Self-practice/self-reflection (SP/SR) supports understanding and delivery of cognitive behavioral therapy (CBT) in participants by facilitating reflection on the practice of CBT techniques on personally relevant experiences. To date, little is known about the online potential of SP/SR training, particularly relevant through the course of the COVID-19 pandemic which saw an increase in online teaching and training delivery. The present study examined the perspectives of ten trainee therapists and three clinical educators (facilitators) on the experience, benefits, and challenges of participating in and facilitating an online CBT group integrating SP/SR principles. Reflective thematic analysis of semistructured interviews led to two trainee themes ("experiencing the other chair" and "learning to be a CBT therapist") and two facilitator themes ("learning to facilitate online" and "reflections on unexpected gains"). Facilitators and trainees described the online platform as a suitable delivery format, providing a comparable experience to in-person teaching and an authentic therapeutic experience to facilitate trainees' understanding of delivering CBT generally and in a telehealth context. Some trainees noted challenges being vulnerable online and all facilitators noted being less likely to push trainees to experience and express difficult thoughts and emotions online. Recommendations are provided to enhance learning in similar groups in psychology training. (PsycInfo Database Record (c) 2022 APA, all rights reserved) Impact Statement This is the first study to explore the experience, benefits and challenges of an online cognitive behavioral therapy group using self-practice/self-reflection principles. Findings indicated that the online group facilitated a comparable personal and professional experience to the traditional delivery of in-person groups, with the added benefit of trainees and facilitators learning how to adapt therapy to a telehealth setting. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
{"title":"Benefits and challenges of an online CBT group, utilizing self-practice/self-reflection paradigm for psychology trainees.","authors":"Celine M. H. Jona, J. Sheen, M. O’Shea","doi":"10.1037/tep0000435","DOIUrl":"https://doi.org/10.1037/tep0000435","url":null,"abstract":"Self-practice/self-reflection (SP/SR) supports understanding and delivery of cognitive behavioral therapy (CBT) in participants by facilitating reflection on the practice of CBT techniques on personally relevant experiences. To date, little is known about the online potential of SP/SR training, particularly relevant through the course of the COVID-19 pandemic which saw an increase in online teaching and training delivery. The present study examined the perspectives of ten trainee therapists and three clinical educators (facilitators) on the experience, benefits, and challenges of participating in and facilitating an online CBT group integrating SP/SR principles. Reflective thematic analysis of semistructured interviews led to two trainee themes (\"experiencing the other chair\" and \"learning to be a CBT therapist\") and two facilitator themes (\"learning to facilitate online\" and \"reflections on unexpected gains\"). Facilitators and trainees described the online platform as a suitable delivery format, providing a comparable experience to in-person teaching and an authentic therapeutic experience to facilitate trainees' understanding of delivering CBT generally and in a telehealth context. Some trainees noted challenges being vulnerable online and all facilitators noted being less likely to push trainees to experience and express difficult thoughts and emotions online. Recommendations are provided to enhance learning in similar groups in psychology training. (PsycInfo Database Record (c) 2022 APA, all rights reserved) Impact Statement This is the first study to explore the experience, benefits and challenges of an online cognitive behavioral therapy group using self-practice/self-reflection principles. Findings indicated that the online group facilitated a comparable personal and professional experience to the traditional delivery of in-person groups, with the added benefit of trainees and facilitators learning how to adapt therapy to a telehealth setting. (PsycInfo Database Record (c) 2022 APA, all rights reserved)","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47303393","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}
Celine M. H. Jona, J. Sheen, Kate Anderson, M. O’Shea
{"title":"Supplemental Material for Self-Disclosure in a Self-Practice/Self-Reflection CBT Group in Professional Psychology Training","authors":"Celine M. H. Jona, J. Sheen, Kate Anderson, M. O’Shea","doi":"10.1037/tep0000433.supp","DOIUrl":"https://doi.org/10.1037/tep0000433.supp","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48723194","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}
Nicholas P. Seivert, Alexandra Werntz, Loretta Hsueh, Kimberly Sain, Jason J. Washburn, T. Cavell
{"title":"Supplemental Material for Career-Enhancing Research Competencies: Student Perceptions of Research Training in Clinical Psychology Doctoral Programs","authors":"Nicholas P. Seivert, Alexandra Werntz, Loretta Hsueh, Kimberly Sain, Jason J. Washburn, T. Cavell","doi":"10.1037/tep0000428.supp","DOIUrl":"https://doi.org/10.1037/tep0000428.supp","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48174276","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}
Christina M. Amaro, A. Noser, Emma E. Rogers, Joanna Patten, Sharon Berry, M. Roberts
{"title":"Supplemental Material for Evaluating Mentoring Programs in Health Service Psychology: An Example of the Society of Pediatric Psychology Mentoring Project","authors":"Christina M. Amaro, A. Noser, Emma E. Rogers, Joanna Patten, Sharon Berry, M. Roberts","doi":"10.1037/tep0000431.supp","DOIUrl":"https://doi.org/10.1037/tep0000431.supp","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42574876","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}
Pub Date : 2022-11-01Epub Date: 2021-05-06DOI: 10.1037/tep0000371
Robyn S Herbert, Spencer C Evans, Jessy Guler, Michael C Roberts
A doctoral dissertation constitutes a student's original research and a novel contribution to scientific knowledge. Yet, few psychology dissertations, particularly in professional subfields, are published in the peer-reviewed literature, and the reasons for this are unclear. The present study investigated student, advisor, and doctoral program variables that might predict dissertation publication in professional psychology. Using a stratified random cohort sample of 169 Ph.D. dissertations in clinical and counseling psychology, we conducted exhaustive searches to determine whether dissertation studies were published in peer-reviewed journals within 0-7 years following their completion. Logistic regression models were estimated to test whether dissertation publication was predicted by student and advisor prior research productivity, dissertation length, and doctoral program's training emphasis, accreditation status, and subfield. Results indicated that dissertations that were supervised by more research-productive advisors and that were relatively brief (<180 pages) were significantly more likely to be published in peer-reviewed journals. No other predictors were significant. Results are discussed with regard to implications for training and mentorship. Faculty advisors who publish frequently might be more likely to attract research-oriented students, to mentor students in preparing a publishable dissertation, and/or to encourage students to publish their dissertation research. By systematically promoting research dissemination as part of doctoral research training, graduate programs and faculty mentors in clinical and counseling psychology could help facilitate students' sharing their dissertation findings with the scientific community.
{"title":"Predictors of Dissertation Publication in Clinical and Counseling Psychology.","authors":"Robyn S Herbert, Spencer C Evans, Jessy Guler, Michael C Roberts","doi":"10.1037/tep0000371","DOIUrl":"10.1037/tep0000371","url":null,"abstract":"<p><p>A doctoral dissertation constitutes a student's original research and a novel contribution to scientific knowledge. Yet, few psychology dissertations, particularly in professional subfields, are published in the peer-reviewed literature, and the reasons for this are unclear. The present study investigated student, advisor, and doctoral program variables that might predict dissertation publication in professional psychology. Using a stratified random cohort sample of 169 Ph.D. dissertations in clinical and counseling psychology, we conducted exhaustive searches to determine whether dissertation studies were published in peer-reviewed journals within 0-7 years following their completion. Logistic regression models were estimated to test whether dissertation publication was predicted by student and advisor prior research productivity, dissertation length, and doctoral program's training emphasis, accreditation status, and subfield. Results indicated that dissertations that were supervised by more research-productive advisors and that were relatively brief (<180 pages) were significantly more likely to be published in peer-reviewed journals. No other predictors were significant. Results are discussed with regard to implications for training and mentorship. Faculty advisors who publish frequently might be more likely to attract research-oriented students, to mentor students in preparing a publishable dissertation, and/or to encourage students to publish their dissertation research. By systematically promoting research dissemination as part of doctoral research training, graduate programs and faculty mentors in clinical and counseling psychology could help facilitate students' sharing their dissertation findings with the scientific community.</p>","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9635593/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40468500","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}
{"title":"Supplemental Material for Design and Implementation of a Clinical Science Specialty Clinic for Adults With Neurological Disorders and Their Caregivers","authors":"","doi":"10.1037/tep0000425.supp","DOIUrl":"https://doi.org/10.1037/tep0000425.supp","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42917852","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":"Predictors of therapy trainees’ pathologizing and invalidating microaggressions with sexual and racial minority therapy clients.","authors":"Jermaine Dictado, S. Torres-Harding","doi":"10.1037/tep0000424","DOIUrl":"https://doi.org/10.1037/tep0000424","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41305403","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}
Timothy R. Fowles, C. M. Moore, Elizabeth Alpert, R. Beveridge, A. Carlsen
{"title":"Using simulated patients to train interpersonal skills with clinical psychology doctoral students.","authors":"Timothy R. Fowles, C. M. Moore, Elizabeth Alpert, R. Beveridge, A. Carlsen","doi":"10.1037/tep0000396","DOIUrl":"https://doi.org/10.1037/tep0000396","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57374608","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}
J. A. Walsh, T. Petrie, Macey Arnold, Carmyn Hayes, Dalton L. Mack
{"title":"Sport psychology training in APA-accredited counseling psychology programs: There is more room at the inn.","authors":"J. A. Walsh, T. Petrie, Macey Arnold, Carmyn Hayes, Dalton L. Mack","doi":"10.1037/tep0000420","DOIUrl":"https://doi.org/10.1037/tep0000420","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41966474","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 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":null,"pages":null},"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}
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