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Despite its name, this procedure does not necessarily involve direct contact with the client and may consist of the clinician s hands being held over the areas of needed energy mobilization Some literature supports the ef cacy of TT For example, the effects of TT in reducing anxiety were assessed in a sample of psychiatric in-patients (Gagne & Toye, 1994) Patients were randomly assigned to TT, mimic TT, or relaxation therapy Results demonstrated signi cant decreases in anxiety for the TT and relaxation groups, with the former exhibiting greater bene ts than the latter The group receiving mimic TT demonstrated no signi cant changes An additional randomized study supports TT as being more effective than calm touch at decreasing the time necessary to soothe medically hospitalized children between the ages of two weeks to two years (Kramer, 1990).

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Sneed, J. R., 500 Snel, J., 383, 384, 385, 386, 387, 391, 397, 398 Sniehotta, F. F., 551 Snook, E. M., 473, 500 Snyder, C. R., 145 Snyder, C. W., Jr., 212 Snyder, E., 250, 723, 828 Snyder, K. A., 518 Snyder, M., 739, 746 Snyder, R., 652 Snyder-Heelan, K., 518 Soares, J., 481 Soberlak, P., 125, 126, 187, 191, 196 Sobolewski, S., 379 Soderling, E., 96, 105 Sohn, Y. W., 215 Solmon, M. A., 10, 12, 13, 320 Solodkin, A., 96, 105 Solomon, D. S., 519 Solomon, G., 674 Solomon, J., 495 Solomon, R. L., 483 Solomons, L., 246 Sonstroem, R. J., 478, 484, 485, 500 SooHoo, S., 830 S rbom, D., 759, 777, 780, 791 Soulard, A., 289, 296 Southard, D., 449, 450, 452, 455, 457 Southwood, H., 852 Souville, M., 861 Spalding, T. W., 84, 87, 92, 93, 94, 95, 98, 100, 105 Spallanzani, C., 187 Sparkes, A. C., 291, 410, 415, 849 Sparks, P., 542 Sparling, P. B., 480, 603, 608 Sparrow, W. A., 85 Speechley, M., 848 Spelten, E. R., 582 Spence, J. C., 484, 485 Spence, J. T., 426, 428, 739, 828 Spence, K. W., 426, 428 Spencer, S. J., 835 Spicer, R., 404 Spiegel, D., 583 Spiel, C., 744 Spielberger, C., 38, 385, 427, 572, 743, 845 Spier, B. E., 653 Spinelli, D., 94, 95 Spink, K. S., 4, 300, 799, 801, 802, 805, 808, 810, 815 Spirduso, W. W., 471, 492, 494, 495, 497, 500, 598, 600 Spittle, M., 288, 296 Sporns, O., 225 Sprangers, M. A. G., 582 Spray, C. M., 76, 528 Spray, J. A., 739, 741, 743, 746, 750 Springer, B. A., 607, 611 Springer, S. P., 89 Spry, V., 544 Spurgeon, J. H., 163

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reviewing the course catalog or application materials. Often one must have these questions answered by current graduate students, recent graduates of the training program, or by current faculty. Graduate training programs generally offer the same core curriculum suggested by the APA (Table 15.3). This core curriculum has not changed significantly since it was proposed about 50 years ago (Shakow, 1947). This includes courses on the biological bases of behavior, the social bases of behavior, individual differences, cognition and learning, as well as courses in professional ethics. Graduate courses in statistics, research methods, assessment, and psychopathology are also required. In addition to course work, graduate training usually includes practicum or field placements. These placements allow graduate students to work with clinical populations providing individual, couple, family, and group psychotherapy with a variety of patient populations (e.g., adults, children, inpatient, outpatient) as well as providing opportunities to acquire experience with psychological testing (e.g., intelligence, neuropsychological, personality). Graduate training also provides research training. Typically a master s thesis as well as a doctoral dissertation are conducted, allowing the student to conduct quality research project under the supervision and guidance of several graduate school faculty members. The master s thesis is typically completed by the end of the second year of graduate study while the dissertation is completed by the end of the fourth or fifth year. The dissertation project acts as a final capstone research experience where a student completes a comprehensive study under faculty supervision. The dissertation is often seen as the defining accomplishment of the doctoral degree. The student then defends the project in an oral examination among a group of faculty members. Finally, most graduate training programs require comprehensive qualifying examinations to determine the

In a randomized study of elderly individuals with arthritis, both TT and progressive muscle relaxation interventions resulted in comparable and signi cant improvements in pain, tension, and mood (Peck, 1998) However, not all studies support the bene cial effects of.

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