Clinical Psychology

Social Intervention Concepts

The conventional strategy of intervention has
always implied that one achieves good health
exclusively through one’s own efforts, and that
when those efforts fail and ill health occurs, one
visits a comprehensive mental health center for
clinical help. But the community psychologist
seeks to restructure roles and social organizations.
For example, to reduce the problems created by
crime and delinquency, community psychologists
seek to change social institutions and organizations

to make advantages and resources available to

potential criminals and delinquents.

Inherent in such social intervention strategies is

the idea that when individuals are given the neces-

sary resources or alternatives, they will solve their

problems themselves. Also inherent is the belief that

people have competencies and strengths. When the

environment is changed or when people are

allowed to exert power to make their own deci-

sions, these strengths and competencies will be evi-

dent. This emphasis on competencies rather than

deficits allows the community psychologist to

BOX16-5 Graduate Student Perspective: Shawn C.T. Jones, M.H.S

Shawn Jones is a second-year doctoral student in the

clinical psychology program at University of North

Carolina-Chapel Hill. He completed his bachelor of sci-

ence in psychology at Duke University in 2008, and

most recently received a master of health science in

mental health at the Johns Hopkins University Bloom-

berg School of Public Health. His research interests

have focused on ethnic minority youth development,

with an emphasis on risk and protective factors across a

variety of contexts. His previous research has examined

ethnic identity and parenting practices in the context

of externalizing behaviors and substance use. Shawn is

passionate about eliminating racial health disparities,

particularly those related to mental health services.

Shawn agreed to share his thoughts about grad-

uate school as well as his research interests.

What got you interested in clinical psychology?

I am an ex-pre-med kid. I entered college determined to

major in psychology because I discovered that the field

could help me to understand what drove people to think

and act as they did. Nevertheless, my wish to“make a

change”led me to believe I could best achieve my aspira-

tions through medicine (psychiatry). Thankfully, advanced

experiences in psych during undergrad (combined with

not-so-hot natural science grades) lead me to pursue the

Ph.D. in clinical as opposed to the medical degree!

What did you do as an undergraduate to prepare for

graduate school in clinical psychology?

The main things I did to prepare for graduate school in

clinical psychology were to gain a variety of research

experiences (e.g., RA, independent research), take the

required (and some advanced) coursework, study for

and take the GRE (I took a brief prep course), and

“interview”clinical psychologists at my undergraduate

institution. I highly recommend these“interviews”as

they really give you insight into aspects of the field

that you will not otherwise have access to, namely the

clinical piece.

What was the application process like for you?

I applied to graduate school three times. The first

time was to master’s programs in psychology (I

decidedtotakeanRApositioninstead);thesecond

was to public health programs (I received a master’s

of health science in mental health); the third time was

to clinical and clinical-community programs (10 to

be exact). Though each application period came with

its unique challenges, the consistent trends were

that the process was (a) extremely busy and (b)

expensive (both points also ring true for the interview

process). The best way for you to account for these

factors is by preparing well in advance. Many guides

suggest a 2-year plan in terms of finding programs,

taking necessary tests, and getting recommendation

letters.

What was the interviewing process like for you?

I was fortunate to get interviews for the majority of

schools to which I applied. These interviews came in

three forms—the phone interview (4), the in-person

interview (3), and an interview after I had already

been accepted. Each of these formats contained

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