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Article 1: Schlicht, J.R. & Giannetti, V.J. (January 1998). Reasons to Question Psychologist Prescribing. The annals of pharmacotherapy, 32(1), 129-131.

Abstract: For the past several years psychologists have been actively seeking prescribing privileges for psychotropic medications, despite opposition from psychiatrists. In 1995, the American Psychological Association voted to support this effort. Recently, legislation seeking to grant prescribing privileges to psychologists has been introduced in several states.1 In addition, more than half of all state psychological associations have formed task forces to study the issue. Although no state has yet passed psychologist prescribing privileges laws, some predict that Missouri or California may do so within the next year or two.1 This article discusses the reasons why granting prescribing privileges to psychologists is questionable. The reason most consistently given by psychologists for seeking prescribing privileges is that there is a societal need. According to some advocates,2 obtaining prescribing privileges would allow psychologists to become more actively involved in addressing the complex issue of ensuring that psychotropic medications are, in fact, used in a safe and effective fashion. As evidence of the current suboptimal use of psychotropic agents, these authors cite the fact that more than 80% of psychotropic medications are prescribed by physicians who are not psychiatrists. Other, more pragmatic, less altruistic reasons cited for the current push for prescribing privileges are an oversupply of doctoral-level psychotherapists and the increased influence of managed care.
 

Article 2: Montague, A.E., Varcin, K.J., Simmons, M.B., & Parker, A.G. (2015). Putting Technology Into Youth Mental Health Practice: Young People’s Perspectives, SAGE open, 5(2), 1-10.

Abstract: Although young people aged 16 to 25 are particularly susceptible to mental ill-health, they are difficult to engage in ongoing treatment. Meanwhile, young people are more engaged with digital technologies than ever before, with the Internet and mobile technologies reaching ubiquity in young lives. Despite this, it is unclear from the literature how young people’s high technology use may be harnessed for the better management of youth mental health problems in face-to-face treatment. To explore young people’s opinions on how technology can be used for treatment engagement and as a complement to mental health treatment, a total of 21 participants aged 16 to 25 years were consulted in two focus groups. Transcripts were analyzed using thematic analysis, with consensus coding by two independent raters. Participants were positive about the integration of technology into youth mental health practice, but indicated that identifying the client’s preferred technology was the most reliable means of engagement. They reported already using technology as an informal complement to treatment, and asserted that formal technology integration must have a clear benefit to treatment while not replacing face-to-face time. Technology use to provide support beyond discharge and between sessions was suggested as a useful means for continuity of care and to prevent relapse. While various technologies were described as engaging, easy-to-access, informative, and empowering, their benefits are not yet being harnessed in youth health services to their full potential. More research is required to better understand how to best put technology into youth mental health practice.

Questions that apply to this article:

1. How do you feel about the integration of technology in youth mental health practice? What are some advantages and disadvantages that you could see?
    

Article 3: Yates, C. (June 2013). Evidence-Based Practice: The Components, History, and Process. Counseling outcome research and evaluation, 4(1), 41-54

Abstract: This article explored the evolution of evidence-based practice (EBP) in counseling, highlighting the history of EBP, its central components, and the advantages and disadvantages of incorporating EBP into routine client care. Recommendations using a five-step model are given for counselor educators who wish to incorporate EBP in training to promote evidence-informed decision making.