Introduction: This paper does not aim to predict the future of clinical psychology in Germany. The future of psychology depends on the complex interaction between political, sociological, economic and health-care related factors as well as on the scientific progress in the discipline itself and in neighbour disciplines. However, it is fair to say that clinical psychology continues to gain even stronger influences in health care and will face a number of new challenges over the next years of its expansion. Our paper will present some of these potential fields of development and change based on a brief description of the status quo. The focus of the article will be specific developments in Germany, although there will be an overlap with general tendencies that describe the situation of clinical psychology in the new millenium in general. Furthermore, for research as well as practice, the specific relationship between clinical psychology and psyciatry will be highlighted.

The number of students dropping out of school is reaching crisis proportions. Compensatory alternative high schools are successful intervention programs for dropout prevention and school social workers offer services in these schools to support students at-risk of dropping out of school. The potential benefits of meditation as an intervention for this population have not been studied and this study explores the potential benefits of mindfulness meditation as a cognitive-behavioral strategy to help alternative high school students improve social and behavioral functioning. Participants were 35 alternative high school students in Grades 10 through 12 (N = 35; 19 boys and 16 girls). The research design in this study used both quantitative and qualitative methodology. Concept Mapping, a mixed-method approach, developed by Trochim (1989) allowed quantitative statistical analysis of qualitative data. In addition, teacher ratings and narrative qualitative data were also collected and analyzed. Concept Mapping yielded eight clusters reflecting the conceptual domain of student perceptions of the changes from the mindfulness meditation intervention: Improved Stress Management, Enhanced Self-Awareness, Enhanced Emotional Coping, Enhanced Ability to Pay Attention, Improved State of Mind, More Time Spent Being Calm, Improved School Climate, and Enhanced Student Engagement. Particularly important for students was the potential for meditation to relieve stress and to improve school climate. Students may value certain meditation benefits over others based on gender, age, or grade. Student behavioral and emotional strengths showed a statistically significant increase following the intervention as evidenced by teacher ratings on the Behavioral and Emotional Rating Scale (BERS-2)/Teacher Rating Scale. The mean for the Pre-Intervention ratings of students (M = 90.03, SD = 11.42) was lower than the mean Post-Intervention ratings of students (M = 100.60, SD = 13.28), t(27) = -3.97, p < .001. Qualitative analysis yielded two overarching themes: the benefits and the challenges of mindfulness meditation for students. Meditation is a cognitive-behavioral intervention that allows vulnerable students to enhance psychosocial, cognitive, and behavioral strengths. / text

Depression is a significant mental health concern with a pivotal increase of incidence during adolescence, specifically for females. Currently, cognitive behavioral therapy (CBT) is the most widely tested treatment for depression. Yet, it is unclear how CBT functions to produce effective outcomes. Adult studies have shown that behavioral components of CBT are more effective than cognitive components in reducing depression at acute treatment. Both behavioral and cognitive components have been shown to be effective in preventing relapse of depressive symptoms at follow up. Yet less is understood about how treatment components work together to provide positive outcomes, particularly for depressed youth. The overall goal of this study was to examine which parts of treatment (cognitive and/or behavioral) aid in symptom reduction and to determine if treatment outcome is mediated by cognitive change. Forty two pre-adolescent girls, aged 9-14, participated in a 20-session manualized group CBT program. The first portion of treatment (session 1-9) focused the behavioral intervention and the second portion of treatment (sessions 11-19) focused on cognitive interventions while continuing to reinforce behavioral interventions when necessary. Self report measures and diagnostic interviews were completed at pre-treatment and post-treatment. Using multiple regression analyses, the findings of this study supported the role of behavioral and cognitive interventions in reducing depression. Behavioral interventions were found to significantly reduce depression at post-treatment. Additionally, cognitive interventions were found to play a small, but significant role in post-treatment outcome, with preliminary evidence that cognitive interventions could also be linked to treatment outcome one year later. Treatment specificity could not be tested, as the cognitive change of depressed girls was not directly influenced by the behavior and cognitive interventions. Exploratory analysis demonstrated the significant role of behavioral techniques such as behavior activation, positive reinforcement, homework review, and skills training in predicting outcome of treatment. Implications of the results, limitations, and recommendations for future research are provided. / text

Current public health reports show that early childhood behavior problems have increased in magnitude and prevalence in educational settings in recent years (Brauner & Stephens, 2006). The prevalence of problem behaviors in young children in general is more than 10% for children under age 8 in the U.S. (Joseph & Strain, 2003). Challenging behaviors are those that deviate from the expected appropriate behaviors within a context (Gresham & Elliot, 1993). This study investigated the effects of positive behavior supports (PBS) on children with challenging behaviors in early childhood settings (ages 3-8 years). The implementation of multiple-component PBS interventions resulted in decreases in challenging behaviors and increases in appropriate behaviors across settings for each participant, respectively. / text

Diss. (sammanfattning) Linköping : Linköpings universitet, 2007. / Härtill 5 uppsatser.

Diss. (sammanfattning) Stockholm : Karolinska institutet, 2006. / Härtill 4 uppsatser.

Thesis (Ph. D.)--Baylor University, 2008. / Includes bibliographical references (p. 182-200).

Thesis (M.S.)--University of Michigan, 1991.

Thesis (M.S.)--University of Michigan, 1991.

Thesis (M. Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 100-111).