{"title":"Self-care as a competency benchmark: Creating a culture of shared responsibility.","authors":"Arianne E. Miller","doi":"10.1037/TEP0000386","DOIUrl":"https://doi.org/10.1037/TEP0000386","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2021-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43121978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Racial and ethnic diversity among clinical psychology doctoral students applying for internship.","authors":"A. A. Dimmick, J. Callahan","doi":"10.1037/tep0000382","DOIUrl":"https://doi.org/10.1037/tep0000382","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2021-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41942016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Can Students in Simulation Portray a Psychotherapy Patient Authentically With a Detailed Role-Script? Results of a Randomized-Controlled Study","authors":"","doi":"10.1037/tep0000388.supp","DOIUrl":"https://doi.org/10.1037/tep0000388.supp","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2021-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48497027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Wilcox, Kipp R Pietrantonio, Aisha Farra, Danielle N. Franks, Patton O. Garriott, Emily C. Burish
{"title":"Stalling at the starting line: First-generation college students’ debt, economic stressors, and delayed life milestones in professional psychology.","authors":"M. Wilcox, Kipp R Pietrantonio, Aisha Farra, Danielle N. Franks, Patton O. Garriott, Emily C. Burish","doi":"10.1037/TEP0000385","DOIUrl":"https://doi.org/10.1037/TEP0000385","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":"2020 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2021-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57374509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lynette Adams, Georgina M. Gross, Jennifer M Doran, Meaghan A Stacy
{"title":"Clinical supervisors’ experiences with and barriers to supporting trainees who have experienced identity based harassment.","authors":"Lynette Adams, Georgina M. Gross, Jennifer M Doran, Meaghan A Stacy","doi":"10.1037/tep0000384","DOIUrl":"https://doi.org/10.1037/tep0000384","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47786489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"When the expected happens: Facing a major life event in graduate school.","authors":"Effua E. Sosoo, E. Wise","doi":"10.1037/tep0000381","DOIUrl":"https://doi.org/10.1037/tep0000381","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48186529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Personality disorders are relatively common, especially in clinical settings. A number of evidence-based treatments are now available, especially for borderline personality disorder. However, little is known about the relevant training available to doctoral students in clinical and counseling psychology. in the current study, data were extracted from 336 clinical and counseling Ph.D. and Psy.D. programs from the Insider’s Guide to Graduate Programs in Clinical and Counseling Psychology (Norcross & Sayette, 2020), including the number of programs with faculty with specific interests in personality disorders and the number of programs with clinical opportunities related to personality disorders. We found that formal training in personality disorders is not widely available to most trainees in APA-accredited doctoral training programs. Only 16% of programs have faculty with interests in personality disorders, all of them clinical psychology programs. Ph.D. programs were more likely to have PD-interested faculty than Psy.D. programs, and, within clinical Ph.D. programs, PCSASaccredited programs were more likely to have PD-interested faculty than programs without PCSAS accreditation. Similarly, only 15% of programs (all clinical psychology programs) offer practicum opportunities in psychotherapy for personality disorders. Our findings indicate that doctoral level psychology programs are not sufficiently preparing their students with personality disorder training, which serves as a substantial disservice to both trainees and the public.
{"title":"The availability of training opportunities in personality disorders in American Psychological Association- and Psychological Clinical Science Accreditation System-accredited clinical and counseling psychology doctoral programs.","authors":"Kenneth N. Levy, William D. Ellison","doi":"10.1037/TEP0000376","DOIUrl":"https://doi.org/10.1037/TEP0000376","url":null,"abstract":"Personality disorders are relatively common, especially in clinical settings. A number of evidence-based treatments are now available, especially for borderline personality disorder. However, little is known about the relevant training available to doctoral students in clinical and counseling psychology. in the current study, data were extracted from 336 clinical and counseling Ph.D. and Psy.D. programs from the Insider’s Guide to Graduate Programs in Clinical and Counseling Psychology (Norcross & Sayette, 2020), including the number of programs with faculty with specific interests in personality disorders and the number of programs with clinical opportunities related to personality disorders. We found that formal training in personality disorders is not widely available to most trainees in APA-accredited doctoral training programs. Only 16% of programs have faculty with interests in personality disorders, all of them clinical psychology programs. Ph.D. programs were more likely to have PD-interested faculty than Psy.D. programs, and, within clinical Ph.D. programs, PCSASaccredited programs were more likely to have PD-interested faculty than programs without PCSAS accreditation. Similarly, only 15% of programs (all clinical psychology programs) offer practicum opportunities in psychotherapy for personality disorders. Our findings indicate that doctoral level psychology programs are not sufficiently preparing their students with personality disorder training, which serves as a substantial disservice to both trainees and the public.","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2021-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45331576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. Hausman, Kristen J. Vescera, Rachel Bacigalupi, V. Giangrasso, B. Bongar
The Coronavirus Pandemic (COVID-19) has led to a widespread surge in need for mental health services. At the same time, trainees in health service psychology rapidly transitioned to remote work to protect the safety of themselves, colleagues, and patients from the pandemic. This abrupt switch has led to pioneering advancements in the use of remote technologies which can improve access for patients and trainees alike. However, the existing guidelines for telehealth lack specific recommendations for training programs and supervision. Further, the literature is especially lacking in information on training in suicide risk assessment and management for when both supervision and treatment are conducted virtually. Trainees commonly experience relatively high anxiety when working with high-risk patients, and close supervision and support are paramount. This review provides information on available technologies that can aid suicide prevention, highlights gaps in existing guidelines and literature for telehealth as these may apply to trainees' work with high-risk patients, and delineates recommendations for training programs and supervisors to optimally support trainees' learning with regard to suicide prevention, and to ensure that trainees provide their patients with optimal treatment. (PsycInfo Database Record (c) 2021 APA, all rights reserved) Impact Statement Public Significance Statement -This review highlights key challenges for trainees working with patients at high risk for suicide while working remotely during the Coronavirus Pandemic (COVID-19). Presently, there is a dearth of specific guidance to aid training programs during this time. The authors of this paper, representing trainees at multiple stages, conducted an extensive review of the current status of telehealth services specific to training and suicide prevention, and in this manuscript delineate specific recommendations for training programs and supervisors that can have immediate applicability to the psychology field. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
{"title":"Remote supervision and training in suicide prevention during the time of the coronavirus pandemic: Recommendations for training programs and supervisors.","authors":"C. Hausman, Kristen J. Vescera, Rachel Bacigalupi, V. Giangrasso, B. Bongar","doi":"10.1037/TEP0000379","DOIUrl":"https://doi.org/10.1037/TEP0000379","url":null,"abstract":"The Coronavirus Pandemic (COVID-19) has led to a widespread surge in need for mental health services. At the same time, trainees in health service psychology rapidly transitioned to remote work to protect the safety of themselves, colleagues, and patients from the pandemic. This abrupt switch has led to pioneering advancements in the use of remote technologies which can improve access for patients and trainees alike. However, the existing guidelines for telehealth lack specific recommendations for training programs and supervision. Further, the literature is especially lacking in information on training in suicide risk assessment and management for when both supervision and treatment are conducted virtually. Trainees commonly experience relatively high anxiety when working with high-risk patients, and close supervision and support are paramount. This review provides information on available technologies that can aid suicide prevention, highlights gaps in existing guidelines and literature for telehealth as these may apply to trainees' work with high-risk patients, and delineates recommendations for training programs and supervisors to optimally support trainees' learning with regard to suicide prevention, and to ensure that trainees provide their patients with optimal treatment. (PsycInfo Database Record (c) 2021 APA, all rights reserved) Impact Statement Public Significance Statement -This review highlights key challenges for trainees working with patients at high risk for suicide while working remotely during the Coronavirus Pandemic (COVID-19). Presently, there is a dearth of specific guidance to aid training programs during this time. The authors of this paper, representing trainees at multiple stages, conducted an extensive review of the current status of telehealth services specific to training and suicide prevention, and in this manuscript delineate specific recommendations for training programs and supervisors that can have immediate applicability to the psychology field. (PsycInfo Database Record (c) 2021 APA, all rights reserved)","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46075297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Sexuality as a competency: Advancing training to serve the public.","authors":"D. Mollen, Dena M. Abbott","doi":"10.1037/TEP0000378","DOIUrl":"https://doi.org/10.1037/TEP0000378","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45694245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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