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The Black, African and Asian Therapy Network - BAATN
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A free-to-view journal that features a wide range of international contributors. “(Un)Safe spaces: A thematic analysis of global majority trainees’ experience of a safe space group in clinical psychology training” written by Jada Brown and Saafi Mousa, a member of BAATN. The article discusses the creation of safe spaces as part of an anti-racism action plan for all clinical psychology training organisations. This plan was initiated in response to the global protests triggered by the murder of George Floyd and the field of psychology finally acknowledging its historical and current role in perpetuating institutional racism. This peer-reviewed article explores how trainees from global-majority backgrounds experience these safe spaces as part of their clinical psychology training. To access the article, click on this link: https://ow.ly/66Zg50Qxyiu.
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Jhanvi Chaudhary
DU’24 | Applied Psychology Major | Philosophy Minor | Writer | Sukoon NGO Volunteer Head
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The recent proposal to transition from 3+2+2 system to the new 4+2 system and M.phil being scrapped off for clinical psychology education has stirred up intense discussions and debates. As we navigate through these conversations, it’s essential to consider both the reservations and the promising aspects of this educational shift.Many professionals and students have raised valid concerns about the 4+2 system. These concerns include the potential dilution of the quality of education, questions about a possible rush in clinical training, and the need for a smooth transition period. It’s crucial to address the concerns raised by those against the change.On the flip side, the new system presents opportunities to increase access to clinical psychology education. With more MSc seats available, we can potentially address the growing demand for professionals in the field more effectively. The alignment with international standards is essential for the graduates to compete on a global scale. This shift can make our clinical psychologists more competitive and adaptive in a rapidly evolving field.In the face of change, it’s natural to have concerns. However, let’s also recognize the potential for progress, increased access, and global competitiveness that the 4+2 system could bring! It’s important to continue these conversations and ensure that all stakeholders work collaboratively to address concerns while leveraging the opportunities presented by this educational reform. Feel free to leave your thoughts and opinions, Let’s engage in a thoughtful dialogue! #psychology #nep #mphil #psychologystudents
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Samina Rizwan
Educationist at Dar Al-Fikr Schools
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Unconditional positive regard (UPR) is a concept in counselling that involves showing complete support and acceptance to the students, regardless of their actions or beliefs[1]School counselors are responsible for providing support, understanding, and guidance to students, while honoring their diversity and identities[2]Compassion is important in psychology as it can help individuals buffer themselves from stress and promote resilience[3]Discipline, when combined with grace, can guide individuals toward ethical decision-making and the development of compassion[4]Compassion is thought to be trainable and has emerged as a core value in various helping professions, including medical care.In summary, UPR is essential in counseling, school counselors have ethical responsibilities to support students, compassion is important in psychology, and discipline, when combined with grace, can foster the development of compassionate individuals.
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Dr Shama Hamdani
Professor at Amity University Academic counselor at IGNOU Raipur Consultant at Hiteck Hospital & Bakshi Heart Centre.Director of Hamdani Multispeciality Clinic.
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Latest update on M.Phil(Clinical Psychology) as per new education policy(NEP).The nomenclature got changed to M.Psy (Clinical Psychology) 😊. An end to the dilemma students were in regarding the program. A smart move by RCI.
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Jenny Ponzuric
Advancing Education for All: Providing Resources for School Psychologists, Families, and Students
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School psychologists use a variety of cognitive assessments to help them understand a student's learning abilities and needs. Some of the most common cognitive assessments used by school psychologists include:-Wechsler Intelligence Scale for Children (WISC-V) and Woodco*ck-Johnson IV Tests of Cognitive Abilities: both the WISC and the WJ COG look at the same set of cognitive skills and can both be used to examine SLD. -Differential Ability Scales-II: The Differential Ability Scales-II is a more specialized assessment that measures specific cognitive abilities, such as verbal ability, nonverbal ability, and memory. The updated norms for the DAS are now available.The choice of which cognitive assessment to use depends on the specific needs of the student. For example, a student who is struggling in school may be assessed with the WISC-V to get a comprehensive picture of their cognitive abilities. A student who is suspected of having a learning disability may be assessed with the Woodco*ck-Johnson IV to identify specific areas of weakness.Which tool is your favorite and why?Save this post to refer back to, and follow me for more information on how cognitive assessments can be used to help students succeed, the limitations of cognitive assessments, and other topics related to school psychology.#CognitiveAssessments #SchoolPsychs #Assessments
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The Chicago School
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What Does a School Psychologist Do? | INSIGHT Magazine thechicagoschool.eduSchool psychologists help students understand their psychological needs to maximize their educational success. Learn more about what school psychologists do, how you can become one, and what degrees and job opportunities are available in this vital career. https://ow.ly/9Ru750Pw94S
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Dre Marianne Bélanger, Ph.D., Psy.D.
Neuropsychologue, psychologue, cofondatrice CIDDT.ca, formatrice, autrice et conférencière.
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QI et BIAIS DE L'ÉVALUATEUR ?McDermott, Watkins, & Rhoad (2014). Whose IQ is it?—Assessor bias variance in high-stakes psychological assessment. Psychological assessment, https://lnkd.in/eEqec_cK Assessor bias variance exists for a psychological measure when some appreciable portion of the scorevariation that is assumed to reflect examinees’ individual differences instead reflects differences among the examiners who perform the assessment. Ordinary test reliability estimates and standard errors of measurement do not inherently encompass assessor bias variance. This article (...) examine the presence and extent of assessor bias in the administration of the WISC–IV for a sample of 2,783 children evaluated by 448 regional school psychologists for high-stakes special education classification purposes. It was found that nearly all WISC–IV scores conveyed significant and nontrivial amounts of variation that had nothing to do with children’s actual individual differences and that the Full Scale IQ and Verbal Comprehension Index scores evidenced quite substantial assessor bias. Implications are explored.
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Minor to Major LLC
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3 Key things I wish I knew...Before I earned a master's degree in clinical psychology/in the social service industry.Share this with all psychology students, not to deter them but to inform them. Money should not be the ultimate motivator for choosing your career, but being valued in what we do should be valued and the more education we obtain the more compensation should reflect.Regrets??? Hell yeah. I would be a nurse practitioner if I could do it all over again, but servicing the same population.#psychologystudent#psychologymajor#psychology
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