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Training and Education in Professional Psychology最新文献

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The relationship between mindfulness and self-compassion for self-assessed competency and self-efficacy of psychologists-in-training. 正念与自我同情对在职心理学家自我评价能力和自我效能的关系。
IF 2 2区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Training and Education in Professional Psychology
Pub Date : 2021-09-30 DOI: 10.1037/tep0000395
Chelsea Latorre, M. Leppma, Lisa F. Platt, Natalie J. Shook, J. Daniels
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引用次数: 6
Addressing diversity: Clinical assessment and outcomes in a psychology training clinic. 解决多样性:心理学培训诊所的临床评估和结果。
IF 2 2区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Training and Education in Professional Psychology
Pub Date : 2021-09-20 DOI: 10.1037/tep0000346
Allison J. Lake, Natalie Rodriguez-Quintana, C. Lewis, Brittany M. Brothers
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引用次数: 1
Supplemental Material for ADDRESSING Diversity: Clinical Assessment and Outcomes in a Psychology Training Clinic 应对多样性的补充材料：心理培训诊所的临床评估和结果
IF 2 2区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Training and Education in Professional Psychology
Pub Date : 2021-09-16 DOI: 10.1037/tep0000346.supp
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引用次数: 0
The relational-expressive dual-continuum model of clinical supervisor training. 临床督导培训的关系-表达双重连续体模型。
IF 2 2区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Training and Education in Professional Psychology
Pub Date : 2021-08-19 DOI: 10.1037/tep0000393
Donald W. Stewart, Edward A. Johnson
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引用次数: 0
Training practices in routine outcome monitoring among accredited psychology doctoral programs in Canada. 加拿大认可心理学博士课程的常规结果监测培训实践。
IF 2 2区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Training and Education in Professional Psychology
Pub Date : 2021-08-12 DOI: 10.1037/tep0000389
Joshua W. Madsen, Veronika Markova, Laura Hernández, L. Tomfohr-Madsen, Scott D. Miller
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引用次数: 0
Advancing Your Confidence as an Educator (ACE): An Academic-VA Partnership to Enhance Educator Skills and Improve Attitudes About Careers in Aging. 提高你作为教育者的信心(ACE):一个学术- va合作伙伴关系，以提高教育者的技能和改善对老龄化职业的态度。
IF 1.8 2区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Training and Education in Professional Psychology
Pub Date : 2021-08-01 Epub Date: 2020-04-09 DOI: 10.1037/tep0000315
Matthew J Wynn, Jessica V Strong, Brian D Carpenter, Sean Gamble, Montgomery T Owsiany, Jennifer Moye

Previous research suggests some psychologists may not consider academic careers because of doubts about their teaching competency, and this is especially true for psychologists interested in aging (i.e., geropsychologists). To enhance competencies in the practice of education, we developed a webinar series, Advancing Your Confidence as an Educator, to bolster skills and attitudes toward teaching and improve attitudes about careers in aging. Seven hour-long webinars addressed key skills in developing and executing courses and professional presentations, and 2 panel sessions addressed attitudes toward teaching by featuring early- and later-career professionals discussing their paths to and satisfaction with jobs as educators. Attendance across the highly interactive sessions was robust (M = 50). Evaluation data suggest the webinar was effective in meeting educational needs. To promote sustainable impact, the webinars are archived and freely available online. Challenges in marketing and evaluation arose, but overall, this effort is one way of cultivating a more vigorous interest and self-confidence in teaching.

先前的研究表明，一些心理学家可能不会考虑从事学术工作，因为他们怀疑自己的教学能力，对于对衰老感兴趣的心理学家(即老年心理学家)来说尤其如此。为了提高教育实践中的能力，我们开发了一个网络研讨会系列，提升你作为教育者的信心，以提高教学技能和态度，并改善对老龄化职业的态度。7个小时的网络研讨会讨论了开发和执行课程和专业演讲的关键技能，2个小组会议讨论了对教学的态度，让早期和后期职业的专业人士讨论他们作为教育工作者的道路和满意度。在高度互动的会议中，出席率很高(M = 50)。评估数据显示网络研讨会在满足教育需求方面是有效的。为促进可持续影响，网络研讨会已存档并可在网上免费获得。市场营销和评估方面的挑战出现了，但总的来说，这种努力是培养更强烈的教学兴趣和自信的一种方式。
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引用次数: 0
Who Are We Missing? Examining the Graduate Record Examination Quantitative Score as a Barrier to Admission into Psychology Doctoral Programs for Capable Ethnic Minorities. 我们想念谁？研究生学历考试的定量分数是少数民族心理博士项目录取的障碍。
IF 1.8 2区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Training and Education in Professional Psychology
Pub Date : 2021-08-01 Epub Date: 2021-04-05 DOI: 10.1037/tep0000336
Jennifer M Gómez, Annmarie Caño, Boris B Baltes

The field of psychology must racially/ethnically diversify to create a workforce that can meet the needs of education, training, and interventions in an increasingly pluralistic society. Systemic bias in psychology doctoral programs' admissions process may partially account for relatively few psychologists being underrepresented minorities (URMs). The use of the Graduate Record Examination Quantitative score (GRE-Q) is one important modifiable barrier. The purpose of the current study is to go beyond replicating the association between the GRE-Q and desired doctoral outcomes by examining if a cut-off score for the GRE-Q as a proxy for potential to succeed in psychology doctoral programs disproportionately impacts URMs. Participants (N = 226) were psychology doctoral students at a Carnegie-classified Highest Research Activity (R1) large Midwestern university, who were admitted to graduate school from 2001 to 2011. Our findings show that, while controlling for undergraduate grade point average (GPA) and prior master's degree attainment, the GRE-Q predicted grades in two required graduate statistics courses and overall graduate GPA. Importantly, all students, regardless of their GRE-Q score, demonstrated competence in their statistics coursework, as assessed by their course grades. Moreover, we found that guidelines that bar admission into the psychology doctoral program for students with low GRE-Q scores would have disproportionately impacted URMs, resulting in 44% being barred admission versus only 17% of their White/Asian/Pacific Islander counterparts. Practical implications include introducing holistic review protocols into the admissions process, while educating faculty on how heavy emphasis on the GRE-Q contributes to inequitable exclusion of capable URMs.

心理学领域必须在种族/族裔上多样化，以创造一支能够满足日益多元化的社会中教育、培训和干预需求的劳动力队伍。心理学博士项目招生过程中的系统性偏见可能是少数心理学家代表性不足的部分原因。研究生学历考试定量分数（GRE-Q）的使用是一个重要的可修改障碍。当前研究的目的是通过检查作为心理学博士项目成功潜力代表的GRE-Q的截止分数是否对URM产生了不成比例的影响，从而超越复制GRE-Q与期望的博士成果之间的联系。参与者（N=226）是卡内基分类的最高研究活动（R1）中西部大型大学的心理学博士生，他们于2001年至2011年被研究生院录取。我们的研究结果表明，在控制本科生平均绩点（GPA）和之前的硕士学位成绩的同时，GRE-Q预测了两门必修研究生统计学课程的成绩和研究生的总体GPA。重要的是，所有学生，无论他们的GRE-Q成绩如何，都在统计课程中表现出了能力，这是通过他们的课程成绩来评估的。此外，我们发现，禁止GRE-Q分数低的学生进入心理学博士项目的指导方针会对URM产生不成比例的影响，导致44%的学生被禁止入学，而白人/亚裔/太平洋岛民学生只有17%被禁止入学。实际意义包括在招生过程中引入全面的审查协议，同时教育教师如何过分强调GRE-Q会导致不公平地排斥有能力的URM。
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引用次数: 0
Doctoral training in counseling psychology: Analyses of 20-year trends, differences across the practice-research continuum, and comparisons with clinical psychology. 咨询心理学博士培训：20年趋势分析，实践研究连续体的差异，以及与临床心理学的比较。
IF 2 2区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Training and Education in Professional Psychology
Pub Date : 2021-08-01 DOI: 10.1037/tep0000306
J. Norcross, M. Sayette, Caitlin A. Martin-Wagar
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引用次数: 8
Can students in simulation portray a psychotherapy patient authentically with a detailed role-script? Results of a randomized-controlled study. 学生能否在模拟中用详细的角色脚本真实地描绘心理治疗患者?随机对照研究结果。
IF 2 2区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Training and Education in Professional Psychology
Pub Date : 2021-07-29 DOI: 10.1037/tep0000388
D. S. Ay-Bryson, Florian Weck, F. Kühne
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引用次数: 2
Collaborative community responsive training: University and community partnership. 协作社区响应培训:大学和社区伙伴关系。
IF 2 2区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Training and Education in Professional Psychology
Pub Date : 2021-07-29 DOI: 10.1037/tep0000387
Emilie A. Ney
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引用次数: 1
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