Heather Proudfoot
Biographic Data
| ID | 6337665 |
|---|---|
| NAME | Heather Proudfoot |
| GIVEN NAMES | Heather |
| FAMILY NAME | Proudfoot |
| SIGNATURE | PROUDFOOT H |
| AFFILIATIONS | UNSW Sydney |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 2 |
Teaching Methods to Complement Competencies in Reducing the “Junkyard” Curriculum in Clinical Psychology
This article aims to identify the most efficient ways to teach and learn the professional competencies required in clinical psychology. There are a wide variety of influences on clinical psychology curricula that leads to a lack of coherence in aims and methods. When clinical psychology trainees come face-to-face with their first client, they are challenged to integrate their existing declarative knowledge and apply nascent procedural skills. How…
How common is comorbidity and why does it occur
Comorbidity is most generally defined as the co-occurrence of two or more mental health problems. Comorbidity between drug and other psychological disorders has emerged as a major clinical, public health and research issue over the past few decades. The reasons for comorbidity are complex. Furthermore, comorbidity is often associated with poor treatment outcome, severe illness course, and high service utilisation. This presents a significant chal…
Training the clinical psychologist
Introduction to clinical practice through a university-based psychology clinic has been argued to be an essential component of the training of clinical psychologists. It has also been argued, however, that a university-based clinic does not provide trainee therapists with realistic exposure to the world of clinical practice. The records maintained by the University of New South Wales School of Psychology Clinic over a 7-year period were examined …
Training the clinical psychologist
Introduction to clinical practice through a university-based psychology clinic has been argued to be an essential component of the training of clinical psychologists. It has also been argued, however, that a university-based clinic does not provide trainee therapists with realistic exposure to the world of clinical practice. The records maintained by the University of New South Wales School of Psychology Clinic over a 7-year period were examined …
Teaching Methods to Complement Competencies in Reducing the “Junkyard” Curriculum in Clinical Psychology
This article aims to identify the most efficient ways to teach and learn the professional competencies required in clinical psychology. There are a wide variety of influences on clinical psychology curricula that leads to a lack of coherence in aims and methods. When clinical psychology trainees come face-to-face with their first client, they are challenged to integrate their existing declarative knowledge and apply nascent procedural skills. How…
Training the clinical psychologist
Introduction to clinical practice through a university-based psychology clinic has been argued to be an essential component of the training of clinical psychologists. It has also been argued, however, that a university-based clinic does not provide trainee therapists with realistic exposure to the world of clinical practice. The records maintained by the University of New South Wales School of Psychology Clinic over a 7-year period were examined …
How common is comorbidity and why does it occur
Comorbidity is most generally defined as the co-occurrence of two or more mental health problems. Comorbidity between drug and other psychological disorders has emerged as a major clinical, public health and research issue over the past few decades. The reasons for comorbidity are complex. Furthermore, comorbidity is often associated with poor treatment outcome, severe illness course, and high service utilisation. This presents a significant chal…
Teaching Methods to Complement Competencies in Reducing the “Junkyard” Curriculum in Clinical Psychology
This article aims to identify the most efficient ways to teach and learn the professional competencies required in clinical psychology. There are a wide variety of influences on clinical psychology curricula that leads to a lack of coherence in aims and methods. When clinical psychology trainees come face-to-face with their first client, they are challenged to integrate their existing declarative knowledge and apply nascent procedural skills. How…
Medicine (3 works) · Medical education (2 works) · Psychology (2 works) · Academic and Historical Perspectives in Psychology (1 work) · Applied Psychology (1 work) · Applied Psychology (1 work) · Bipolar Disorder and Treatment (1 work) · Clinical Practice (1 work) · Clinical Reasoning and Diagnostic Skills (1 work) · Comorbidity (1 work)