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The Resource Concreteness and Specificity in Clinical Psychology : Evaluations and Interventions

Concreteness and Specificity in Clinical Psychology : Evaluations and Interventions

Concreteness and Specificity in Clinical Psychology : Evaluations and Interventions
Concreteness and Specificity in Clinical Psychology
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Evaluations and Interventions
This provocative volume updates L' Abate's signature ideas, focusing in particular on the concepts of concreteness and specificity as basic tenets of evaluation and therapy. Noting society's growing familiarity with technology, current concerns about treatment accessibility, and widespread interest in wellness promotion, he argues for remote-writing exercises targeted to specific client issues and monitored by the clinician instead of relying on traditional talk-based therapy. This attention to concreteness and specificity in baseline evaluation, post-treatment evaluation, and follow-up, the author asserts, is central to making treatment replicable, less subject to impasses or missteps, and more professional, with the potential of changing how therapy is conducted as well as how clinicians are trained and practice. The book's framework includes rationales, models, empirical data, and examples of prescriptive remote-writing exercises.  Featured in the coverage:  Online interventions: here to stay and to grow. Verifiability in clinical psychology practices. Present status and future perspectives for personality and family assessment. Practice without theory/combining theory with practice. Toward a unifying framework of human relationships PIPES: Programmed Interactive Practice Exercise and Prescriptions. Concreteness and Specificity in Clinical Psychology will bring a new level of discussion and debate among clinical psychology practitioners and practicing psychotherapists in private practice and the public sector
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Concreteness and Specificity in Clinical Psychology : Evaluations and Interventions
Concreteness and Specificity in Clinical Psychology : Evaluations and Interventions
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  • Foreword -- Foreword -- Preface -- Readership -- Acknowledgment -- Contents -- Chapter-1 -- Definitions of Terms -- A Model for a Science of Clinical Psychology -- Two Different Origins: Same Conclusion -- Clinical Experience -- Philosophy of Science -- An Example of Abstraction and Generality -- Research to Support Concreteness and Specificity -- Recent Contributions About the Role of Abstraction -- Conclusion -- Chapter-2 -- The Future Is Now: Online Interventions Are Here to Stay and Grow -- Historical Background -- The Contribution of Hertlein and Blumer -- Feedback in Psychotherapy -- Why Online Practice Can Be Harmful -- Why Online Practice can be Harmful: -Part III -- How Can So Many Professionals Ignore the Basics? -- Regulatory Boards -- Professional Associations -- Leadership Possibilities -- Other Options -- Conclusion -- Chapter-3 -- Verifiability in Clinical Psychology Practices -- The Requirements of Verifiability in Clinical Psychological Practices -- The Meaning of Evidence in Clinical Psychology: Concreteness and Specificity in Psychological Evaluation -- Test Evidence -- The Artist/Empiricist Distinction in Clinical Psychology: Counseling, Psychotherapy, and Psychoanalysis -- The Importance of an Initial Baseline to Evaluate Progress -- The Importance of Follow-Up in Clinical Psychology Practices -- Importance of Assigning Homework in Psychological Interventions -- Conclusion -- Chapter-4 -- Present Status and Future Perspectives for Personality and Family Assessment -- Conclusion -- Chapter-5 -- Practice Without Theory -- The Structured/Unstructured Continuum in Clinical Psychology Practices -- Degrees of Structure -- Semistructured Programs -- Conclusions -- Chapter-6 -- Beyond Systems Thinking: Toward a Unifying Framework for Human Relationships -- What Is the Shape of a System?
  • What Is a Paradigm, a Theory, a Model, and a Dimension? -- Metatheoretical -- Operational -- Theories -- Informal Linear -- Formal Hierarchical -- Models -- Dimensions -- Dimensionality -- Directionality -- Implications for Theory Construction -- Requirements for a Unifying Framework of Human Relationships -- Requirements for a Paradigm -- Requirements for a Theory -- Requirements for a Model -- Requirements for a Dimension -- Applications of Extremes in Specificity and Concreteness -- Conclusion -- Chapter-7 -- Combining Theory with Practice -- Meta-theoretical Assumptions -- Interrelatedness of Relational Competence Theory Models -- Theoretical Assumptions -- Developmental and Normative Models -- Clinically Relevant Models -- Conclusion -- Chapter-8 -- Workbooks: Programmed Interactive Practice Exercises and Prescriptions -- Theory-Derived Workbooks -- The Nature of Workbooks -- Programmed -- Practice -- Exercises -- Workbooks for Preventive and Health Promotional Lifelong Learning -- Workbooks for Psychiatric Classification -- Workbooks from Research with Single- or Multiple-Score Tests -- Research Results -- Replicable Theory-Derived Interactive Practice Exercises and Prescriptions -- Applications in the Laboratory -- Primary Prevention: Structured Enrichment Programs -- Crisis Intervention or Psychotherapy: Prescribed Therapeutic Tasks -- Intimacy (Model15): This Model Is Evaluated in Therapy with Two Tasks -- Conclusion -- Chapter-9 -- Conclusion: Implications for Evaluation, Therapy, and Training -- Evaluation -- Therapy and Training -- Appendices -- Programmed Interactive Practice Exercises -- Practice Exercise -- Structured Interview Derived from a Theory of Relational Competence -- References -- Index
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1 online resource (363 pages)
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      110 8th St, Troy, NY, 12180, US
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