Germán A. Cadenas, G. Neimeyer, Beatriz Suro, Laura P. Minero, L. Campos, L. Garcini, A. Mercado, M. Paris, Michelle A. Silva, Melanie M. Domenech Rodríguez
{"title":"Developing cultural competency for providing psychological services with immigrant populations: A cross-level training curriculum.","authors":"Germán A. Cadenas, G. Neimeyer, Beatriz Suro, Laura P. Minero, L. Campos, L. Garcini, A. Mercado, M. Paris, Michelle A. Silva, Melanie M. Domenech Rodríguez","doi":"10.1037/tep0000380","DOIUrl":"https://doi.org/10.1037/tep0000380","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46659693","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 L. Carrier, Dana K. Wong, K. Lawrence, A. McKay
{"title":"Preliminary validation of a new competency tool for evaluating assessment skills in professional psychology trainees.","authors":"Sarah L. Carrier, Dana K. Wong, K. Lawrence, A. McKay","doi":"10.1037/tep0000394","DOIUrl":"https://doi.org/10.1037/tep0000394","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49629692","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}
H. Ham, Blake M. Lancaster, Alexandros Maragakis, Sharnita D. Harris, Luke Turnier, Teryn P. Bruni
{"title":"Competencies for the practice of pediatric integrated primary care: A continuum of training.","authors":"H. Ham, Blake M. Lancaster, Alexandros Maragakis, Sharnita D. Harris, Luke Turnier, Teryn P. Bruni","doi":"10.1037/tep0000405","DOIUrl":"https://doi.org/10.1037/tep0000405","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47805951","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":"Considerations for dependable assessment of trainee competence: Utility of generalizability theory.","authors":"William T. Hoyt, Molly Kring, E. Hamm","doi":"10.1037/tep0000400","DOIUrl":"https://doi.org/10.1037/tep0000400","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43249384","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}
The coronavirus disease (COVID-19) pandemic forced care providers, including training clinics, to quickly shift mental health services to a remote modality to continue serving vulnerable populations. However, research on the effectiveness of psychotherapy delivered by novice clinicians using videoconferencing technology is limited. Therefore, the goal of this study was to examine the effectiveness of psychotherapy via videoconferencing technology, delivered by doctoral student trainees in a community training clinic. Participants (n = 34) were ethnically diverse, adult, outpatient psychotherapy clients from a large, urban setting, and the university community. Student clinicians (n = 11) were novice psychotherapy providers in their second or third year of training. Results indicated that client scores on inventories of overall distress Outcomes Questionnaire (OQ), center for epidemiological studies-depression (CES-D), and generalized anxiety disorder-7 (GAD-7) decreased significantly from baseline to the most recent readministration, and Working Alliance Inventory-Short Revised (WAI-SR) increased significantly. Collectively, by Session 16, symptom scores were in the typical range (below the clinical cutoff) for the OQ and GAD-7, and were one point above the CES-D clinical cutoff;by the 24th session, the average score on all measures was below the clinical cutoff, and WAI-SR scores approached the highest possible total score. Additionally, attendance during this time was quite high (87.6%) and was higher than rates during in-person service provision (80.7%). The results from this study suggest that novice clinicians can successfully use videoconferencing to deliver effective, evidence-based treatment in a community clinic, across a range of presenting concerns, and that such services can yield significant improvement of symptom distress and functioning, with patterns comparable to in-person services. Public Significance Statement Training clinics are utilized by many underserved populations, students, and residents of the surrounding area. If student trainees are able to provide effective mental health care via telehealth, that would remove barriers for many clients that might not otherwise seek treatment.
{"title":"Effectiveness of videoconferencing psychotherapy delivered by novice clinicians in a training clinic.","authors":"J. Rowen, Grace Giedgowd, Alexander P. Demos","doi":"10.1037/tep0000410","DOIUrl":"https://doi.org/10.1037/tep0000410","url":null,"abstract":"The coronavirus disease (COVID-19) pandemic forced care providers, including training clinics, to quickly shift mental health services to a remote modality to continue serving vulnerable populations. However, research on the effectiveness of psychotherapy delivered by novice clinicians using videoconferencing technology is limited. Therefore, the goal of this study was to examine the effectiveness of psychotherapy via videoconferencing technology, delivered by doctoral student trainees in a community training clinic. Participants (n = 34) were ethnically diverse, adult, outpatient psychotherapy clients from a large, urban setting, and the university community. Student clinicians (n = 11) were novice psychotherapy providers in their second or third year of training. Results indicated that client scores on inventories of overall distress Outcomes Questionnaire (OQ), center for epidemiological studies-depression (CES-D), and generalized anxiety disorder-7 (GAD-7) decreased significantly from baseline to the most recent readministration, and Working Alliance Inventory-Short Revised (WAI-SR) increased significantly. Collectively, by Session 16, symptom scores were in the typical range (below the clinical cutoff) for the OQ and GAD-7, and were one point above the CES-D clinical cutoff;by the 24th session, the average score on all measures was below the clinical cutoff, and WAI-SR scores approached the highest possible total score. Additionally, attendance during this time was quite high (87.6%) and was higher than rates during in-person service provision (80.7%). The results from this study suggest that novice clinicians can successfully use videoconferencing to deliver effective, evidence-based treatment in a community clinic, across a range of presenting concerns, and that such services can yield significant improvement of symptom distress and functioning, with patterns comparable to in-person services. Public Significance Statement Training clinics are utilized by many underserved populations, students, and residents of the surrounding area. If student trainees are able to provide effective mental health care via telehealth, that would remove barriers for many clients that might not otherwise seek treatment.","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44132028","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":"Competency standards in cognitive assessment course assignments: A national analysis of school psychology syllabi.","authors":"Kayla Lee, Scott L. Graves, Emily C. Bumpus","doi":"10.1037/tep0000409","DOIUrl":"https://doi.org/10.1037/tep0000409","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41701575","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. Boland, Erica Szkody, Katharine E. Daniel, Pankhuri Aggarwal, E. Selby, Amy Peterman, Jason J. Washburn
Coronavirus disease (COVID-19) began its rapid spread around the world in December 2019. By March 11, 2020, the World Health Organization (WHO) declared the COVID-19 outbreak a pandemic. Stay-at-home orders and increases in U.S. infection rates had a profound impact on doctoral-level health service psychology (HSP) training beginning in the earliest stages of the pandemic. The present study examined the impact of COVID-19 on HSP students early in the pandemic using data from an online survey that was distributed to students from 179 doctoral programs affiliated with the Council of University Directors of Clinical Psychology and distributed by the Council for Chairs of Training Councils to doctoral-level HSP PsyD and PhD programs between May 1st and June 25th, 2020. This study identifies areas of education and training negatively impacted by the pandemic in its first few months, including training and instrumental support, specific training and support in telehealth, safety protections and considerations, and emotional support. Implications of, and recommendations for, addressing the concerns raised by students in these areas are discussed. By implementing these recommendations, training programs can help facilitate HSP students' ability to meet continued training and professional development goals in the later stages of the pandemic. (PsycInfo Database Record (c) 2022 APA, all rights reserved) Impact Statement The present study provides information about the earliest impacts of the COVID-19 pandemic on health service psychology doctoral students. Recommendations are provided to help programs address the student needs identified through participants' survey responses. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
冠状病毒病(COVID-19)于2019年12月开始在全球迅速传播。到2020年3月11日，世界卫生组织(世卫组织)宣布新冠肺炎疫情为大流行。居家令和美国感染率的上升对大流行早期开始的博士级卫生服务心理学(HSP)培训产生了深远的影响。本研究利用一项在线调查的数据，研究了COVID-19在大流行早期对HSP学生的影响，该调查在2020年5月1日至6月25日期间分发给隶属于临床心理学大学主任委员会的179个博士项目的学生，并由培训委员会主席委员会分发给博士级HSP PsyD和博士项目。本研究确定了在大流行最初几个月受到负面影响的教育和培训领域，包括培训和工具支持、远程保健方面的具体培训和支持、安全保护和考虑以及情感支持。讨论了解决学生在这些领域提出的问题的含义和建议。通过实施这些建议，培训计划可以帮助促进HSP学生在大流行后期阶段实现持续培训和专业发展目标的能力。(PsycInfo Database Record (c) 2022 APA，版权所有)影响声明本研究提供了COVID-19大流行对卫生服务心理学博士生的最早影响信息。提供建议，以帮助项目解决通过参与者的调查反应确定的学生需求。(PsycInfo数据库记录(c) 2022 APA，版权所有)
{"title":"Health service psychology doctoral training during the early stage of the COVID-19 pandemic: May 1st to June 25th, 2020.","authors":"J. Boland, Erica Szkody, Katharine E. Daniel, Pankhuri Aggarwal, E. Selby, Amy Peterman, Jason J. Washburn","doi":"10.1037/tep0000406","DOIUrl":"https://doi.org/10.1037/tep0000406","url":null,"abstract":"Coronavirus disease (COVID-19) began its rapid spread around the world in December 2019. By March 11, 2020, the World Health Organization (WHO) declared the COVID-19 outbreak a pandemic. Stay-at-home orders and increases in U.S. infection rates had a profound impact on doctoral-level health service psychology (HSP) training beginning in the earliest stages of the pandemic. The present study examined the impact of COVID-19 on HSP students early in the pandemic using data from an online survey that was distributed to students from 179 doctoral programs affiliated with the Council of University Directors of Clinical Psychology and distributed by the Council for Chairs of Training Councils to doctoral-level HSP PsyD and PhD programs between May 1st and June 25th, 2020. This study identifies areas of education and training negatively impacted by the pandemic in its first few months, including training and instrumental support, specific training and support in telehealth, safety protections and considerations, and emotional support. Implications of, and recommendations for, addressing the concerns raised by students in these areas are discussed. By implementing these recommendations, training programs can help facilitate HSP students' ability to meet continued training and professional development goals in the later stages of the pandemic. (PsycInfo Database Record (c) 2022 APA, all rights reserved) Impact Statement The present study provides information about the earliest impacts of the COVID-19 pandemic on health service psychology doctoral students. Recommendations are provided to help programs address the student needs identified through participants' survey responses. (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":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47015089","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":"Ban the box: Addressing effects of systemic racism on justice-involved individuals in pathways to professional psychology.","authors":"Melanie M. Wilcox, Terrill O. Taylor","doi":"10.1037/tep0000407","DOIUrl":"https://doi.org/10.1037/tep0000407","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47758409","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 Health Service Psychology Doctoral Training During the Early Stage of the COVID-19 Pandemic: May 1st to June 25th, 2020","authors":"","doi":"10.1037/tep0000406.supp","DOIUrl":"https://doi.org/10.1037/tep0000406.supp","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42488503","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}
W. B. Johnson, Siying Long, David G. Smith, Kimberly A. Griffin
{"title":"Creating a mentoring culture in graduate training programs.","authors":"W. B. Johnson, Siying Long, David G. Smith, Kimberly A. Griffin","doi":"10.1037/tep0000404","DOIUrl":"https://doi.org/10.1037/tep0000404","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49367782","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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