Federal Funds to Train Clinical Psychologists for Work with Underserved Populations: The Bureau of Health Professions Graduate Psychology Education Grants Program

This paper describes the Bureau of Health Professions (BHPr) Graduate Psychology Education program (GPE), which supports projects that train health service psychologists for work with underserved populations. BHPr history and funding criteria are discussed, as are those of BHPr's parent organization, the Health Resources Service Administration. BHPr objectives and methods for support of clinical psychology training parallel those that BHPr has used to support training in other heath professions. The paper also describes three psychology internship training programs in academic medical settings that competed successfully for BHPr GPE funding in 2002. The three training projects differ significantly in training rotation sites, target populations with which trainees work, and the other health care professions that partner with psychology in interdisciplinary training—but they are similar in that each project provides an example of a program that effectively satisfied BHPr criteria for expanding psychology's scope of practice with underserved populations.     

Reflections on becoming a psychologist: Professional development experiences of students in a South African psychology graduate program

This study sought to describe student psychologists’ experiences of their professional preparation activities in which they used reflective journals. The students (n =7; female = 71%, black = 86%) were enrolled in a masters training program in the clinical and the counselling psychology programmes at a reputable University in South Africa. Over a period of the ten months of their first academic year, they completed reflective journals on aspects of their professional practice preparation. The reflective journals were thematically analysed to depict how the students framed their experiences. Findings yielded four themes that defined the students’ emerging professional identities: positive feelings about the profession, commitment to high standards of practice, concerns about high work loading, and a sense of learning community. Reflective practice capabilities appear important for early professional identity development from pre-service psychology practice education.     

Interprofessional Education: Preparing Psychologists for Success in Integrated Primary Care

Rapidly occurring changes in the healthcare arena mean time is of the essence for psychology to formalize a strategic plan for training in primary care settings. The current article articulates factors affecting models of integrated care in Academic Health Centers (AHCs) and describes ways to identify and utilize resources at AHCs to develop interprofessional educational and clinical integrated care opportunities. The paper asserts that interprofessional educational experiences between psychology and other healthcare providers are vital to insure professionals value one another’s disciplines in health care reform endeavors, most notably the patient-centered initiatives. The paper highlights ways to create shared values and common goals between primary care providers and psychologists, which are needed for trainee internalization of integrated care precepts. A developmental perspective to training from pre-doctoral, internship and postdoctoral levels for psychologists in integrated care is described. Lastly, a call to action is given for the field to develop more opportunities for psychology trainees to receive education and training within practica, internships and postdoctoral fellowships in primary care settings to address the reality that most patients seek their mental health treatment in primary care settings.     

Evaluation of a Combined Cognitive Behavioural Therapy and Interpersonal Process Group in the Psychotherapy Training of Clinical Psychologists

It is now widely acknowledged that both content and process elements of psychotherapy play a part in client treatment outcomes. Despite this, there are pressures on Australian clinical psychology training programs to teach evidence‐based approaches in a relatively short time frame. Producing clinical psychology graduates who have an adequate level of competence in evidence‐based practice and meeting the demands of professional accreditation requirements can mean that less time is available to teach the process elements of psychotherapy. The aim of this study was to conduct a preliminary evaluation of a clinical psychology psychotherapy training program that combines an interpersonal process group with a cognitive behavioural therapy training model that incorporates self‐reflection and self‐practice. Eleven participants who participated in the training in 2008 completed the Counseling Self‐Estimate Inventory at pre‐ and post‐training. Significant improvements on the majority of the subscales of this inventory were found. A separate sample of nine trainees and clinical psychology registrars who also previously completed the program attended individual interviews in 2010 aimed at gaining their perspective regarding various aspects of the program. Self‐practice of cognitive behavioural therapy techniques was found to be important in the identification and management of trainees’ own core beliefs, and to their appreciation of how challenging this process may be for clients. The interpersonal process group was described by participants as enhancing their competency as psychotherapists. Common themes included the experience of anxiety and a high level of emotion, and understanding how this experience might be similar for clients; increased self‐awareness; and increased competence in process issues. Many participants believed the process and content components of training were equally important to their development as psychotherapists.     

Psychoanalytic training experience and postgraduate professional development – Part II

This exploratory study looks at the training and postgraduate experience of the 2008–2014 graduates of the Chicago Institute for Psychoanalysis. It follows our former study of all living graduates through the year 2007 (Schneider et al., 2014). The survey developed and used in the first study, with a few additional questions added to increase our understanding of the training experience, was sent to 38 graduates with a return rate of 58%. As with the first survey, graduates were invited to assess, among other training experiences, their training analysis, classroom work, and supervision, and to tell of their post‐graduation involvement in teaching, supervising, study groups and other professional endeavors. They were also asked to rate their satisfaction with themselves as psychoanalysts and with their analytic career. The questions added to the previous survey related to the graduates’ theoretical orientation, the influence on their training experiences of the change in gender distribution, and of the diversity of professions now represented in the analytic training program. They were also encouraged to provide spontaneous narrative data. The data from our second survey showed important differences when compared with our first. In the first survey male respondents were in the majority; in the second, women held the majority. Of the professions represented in the training program, psychiatry was the majority in the first survey, psychology and social work held the majority in the second. Most respondents claimed an object‐relation theoretical orientation. Analytic immersion continues to decrease, with most respondents having two patients at the time of graduation and one at the time of the survey.     

The Australian Psychology Workforce 2: A national profile of psychologists' education,training, specialist qualifications and continuous professional development

Objective data on the training profiles of Australian psychologists is scarce, despite important reforms across the higher education sector. This study aimed to profile Australian psychological training leading to registration. Universities, Registration Boards and registrants were profiled during 2008. Results revealed that there were 1063 postgraduate places a year across 34 university postgraduate training programs, with two thirds of places in clinical psychology. However, half of psychologists do not undertake postgraduate training, but undertake four years of university psychology followed by a 2 year internship (4+2) to make up the minimum standard for registration of 6 years training. Those with over 6 years of university training tended to work more in clinical, university or specialised areas of practice, whereas those with 4+2 were more likely to work in schools and general counselling. One quarter of psychologists are College members and 13% have doctoral qualifications. Analysis revealed a workforce that is actively engaged in ongoing professional development, supervision and further training. The profession has grown steadily in size by 6.24% per annum over the past 8 years and this presents a challenge for increasing the supply of postgraduate training places.     

Training needs of prospective school psychologists: The practitioners' viewpoint

Based on a national sample (N = 516) of practicing school psychologists who are members of the National Association of School Psychologists (NASP), present and future training needs for prospective school psychologists are addressed. Data from five research questions dealing with preferred course work, current course trends, rankings of categories of courses, practica, and internship are analyzed. The results indicate that, although assessment remains the dominant training need, roles for school psychologists have greatly expanded. The discussion is centered around roles expansion and how the profession may want to address the question of securing training, certification, and accreditation both now and in the future.     

The integration of science and practice: Unique perspectives from counseling psychology students

Counseling psychology training programs predominately subscribe to the scientist–practitioner training model, which emphasizes the mutual integration of science and practice. There has been extensive debate surrounding the applicability of the scientist–practitioner training model to the field of counseling psychology, and existing commentary from both trainers and trainees has documented the potential challenges to adequately integrating science and practice. In the current article, three counseling psychology doctoral students outline their experiences in a program that adheres to the scientist–practitioner training model. In particular, they describe their involvement in both clinical and scholarly related activities, their experiences with the integration of science and practice, and how the scientist–practitioner model has influenced their overall professional development. Specific examples of how the scientist–practitioner model can shape the perspectives and career goals of psychologists-in-training are reviewed.     

The school psychologist in a non-school setting

School psychologists may be found in non-school settings which allow them to use training and experience gained in a school psychology doctoral program. This article briefly describes one such setting and emphasizes the need in multidisciplinary clinics for more psychologists with this training, since it enables them to make unique contributions to education, interdisciplinary communication, clinical diagnoses, and research. Children's clinics need a person who is knowledgeable in both education and psychology and who is trained to work effectively with other disciplines.     

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In a national questionnaire survey of clinical psychology internship sites, the status of family therapy training was investigated. With a 65 per cent response rate (182 sites), the study found that 11 per cent of all psychology Ph.D.'s, 9 per cent of all M.S.W.'s and 2 per cent of all M.D.'s on internship faculties considered themselves to be primarily family therapy oriented. Nationwide, 39 per cent of 177 internships indicated that some family therapy training was a requirement of the program; for the remaining 61 per cent, family therapy training was either optional or unavailable entirely. Of the five areas of adult, child, group, and family therapy, and psychodiagnostics, interns were viewed by most programs as being least prepared at the start of the internship to do family therapy. In terms of internship training philosophy, family therapy was rated fourth in overall importance as an essential component of an intern's experience. The family training importance rating was found to be correlated positively with the number of family courses and seminars offered, family supervision received, and family clinical work performed.     

National Survey of Psychologists' Test Feedback Training,Supervision, and Practice: A Mixed Methods Study

In this empirical, mixed methods study, we explored test feedback training, supervision, and practice among psychologists, focusing specifically on how feedback is provided to clients and whether feedback skills are taught in graduate programs. Based on a 48.5% return rate, this national survey of clinical, counseling, and school psychologists' suggests psychologists provide test feedback to clients but inconsistently. Most respondents, 91.7%, indicated they give verbal feedback at least some of the time, whereas 35% do so every time. However, 2.8% indicated they never give feedback. A negative correlation exists for clinical psychologists between years since graduation and providing verbal feedback. Of particular interest, approximately one third of respondents indicated predoctoral coursework, practica, and internship were of little-to-no help in preparing them to provide feedback. Also, feedback training in predoctoral coursework, practica, and internship was not correlated to actually providing feedback. There was, however, a significant correlation between postdoctoral training and providing feedback. Consistent with existing ethical exceptions, the most frequent reason for not providing feedback was using assessments in forensic settings. Individuals who indicated their training was not helpful cited “trial and error” and self-instruction as ways in which they learned feedback skills. We discuss implications and suggestions for feedback training, research, and practice.     

Early reflections on becoming a therapist: Development of reflective practice in clinical training programmes in an Australian context

The development of competent counsellors, psychotherapists and psychologists depends upon not only the clinical competencies, but also the development of the person as the psychotherapist. This qualitative study investigated the experiences of twenty provisional psychologists enrolled in a university‐based clinical psychology training programme. Participants were requested to write reflective essays describing their experiences in relation to their first year of training. Utilising an interpretative phenomenological approach methodology, three superordinate themes were identified: beginning awareness and internalisation of the role of the therapist, therapy as an inter‐subjective experience, and personal transformation. Themes encompassed a range of key areas identified by trainee therapists as central to their development as reflective practitioners. Findings from this study may contribute to the small but growing literature base explicating the early lived experience of being a therapist working from an integrative framework. The findings contribute to our knowledge of the critical elements involved in fostering the theoretical, practical and reflective processes involved in becoming a competent therapist.     

Family Therapy Training: Academic and Internship Opportunities for Psychologists

Institutions that train psychologists in psychotherapy skills have generally neglected the family approach. This article provides information on both university departments of psychology and psychology internship facilities that include family therapy training in their programs.     

Trauma-Informed Knowledge and Practices in School Psychology: A Pilot Study and Review

Growing acknowledgement that adverse childhood experiences are widespread and can threaten healthy development has led to advocacy for schools to systematically incorporate trauma-sensitive practices and policies. While the background and training of school psychologists would seem to make them the ideal professionals to lead such work, little is known regarding their preparedness to engage in these school-based practices. The current pilot study examines the experiences, education and training, confidence and competence, current and desired roles, and perceived barriers and supports of school psychology trainers, trainees, and practitioners to engage in trauma-informed practices within schools. Results indicated that high majorities reported scant knowledge or competencies across domains of professional practice considered essential to trauma-informed care delivery. Findings and implications are discussed.     

Sport Psychology Foundations,Organizations, and Related Resources

SUMMARY

The purpose of this article is to introduce psychologists and counselors who work in schools to the field of applied sport psychology. We begin with a brief history of how applied sport psychology developed in North America and other parts of the world. Landmark events such as the development of conferences, professional organizations and scholarly publications are described. This is followed by a discussion of the breadth of services that are typically provided by sport psychologists. The third section examines some of the current issues related to the training of sport psychologists. The final section introduces the reader to organizations, journals, texts, and on-line resources so they may learn more about the theory, research, and practice of Sport psychology.     

Videoconferencing at Psychology Internships: Interns’ Perceptions of Interactive Television Experiences and Prospects

This article reviews the use and perceptions of videoconferencing in psychology internship training from the perspective of interns. Videoconferencing offers a means of expanding training beyond conventional on-site models. Psychology interns completed an online survey about their experiences with videoconferencing and perspectives of its impact on training. Most participants encountered it in their didactics. Some used it for supervision or other purposes. Interns’ perspectives were complex, with videoconferencing seen as supporting learning similar to conventional training in some ways, yet as less desirable overall. Direct comparisons between videoconferencing and on-site training revealed interns perceived videoconferencing as somewhat less effective, and as deleteriously affecting learning dynamics. Challenges and potential benefits of incorporating videoconferencing into psychology internship training were identified. Potential benefits include augmenting available internship training and increasing rural sites’ access to training.     

Inside it was orange squash concentrate: trainees’ experiences of reflective practice groups within clinical psychology training

Despite many clinical psychology training programmes utilising reflective practice groups (RPGs) to develop reflective practice (RP) skills, there remains little research examining how trainees experience these groups. This study uses interpretative phenomenological analysis (IPA) to explore the experiences of eight qualified clinical psychologists who attended RPGs on one United Kingdom (UK) clinical psychology training programme. A purposive sample was recruited for single, semi-structured interviews. Five superordinate themes were identified: ‘The process: there were so many layers’; ‘The impact: an ongoing process’; ‘Commitment: I hated it, but I still went’; ‘The facilitator: a presence who was not always present’; and ‘Getting through it: finding ways to cope’. The findings illustrate the varied and complex experiences of the participants. Whilst the experience was often difficult, the participants were committed to attending and sought out ways to navigate it. The results are conceptualised in terms of existing psychological theory and literature. A critique of the research and suggestions for future studies are offered, including exploring the views of group facilitators and comparing how groups are utilised within different training programmes. Recommendations are made on the development of future RPGs, which include consideration of the facilitation style and the groups’ frequency and size.     

Postdoctoral Internships: Potential Adverse Impacts on Internships, Dissertations, and Trainees

Increased consideration of transforming the predoctoral psychology internship into a postdoctoral training experience has resulted from changes in the training and reimbursement for psychology trainees, concerns about employment of recent graduates, and the perceived limited status of psychology interns within health care settings. Whether this fundamental shift in psychology's training paradigm could resolve any of the problems that have led to its deliberation is not known. The authors identify problems with a postdoctoral internship which may be as thorny as the problems it is intended to ameliorate. It may have unintended adverse effects (e.g., risk of reduced quality in training and dissertations, new pressures on internship programs and trainees, increased licensure quandaries). Until a highly detailed proposal is developed and its full range of potential consequences are analyzed and debated, it is premature for professional organizations to conclude whether such fundamental change should be pursued.