Journal of clinical psychology
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Psychologists have a long and respected history of service during wartime that dates back to World War I. From the early days of scientific personnel selection, clinical psychologists have made a number of wartime contributions. ⋯ They are also performing as Army officers and soldiers contributing to the success of military operations as a whole. The authors, two clinical psychologists and Army officers currently deployed to Iraq, provide a small glimpse into the clinical and personal opportunities and challenges faced by wartime Army clinical psychologists.
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Worldwide, almost a million people die by suicide each year. Intentional, nonfatal, self-inflicted injury, including both suicide attempts and acts without suicide intent, also has very high prevalence. ⋯ The clinical implications of the review are discussed with the goal of translating the science to service-particularly the importance of outreach and treatment of non-compliance, the assessment and management of suicide risk, and competency in effective psychotherapies. These are critical steps for clinical psychology and psychotherapists to take in their role in suicide prevention.
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The matrix model as described by C. R. Snyder and T. ⋯ In fact, it appears to be a reconceptualization of clinical psychology, and this newer vision of the field might best be implemented within a Boulder model format. The extensive requirements that are developed would best be approached through changes in postdoctoral rather than doctoral education. Interestingly, professional schools, despite being disparaged, may be the most likely place for this model to take root.
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Comment
Some critical observations on twenty-first century graduate education in clinical psychology.
A number of issues raised in the C. R. ⋯ R. Elliott article, "Twenty-First Century Graduate Education in Clinical Psychology: A Four Level Matrix Model" (this issue, pp. 1033-1054), are critically examined: the role of interpersonal and societal factors in understanding the human condition, the desirability of breadth in both undergraduate and graduate education, political and scientific issues in prevention research and application, problems in the use of randomized clinical trials for evaluating psychotherapy, and the efficacy-effectiveness debate in therapy research.
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Several issues regarding the matrix model (C. R. Snyder & T. ⋯ First is the role that positive psychology can play in therapy and prevention training. Next, assumptions of the medical model are discussed concerning training students to be competent therapists in an era of managed care. Finally, questions are raised about the response of training programs to the integration of psychology with biobehavioral approaches to human behavior.