UNIVERSIDAD PRIVADA SAN JUAN BAUTISTA

FACULTAD DE CIENCIAS DE LA SALUD

ESCUELA PROFESIONAL DE PSICOLOGÍA

"THE IMPACT OF CLINICAL PSYCHOLOGY IN TODAY'S SOCIETY".

MEMBERS:

 Ana Martinez Rojas

TEACHER:

Turn:
Late
Cycle:
V

PERU - 2018
Dedication

To our parents for their

constant support they give us to

finish our professional studies.

INDEX

INTRODUCTION .......................................................................................................................4
1. CLINICAL PSYCHOLOGY................................................................................................5
1.1. RELATIONSHIP BETWEEN CLINICAL PSYCHOLOGY AND HEALTH
PSYCHOLOGY ...........................................................................................................6
1.2. EVENTS THAT HAS MARKED THE HISTORY OF CLINICAL PSYCHOLOGY
AND HEALTH ............................................................................................................6
2. DEFINITION OF CLINICAL PSYCHOLOGY ..................................................................9
2.1. STUDY’S MARK OF CLINICAL PSYCHOLOGY .................................................10
2.2. FUNCTIONS OF A CLINICAL PSYCHOLOGIST ..................................................10
2.3. TREATMENT AND INTERVENTION OF CLINICAL PSYCHOLOGY................11
2.4. MARKS OF TREATMENT OF CLINICAL PSYCHOLOGY ..................................12
2.5. LEVELS FOR INTERVENTION IN CLINICAL PSYCHOLOGY ..........................13
3. TECHNICAL ASSESSMENT AND DIAGNOSIS ...........................................................13
4. WHAT IS A PSYCHOLOGICAL DISORDER? ...............................................................14
4.1. DEFINITION .............................................................................................................15
4.2. ADAPTATION AND STRESS DISORDER .............................................................16
4.3. ADJUSTMENT DISORDER: STRESSORS REACTIONS OF EVERYDAY LIFE 17
4.4. DISORDERS POST-TRAUMATIC STRESS ...........................................................17
4.5. PERSONALITY DISORDERS, CLINICAL..............................................................18
4.6. DIFFICULTIES TO STUDY THE CAUSES OF PERSONALITY DISORDERS ....18
4.7. SCIENTIFIC AND PROFESSIONAL MODEL ........................................................19
CONCLUSION ..........................................................................................................................21
BIBLIOGRAPHIC REFERENCE .............................................................................................22
 INTRODUCTION

The continued growth of clinical psychology has had as decisive change in recent
decades has experienced the concept of health. The old dichotomy of physical health -
mental health - has been overcome with the recognition of the bio-psycho-social ill
component, dissolving their limits when they met, each time more accurately, the
interdependence between behavior or "psyche" and the body. An immediate consequence
of this change has been the growing need for interdisciplinary teams in all health fields,
even those furthest away from the traditional and the "mental health". Another important
consequence has been the growing importance of psychological intervention in the
prevention of disorders in behavior whose genesis is a fundamental etiological axis. Thus
some of the major diseases of our time as cancer, that result from traffic accidents, cardio
vascular disorders and AIDS have on the psychological prevention an important and
useful tool for reducing their incidence. It is not an exaggeration to say also that in many
cases psychological intervention should be one of the essential pivots on which any
responsible policy should be anchored in these and many other disorders. In the traditional
field of mental health, the role of clinical psychologists has also undergone significant
changes in recent decades. Since its initial typecasting as an evaluator psychologist he has
taken an increasing role as a professional whose knowledge allow you to give a new
vision and perspective to the sufferings called "mental".

Clinical psychology has taken a qualitative step of great importance for the consolidation
and development of this professional field.
1. CLINICAL PSYCHOLOGY

Since the Clinical Psychology is a specialty of psychology, it is necessary to begin

with a definition of it. Psychology is a science that is defined by the study of behavior in
all its manifestations and contexts. Behavior is what people do and is, therefore, any
action, activity or conduct. In this sense, the behavior has a variety of forms or
manifestations including mental activity, psychophysiological response, emotional
response, saying and doing properly.

Since all behavior occurs in some context, psychology studies the behavior in
different content including social relationships, work activities, educational development,
family life and, finally, all areas of human doing. Also, since all behavior is somebody,
someone, behavior be studied according to the person or actor action in question, which
involves incorporating biographical circumstances. Accordingly, the behavior depends on
the context or present situation and the person according to his biographical trajectory.
Finally, psychology is interested in both normal and abnormal behavior, one that involves
some disorder or disorder is for the person or be in relationship with others.

Clinical Psychology is a specialized field of psychology that applies this

knowledge and techniques to the study of abnormal behavior, one that involves some
disruption to the person himself and / or others. The study of the behavior of Clinical
Psychology is mainly interested in establishing a psycho-diagnosis, in order to identify
the disorder, analyze psychopathological condition, face to an explanation, and carry out
a treatment, in order to remedy the problem and, where appropriate, prevent it. In this
regard, clinical psychology, even in psychology, has its own methods, models and
procedures, in particular, psycho-diagnostic methods, models psychopathological and
psychotherapeutic procedures. In any case, this has become so under a historical process
of accumulation of scientific and technical knowledge and institutionalization and social
recognition. History of Clinical Psychology is part of the same history of psychology, but
with their own profile. That is, the study of behavior that involves some disorder runs
parallel to the study of normal behavior.
 1.1. RELATIONSHIP BETWEEN CLINICAL PSYCHOLOGY AND
HEALTH PSYCHOLOGY

Although part of the same course of psychology that has been exposing, cull
matter the vicissitudes of health psychology to its confluence with the Clinical
Psychology. It is proper psychology (clinical) interested in the medical field. In fact,
health psychology can be seen as the conjunction of Clinical Psychology and Medicine.
Similarly, clinical psychology and medicine, and therefore, the health psychology has
ancient history, if not thousands of years if it retracts to Hippocrates. Adhering to its
formal establishment, it should be sent to the Psychosomatic Medicine, a term coined in
1918 in the context of the extension of psychoanalysis to understand functional
disturbances supposedly due to psychological conflicts, stressing in this regard Georg
Groddeck. On the other hand, operant conditioning meant the possibility of a self-
regulatory responses (until then) involuntary by biofeedback techniques. The use of
biofeedback revolutionized the field of psychology contributions to the medical field,
reaching imposed from 1973 called "Behavioral Medicine" (although already existed
since 1970 the name of 'behavioral pediatrics'). Behavioral medicine became, beyond the
biofeedback procedure, the application of Behavior Modification techniques to the
biomedical field. Today, as happened with the Psychosomatic Medicine, Behavioral
Medicine even with their own institutions including their magazines, would be included
in the Health Psychology. Meanwhile, Medical Psychology is also situated in this
perspective of health psychology. In general, medical psychology refers to curative
aspects that occur in the interaction between the doctor and patient. More specifically, it
is the teaching of psychology that is taught in the medical career, then including a variety
of psychological knowledge relevant to medical training.

1.2. EVENTS THAT HAS MARKED THE HISTORY OF CLINICAL

PSYCHOLOGY AND HEALTH

1879 Wilhelm Wundt founded the first formal laboratory of psychology at the
University of Leipzig.

1885 Sir Francis Galton founded the first center for psychological measure in the
South Kensington Museum in London.
 1886 Sigmund Freud opened his practice in Vienna.

James McKeen 1890 coined the term 'mental test.'

1890 William James publishes Principles of Psychology.

1892 Foundation of the American Psychological Association (APA)

1895 Josef Breuer and Sigmund Freud published Studies on Hysteria.

Alfred Binet 1895 founded the first laboratory of psycho-diagnosis.

Lightmer 1896 Witmer founds the first clinical psychology at the University of
Pennsylvania.

1896 Sigmund Freud first used the name 'Psychoanalysis'.

1902 First Chair of Psychology (Experimental Psychology) in a Spanish

university.

1905 BinetSimon Intelligence Scale published.

1904 IP Pavlov receives the Nobel Prize for his work on the physiology of
digestion.

1905 Sigmund Freud published Three Essays on the Theory of Sexuality.

Lightmer 1907 Witmer founds the first Journal of Clinical Psychology,

Psychological Clinic.

1908 First clinical psychology internship offered by the Vineland Traimng

School.

1909 Conferences Freud in the United States of America (Clark University).

1913 John E. Watson publishes Psychology as a behaviorist views it.

1915 Ortega y Gasset raise their psychological research.

1916 Stanford Binet IQ test Terman published.

Separation of the APA 1917 American Association of Clinical Psychology

(APCA).

1918 the term 'Psychosomatic Medicine' was coined.

 1919 APCA rejoins the APA.

1919 Publication of the work of Watson and Rayner learning about children's
fears.

1921 First work of Melanie Klein on Child Psychoanalysis

1924 Mary Cover Jones uses learning principles in the treatment of childhood
fears.

1931 The Clinical Section of the APA Appoints Committee for fixing the criteria
for clinical training.

1935 Thematic Apperception Test Murray (TAT) is published.

Louttit CM 1936 published the first text of Clinical Psychology, Clinical

Psychology.

1937 The Clinical Section of the APA becomes independent as American

Association for Applied Psychology (AAPA).

1939 Bellevue Wechsler intelligence test is published

1942 Carl Rogers publishes Counseling and Psychotherapy

1943 Minnesota Multiphasic Personality Inventory (MMPI) published.

1945 The AAPA is returned to the APA.

1946 The World Health Organization defines health as 'a state of complete
physical, mental and social well-being'.

1946 The Veterans Administration and the National Institute of Mental Health
(US) promote the training system in Clinical Psychology.

1948 Creation of the Department of Experimental Psychology within the CSIC

1949 Conference Boulder (Colorado) on guidelines for training in Clinical

Psychology.

1950 Alexander F. Psychosomatic Medicine published.

1952 Publication of Hans Eysenck on the effectiveness of psychotherapy.

1952 Publication of DSM-I by the American Psychiatric Association.

 1953 Publication of Science Human behavior BF Skinner.

1953 First time use in a technical report of the name 'behavior therapy' (EF Skinner
and colleagues).

1953 Publication of the ethics code for psychologists by the APA.

Beck AT 1967 publishes a psychological model of depression.

1968 Publication of DSM-II.

José Luis Pinillos 1975 Principles of Psychology publishes the text.

1978 Division 38 of the APA dedicated to the 'Health Psychology' is created.

Publication 1980 DSM-III.

The APA 1981 revises its Ethical Principles psychologists.

1988 Formation of the American Psychological Society.

2. DEFINITION OF CLINICAL PSYCHOLOGY

To achieve providing adequate definition of what is known as clinical psychology

is necessary to consider the clinical term originates from medicine and is referred to the
process by which it is to minimize or eliminate the suffering caused diseases physical in
humans, hence it can be deduced its usefulness in psychology. Clinical psychology is a
specialized area of psychology, which is interested in the research and treatment of
abnormal behavior sharing the same interest with psychiatry. It was initially called as
psychological clinic and had a particular feature to be close to social service, and it was
useful for teaching and research devoted entirely to the diagnosis, treatment and study of
behavioral disorders (King & Guerrero, 2012). Another possible definition the Resnick
(1991 offers as defined clinical psychology as the field covering "research, teaching and
application-related principles, methods and procedures for understanding, predicting and
relief maladjustment, disability and discomfort services intellectual, biological,
psychological, social and behavioral, applied to a wide range of users "(p.7). Thus we
find that both definitions include similar features and expose largely the office of clinical
psychologist 4, further diagnosis and the treatment of behavioral disorders, also exerts its
scope in administration, teaching and consulting.

2.1. STUDY’S MARK OF CLINICAL PSYCHOLOGY

To set the scope of clinical psychology is necessary to note that in relation to the
field of clinical psychology speak of a clinical model involves a clinical orientation -
pathological, whose mechanism a type of intervention that operates from the object in
this case would "eliminate" the repertoire of an individual that which is defined as
symptoms or behaviors that are causing psychological distress (Piña, 2003). Making it
clear that the object of psychology is not far to medicine, both disciplines seek suffering,
on the one hand medicine against physical illness, on the other clinical psychology
combating diseases or mental disorders that they are passing to the intervention object of
itself, in this way, there is interest in knowing the causes of mental disorders and the
searching for procedures for their management that becomes the main point of clinical
work within psychology.

2.2. FUNCTIONS OF A CLINICAL PSYCHOLOGIST

In the last decade, the functions of Clinical Psychologist and Health have varied
huge. However, such a variety can be grouped into the following activities which in turn
require and certain specifications.

The assessment consists of gathering information on behavioral repertoires,

cognitive functioning and emotional state of people. Assessment often involves more than
one person can take, sometimes, as a central objective two or more, for example, a couple,
a family or other group or groups. This information can be used to diagnose psychological
problems, the choice of intervention techniques and treatment, vocational guidance, the
selection of candidates for a job, issuance of an audit report, preparing a psychological
profile, obtaining complementary data prior evaluation, selection of potential participants
in a psychological research project, establishing a base line of conduct with which to
compare changes after treatment and numerous other purposes. Overall, the most
common instruments are some kind of test, questionnaires, interviews, observations and
psychophysiological devices. Often these procedures are used in combination,
constituting a battery of tests or multiple measurement strategy.

The diagnosis is the identification and labeling of behavioral, cognitive, emotional

or social problems, the person, group or community concerned. It should be understood
as "result" of the process of psychological evaluation. In exercising that function, clinical
and health psychologist must make decisions, among which the following should be
noted:

• Decision on whether it is an issue that falls within their competence or not.

• Decision on the severity or gravity of the first information offered to the problem.

• Diagnosis, if applicable.

• Specification of the problem in operational terms.

• Treatment indication.

2.3. TREATMENT AND INTERVENTION OF CLINICAL PSYCHOLOGY

The treatment involves clinical interventions on people in order to understand and

solve alleviate psychological disorders: emotional, behavioral problems, and other
personal concerns. It is understood that any treatment or intervention involves some type
of interpersonal relationship and social situation. These forms of aid may be called
psychotherapy, therapy or behavior modification (cognitive behavioral o) cognitive
therapy, psychoanalytic therapy, systemic therapy, existential therapy (phenomenological
or humanistic), advice or counseling, or may still be recognized by other names depending
orientation and preference of the clinician.

The duration of treatment is usually between five and forty meetings (usually at
the rate of one or two per week), but can also be as short as a session and as long as that
takes several years. The most common length of a session is between half and one hour,
but may also vary according to the circumstances and nature of the therapy. Regarding
the format of the sessions can range from a collaborative relationship highly structured to
less structured interactions, as well as consisting of systematic construction of new
behaviors, in promoting emotional manifestations, and in a variety of ways, including
applications outside clinic in contexts of everyday life.

2.4. MARKS OF TREATMENT OF CLINICAL PSYCHOLOGY

Treatment marks (agreed with the client) can be realized in solving a specific
problem, proposed reconstruction personality, or some purpose between these two
extremes. Also, besides the interest in understanding, relieving the solution of a given
disorder, the performance of the clinical psychologist may include preventing problems
by intervening in institutions, contexts and environments, as well as intervention focused
on people at risk or in an entire community.

In some cases, the activity of the clinical psychologist and health must be
understood as intervention rather than treatment in the strict sense. It is in this case a set
of actions to solve a (previously identified and analyzed) problem indirectly. As, for
example, modify the information flows in a medical room to reduce anxiety levels of
patients, running a public awareness campaign to increase community participation in
prevention programs, etc. Intervention may also consist of A systematic study and for
driving the individual, environmental and relational factors that may promote and / or
disrupt the quality of the adaptation process to the disease. This function involves
objectives as

• Identify and assess psychosocial factors that affect the quality of care received
by the patient.

• Identify and assess psychosocial factors that affect the welfare of patients during
their illness.

• Identify psychosocial problems caused by the disease (diagnosis, course,

treatment and recovery).

• Design and implement treatment programs of psychosocial dysfunction that

accompany the process of becoming ill or hospitalization itself and corresponding
treatment.

Today, this function includes the design and implementation of adjustment

programs chronic disease preparedness programs hospitalization, training programs to
meet the hospitalization process and get a good adaptation, which may be general or
specifically refer to certain events diagnostic or especially stressful treatment (eg,
preparation programs for surgery, invasive diagnostic procedures programs such as
biopsies, endoscopy, arteriography, etc.).

2.5. LEVELS FOR INTERVENTION IN CLINICAL PSYCHOLOGY

Psychological intervention in the clinical field, has traditionally been associated

with individual psychotherapy. Without denying that this is the model most widely
deployed, there is no doubt that there are other levels, which enjoy great tradition and
acceptance among clinicians. A classification of the different levels could be as follows:

• Individual.

• Group.

• Family.

• Community.

• Institutional.

3. TECHNICAL ASSESSMENT AND DIAGNOSIS

Procedures and techniques of psychological intervention are closely associated

with the tools, techniques and evaluation procedures. Although it cannot be considered
that all evaluation techniques listed below are unique clinical psychologist and health (eg
.: interviews), their proper use for clinical purposes must be based on a psychological and
psychopathological formation thereof They are receiving level specialists in Clinical
Psychology. Then a list of these techniques is offered, picking the most important:

• Interviews (from free to interviews completely structured interviews through

interviews with varying degrees of structuring).

• Behavioral observation.

• Techniques and procedures for self-observation and self-registration.

• Test.
 • Auto reports: Scales, inventories and questionnaires.

• Psychophysiological recordings.

• Role-play and other procedures supporting the observation of behaviors.

• Surveys.

Thus the professional activity of clinical psychologists and health is associated

with the use of certain instruments, the use and correct application and interpretation of
results represents a specific level of training. This training is acquired by merging basic
knowledge of psychology with those acquired in the course of learning the art. In some
cases, a specific special training is required. In any case, the basic knowledge of
psychology is considered essential for the proper use of these tools. Then the material
instruments most frequently used in professional practice of clinical and health
psychologists today are as follows:

• Test. • Scales. • Questionnaires. • Inventories. • Surveys.

• interview guidelines and protocols. • Instruments auto registration.

• registration systems direct observation.

• Biofeedback devices or feedback.

• Apparatus for recording psychophysiological.

• Systems presentation of stimuli.

• Computer systems for evaluation and psychological intervention.

4. WHAT IS A PSYCHOLOGICAL DISORDER?

In our daily lives it is almost impossible to overlook a number of problems, on the

other hand, they are an important element of psychology unique climates. Only you need
to look at a newspaper, read a magazine, watch TV, or go to the movies to find us address
some of the issues with which clinicians and researchers face daily. Often a popular
character is news because of a problem with alcohol or other drugs, an eating disorder or
some other psychological difficulties. On the shelves of bookstores books describing
some personal battle with schizophrenia, depression, phobias, panic attacks or pile up.
Movies as "A Beautiful Mind" psychopathological behaviors reflect varying degrees of
severity. Nor is it uncommon to find lurid stories of mothers who have killed their
children, and that seems to be involved some form of depression, schizophrenia, or
complications from childbirth. It is also possible to find such problems in our everyday
environment more. Walking through anywhere from a university, or in the same city in
which you reside, we can find offers of support groups to help people with eating
disorders, depression, and other problems of various kinds. You probably know someone
who has suffered a psychological problem. In other words, we are surrounded by the kind
of problems that are faced daily clinical psychology. These are issues that capture our
interest, attract attention, and they may even worry to us. Besides, it’s inevitable to
compel us to ask some questions.

4.1. DEFINITION

The official classification system of the OMS stated in Chapter V Mental

Disorders (World Health Organization, 1992) stating that "the term 'disorder' is used
throughout the classification to avoid the problems posed by using other concepts such as
'disease' or 'condition'. This term is used to indicate the presence of a behavior or a group
of identifiable symptoms in clinical practice, in most cases accompanied by discomfort
and interfere with the activity of the individual "(pp. 25-26). On the other hand,
neurological diseases, malformations, congenital anomalies, injuries, poisoning and other
consequences of external causes, etc., are included in other chapters of the international
classification of diseases.

You may find it surprising that there is still no unanimous agreement on what can
be considered a disorder or a disease. And it's not that we do not have definitions. We
have them. However, each dragging some problems. What is perhaps more interesting is
that although we lack consensus on the definition of disorder, we do have quite clear what
behaviors are pathological and what not (Spitzer, 1999). How is it clear then? The answer
lies partly in the fact that there are some very glaring aspects pathology (Lilienfeld and
Marino, 1999; Seligman et al., 2001). Finally, we must point out other problems arising
from the change of values that characterizes the evolution of a society over time. Society
is in constant progress, and each time it becomes more or less tolerant of certain
behaviors, so that what was considered biased in a historical era could be seen as normal
one or two decades later. For example, not long ago it believed that homosexuality was a
mental disorder, which does not happen today. Just fifteen years ago, wearing earrings in
the nose, lips or eyebrows, it was considered a deviant behavior and signs of a possible
mental illness. Currently these ornaments are so common that they hardly attract
attention. something that does not happen today. Just fifteen years ago, wearing earrings
in the nose, lips or eyebrows, it was considered a deviant behavior and signs of a possible
mental illness. Currently these ornaments are so common that they hardly attract
attention. something that does not happen today. Just fifteen years ago, wearing earrings
in the nose, lips or eyebrows, it was considered a deviant behavior and signs of a possible
mental illness. Currently these ornaments are so common that they hardly attract
attention.

This is how the DSM-4-TR (2000) defines mental disorder: [A mental disorder]
is conceived as a clinically significant psychological or behavioral syndrome that occurs
in an individual, and is associated with discomfort (eg symptoms pain) or disability (eg
difficulties in one or more important areas of functioning) or with a significant risk of
death, pain, disability, or loss of freedom. Besides, this syndrome should not be a mere
cultural and expected response to a specific event, such as death of a loved one. Whatever
its cause, it must be a manifestation of a dysfunction of the person, whether behavioral,
psychological or biological nature. Should not be considered mental disorders behaviors
resulting from conflicts with society, unless this conflicts are a symptom of a disorder as
described before (American Psychiatric Association, 2000, p. xxi).

4.2. ADAPTATION AND STRESS DISORDER

Life would be easy if all our needs were met automatically. However, in the real
world there are many obstacles, both personal and environmental, that oppose this ideal
situation. The term stress is often used to refer to both adaptations to the demands exerted
on a body, such as the psychological and biological responses that the agency offers these
requirements. To avoid confusion, we will refer to the requirements of stressors
adaptation to the effects produced in the body as stress, and efforts to cope with stress and
coping strategies. As noted Neufeld (1990) separating such constructs is relatively
arbitrary: stress is a byproduct of strategies of poor or inadequate coping. However, for
the sake of better understanding, it may be beneficial to distinguish between stress and
stressors. What we must not forget is that both concepts - stress and coping - are related
and dependent on each other.

4.3. ADJUSTMENT DISORDER: STRESSORS REACTIONS OF

EVERYDAY LIFE

When a person responds maladaptive way to a more or less normal stressor, such
as a marriage, divorce, birth of a child or the loss of a job, and that reaction occurs within
three months after the onset of that factor, it can be said that it is showing signs of an
adjustment disorder. It is considered that the reaction is maladjusted when the person is
unable to function in the usual way, or when their reaction is excessive. In adjustment
disorder, the mismatch decreases or vanishes when: 1) disappears the stress factor
(Conflict, frustration and pressure) or 2) the individual learns to adapt to it.

4.4. DISORDERS POST-TRAUMATIC STRESS

Sudden and unexpected environmental crises can cause physical and

psychological symptoms of a very serious nature. These symptoms, which are often called
disorder post-traumatic stress disorder (PTSD) may include some of the following:

• The traumatic event experienced imaginatively again and again by recurring

nightmares or thoughts.

• Stimulation associated with the trauma (eg, cars, whether it is a car accident) are
avoided.

• Voltage or chronic irritability, usually accompanied by insomnia and inability to

tolerate noise.

• Difficulties with concentration and memory.

• Feelings of depression, so that the individual avoids social situations where they
could be exposed to fuss and noisy stimuationi can appear.
 4.5. PERSONALITY DISORDERS, CLINICAL

People with a personality disorder often cause many difficulties to others as

themselves. The behavior of these individuals is often seen as confusing, infuriating,
unpredictable and, depending on the degree unacceptable. Whatever the personality that
have developed these people (obstinacy, covert hostility, suspicion, or fear of rejection,
for example), these patterns of behavior color their reactions to each new situation, and
lead to repeat again and again the same maladaptive behaviors.

4.6. DIFFICULTIES TO STUDY THE CAUSES OF PERSONALITY

DISORDERS

Still it knows very little about the causal factors of most personality disorders, one
of the main problems to study the causes of personality disorders comes from the
enormous rate of comorbidity showing. Among possible biological factors, it has been
suggested that temperament may predispose children to the development of certain
disorders or personality traits. One way to think temperament is considered as essential
for the development of adult personality base, although not the sole determinant of it.
Since it has been found that most personality traits are moderately heritable (eg, Bouchard
and Loehlin 2000; Jang and Vernon., 2001; Plomin et al, 2001),

The mental health professionals are constantly faced with decisions to carry out
processes evaluation or intervention, which impacts on the welfare and quality of life of
people who use these services (Boyer, 2008; Daset & Cracco, 2013; Rosen & O'Halloran,
2014). For this reason, promoting clinical practice that is based on a scientific, research-
oriented and allows the use of strategies that support research is vitally important and
constitutes a central element for a suitable professional work attitude ( Daset & Cracco,
2013). It also allows effectively respond to social needs (Horn et al., 2007); to the change
in the provision of services that is beginning to develop in which effectiveness indicators
and the continue evaluation of results and guidelines stablished by the American
Psychiatric Association (APA).

Decisions to be taken by mental health professionals are not always guided by the
findings of investigations or derived from learning in a context of specialized training.
On several occasions they are based on personal treatment preferences in the immediate
availability of techniques and beliefs that may have therapists about different theories and
approaches of psychological problems.

The foregoing makes evident the need to provide clear guidelines to ensure
appropriate and quality care for users of the mental health system; Therefore, for several
years, the practice based on evidence has been established as a criterion for the
development of protocols for assessment and intervention in different disciplines, such as
medicine, psychology, social work, nursing and education, among others (APA, 2006;
Barnett, Younggren, Doll, & Rubin, 2007; Catano, 2011; Carter, 2014; Laibhen-Parkes,
2014).

4.7. SCIENTIFIC AND PROFESSIONAL MODEL

One strategy that was established to follow the guidelines of the Clinical
Psychology based on evidence (PsClBE) is the scientific-professional model, which seeks
to integrate research with clinical practice, to establish a route work that involves
continuous improvement and offering mental health care with high quality standards
(Corrie & Lane, 2009). The scientific-professional model proposes the establishment of
an integration between science and profession; ie, an investigative attitude in clinical
practice and have practical considerations in research (Horn et al., 2007; Shakow, 1976).

Hayes, Barlow & Nelson-Gray (1999) point out that one of the most important
contributions made to clinical psychology was made at the Conference of Boulder in
1949, when it was established that clinical psychologists should develop research skills
and the model was accepted scientific and professional training as a strategy in clinical
psychology. In connection with the above, the authors suggested five reasons to link
research and skills training, as proposed by the scientific-professional model.

Following the same line, the scientific and professional model suggests that the
clinical psychologist must constantly perform four types of activities linking skills
development and research so as to ensure the continuity of a scientific community that
promotes the design and implementation of research and development projects aimed at
offering solutions to current psychological problems.
 According to Peterson, Peterson, Abrams, Stricker & Ducheny (2010), the
vocational training programs in psychology must have five core components: (a) a broad
view of psychology, which takes into account the contributions of other disciplines, so
that based on flexible epistemology that addresses multiple forms of knowledge; (B) an
educational model that integrates the experiences the process of conceptual skills training,
practice and research type; (C) promote the development of basic and vocational skills
that promote an investigative attitude; (D) involve elements of practice involving the
professional to play different roles, eg clinical care in the area of mental health,
specialized training, systematic assessment of the effects of treatment and approach from
a clinical and thoughtful approach to clinical practice and research in the area and (e) the
social nature of professional psychology and public accountability of the profession of
serving society general. In particular, it is expected that clinical psychology professionals
receive training that gives them enough time to take appropriate measures in the field of
clinical care and research field making context.
 CONCLUSION

Vocational training in clinical psychology should focus its efforts on two main
areas: research and professional. On the one hand, it seeks to form the clinician to be a
generator of knowledge; This implies possessing knowledge of advanced methodological
tools to actively participate in activities and research groups, to provide design, validation
and implementation of protocols for assessment and intervention of psychological
problems and pose and answer original research questions that are aimed at solving the
conceptual or methodological gaps in relevant disciplinary and social problems.

What has been raised so far, both general information such as the social impact it
has had clinical psychology to illustrate the importance that the implementation of the
PsClBE to respond appropriately to social responsibility to work in mental health way.
Similarly, it poses a major problem for professionals working in the area and practicing
clinical psychology from the care attention to basic and applied research challenge. The
challenge, then, involves working together and join forces to link PsClBE in training new
professionals in both the undergraduate and the various graduate programs so as to ensure
a future generation of professionals that is more oriented link research into clinical
practice. As well,
BIBLIOGRAPHIC REFERENCE

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Mentales (4ª ed.). Barcelona: Masson.
American Psychological Association/ Presidential Task Force on Evidence-Based Practice,
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