, which she, as an Asian woman, could relate to. I saw my therapist for 50 minutes every week or two, over 10 months, and she has helped me a lot. I’ve started building my own life and learned not to get so bogged down with the pressures of having to look after everybody else.
I’ve been discharged now, but I still go for follow‐up sessions to see how I’m doing. I know the service is there for me if I need it again: all I have to do is contact them if I have a crisis or need a session. It has been great to have support from someone I identify with. I’ve seen things change since I was younger and now there are services for people when they feel ready to get help. If you want help, see your GP. They may be able to refer you for confidential counselling, or to a psychologist with a specialist understanding of cultural issues.
Hina’s Story (adapted fromhttp://www.nhs.uk/Conditions/stress‐anxiety‐depression/Pages/therapy‐changed‐my‐life.aspx)
