<p> Personal biases exhibited by mental health professionals can adversely affect treatment outcomes (Servais &amp; Saunders, 2007; Currin, Waller, &amp; Schmidt, 2009). Eating disorders are often stigmatized and ultimately marginalized even within professional realms, thereby presenting (1) an unnecessary barrier to treatment and (2) adverse consequences for affected individuals (Hackler, Vogel, &amp; Wade, 2010; Roehrig &amp; McLean, 2010; Ebneter, Latner, &amp; O'Brien, 2011; Walker &amp; Lloyd, 2011). Conjunctively, the presence of weight discrimination has increased drastically in recent years. (Bannon, Hunter-Reel, Wilson, &amp; Karlin, 2009). This study assessed levels of weight-related and eating disorder-related stigma in a sample of clinical psychology doctoral students.</p>

<p> A gap exists between what research supports as effective for clinical practice and what mental health practitioners administer in clinical practice. Low utilization rates of evidence-supported treatments (ESTs) are a concern because traditional methods (non-EST) of treatment are associated with poor therapy outcomes. One potential barrier for the use of EST by clinicians is limited EST exposure during graduate training. The purpose of this study was to examine the extent to which clinicians' prior exposure to and experience with EST was associated with clinicians' use of EST in clinical practice. The theoretical framework used is the theory of planned behavior, which indicates that certain behavioral beliefs, normative beliefs, and control beliefs create a clinician's intentions to use or not use EST in clinical practice. From this perspective, low exposure and few experiences with EST during graduate training lead to beliefs that, in turn, drive mental health practitioners' tendency not to use EST after graduation. Participants in this correlational study were 79 master's and doctoral level clinicians who practiced 10 or more direct hours per week, and who were members of social work or psychology professional organizations. Participants completed a demographics questionnaire, the Evidence-Based Practice Process Assessment Scale-Short Version (Parish, 2007) and measures of EST exposure during graduate training. Multiple linear regression analysis was used to analyze the effects of the four independent variables, number of courses devoted to ESTs, number of clinical hours per month practicing ESTs, number of ESTs covered in coursework, and the number of ESTs taught in graduate coursework, on EST use in clinical practice. A result of the study was a positive relationship between the numbers of courses devoted to EST with a clinician's use of EST in clinical practice. No other exposure variable was related to EST use. In addition, the longer clinicians had been working in their professions, the less they engaged in evidence-based practices. The implications of the study are exposure to academic courses devoted to EST may improve the likelihood that a clinician will use ESTs in clinical practice. Further research is needed to understand ways to improve EST use among clinicians.</p>

Thesis (Ph.D.)--Fairleigh Dickinson University, 2001. / Source: Dissertation Abstracts International, Volume: 62-06, Section: B, page: 2966. Chairperson: Christopher A. Capuano. Available also in print.

Thesis (Ph.D.)--Indiana University, 2005. / Source: Dissertation Abstracts International, Volume: 66-08, Section: B, page: 4475. Chair: Charles R. Ridley. Title from dissertation home page (viewed Oct. 10, 2006).

Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2005. / Source: Dissertation Abstracts International, Volume: 66-02, Section: B, page: 1175. Adviser: Jack A. Cummings. Title from dissertation home page (viewed Oct. 18, 2006).

No description available.

Preceptorship is the ideal method for teaching students in the healthcare environment. Due to a shortage of staffing, respiratory care students are not often assigned with preceptors, rather they are assigned with respiratory care staff that has minimal to no formal training in education. Therefore, students may not receive appropriate role involvement, decision-making and patient skills experience. PURPOSE: The purpose of this study was to examine the current methods of preceptor training and evaluate the need for a preceptor-training program according to the education coordinators and respiratory care directors/managers. METHODS Data were acquired through a descriptive survey. The survey was formulated and sent using the online survey generator Zoomerang. The survey was submitted to a convenience sample of department directors, department education coordinators, and staff at clinical affiliates associated with Georgia State University. RESULTS: Thirty-six participants were surveyed with a response rate of 67%. Forty-eight percent were a respiratory director/manager, 35% education coordinator and 9% supervisor. Eighty-six percent of participants work in not-for-profit hospitals. Seventy-nine percent of participants believe there is a need for a standardized preceptor-training program, however, only 64% reported that preceptors receive training prior to receiving students. CONCLUSION: There is a need for a standardized preceptor-training program for respiratory therapists to improve the quality of clinical education provided to respiratory therapy students.

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1992. / Source: Dissertation Abstracts International, Volume: 54-01, Section: B, page: 0514. Chair: Nancy G. Bliwise.

Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2008. / Title from PDF t.p. (viewed on Jul 24, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4501. Adviser: Alan Ewert.

Thesis (Psy.D.)--Fairleigh Dickinson University, 2002. / Source: Dissertation Abstracts International, Volume: 62-09, Section: B, page: 4232. Chair: Judith Kaufman. Available also in print.