Training and Education in Professional Psychology最新文献

Dismantling Barriers in Professional Psychology: Supporting Formerly Justice-Involved Students and Trainees. 拆除专业心理学中的障碍：支持以前参与司法的学生和学员。

IF 1.4 2区心理学

Training and Education in Professional Psychology Pub Date : 2025-08-01 Epub Date: 2025-06-02 DOI: 10.1037/tep0000515

Ryan E Flinn, Terrill O Taylor, Bradley D Custer, Grant Tietjen, Christopher R Beasley, Cory J Cascalheira, Tracie L Hitter, Kristen M Abraham, Patrick F Hibbard, Mohamed Elnakib, Eric B Mendoza, Violeta B Jaure, Lisa De La Rue, Kevon-Mark P Jackman, Kimberly Fuentes, Carlos C Mahaffey, Bryce Redd, Ian W Holloway, Raiza M Beltran, Erin E Bonar, Melanie M Wilcox, Lara M Stepleman

{"title":"Dismantling Barriers in Professional Psychology: Supporting Formerly Justice-Involved Students and Trainees.","authors":"Ryan E Flinn, Terrill O Taylor, Bradley D Custer, Grant Tietjen, Christopher R Beasley, Cory J Cascalheira, Tracie L Hitter, Kristen M Abraham, Patrick F Hibbard, Mohamed Elnakib, Eric B Mendoza, Violeta B Jaure, Lisa De La Rue, Kevon-Mark P Jackman, Kimberly Fuentes, Carlos C Mahaffey, Bryce Redd, Ian W Holloway, Raiza M Beltran, Erin E Bonar, Melanie M Wilcox, Lara M Stepleman","doi":"10.1037/tep0000515","DOIUrl":"10.1037/tep0000515","url":null,"abstract":"In the United States, approximately 1.9 million adults are incarcerated, 5.5 million individuals are under some form of correctional supervision, and nearly 80 million people live with the collateral consequences of having a legal record. Given the continued popularity of psychology as an undergraduate major, it is conceivable that formerly justice-involved people are and will continue to be our students, trainees, and colleagues. Meanwhile, colleges, universities, academic disciplines, and professional organizations are increasingly engaging in discussions around inclusion of people with lived experience, and in 2022 the American Psychological Association took a concrete step to foster more inclusion for formerly justice-involved psychologists by removing the felony history question on its membership application. However, to our knowledge, there are no resources that explicitly detail the experiences of formerly justice-involved people in professional psychology. This paper - written by formerly justice-involved psychologists and our allies - detail our own experiences in health service psychology training programs. By sharing these experiences, we identify discriminatory policies that restrict access, impede advancement, and create unique and hidden difficulties for justice-impacted people in health service psychology. We also describe strategies to improve practices in training programs and offer suggestions to psychology leaders invested in fostering inclusion and belonging for formerly justice-involved people.","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":"19 3","pages":"245-252"},"PeriodicalIF":1.4,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12382604/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144973825","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 Impact of Working with Forced Migrants in the Context of Graduate Research Training. 研究生研究训练背景下与被迫移徙者一起工作的影响。

IF 1.4 2区心理学

Training and Education in Professional Psychology Pub Date : 2025-02-01 Epub Date: 2024-12-16 DOI: 10.1037/tep0000501

Alfonso Mercado, Frances Morales, Amanda Palomin, Andy Torres, Amanda Venta

{"title":"The Impact of Working with Forced Migrants in the Context of Graduate Research Training.","authors":"Alfonso Mercado, Frances Morales, Amanda Palomin, Andy Torres, Amanda Venta","doi":"10.1037/tep0000501","DOIUrl":"10.1037/tep0000501","url":null,"abstract":"Researchers, including graduate students, who work with refugees and asylum seekers, are exposed to narratives of torture, trauma, loss, and distress. This paper features the testimonies of the authors as doctoral students and mental health researchers-in-training-as well as their supervisors-regarding their research with the immigrant community in an underserved area on the Texas U.S.-Mexico border, a popular migratory entry point for Central American immigrants seeking asylum in the United States. This paper aimed to bear witness to the emotional impact that working with forced migrants may have on researchers by describing the experiences of doctoral students conducting research with asylum seekers in the context of their graduate training in clinical psychology. The authors' narratives highlight that conducting research with forced migrants is challenging, but also an enriching and rewarding experience. Graduate students and researchers working with this population need to be aware of the emotional impact of this type of work on trainees and supervisors alike and the inherent risk of vicarious traumatization. Drawing from the Cognitive Processing Theory model of posttraumatic growth (Tedeschi & Calhoun, 2004), the authors propose that engaging in reflective practice and meaning-making processes may assist researchers-in-training connect to and acknowledge the meaningful aspects of their work. Ultimately, these practices may counterbalance the difficulties of conducting research with trauma exposed forced migrants in the United States, as evidenced in the authors' testimonies.","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":"19 1","pages":"51-59"},"PeriodicalIF":1.4,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12443132/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145087442","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

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 1.4 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":1.4,"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 1.4 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":1.4,"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