Training and Education in Professional Psychology最新文献

Clinical Psychology Graduate Programs: Falling Short in Cultural Humility Training. 临床心理学研究生课程：文化谦逊培训的不足。

IF 1.8 2区心理学

Training and Education in Professional Psychology Pub Date : 2024-08-01 DOI: 10.1037/tep0000443

Chardée A Galán, Cassandra L Boness, Irene Tung, Molly Bowdring, Stefanie Sequeira, Christine C Call, Shannon Savell, Jessie B Northrup

{"title":"Clinical Psychology Graduate Programs: Falling Short in Cultural Humility Training.","authors":"Chardée A Galán, Cassandra L Boness, Irene Tung, Molly Bowdring, Stefanie Sequeira, Christine C Call, Shannon Savell, Jessie B Northrup","doi":"10.1037/tep0000443","DOIUrl":"10.1037/tep0000443","url":null,"abstract":"Despite requirements by the American Psychological Association and the Psychological Clinical Science Accreditation System regarding training and education in cultural humility, questions remain regarding the presence and quality of the training in clinical psychology PhD and PsyD programs. This is a critical issue as inadequate training in diversity, cultural humility, and multiculturalism has substantial downstream effects on care for clients of color and may contribute to racial disparities and inequities in access to mental health services. We seek to explicitly evaluate key features of the conceptual model thought to improve the provision of mental health services for clients facing oppression and marginalization which includes perceptions of clinical psychology graduate programs' training in and assessment of cultural humility. We also assess self-efficacy related to the application of cultural humility as well as actual practice of actions associated with cultural humility. Each of these domains are evaluated among a sample of 300 graduate students and faculty, clinical supervisors, and/or directors of clinical training (DCTs) and differences across position and race of participants were tested. Study findings highlight significant gaps between what trainees need to develop cultural humility and what they may actually be receiving from their respective programs. While findings suggest that there is still a lot of work to be done, understanding the state of the field with regards to clinical training in cultural humility is an important first step towards change.","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":"18 3","pages":"265-278"},"PeriodicalIF":1.8,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11410367/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142298500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The development and current directions of a diversity specialty clinic: Implications for multicultural training in psychology. 多样性专科门诊的发展和当前方向：对心理学多元文化培训的影响。

IF 1.8 2区心理学

Training and Education in Professional Psychology Pub Date : 2024-08-01 DOI: 10.1037/tep0000465

Patricia Rodriguez Espinosa, Yajaira Johnson-Esparza, Gabriela López, Jennifer Benson, Natalia C Moss, Rebecca Avila-Rieger, Kamilla Venner, Steven P Verney

{"title":"The development and current directions of a diversity specialty clinic: Implications for multicultural training in psychology.","authors":"Patricia Rodriguez Espinosa, Yajaira Johnson-Esparza, Gabriela López, Jennifer Benson, Natalia C Moss, Rebecca Avila-Rieger, Kamilla Venner, Steven P Verney","doi":"10.1037/tep0000465","DOIUrl":"10.1037/tep0000465","url":null,"abstract":"Addressing systemic injustices and racism in training and clinical service provision are key next steps in clinical science. While the APA Multicultural Guidelines and accreditation standards have long emphasized this need, most graduate programs offer a single course on diversity, equity, and inclusion topics, which is inadequate to train and sustain culturally humble providers and redress systemic injustices and racism within psychology. Few \"real-world\" examples exist to guide the development of training models. We provide background on the development and components of a specialty clinic, the University of New Mexico's Cultural Counseling Center, whose mission is providing culturally informed clinical services to diverse clientele, and to infuse multicultural training throughout the graduate program. Informed by the racial-spatial framework for psychology and critical race theory, we describe our approach intended to: 1) offer applications for the operationalization and delivery of multicultural and antiracist training; 2) enhance supervisory models; and 3) increase awareness of structural competence. Our clinic, developed collaboratively among students and faculty, serves as a safe forum for dialogue around structural injustices and seeks to improve treatment for diverse clients and those underserved in mental health care. We discuss issues of student and faculty engagement and offer the perspectives of faculty and students of color, case examples illustrating our services, and current efforts to expand and formalize community collaborations. We offer a model that integrates coursework, informal activities, and multicultural supervision for comprehensive student training and that promotes a departmental culture of dialogue and support around equity, diversity, and justice.","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":"18 3","pages":"221-229"},"PeriodicalIF":1.8,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11286226/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141856830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

When voices are left unheard: BIPOC doctoral student feedback toward a decolonized curriculum. 当声音被忽视时：BIPOC博士生对非殖民化课程的反馈。

IF 2 2区心理学

Training and Education in Professional Psychology Pub Date : 2023-12-21 DOI: 10.1037/tep0000468

Michelle Martinez, Claudia Miranda, Aishwarya Lonikar, Richelene Cesar, Kamelah Reed, Jack Krizizke, Jude Bergkamp

引用次数: 0

Effects of a brief mindfulness intervention program: Changes in mindfulness and self-compassion predict increased tolerance of uncertainty in trainee psychologists. 一个简短的正念干预项目的效果:正念和自我同情的变化预示着实习心理学家对不确定性的容忍度增加。

2区心理学

Training and Education in Professional Psychology Pub Date : 2023-11-13 DOI: 10.1037/tep0000466

Judy A. Pickard, Frank P. Deane, Craig J. Gonsalvez

引用次数: 0

Supplemental Material for Improving Culturally Responsive Clinical Training: Exploring the Acceptability and Feasibility of an Exposure-Based Strategy 提高文化响应性临床培训的补充材料:探索基于暴露策略的可接受性和可行性

2区心理学

Training and Education in Professional Psychology Pub Date : 2023-10-30 DOI: 10.1037/tep0000462.supp

引用次数: 0

The relation between knowledge and skills assessments in psychotherapy training: Secondary analysis of a randomized controlled trial. 心理治疗培训中知识与技能评估的关系:随机对照试验的二次分析。

2区心理学

Training and Education in Professional Psychology Pub Date : 2023-10-30 DOI: 10.1037/tep0000463

Peter Eric Heinze, Florian Weck, Ulrike Maaß, Franziska Kühne

{"title":"The relation between knowledge and skills assessments in psychotherapy training: Secondary analysis of a randomized controlled trial.","authors":"Peter Eric Heinze, Florian Weck, Ulrike Maaß, Franziska Kühne","doi":"10.1037/tep0000463","DOIUrl":"https://doi.org/10.1037/tep0000463","url":null,"abstract":"Background: Although the assessment of therapists’ competence is often conceptualized in a hierarchical model, the model’s implications are underresearched. This study thus focuses on the association between theoretical knowledge and applied knowledge on one side, and communication and therapy skills on the other. Method: N = 69 psychology students took part in a psychotherapy training study including role-plays with standardized patients. The training interventions included reading treatment manuals and watching model videos. We measured theoretical knowledge using multiple-choice questions (MCQ), applied knowledge using case vignettes (CV), and psychotherapy skills in videotaped sessions with standardized patients (SP) using independent competence ratings. Results: Theoretical knowledge correlated significantly with practical competences ( r = .28 - .36, p < .05) and predicted post-intervention skills in SP interactions ( β = .21 - .35, p < .05). Applied knowledge was significantly correlated with practical competences ( r = .31 - .54, p < .05), and predicted post-intervention skills in one out of two treatment conditions ( β = .47, p < .001). Discussion: The results underline the importance of theoretical knowledge and applied knowledge in psychotherapy training in the early career of therapists. The discussion focuses on methodological aspects, and on implications for future studies and training.","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":"131 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136102819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Improving culturally responsive clinical training: Exploring the acceptability and feasibility of an exposure-based strategy. 提高文化反应性临床培训:探索基于暴露策略的可接受性和可行性。

2区心理学

Training and Education in Professional Psychology Pub Date : 2023-10-30 DOI: 10.1037/tep0000462

Jolene Jacquart, Sophie Wardle-Pinkston, Jeffrey Ziegler, David A. Sbarra, Mary-Frances O'Connor

引用次数: 0

Scientific competence and health service psychology master’s training: An outline for an applied methodology course. 科学能力与卫生服务心理学硕士培养:应用方法论课程大纲。

2区心理学

Training and Education in Professional Psychology Pub Date : 2023-10-19 DOI: 10.1037/tep0000461

Yevgeny Botanov, Andrew Bertagnolli, Lee D. Cooper, Tammy McClain, Jason J. Washburn

引用次数: 0

The Examination for the Professional Practice of Psychology: An examination of construct validity. 心理学专业实习考试:构念效度的检验。

2区心理学

Training and Education in Professional Psychology Pub Date : 2023-10-05 DOI: 10.1037/tep0000459

Samantha Saldaña, Jennifer L. Callahan, Randall J. Cox

引用次数: 0

Training and individual correlates of attitudes toward serious mental illness among clinical psychology doctoral students. 临床心理学博士生对待严重精神疾病态度的训练与个体相关。

2区心理学

Training and Education in Professional Psychology Pub Date : 2023-08-01 DOI: 10.1037/tep0000422

Lauren K. O'Connor, Philip Yanos

引用次数: 0