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Training in strength‐based intervention and assessment methodologies in APA‐accredited psychology programs
Author(s) -
Nichols Kayla,
Graves Scott L.
Publication year - 2018
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22090
Subject(s) - psychology , school psychology , psychological intervention , accreditation , applied psychology , modalities , intervention (counseling) , medical education , positive psychology , consulting psychology , pace , mental health , best practice , sport psychology , psychotherapist , social science , management , medicine , psychiatry , geodesy , sociology , economics , geography
The importance of identifying and building on individual strengths has been a key component of many psychoeducational theories and modalities focused on developing interventions. However, program training in this growing area is not well known. As such, this is the first study designed to ascertain the American Psychological Association–accredited psychology programs strength‐based training practices. Results show that a majority of faculty (83.9% of school psychology, 48.4% of counseling psychology, and 50.0% clinical psychology) thinks that strength‐based practices are very beneficial; however, training in these methodologies has not kept pace with faculty beliefs, with over 60% of faculty not being familiar with strength‐based manualized interventions. Implications are discussed in terms of improving the research base to alleviate trainers’ concerns and challenges that impede their implementation of dual models of mental health in their psychology programs.