Pathopsychological Methods in the System of Professional Training of Clinical Psychologists

The article addresses the pressing issue of integrating contemporary scientific advances into the training of clinical psychologists, alongside a re-evaluation of traditional pathopsychological methods in light of recent research findings. 
Relevance. The authors highlight the urgent need for a profound reform of professional psychological education in order to align it with the principles of evidence-based medicine and cutting-edge international standards.
Intention. To substantiate the need to revise educational programs for clinical psychologists, to critically evaluate modern pathopsychological methods and to present alternative approaches.
Methodology: The paper provides a detailed critical analysis of the theoretical foundations and diagnostic tools of classical pathopsychology, revealing their conceptual and empirical misalignment with contemporary scientific models of mental pathology.
Results and Discussion. The authors conclude that a radical revision of both the content and teaching methods used in the education of clinical psychologists is required. This revision should be guided by principles of evidence-based practice, interdisciplinarity, and a focus on practically meaningful outcomes—namely, the provision of effective psychological care for individuals with mental disorders.
Conclusion. The article emphasizes the need to shift toward a biopsychosocial paradigm, which conceptualizes mental pathology as a complex, multi-level phenomenon necessitating comprehensive assessment of the full range of etiological and pathogenetic factors.

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