Education In Professional Psychology Research Articles

Passing the torch: Reflections and recommendations to advance Training and Education in Professional Psychology.

Passing the torch: Reflections and recommendations to advance Training and Education in Professional Psychology.

Lesbian, gay, bisexual, transgender, intersex, and queer concerns in professional psychology education

Best practice guidelines for psychologists working with lesbian, gay, bisexual, transgender, intersex, and queer+ (LGBTIQ+) people and position statements against “conversion therapies” have been published internationally. These call for professional psychologist education to develop competence for work with this community, but studies show variability and lack of inclusion of LGBTIQ+ content in professional programmes in higher education institutions. A critical narrative review examined approaches to the inclusion of LGBTIQ+ concerns in the education of psychologists. A systematic literature search identified 33 papers for review. Synthesis of findings highlighted benefits and challenges of the cultural competence approach to LGBTQ+ curricular inclusion; a contested pedagogic space relating to religious belief, homophobia, and sexualities; a shift in psychology to include resilience-based frameworks of sexuality and gender diversity; and finally disaggregation of the LGBTQ+ umbrella with emergence of transgender and gender diversity focused research. Lack of research relating to people with intersex variations and the need for LGBTIQ+ representation/voices in this research area were evidenced.

Reorientasi Program Profesi Psikologi

Law number 23 of 2022 concerning “psychology education and services” provides certainty regarding higher education of psychology in Indonesia. In particular, this article wants to explore and provide orientation towards professional psychology education programs in Indonesia. After discussing the brief history of professional psychology education programs in Indonesia and the legal complexities that accompany them, the authors explore the curriculum of professional programs compared to academic programs. The writers try to look at two aspects of the curriculum: (1) substantive knowledge and skills regarding scientific disciplines; (2) knowledge of the service context and practice of the discipline. The authors then try to identify four competencies that need to be learned in the Professional Psychology program. These competencies will be described in the curriculum framework proposed by the authors; the curriculum framework emphasizes practical aspects, competency-based curricula, and problem-based learning.

The Utility and Development of the Competencies of Professional Psychology Rating Scales (COPPR)

Competency-based professional psychology training is now common practice in many countries. An implication of competency-based training is the need to assess practitioner competence across multiple domains of practice; however, standardized measures of competence are limited. In Australia, currently there is no standardized, quantitative measure of professional competencies at registered psychologist level. The absence of a measure has implications for education, training, practice, and research in professional psychology. To address this gap, this article provides a conceptual overview of the utility and development of the Competencies of Professional Psychology Rating scales (COPPR), including the process of initial pre-test, pilot, and review. This developmental process resulted in the thematic identification of competencies within 11 domains of practice, and the creation of both COPPR-Self report and COPPR-Observer report versions. The pre-test provided content validity for the COPPR, and the initial results of the pilot test suggest strong convergent and divergent validity. The measure differentiated between novice and experienced practitioners, suggesting the scale is appropriate for use across career stages. The COPPR scales address the need for a standardized and quantitative measure across multiple domains of practice at registered psychologist level in Australia. The COPPR scales are intended to have utility across professional psychology student and supervisee performance evaluation, self-reflection for psychologists in practice, educational evaluation at professional psychology level, and various research contexts.

Continuing education in professional psychology: Exploring the translation of learning into practice.

Continuing education in professional psychology: Exploring the translation of learning into practice.

The Reflective Model of Triadic Supervision as a Means of Fostering Cultural Humility

Our increasingly diverse world of clinical practice and supervision necessitates clinical supervisors foster supervisees’ abilities to attend to clients’ cultural contexts, lenses, and frameworks (Patallo in Training and Education in Professional Psychology, 13(3), 227–232, 2019). Equally relevant is promoting clinicians’ own critique of accepted clinical practices (Hardin et al. in American Psychologist, 69(7), 656–668, 2014). Such a stance is now being referred to as embodying cultural humility. It is emerging as central to culturally responsive and competent clinical practice (Patallo in Training and Education in Professional Psychology, 13(3), 227–232, 2019). Clinical supervision provides one context for fostering cultural humility. Clinical supervision has historically been delivered in one to one or group formats. However, across the last twenty years, triadic supervision has slowly and consistently made inroads as a legitimate and effective form of clinical supervision (Stinchfield et al. in International Journal for the Advancement of Counselling 32, 225–239, 2007). This paper will describe one such triadic supervision model, the Reflective Model of Triadic Supervision (RMTS, Kleist and Hill in: The reflective model of triadic supervision, 2003) as a viable model to foster the development of cultural humility in supervision.

Integrating emotion and other nonrational factors into ethics education and training in professional psychology

ABSTRACT Any professional or scientific discipline has a responsibility to do what it can to ensure ethical behavior on the part of its members. In this context, this paper outlines and explores the criticism that to date the emphasis in ethics training in professional psychology, as with other disciplines, has been on the rational elements of ethical decision making, with insufficient attention to the role of emotions and other nonrational elements. After a brief outline of some of the historical background to the development and understanding of ethical decision making, relevant theoretical and empirical literature on the influence of emotional and other nonrational factors on our ethical decisions is reviewed. The implications of this literature for ethics education and training are outlined, particularly with respect to the use of case studies. An integrative approach is proposed, and conclusions and recommendations are offered with respect to such an approach.

Applying Task Force Recommendations on Integrating Science and Practice in Health Service Psychology Education.

The proper role of research skills and training to conduct research in professional psychology education has been controversial throughout the history of the field. An extensive effort was undertaken recently to address that issue and identify ways the field might move forward in a more unified manner. In 2015, the American Psychological Association (APA) Board of Educational Affairs convened a task force to address one of the recommendations made by the Health Service Psychology Education Collaborative in 2013. That recommendation stated that the education and training of health service psychologists (HSPs) include an integrative approach to science and practice that incorporates scientific-mindedness, training in research skills, and goes well beyond merely "consuming" research findings. The task force subsequently developed recommendations related to the centrality of science competencies for HSPs and how these competencies extend beyond training in evidence-based practice. This article discusses the findings of the task force and the implications of its recommendations for education and training in HSP. The challenges and opportunities associated with implementing these recommendations in HSP graduate programs are examined.

Next steps for Training and Education in Professional Psychology: Advancing the science and expanding our reach.

Next steps for Training and Education in Professional Psychology: Advancing the science and expanding our reach.

Forward to the special section in Training and Education in Professional Psychology “Mentoring in Health Service Psychology”.

Forward to the special section in Training and Education in Professional Psychology “Mentoring in Health Service Psychology”.

Leaving behind our preparadigmatic past: Professional psychology as a unified clinical science.

The behavioral and neurosciences have made remarkable progress recently in advancing the scientific understanding of human psychology. Though research in many areas is still in its early stages, knowledge of many psychological processes is now firmly grounded in experimental tests of falsifiable theories and supports a unified, paradigmatic understanding of human psychology that is thoroughly consistent with the rest of the natural sciences. This new body of knowledge poses critical questions for professional psychology, which still often relies on the traditional theoretical orientations and other preparadigmatic practices for guiding important aspects of clinical education and practice. This article argues that professional psychology needs to systematically transition to theoretical frameworks and a curriculum that are based on an integrated scientific understanding of human psychology. Doing so would be of historic importance for the field and would result in major changes to professional psychology education and practice. It would also allow the field to emerge as a true clinical science. (PsycINFO Database Record

Training Models in Professional Psychology Education (A Literature Review)

Intense debate on training models used in professional psychology education, including discussion on the specific training models most appropriate for educating future psychologists is far from finished. The authors reviewed articles discussing training models including results of empirical studies in professional psychology programs, which were published in several psychology journals databases (1949 to 2014). The authors have identified (a) the scientist-practitioner; (b) the practitioner model and its derivatives; (c) the clinical-scientist; and (d) the competency-based models. This article also outlines the historical development of each model and a consideration of the main principles espoused by each training model. It seems that discussion on the concept of training models and empirical studies on how these models are used in professional psychology programs outside the context of Western countries, is rare. Thus, this review could serve as a theoretical foundation for the implementation of a study aimed at filling the gap in the discussion of professional psychology program curricula, including the training models used, especially in other contexts than the Western.

Establishing a focus in sport psychology within a clinical psychology doctoral program: Reflections from a pilot year

ABSTRACTSport psychology consultation and clinical psychology practice are becoming increasingly related, which necessitates the creation of applied sport psychology training opportunities for clinical psychology graduate students. Recent education and training guidelines in professional psychology identify sport psychology as an APA proficiency that can be integrated as a “focus” in graduate training programs. This article discusses an inaugural year of an applied sport psychology training opportunity within a university's athletic department, including a detailed description of the experience and an evaluation of services. This article seeks to provide guidance for training programs interested in establishing a focus in sport psychology.

W. Brad Johnson and Nadine J. Kaslow (Eds), The Oxford Handbook of Education and Training in Professional Psychology

W. Brad Johnson and Nadine J. Kaslow (Eds), <i>The Oxford Handbook of Education and Training in Professional Psychology</i>

A taxonomy for education and training in professional psychology health service specialties: Evolution and implementation of new guidelines for a common language.

The Education and Training Guidelines: A Taxonomy for Education and Training in Professional Psychology Health Service Specialties was endorsed as a policy of the American Psychological Association in 2012. These Guidelines have the potential for broad impact on the field by providing both a structure and recommendations for the consistent usage of language--definitions and terminology--to reduce current descriptive inconsistencies across education and training programs in professional psychology. The Guidelines are not designed to define specifics of the training or practice of individual psychologists; they are to be used only to describe programmatic structure in a consistent manner. This article details the developmental history of these Guidelines and highlights the strong alliance between the leaders of the various recognized specialties in professional psychology and the education and training community in health service psychology. The content, application, future dissemination and impact of the Guidelines are presented.

Ethics education in professional psychology: A survey of American Psychological Association accredited programs.

Professional psychologists are expected to know ethical standards and engage in proactive analysis of ethical considerations across professional roles (e.g., practice, research, teaching). Yet, little is known about the current state of doctoral ethics education in professional psychology, including the content covered and pedagogical strategies used to ensure developing this core component of professional competency (de las Fuentes, Willmuth, & Yarrow, 2005). A survey of ethics educators from APA-accredited programs across the United States and Canada resulted in 136 instructors reporting on their program’s ethics training. The majority of questionnaires returned were from Ph.D. programs (77.9%). A substantial number of programs were clinical (59.6%) and followed a scientist practitioner training model (69.9%). The response rate across specialties ranged from 34.5 % to 41.4%. Nearly all (95.6%) reported having a required ethics course. Lectures (95.6%) were the most common teaching method reported. Fully 100% of ethics educators reported teaching about mandated reporting and informed consent to treatment. An overwhelming majority (90% and above) covered the same 11 other topics, showing notable convergence in content. The most commonly used document across programs (99.3%) was the Ethical Principles of Psychologists and Code of Conduct (APA, 2010). The most common type of assignment was reading (94.1%), and the most common teaching practice was “teaching by example” (90.4%). Finally the most endorsed teaching goal was advancement of critical thinking (94.9%). Implications for ethics education and future research directions are described.

Implications of the Affordable Care Act for education and training in professional psychology.

With the ongoing implementation of the Patient Protection and Affordable Care Act (Public Law No: 111–148, March 23, 2010) and its impact on the evolving health care system, this article will focus on 4 broad domains of change that the education and training community in psychology must address to ensure that the next generations of health service psychologists are prepared to not just succeed, but lead those changes in health care. Interprofessionalism, workforce analysis and development (including practice settings), finances (reimbursement, health care cost offset, and advocacy), and professional accountability (including accreditation, competency, evidence-based care, specialization, identity and self-definition, and autonomy) will be discussed. Each domain reflects demands for both affordable care and enhanced accountability in the developing health care system. Recommendations for curricular content and clinical training modifications are offered.

Twenty Years of the Journal of Clinical Psychology in Medical Settings: We Hope You Will Enjoy the Show

The 20th anniversary of the Journal of Clinical Psychology in Medical Settings is celebrated by highlighting the scientist-practitioner philosophy on which it was founded. The goal of the Journal-to provide an outlet for evidence-based approaches to healthcare that underscore the important scientific and clinical contributions of psychology in medical settings-is discussed. The contemporary relevance of this approach is related to the current implementation of the Patient Protection and Affordable Care and its focus on accountability and the development of an interprofessional healthcare workforce; both of which have been foci of the Journal throughout its history and will continue to be so into the future. Several recommendations of future topic areas for the Journal to highlight regarding scientific, practice, policy, and education and training in professional health service psychology are offered. Successfully addressing these topics will support the growth of the field of psychology in the ever evolving healthcare system of the future and continue ensure that the Journal is a key source of professional information in health service psychology.

Developing the evidence base for training and education in professional psychology.

The changing of the cover color of Training and Education in Professional Psychology (TEPP) connotes a change in the editorial team. In making the transition, we greatly appreciate the efforts of the inaugural editorial team for their significant activities in establishing the journal: Emil Rodolfa, Debora Bell, Kathleen Bieschke, Claytie Davis III, Roger Peterson, and later, Robert Hatcher. The field expresses collective thanks for their vision and excellent work. We also acknowledge the contributions of the authors and cadre of reviewers in creating and shaping the content over six volumes. Rodolfa (2006), in the inaugural issue of this journal, articulated that TEPP would be “a professional forum that will allow members of our profession to contribute to the professional dialogues” (p. 1). TEPP is developing a strong tradition and will continue to evolve over time as its influence on the process of preparing professional psychologists becomes increasingly clear. We value the opportunity to serve as editors to move TEPP forward in impacting the discipline and profession of psychology. TEPP reflects not only the education and training community but also the multifaceted world in which the educational process takes trainees through the stages of predoctoral, doctoral, internship, and postdoctoral preparation occurs. TEPP can be a catalytic resource as the educational community moves away from “model

Quality education in professional psychology: Flowers blooming, Flexner, and the future.

The educational system in professional psychology is reviewed, including how it utilizes its mission and core values to ensure quality-based educational experiences that graduate a quality "product" who ultimately provides quality health care services for consumers of psychological care. Education and training in, and the practice of, professional psychology must adopt and adapt to changes in accountability and quality expectations in the evolving health care system brought about by the implementation of the Patient Protection and Affordable Care Act. Definitions of "psychologist" and "specialist" are discussed, along with a rationale for a clearly articulated educational core that operationalizes learning objectives needed to be a competent, successful psychologist. Implications for quality assurance, including questions of educational outcomes and their impact on clinical outcomes of health care services, are related to the education and training sequence. Competency-based education, "pre-psych" requirements, evidenced-based care, specialization, and interprofessionalism, each a key component of a successful future for professional psychology, are also discussed.