The coronavirus disease 2019 (COVID-19) pandemic necessitated an abrupt move to virtual modalities of training and supervision for many psychology doctoral students across the U.S. completing a practicum or externship experience. As supervision is critical to the development of psychology trainees, it is imperative to assess the impact of the COVID-19 pandemic on supervisory practices, particularly with virtual supervision. The present study examined psychology doctoral students' self-reported satisfaction with virtual supervision during COVID-19, their supervision format preference, and the supervision format they perceived to be most effective. Results indicated that participants (N = 129) were satisfied with the overall virtual supervision they received during COVID-19;however, there was a significant decrease in the degree of satisfaction with supervision received before and during COVID-19. The majority of participants indicated that they both preferred in-person supervision and perceived it to be the most effective supervision format. The present study discusses variables (e.g., change in individual supervision hours, number of supervision methods used) that predicted or impacted satisfaction, format preference, and perceived effectiveness, and quantified the supervisory experience of psychology doctoral students completing a practicum or externship. Participants reported a decrease in practicum hours (65%), concern about accruing hours for internship (54%), and change in the nature of practicum activities (68%). The majority of participants reported no change in their individual supervision hours (64%). As virtual supervision is a modality that supervisors may continue using beyond the COVID-19 pandemic, the present study provides potential guidelines for supervisors to increase trainee satisfaction when using virtual supervision. (PsycInfo Database Record (c) 2023 APA, all rights reserved) Impact Statement Public Significance Statement-Although the use of virtual supervision has been documented in the literature, little is known about the impact of the coronavirus disease 2019 (COVID-19) pandemic on clinical supervision for psychology doctoral students. The present study quantifies trainees' self-reported experiences and satisfaction with virtual supervision during this unprecedented time. As supervision is critical in the clinical development of psychology doctoral trainees, and virtual supervision practices may continue, the present study has the potential to influence future supervisory practices. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
2019年冠状病毒病(COVID-19)大流行迫使美国各地许多完成实习或实习经历的心理学博士生突然转向虚拟培训和监督模式。监管对心理学学员的发展至关重要，因此有必要评估新冠肺炎疫情对监管实践的影响，特别是对虚拟监管的影响。本研究考察了心理学博士生在新冠肺炎期间对虚拟监管的自我报告满意度、对监管形式的偏好以及他们认为最有效的监管形式。结果显示，参与者(N = 129)对他们在COVID-19期间接受的整体虚拟监管感到满意，但对COVID-19之前和期间接受的监管的满意度显着下降。大多数参与者表示，他们更喜欢面对面的监督，并认为这是最有效的监督形式。本研究探讨了预测或影响满意度、形式偏好和感知有效性的变量(如个人督导时数的变化、所使用督导方法的数量)，并量化了心理学博士生完成实习或实习的督导经验。参与者表示实习时数减少(65%)，担心实习时数增加(54%)，实习活动的性质发生变化(68%)。大多数参与者报告他们的个人监督时间没有变化(64%)。由于虚拟监管是一种主管可能会在COVID-19大流行之后继续使用的模式，因此本研究为主管在使用虚拟监管时提高学员满意度提供了潜在的指导方针。(PsycInfo Database Record (c) 2023 APA，版权所有)影响声明公共意义声明-尽管文献中已经记录了虚拟监督的使用，但对于2019冠状病毒病(COVID-19)大流行对心理学博士生临床监督的影响知之甚少。本研究量化了受训者在这个前所未有的时期对虚拟监督的自我报告体验和满意度。由于监督在心理学博士实习生的临床发展中至关重要，并且虚拟监督实践可能会继续，因此本研究有可能影响未来的监督实践。(PsycInfo数据库记录(c) 2023 APA，版权所有)
{"title":"Psychology doctoral students’ satisfaction with virtual supervision during COVID-19.","authors":"Abigail E Moretti, Christina A. Simmons","doi":"10.1037/tep0000411","DOIUrl":"https://doi.org/10.1037/tep0000411","url":null,"abstract":"The coronavirus disease 2019 (COVID-19) pandemic necessitated an abrupt move to virtual modalities of training and supervision for many psychology doctoral students across the U.S. completing a practicum or externship experience. As supervision is critical to the development of psychology trainees, it is imperative to assess the impact of the COVID-19 pandemic on supervisory practices, particularly with virtual supervision. The present study examined psychology doctoral students' self-reported satisfaction with virtual supervision during COVID-19, their supervision format preference, and the supervision format they perceived to be most effective. Results indicated that participants (N = 129) were satisfied with the overall virtual supervision they received during COVID-19;however, there was a significant decrease in the degree of satisfaction with supervision received before and during COVID-19. The majority of participants indicated that they both preferred in-person supervision and perceived it to be the most effective supervision format. The present study discusses variables (e.g., change in individual supervision hours, number of supervision methods used) that predicted or impacted satisfaction, format preference, and perceived effectiveness, and quantified the supervisory experience of psychology doctoral students completing a practicum or externship. Participants reported a decrease in practicum hours (65%), concern about accruing hours for internship (54%), and change in the nature of practicum activities (68%). The majority of participants reported no change in their individual supervision hours (64%). As virtual supervision is a modality that supervisors may continue using beyond the COVID-19 pandemic, the present study provides potential guidelines for supervisors to increase trainee satisfaction when using virtual supervision. (PsycInfo Database Record (c) 2023 APA, all rights reserved) Impact Statement Public Significance Statement-Although the use of virtual supervision has been documented in the literature, little is known about the impact of the coronavirus disease 2019 (COVID-19) pandemic on clinical supervision for psychology doctoral students. The present study quantifies trainees' self-reported experiences and satisfaction with virtual supervision during this unprecedented time. As supervision is critical in the clinical development of psychology doctoral trainees, and virtual supervision practices may continue, the present study has the potential to influence future supervisory practices. (PsycInfo Database Record (c) 2023 APA, all rights reserved)","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46097232","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}
Sepideh S. Soheilian, Tiffany O'Shaughnessy, Jenna S. Lehmann, Melissa Rivero
{"title":"Examining the impact of COVID-19 on supervisees’ experiences of clinical supervision.","authors":"Sepideh S. Soheilian, Tiffany O'Shaughnessy, Jenna S. Lehmann, Melissa Rivero","doi":"10.1037/tep0000418","DOIUrl":"https://doi.org/10.1037/tep0000418","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135399707","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":"Education and training guidelines for group psychology and group psychotherapy.","authors":"N. Brown, Noelle L. Lefforge","doi":"10.1037/tep0000417","DOIUrl":"https://doi.org/10.1037/tep0000417","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44797313","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":"A brief history of the association of psychology postdoctoral and internship centers: Trends and directions for the education and training of health service psychologists.","authors":"Jennifer A. Erickson Cornish, Jeff Baker","doi":"10.1037/tep0000401","DOIUrl":"https://doi.org/10.1037/tep0000401","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135703281","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}
R. Foltz, Ken Fogel, Aeysha Kaeley, Judy Kupchan, Andrew Mills, Katie Murray, Alexandra Pope, Hannah Rahman, Colin Rubright
{"title":"The psychopharmacology training gap in accredited clinical psychology programs.","authors":"R. Foltz, Ken Fogel, Aeysha Kaeley, Judy Kupchan, Andrew Mills, Katie Murray, Alexandra Pope, Hannah Rahman, Colin Rubright","doi":"10.1037/tep0000442","DOIUrl":"https://doi.org/10.1037/tep0000442","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41427167","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}
Salina M. Renninger, Ashley Sovereign, Jing Zhu, Katie Grinde
{"title":"Professional conduct and remediation: Training directors’ perspectives during intern selection.","authors":"Salina M. Renninger, Ashley Sovereign, Jing Zhu, Katie Grinde","doi":"10.1037/tep0000440","DOIUrl":"https://doi.org/10.1037/tep0000440","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48107757","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}
Laurie D. McCubbin, Rozen M. Alex, Jude Bergkamp, C. Malone, Chiachih D. C. Wang, Amy L. Reynolds
{"title":"Returning the colonizers gaze: Critiquing Whiteness in our training programs.","authors":"Laurie D. McCubbin, Rozen M. Alex, Jude Bergkamp, C. Malone, Chiachih D. C. Wang, Amy L. Reynolds","doi":"10.1037/tep0000436","DOIUrl":"https://doi.org/10.1037/tep0000436","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43421039","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}
S. Grassetti, Zachary M. Meehan, R. Beveridge, B. Teachman, Alexis G. Stanton, Phoenix Jazmine Cooper, Katharine E. Daniel
{"title":"Evaluating the “visit day” tool for supporting underrepresented and/or marginalized students in applying to doctoral programs.","authors":"S. Grassetti, Zachary M. Meehan, R. Beveridge, B. Teachman, Alexis G. Stanton, Phoenix Jazmine Cooper, Katharine E. Daniel","doi":"10.1037/tep0000426","DOIUrl":"https://doi.org/10.1037/tep0000426","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44235873","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}
A. Ponce, T. Cavell, Leticia Y. Flores, Allison B. Gillens, C. Grus, Sara L. Hagstrom, Natasha Maynard-Pemba, L. Nadkarni, A. Reynolds, A. Schmitt, W. Stiers, Matthew Zimmerman, Ayşe Çiftçi
In 2020, the Council of Chairs of Training Councils (CCTC) collaborated to address the need for health service psychology (HSP) education and training to become more socially responsive, with an emphasis on providing resources and support for educators. This is essential given the increasing recognition of unmet health needs and the deleterious effects of mental health difficulties, racial and economic disparities, and burden on the psychology workforce. This article describes the coming together of the HSP education and training community to create the CCTC 2020: Social Responsiveness in Health Service Psychology Education and Training Toolkit. The shared decision-making leading to the development of the concept and conference, the shift in conference structure due to COVID-19, and the collaborative process of constructing the toolkit are described. Additionally, several principles that guided the work including a focus on relationships, embracing change, and the importance of self-awareness are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved) Impact Statement Public Significance Statement-This article highlights the need for a new model in health service psychology (HSP) education and training that centers social responsiveness and offers a detailed description of the recent working conference by the Council of Chairs of Training Councils that was designed to develop tools and new approaches to socially responsive training. The authors share how the structure, process, and components of the conference as well as the products developed reflect the type of transformational change that is needed in HSP training and education. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
{"title":"CCTC 2020: Addressing social responsiveness in health service psychology education and training.","authors":"A. Ponce, T. Cavell, Leticia Y. Flores, Allison B. Gillens, C. Grus, Sara L. Hagstrom, Natasha Maynard-Pemba, L. Nadkarni, A. Reynolds, A. Schmitt, W. Stiers, Matthew Zimmerman, Ayşe Çiftçi","doi":"10.1037/tep0000421","DOIUrl":"https://doi.org/10.1037/tep0000421","url":null,"abstract":"In 2020, the Council of Chairs of Training Councils (CCTC) collaborated to address the need for health service psychology (HSP) education and training to become more socially responsive, with an emphasis on providing resources and support for educators. This is essential given the increasing recognition of unmet health needs and the deleterious effects of mental health difficulties, racial and economic disparities, and burden on the psychology workforce. This article describes the coming together of the HSP education and training community to create the CCTC 2020: Social Responsiveness in Health Service Psychology Education and Training Toolkit. The shared decision-making leading to the development of the concept and conference, the shift in conference structure due to COVID-19, and the collaborative process of constructing the toolkit are described. Additionally, several principles that guided the work including a focus on relationships, embracing change, and the importance of self-awareness are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved) Impact Statement Public Significance Statement-This article highlights the need for a new model in health service psychology (HSP) education and training that centers social responsiveness and offers a detailed description of the recent working conference by the Council of Chairs of Training Councils that was designed to develop tools and new approaches to socially responsive training. The authors share how the structure, process, and components of the conference as well as the products developed reflect the type of transformational change that is needed in HSP training and education. (PsycInfo Database Record (c) 2023 APA, all rights reserved)","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41451196","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}
A. J. Wright, Norissa J. Williams, Tamara Starling, A. Reynolds, Barbara O. Garcia-Lavin
{"title":"Deep-structure curriculum liberation for social responsiveness in graduate health service psychology training.","authors":"A. J. Wright, Norissa J. Williams, Tamara Starling, A. Reynolds, Barbara O. Garcia-Lavin","doi":"10.1037/tep0000434","DOIUrl":"https://doi.org/10.1037/tep0000434","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45944428","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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