{"title":"Supplemental Material for Training and Individual Correlates of Attitudes Toward Serious Mental Illness Among Clinical Psychology Doctoral Students","authors":"L. O'Connor, P. Yanos","doi":"10.1037/tep0000422.supp","DOIUrl":"https://doi.org/10.1037/tep0000422.supp","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46839427","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}
In the years following, the development of the core competencies for professional psychology (Fouad et al., 2009), technology has rapidly evolved and integrated into many aspects of professional practice and health care service delivery. This increased utilization of technology for core psychological functions, such as the delivery of psychotherapy, substantially expanded with the emergence of the COVID-19 pandemic and barriers to in-person services due to health risks. The American Psychological Association (APA) Telepsychology Guidelines (Joint Task Force for the Development of Telepsychology Guidelines for Psychologists, 2013) establish aspirational guidelines for the use of technology in psychological service delivery, and the Ethical Principles of Psychologists and Code of Conduct (American Psychological Association, 2017) specify requirements for competent practice, including a reference to the use of technology. However, there are currently no competency guidelines or training expectations specific to technology use in health service psychology. As such, this article presents the rationale for establishing technology competency as a core foundational competency for health service psychologists.
在接下来的几年里，随着专业心理学核心能力的发展（Fouad et al.，2009），技术迅速发展，并融入了专业实践和医疗服务提供的许多方面。随着新冠肺炎大流行的出现以及健康风险导致的住院服务障碍，技术在核心心理功能（如心理治疗）方面的利用率大幅增加。美国心理协会（APA）远程心理学指南（心理学家远程心理学指南开发联合工作组，2013）为在心理服务提供中使用技术制定了理想的指南，《心理学家伦理原则和行为准则》（美国心理协会，2017）规定了胜任实践的要求，包括提及技术的使用。然而，目前还没有针对医疗服务心理学中技术使用的能力指南或培训期望。因此，本文提出了将技术能力作为卫生服务心理学家的核心基础能力的基本原理。
{"title":"Technology is a core competency in professional psychology.","authors":"Chantel M. Weisenmuller, Jessica L. Luzier","doi":"10.1037/tep0000423","DOIUrl":"https://doi.org/10.1037/tep0000423","url":null,"abstract":"In the years following, the development of the core competencies for professional psychology (Fouad et al., 2009), technology has rapidly evolved and integrated into many aspects of professional practice and health care service delivery. This increased utilization of technology for core psychological functions, such as the delivery of psychotherapy, substantially expanded with the emergence of the COVID-19 pandemic and barriers to in-person services due to health risks. The American Psychological Association (APA) Telepsychology Guidelines (Joint Task Force for the Development of Telepsychology Guidelines for Psychologists, 2013) establish aspirational guidelines for the use of technology in psychological service delivery, and the Ethical Principles of Psychologists and Code of Conduct (American Psychological Association, 2017) specify requirements for competent practice, including a reference to the use of technology. However, there are currently no competency guidelines or training expectations specific to technology use in health service psychology. As such, this article presents the rationale for establishing technology competency as a core foundational competency for health service psychologists.","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47874665","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}
Jennifer G Pearlstein, Adam T Schmidt, Emily M Lund, Lauren R Khazem, Nancy H Liu
Disability is an important facet of diversity. Although diversity in clinical training in health service psychology has improved considerably, training often neglects accessibility and inclusion for individuals with sensory disabilities. The limited research to date documents that trainees with sensory disabilities (TSD) report extensive barriers and are consistently under-represented in clinical settings. Further, few resources have been developed to guide accommodating TSD in clinical training. Accordingly, our goals in this article are two-fold: (1) to highlight the barriers in clinical training faced by TSD and (2) to provide recommendations for trainees, supervisors, clinical leadership, and directors of clinical training to improve accessibility and inclusion for TSD. We offer vignettes to illustrate barriers faced by TSD and suggest guidelines to improve access for TSD.
{"title":"Guidelines to Address Barriers in Clinical Training for Trainees with Sensory Disabilities.","authors":"Jennifer G Pearlstein, Adam T Schmidt, Emily M Lund, Lauren R Khazem, Nancy H Liu","doi":"10.1037/tep0000367","DOIUrl":"https://doi.org/10.1037/tep0000367","url":null,"abstract":"<p><p>Disability is an important facet of diversity. Although diversity in clinical training in health service psychology has improved considerably, training often neglects accessibility and inclusion for individuals with sensory disabilities. The limited research to date documents that trainees with sensory disabilities (TSD) report extensive barriers and are consistently under-represented in clinical settings. Further, few resources have been developed to guide accommodating TSD in clinical training. Accordingly, our goals in this article are two-fold: (1) to highlight the barriers in clinical training faced by TSD and (2) to provide recommendations for trainees, supervisors, clinical leadership, and directors of clinical training to improve accessibility and inclusion for TSD. We offer vignettes to illustrate barriers faced by TSD and suggest guidelines to improve access for TSD.</p>","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":"16 3","pages":"220-228"},"PeriodicalIF":2.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9512272/pdf/nihms-1738363.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10291068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Zabin S. Patel, Kaitlyn E. Brodar, Emily Hylton, Tiffany R. Glynn, S. Dale
{"title":"Integrating public health core values into psychology training competencies.","authors":"Zabin S. Patel, Kaitlyn E. Brodar, Emily Hylton, Tiffany R. Glynn, S. Dale","doi":"10.1037/tep0000419","DOIUrl":"https://doi.org/10.1037/tep0000419","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41921180","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}
Sarah M. Thompson, Danielle Keenan-Miller, Daniel I. Dunn, Jacqueline Hersh, K. Saules, S. Graham, Debora J. Bell, Jennifer L. Hames, Alisha M. Wray, Regina Hiraoka, M. Heller, Sarah M. Taber-Thomas, M. Taylor, R. Hawkins, Rebecca L. Schacht, Nancy H. Liu, J. Schwartz, E. H. Akey
Telesupervision is an increasingly common practice in health service psychology training, particularly due to the COVID-19 pandemic. However, little is known about important considerations that may inform the long-term adoption of telesupervision, including its acceptability among trainees, the impact of technology-mediated supervision on critical variables such as the supervisory working alliance, and whether established supervisory best practices can be effectively employed in a telehealth format. The present study provides qualitative and quantitative data on trainee perceptions of telesupervision among a sample of 144 health service psychology students engaged in either telesupervision or hybrid supervision combining telesupervision with in-person meetings within university training clinics in the United States. Trainees completed questionnaires rating supervisory working alliance, metacommunication, quality of supervision, the identified supervisor's use of best practices, and perceptions of COVID-19 danger as well as provided qualitative responses to three open-ended questions exploring expectations around telesupervision as well as perceived advantages and disadvantages. Findings suggest that trainees find telesupervision to be highly acceptable, with over 90% of participants reporting that it met or exceeded their expectations. Ratings of critical variables such as supervisory working alliance, metacommunication, and engagement in best practices generally did not differ between the hybrid and telesupervision groups, nor were these results affected by supervision format (i.e., individual vs. group) or trainee developmental level. Unique benefits and limitations of telesupervision were highlighted. Overall, results suggest that telesupervision is a highly acceptable and beneficial tool in health service psychology training. Considerations for the ongoing use of telesupervision are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved) Impact Statement Health service psychology trainees find telesupervision to be highly acceptable and report strong supervisory alliances, effective engagement in metacommunication, and utilization of supervisory best practices via telehealth. The widely recommended practice of incorporating at least some in-person meetings was not associated with higher trainee ratings of supervision. Findings suggest that trainees across developmental levels may benefit from telesupervision as an alternative to in-person supervision, which may ultimately increase access to high-quality clinical supervision. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
{"title":"Preferences for and acceptability of telesupervision among health\u0000 service psychology trainees.","authors":"Sarah M. Thompson, Danielle Keenan-Miller, Daniel I. Dunn, Jacqueline Hersh, K. Saules, S. Graham, Debora J. Bell, Jennifer L. Hames, Alisha M. Wray, Regina Hiraoka, M. Heller, Sarah M. Taber-Thomas, M. Taylor, R. Hawkins, Rebecca L. Schacht, Nancy H. Liu, J. Schwartz, E. H. Akey","doi":"10.1037/tep0000415","DOIUrl":"https://doi.org/10.1037/tep0000415","url":null,"abstract":"Telesupervision is an increasingly common practice in health service psychology training, particularly due to the COVID-19 pandemic. However, little is known about important considerations that may inform the long-term adoption of telesupervision, including its acceptability among trainees, the impact of technology-mediated supervision on critical variables such as the supervisory working alliance, and whether established supervisory best practices can be effectively employed in a telehealth format. The present study provides qualitative and quantitative data on trainee perceptions of telesupervision among a sample of 144 health service psychology students engaged in either telesupervision or hybrid supervision combining telesupervision with in-person meetings within university training clinics in the United States. Trainees completed questionnaires rating supervisory working alliance, metacommunication, quality of supervision, the identified supervisor's use of best practices, and perceptions of COVID-19 danger as well as provided qualitative responses to three open-ended questions exploring expectations around telesupervision as well as perceived advantages and disadvantages. Findings suggest that trainees find telesupervision to be highly acceptable, with over 90% of participants reporting that it met or exceeded their expectations. Ratings of critical variables such as supervisory working alliance, metacommunication, and engagement in best practices generally did not differ between the hybrid and telesupervision groups, nor were these results affected by supervision format (i.e., individual vs. group) or trainee developmental level. Unique benefits and limitations of telesupervision were highlighted. Overall, results suggest that telesupervision is a highly acceptable and beneficial tool in health service psychology training. Considerations for the ongoing use of telesupervision are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved) Impact Statement Health service psychology trainees find telesupervision to be highly acceptable and report strong supervisory alliances, effective engagement in metacommunication, and utilization of supervisory best practices via telehealth. The widely recommended practice of incorporating at least some in-person meetings was not associated with higher trainee ratings of supervision. Findings suggest that trainees across developmental levels may benefit from telesupervision as an alternative to in-person supervision, which may ultimately increase access to high-quality clinical supervision. (PsycInfo Database Record (c) 2022 APA, all rights reserved)","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46124731","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 Examining the Impact of COVID-19 on Supervisees’ Experiences of Clinical Supervision","authors":"","doi":"10.1037/tep0000418.supp","DOIUrl":"https://doi.org/10.1037/tep0000418.supp","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45475968","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":"Further validation of competency assessment: The practicum evaluation form.","authors":"A. A. Dimmick, J. Callahan, Randall J. Cox","doi":"10.1037/tep0000416","DOIUrl":"https://doi.org/10.1037/tep0000416","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48109920","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. Kelly, Erin D. Reilly, Tracy Claudio, J. Harris, Shehzad Jooma, Madeleine Karpel, P. J. Mroz, Lisa Mueller, Valene A. Whittaker
{"title":"Addressing female trainee experiences of sexual harassment and discrimination in a veterans affairs mental health service.","authors":"M. Kelly, Erin D. Reilly, Tracy Claudio, J. Harris, Shehzad Jooma, Madeleine Karpel, P. J. Mroz, Lisa Mueller, Valene A. Whittaker","doi":"10.1037/tep0000414","DOIUrl":"https://doi.org/10.1037/tep0000414","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49622913","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 Addressing Female Trainee Experiences of Sexual Harassment and Discrimination in a Veterans Affairs Mental Health Service","authors":"","doi":"10.1037/tep0000414.supp","DOIUrl":"https://doi.org/10.1037/tep0000414.supp","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46669219","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. Klein, Nora M. Barnes Horowitz, Ivy Tran, A. Rabasco, E. Steele, R. Breaux
{"title":"Perceived barriers to seeking mental health treatment among clinical psychology graduate students.","authors":"A. Klein, Nora M. Barnes Horowitz, Ivy Tran, A. Rabasco, E. Steele, R. Breaux","doi":"10.1037/tep0000413","DOIUrl":"https://doi.org/10.1037/tep0000413","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45356112","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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