Colleen Stiles-Shields, Emily G Lattie, Kathryn Macapagal, Alexandra M Psihogios
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引用次数: 0
Abstract
Objective: The American Psychological Association (APA) defines early career (EC) status as occurring in the 10 years following earning a doctorate. As EC pediatric and behavioral health psychologists (ECPP) who work with and conduct research with adolescents and young adults (AYA), we have noted that our own and our peers' experiences during this career phase have mirrored that of our AYA research participants and patients. Namely, no longer scaffolded by training milestones and supervision, yet still often viewed as green, EC psychologists may often feel and be treated like they are experiencing a career-based emerging adulthood. Despite the presence of some institutional support during this career phase, we and our peers have found difficulty in navigating this career phase-something compounded by concurrent life events (e.g., parenting, pandemic).
Method: Grounded in our own current and recent histories, this Commentary provides examples of common experiences across the EC--from fellowship to nearing mid-career.
Results: To improve the EC experience for pediatric psychologists and beyond, recommendations are made at the institutional, mentor, and ECPP-levels.
Conclusions: Given the risks for burnout during this phase of career, when workforce demands are at all-time high, this Commentary aims to draw attention to the developmental norms of EC and to improve the EC experience for pediatric psychologists and our peers. The hope is that in doing so, pediatric patients and their families may be better served via a well-supported EC workforce.
期刊介绍：
Clinical Practice in Pediatric Psychology® publishes articles representing the professional and applied activities of pediatric psychology. The journal comprehensively describes the breadth and richness of the field in its diverse activities;complements the scientific development of the field with information on the applied/clinical side;provides modeling that addresses the ways practicing pediatric psychologists incorporate empirical literature into day-to-day activities;emphasizes work that incorporates and cites evidence from the science base; andprovides a forum for those engaged in primarily clinical activities to report on their activities and inform future research activities. Articles include a range of formats such as commentaries, reviews, and clinical case reports in addition to more traditional empirical clinical studies. Articles address issues such as: professional and training activities in pediatric psychology and interprofessional functioning;funding/reimbursement patterns and the evaluation of the cost-effectiveness of clinical services;program development;organization of clinical services and workforce analyses;applications of evidence based interventions in "real world" settings with particular attention to potential barriers and solutions and considerations of diverse populations;critical analyses of professional practice issues;clinical innovations, e.g., emerging use of technology in clinical practice;case studies, particularly case studies that have enough detail to be replicated and that provide a basis for larger scale intervention studies; andorganizational, state and federal policies as they impact the practice of pediatric psychology, with a particular emphasis on changes due to health care reform.
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