Early Career Boot Camp: A Novel Mechanism for Enhancing Early Career Development for Psychologists in Academic Healthcare

The purpose of this article is to describe a pilot mentoring program for Early Career Psychologists (ECPs) working in Academic Health Centers (AHCs) and synthesize the lessons learned to contribute to future ECP and AHC career development training programs. The authors describe an early career development model, named the Early Career Boot Camp. This intensive experience was conducted as a workshop meant to build a supportive network and to provide mentorship and survival tools for working in AHCs. Four major components were addressed: professional effectiveness, clinical supervision, strategic career planning, and academic research. Nineteen attendees who were currently less than 5 years post completion of doctoral graduate programs in psychology participated in the program. The majority of boot camp components were rated as good to excellent, with no component receiving below average ratings. Of the components offered within the boot camp, mentoring and research activities were rated the strongest, followed by educational activities, challenges in AHCS, and promotion and tenure. The article describes the purpose, development, implementation, and assessment of the program in detail in an effort to provide an established outline for future organizations to utilize when mentoring ECPs.     

Psychologists in Academic Health Centers and Medical Centers: Being Visible,Relevant and Integral

Psychologists play key roles in academic health centers. This article is an outgrowth of a presentation at the 2015 Conference of the Association of Psychologists in Academic Health Centers addressing various strategies by which psychologists can effectively adapt to and develop successful careers in medical schools, academic health centers, and teaching hospitals. The authors encourage early career and mid-career psychologists in academic health centers to be active, engaged members of their institutions and to participate in multiple aspects of the research, educational, and clinical missions.     

Psychologists in Academic Health Centers: Traditions and Innovations in Education,Science, and Practice

Psychologists, interns, and postdoctoral fellows convened in Minneapolis May 3–5, 2007 for the 3rd National Conference of the Association of Psychologists in Academic Health Centers (APAHC): “Psychologists in Academic Health Centers: Traditions and Innovations in Education, Science, and Practice.” This paper reviews the development and organization of the conference, which built upon the two previous conferences of the Association of Medical School Psychologists. The articles in this special issue are based on a selected number of the 32 conference presentations, covering a range of timely topics that reflect the conference theme. Participants’ positive perceptions and satisfaction with the conference reveal the value of such conferences focused on the activities, interests, opportunities, and challenges of psychologists who work in academic health centers (AHCs) and teaching hospitals. Moreover, the content and success of the conference underscores the importance of APAHC as an organization serving the needs and promoting the interests of psychologists affiliated with AHCs.

Hospital Privileges for Psychologists in the Era of Competencies and Increased Accountability

After campaigning to be granted hospital privileges decades ago, new issues are emerging that are affecting psychologists’ hospital privileges. Some of the forces shaping hospital privileges emanate from within the field of psychology, where there has been a movement to more closely examine psychologists’ competences. Other forces impinging on hospital privileges are external to psychology, most notably the Joint Commission, which has promulgated new standards for hospital-based practitioners across disciplines. This article discusses the effects of these new standards on the practice of psychology and describes the findings of a survey examining how privileges are currently obtained and maintained within hospitals.     

Board Certification in Psychology: Insights from Medicine and Hospital Psychology

For physicians board certification is an accepted tradition that research suggests improves services and outcomes. In contrast, relatively few psychologists pursue board certification suggesting ambivalence or limited contingencies reinforcing it. The authors report on medical school and hospital-based psychologists’ attitudes toward board certification and current certification status. About one-fifth (21.7%) of the sample were certified by the American Board of Professional Psychology, a greater proportion than psychologists generally: Highest rates were seen in neuropsychology (7.5%), clinical psychology (6.4%), clinical child and adolescent psychology (3.2%) and clinical health psychology (2.8%). Few (<2%) reported their hospitals required board certification. Half recognized benefits to the profession for psychologists pursuing board certification, yet 70% opposed requiring it for their hospital-based practice. Forces seeking to promote healthcare quality ultimately may increase expectations for board certification. If consumers, employers, hospitals and managed care organizations demand board certification for health professionals, greater numbers of psychologists would likely seek it.     

Depression,Quantified Medication Adherence,and Quality of Life in Renal Transplant Candidates and Recipients

Journal of Clinical Psychology in Medical Settings - Like patients with many chronic illnesses, ESRD patients experience psychological challenges with greater incidence of depression and reduced...     

Applicants’ Perspectives on Applying for Psychology Licensure: Experiences,Problems and Recommendations

This study explores problems associated with the psychology licensure process from the perspective of licensure applicants. Respondents (n = 218) participated in a survey about the licensure process, problems encountered, and the effect of licensure delays. Problems included adverse effects for applicants, consumers, and hiring organizations. Half of the participants perceived delays in acquiring their licenses. Problems associated with delayed licensure included financial burdens, barriers to professional development, and emotional effects. Delays affected eligibility for third-party payer networks and delayed access to services by various consumers, including underserved populations. Delays also adversely affected employers and colleagues as well as applicants’ perceptions of boards. The authors provide recommendations for promoting boards’ efficiency to improve licensing boards’ applicant review processes, as well as enhanced training of students in the requirements for licensure and the application process.     

Interprofessional Education: Current State in Psychology Training

Journal of Clinical Psychology in Medical Settings - Healthcare reform has led to the consideration of interprofessional team-based, collaborative care as a way to provide comprehensive,...