Variations of doctoral training programs in clinical health psychology: Lessons learned at the box office.

Abstract

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.