Training in clinical and counseling psychology

Using the metaphor of viewing a movie premiere, characteristics of doctoral programs in clinical health psychology are outlined. Common elements of training include: uniform training competencies, gradu- ated sequence of training, emphasis upon broad and general training, reliance on the biopsychosocial model, and integration of scientific and practical competencies. Exclusive programs, in which all students are being trained in one area of concentration, are differentiated from programs embedded within general training in clinical or counseling psychology. Elucidation of these program characteristics assists prospective students, faculty members who develop these programs, and those developing educational and training guidelines within clinical health psychology. Top box office movie premieres often play at multiple theaters at the same time, ranging from showings at classic downtown theaters with lighted marquees to multiplex cinemas on the out- skirts of town surrounded by ample parking. For the most part, one's choice regarding where to watch the film has little influence on comprehension of the film, its cost, or the quality of the popcorn purchased at snack bars and consumed during the film. Much like premiere showings of box office hits, there are several venues through which doctoral training in clinical health psychol- ogy occurs. Some doctoral training programs are housed within health sciences center settings, some are located in traditional academic departments of psychology, and yet others are located in professional schools dedicated to graduate training in psychology. Additionally, some doctoral training programs in clinical health psychology are autonomous programs with the sole purpose of training doctoral students as clinical health psychologists, and others are embedded within existing clinical or counseling psy- chology doctoral training programs. Each of these venues repre- sents a viable setting for conducting doctoral training in clinical health psychology. Despite the similarity of courses and related experiences across programs, there are important factors to consider in assuring that the next generation of clinical health psychologists will possess the competencies they need to succeed in their future careers. The purpose of this paper is to describe different venues through which doctoral training in clinical health psychology occurs. Students who are considering doctoral training in clinical health psychology should consider these factors when deciding which type of grad- uate program will best assist them in attaining their career goals. Similarly, faculty and graduate students who advise undergradu- ates regarding their professional development will find this infor- mation helpful in facilitating optimal student-program matches. Finally, faculty members in existing or developing training pro- grams in clinical health psychology will benefit through consid- eration of these factors as part of their ongoing program self study for purposes of modifying and improving quality of education and training. Although the primary focus of this paper is on doctoral education and training in clinical health psychology, a specialty recognized by the American Psychological Association (APA), many of the considerations are applicable for other areas of spe- cialization, such as clinical child psychology, clinical neuropsy- chology, forensic psychology, clinical geropsychology, or commu- nity psychology.

Considerable discussion has occurred through the years regarding models of training. With the recent accreditation of counseling psychology programs espousing the practitioner-scholar model, the importance of reexamining the merits of this as well as the traditional scientist-practitioner is now very important for the future of the field. This article consists of two positions: One pro practitioner-scholar and the other pro scientist-practitioner and con practitioner-scholar. The first position (first part of the article) by Biever, Patterson, and Welch argues for inclusion of the practitioner-scholar model as an alternative for training in counseling psychology. The second position (in the second part of the article) by Stoltenberg, Pace, and Kashubeck reviews concerns with two competing models. These authors conclude that the scientist-practitioner model is a better fit for training in counseling psychology. Recommendations for training within models are presented.

Training in Clinical Psychology in the United States: Scientist–Practitioner Model

SUE C. JACOBS, Associate Professor, Training Director, and Ledbetter Lemon Endowed Diversity Professor in Counseling Psychology at Oklahoma State University earned her PhD from the University of Southern Mississippi in 1989. Her interests include issues in ethics, education and training, difficult dialogues, the teaching of psychology, older adults, health, diversity, social justice, disaster response, mindfulness and anger. STEVEN K. HUPRICH earned his PhD in clinical psychology from the University of North Carolina–Greensboro in 1999. He is an Associate Professor of Psychology at Eastern Michigan University, having research interests in personality disorders and personality assessment. He is an Associate Editor of the Journal of Personality Disorders. CATHERINE L. GRUS is the Deputy Executive Director, Education at the American Psychological Association (APA). Dr. Grus received her PhD in clinical psychology from Nova University. At APA, Dr Grus works to advance policies and practices that promote quality education and training in psychology. EVELYN A. CAGE is a Doctoral Candidate in Counseling Psychology at Auburn University. After graduating with a BA in Psychology from Emory University in 2006, Evelyn pursued graduate training and has plans to receive her degree in 2013. Her research interests include training and development, multicultural counseling, and disordered eating in AfricanAmerican women. NANCY S. ELMAN received her PhD from the University of Pittsburgh where she also served for nearly 20 years as training coordinator for the doctoral program in Counseling Psychology. She has served as Chair of the Advisory Committee on Colleague Assistance (Board of Professional Affairs) and the Commission on Accreditation of the American Psychological Association. Her research focuses on psychologists and trainees with professional competence problems. LINDA FORREST, Professor and Associate Director for Faculty Outreach at the University of Oregon Center on Diversity and Community, received her PhD from the University of Washington in Educational Psychology. Her research interests focus on problems of professional competence, and other professional education and training issues (competency, ethics, international). REBECCA SCHWARTZ-METTE (MA Clinical Psychology) is a doctoral candidate in Clinical and Developmental psychology at the University of Missouri. Her research interests focus on the interpersonal context of adolescent internalizing symptoms and on ethical and training issues in psychology. DAVID S. SHEN-MILLER is an assistant professor of counseling psychology at Tennessee State University. He received his PhD in counseling psychology from the University of Oregon in 2008. His research interests include professional competence issues in training, the psychology of men and masculinity, ecological approaches to supervision and training, and qualitative research methods. KRISTI S. VAN SICKLE received her PsyD in Clinical Psychology from Florida Institute of Technology in 2006, and is currently an Assistant Professor in Florida Institute of Technology’s School of Psychology. Her primary research interests include professional competence, community health, and integrated primary care.; NADINE J. KASLOW, Professor, Vice Chair, and Chief Psychologist (Grady) at Emory School of Medicine Department of Psychiatry and Behavioral Sciences, received her PhD in Clinical Psychology from the University of Houston. Her research is on suicide and mood disorders; family violence; couples and family psychology; and competency-based psychology education, training, and credentialing. AS AUTHORS OF THIS ARTICLE, we are all members of the Trainees With Competence Problems Workgroup under the auspices of the American Psychological Association’s Education Directorate. Except for first, second, third, and last author, authorship order is alphabetical. CORRESPONDENCE CONCERNING THIS ARTICLE should be addressed to Sue C. Jacobs, PhD, Oklahoma State University, School of Applied Health and Educational Psychology, 425 Willard, Stillwater, OK 74078-4024. E-mail: sue.c.jacobs@okstate.edu Training and Education in Professional Psychology © 2011 American Psychological Association 2011, Vol. 5, No. 3, 175–184 1931-3918/11/$12.00 DOI: 10.1037/a0024656

In their reply to our previous paper that contrasts Australian and English-speaking North American training in clinical psychology, Dyck and O'Donovan agree with our comments on the lack of evidence for the benefits of additional training. Here we clarify the basis for our assertions about the state of training in professional psychology in Australia on the assumption that the basic model of entry-level training that is used here will remain in practice and not change to that proposed by Dyck and O'Donovan. Questions as to the competence and effectiveness of clinical psychologists are ones open to empirical study. We note the ongoing natural experiment in clinical training in Australia and encourage the open debate and active study of issues related to professional training.

Counseling psychologists are a cogent fit to lead the movement toward a sex-positive professional psychology (Burnes et al., 2017a). Though centralizing training in human sexuality (HS; Mollen & Abbott, 2021) and sexual and reproductive health (Grzanka & Frantell, 2017) is congruent with counseling psychologists' values, training programs rarely require or integrate comprehensive sexuality training for their students (Mollen et al., 2020). We employed a critical mixed-methods design in the interest of centering the missing voices of doctoral-level graduate students in counseling psychology in the discussion of the importance of human sexuality competence for counseling psychologists. Using focus groups to ascertain students' perspectives on their human sexuality training (HST) in counseling psychology, responses yielded five themes: (a) HST is integral to counseling psychology training, (b) few opportunities to gain human sexuality competence, (c) inconsistent training and self-directed learning, (d) varying levels of human sexuality comfort and competence, and (e) desire for integration of HST. Survey responses suggested students were trained on the vast majority of human sexuality topics at low levels, consistent with prior studies surveying training directors in counseling psychology and at internship training sites (Abbott et al., 2021; Mollen et al., 2020). Taken together, results suggested students see HST as aligned with the social justice emphasis in counseling psychology but found their current training was inconsistent, incidental rather than intentional, and lacked depth. Recommendations, contextualized within counseling psychology values, are offered to increase opportunities for and strengthen HST in counseling psychology training programs. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Training in Psychological Psychotherapy and Child and Adolescent Psychotherapy: Results of a Survey Background: In fall 1999, a regulation for the training of psychological psychotherapy and child and adolescent psychotherapy (APrV) was enacted by the Ministry of Health in Germany, based on the new law for psychotherapy (Psychotherapeutengesetz, PsychThG). Aim: To assess the degree of redundancy in the university training and the post-graduate training in clinical psychology and psychotherapy the Division of Clinical Psychology and Psychotherapy of the German Psychological Association (Deutsche Gesellschaft für Psychologie, DGPs) conducted a survey. Results: The survey reveals a large overlap of subjects taught as part of the university training in clinical psychology and psychotherapy and the subjects required as part of the post-graduate training in psychotherapy. Usually, more than 200 hours of basic theoretical training are taught in graduate classes at the universities, covering almost all subjects that are requested as part of the post-graduate psychotherapy training. Almost all of the responding institutes suggest a renewal of parts of the law and the APrV so that equivalent subject-matters of the diploma training at universities should be accepted as part of the training programs for psychological psychotherapy and child- and adolescent psychotherapy. A change of curricula for the diploma training is not supported.

ObjectiveClinical psychology trainees with problems of professional competence (PPC) continue to be a challenge for courses. Despite the rapid development of competency‐based training models, the impact of this shift to the identification and management of professional competency problems is unclear. This project aims to describe how clinical psychology trainees with PPC are identified and managed within the Australian and New Zealand context.MethodAn online survey was distributed through Australian and New Zealand universities offering clinical psychology training programmes. Questions addressed approaches to monitoring progress on placements, identification and management of trainees determined to be underperforming on placements, and the perceived usefulness of a range of strategies such as the use of standardised‐rating tools.ResultsThirty one responses were received, representing 40 clinical psychology training courses in 22 institutions across Australia and New Zealand. In all cases, at least one trainee with a PPC had been detected in the previous 5 years, most commonly attributed to psychological, behavioural, and developmental issues. Respondents reported the use of a range of preventive and remedial strategies, including the use of psychometrically validated competency evaluation rating forms to assist in the grading of placements.ConclusionTrainees with PPC occur on a fairly regular basis in clinical psychology training courses in Australian and New Zealand. While some processes involved in the identification and management of these students have been refined and systematised, some opportunities to facilitate early identification and remediation may yet need further enhancement.

The scientist-practitioner is the most commonly used training modality in Canadian clinical psychology graduate programmes. Despite pervasive endorsement throughout Canadian psychology programmes, there is a paucity of data available on Canadian student opinions of the model's implementation. The current study assessed 134 students from 9 provinces with a 38-item questionnaire developed by the Council of University Directors of Clinical Psychology for assessing students' perceptions about the quantity, quality, and breadth of science training in their clinical psychology doctoral programmes. Most students described their programs as providing a mix of research and clinical focus, with slightly more weight given to research. Science training was reported as very important to students, with indications they receive a good amount of high-quality training in science. Moreover, there was a high level of agreement between desired levels of science training and the science training received. Implications for future research and training are discussed. Keywords: clinical psychology, clinical psychology graduate training, clinical psychology graduate students, scientist-practitioner The primary goal of clinical psychology graduate programmes in Canada, as expressed in many departmental mission statements, is to train students according to the scientist-practitioner or Boulder model of training (Raimy, 1950). This is geared toward training students to adequately develop both scientific research and clinical practise skills (D. Myers, 2007). Most programmes acclaim the model; however, each programme differs in the extent to which the scientific or practical aspects of training are emphasised. Moreover, incorporating a balance between research and clinical training is indicated throughout the current Canadian Psychology Association (CPA) guidelines for accreditation and ethical conduct (CPA, 2002). The question of what proportion of focus should be given to each aspect of training has been a subject of debate for over 50 years (Aspenson et al., 1993; D. Myers, 2007). Some Canadian researchers have argued that the scientist-practitioner is illusory and that each programme ultimately focuses on whichever side - science or practise - the programme sees fit to emphasise (Conway, 1984). To understand the status of the scientist-practitioner in a Canadian context, it is necessary to understand the developmental history of clinical psychology training in Canada. The existing documentation regarding the early history of applied psychology is scant; however, it is widely held that training in professional and clinical psychology was prompted by the ending of the Second World War (C. R. Myers, 1970). At that time, the utility of applied psychology had been demonstrated through successful selection, training, and rehabilitation of military personnel (Vipond & Richert, 1977; Wright, 1974). Consequently, there was increasing demand for applied psychology in education, government, and health sectors. Clinical training in Canada was not geared toward professional specialisation; that is, training was encompassing and broad, offering students training in educational, industrial, and counselling sectors (Conway, 1984). The status of applied psychology amongst other academic disciplines was considered suspect, largely because the psychologists of the day paid little attention to scientific research (Wright, 1969). In an attempt to secure status and legitimize itself as a profession in universities, psychology programmes began adopting stronger scientific foci. The shift was so profound that professional and applied areas were eventually relegated to an inferior status in favour of rigorous science and research (Conway, 1984). Growing concern over professionalization and the development of professional training in psychology prompted the CPA to stage the Opinicon conference in 1960. …

The Bologna Process was initiated to harmonize study processes and contents throughout Europe in order to facilitate communication and cross-border study exchange. However, when it comes to postgraduate education and practical work in clinical psychology, no such harmonization exists - there is still significant heterogeneity between European countries.To initiate the section Politics and Education, we analysed the current situation in Europe with regard to national regulations on education, training and practice in clinical psychology and psychological treatment and give a brief summary on the status quo.There are extensive differences across Europe regarding governmental and national regulations for psychologists in general, and clinical psychologists in particular. Whereas some countries have very detailed regulations including a description of reserved activities for clinical psychologists, others leave the profession widely unregulated. When it comes to psychological treatment, some countries define it as an independent activity allowed to be applied by different professions, others clearly restrict access to the profession of psychotherapists.A great diversity in national regulations and practical issues related to clinical psychology and psychological treatment exists across Europe. Our results underline the importance of the Politics and Education section in the journal Clinical Psychology in Europe in order to strengthen the development of an international perspective on clinical psychology.National regulations for clinical psychologists differ significantly between European countries.Structure and contents of postgraduate training in clinical psychology vary widely across Europe.In some countries, treatment is reserved to psychologists, in others it's open for further professions.The Politics and Education section shall foster understanding, communication and cooperation.National regulations for clinical psychologists differ significantly between European countries.Structure and contents of postgraduate training in clinical psychology vary widely across Europe.In some countries, treatment is reserved to psychologists, in others it's open for further professions.The Politics and Education section shall foster understanding, communication and cooperation.

The small percentage of psychologists specializing in geropsychology will be increasingly insufficient to meet projected mental health needs of the growing older adult population in the United States. The current study examined contact with older adults, empathy, and multicultural competence as predictors of counseling and clinical psychology doctoral trainees’ attitudes toward and interest in working with older adults. A sample of 311 doctoral trainees in clinical (n = 234) and counseling (n = 78) psychology were surveyed online. A structural equation model testing hypothesized interrelationships between study variables showed good fit. Greater contact with older adults was significantly related to less ageist attitudes, greater interest in work with older adults, and more empathy. Less ageist attitudes were significantly related to greater interest in clinical work with older adults. Greater empathy was significantly related to less ageist attitudes and greater multicultural competence, but to less interest in working with older adults. Empathy mediated the relation of contact to attitudes. Increasing positive contact with older adults as part of doctoral training in counseling and clinical psychology may enhance trainees’ empathy, attitudes toward older adults, and interest in work with older adults.

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.

Specialty designation in psychology: Developing a Canadian model.

Competing models of doctoral training in clinical psychology are described and compared within their historical contexts. Trends in the field are examined critically with a focus on the impact of managed care on doctoral training and clinical practice. Implications for the future of doctoral training are considered, and a blueprint for the future of doctoral training in clinical psychology is presented.

The purpose of this article is to propose competencies that are necessary to conduct research in counseling psychology and to propose curricular modifications that will aid the acquisition of those competencies. To understand better the present status of research training in counseling psychology, programs approved by the American Psychological Association were surveyed to assess the research design and analysis curriculum of those programs, research articles in the Journal of Counseling Psychology were examined to determine the types of analyses commonly used, and the literature discussing research training in counseling psychology was reviewed. Generally, it was found that many students are not well trained in procedures that are commonly used in counseling psychology research and that the present level of training attenuates the quality of research in counseling psychology. To obtain the research competencies necessary to conduct quality research, a curriculum containing didactic and experiential components is recommended.