By Scott O. Lilienfeld PhD, Steven Jay Lynn PhD, Jeffrey M. Lohr Phd, Carol Tavris PhD
New to This Edition
*Reflects the numerous development of evidence-based practices within the final decade.
*Updated all through with the most recent therapy research.
*Chapter on attachment therapy.
*Chapter on arguable interventions for baby and adolescent delinquent behavior.
*Addresses alterations in DSM-5.
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Extra resources for Science and Pseudoscience in Clinical Psychology, Second Edition
As Carl Sagan (1995b) eloquently pointed out, scientific inquiry demands a unique mix of open-mindedness and penetrating skepticism (see also Shermer, 2001). We must remain open to novel and untested claims, regardless of how superficially implausible they might appear at first blush. At the same time, we must subject these claims to incisive scrutiny to ensure that they withstand the crucible of rigorous scientific testing. As space Initial Thoughts, Reflections, and Considerations 5 scientist James Oberg observed, keeping an open mind is a virtue but this mind cannot be so open that one’s brains fall out (Sagan, 1995a; see also Rosen, Glasgow, Moore, & Barrera, Chapter 9, this volume).
Confirmation bias, illusory correlation, hindsight bias) in the process of case formulation (see Garb & Boyle, Chapter 2, this volume). , human figure drawing tests, Rorschach Inkblot Test, Myers–Briggs Type Indicator, anatomically detailed dolls) that are either highly controversial or questionable from a scientific standpoint (see Hunsley, Lee, Wood, & Taylor, Chapter 3, this volume). Still other clinicians render confident diagnoses of psychiatric conditions, such as dissociative identity disorder (known formerly as multiple personality disorder), whose validity remains in dispute (see Lilienfeld & Lynn, Chapter 5, this volume, but see also Gleaves, May, & Cardena, 2001; Reinders, Willemsen, Vos, den Boer, & Nijenhuis, 2012, for different perspectives).
Lilienfeld, S. , & David, M. (2012). Distinguishing science from pseudoscience in school psychology: Science and scientific thinking as safeguards against human error. Journal of School Psychology, 50, 7–36. Lilienfeld, S. , & Lohr, J. M. (2000). News and comment: Thought Field Therapy educators and practitioners sanctioned. Skeptical Inquirer, 24, 5. Lilienfeld, S. , Lynn, S. , & Lohr, J. M. (2003). Science and pseudoscience in clinical psychology. New York: Guilford Press. Lilienfeld, S. , Ritschel, L.