Training and Education in Professional Psychology最新文献_第9页

The relationship between mindfulness and self-compassion for self-assessed competency and self-efficacy of psychologists-in-training. 正念与自我同情对在职心理学家自我评价能力和自我效能的关系。

IF 2 2区心理学

Training and Education in Professional Psychology Pub Date : 2021-09-30 DOI: 10.1037/tep0000395

Chelsea Latorre, M. Leppma, Lisa F. Platt, Natalie J. Shook, J. Daniels

引用次数: 6

Addressing diversity: Clinical assessment and outcomes in a psychology training clinic. 解决多样性:心理学培训诊所的临床评估和结果。

IF 2 2区心理学

Training and Education in Professional Psychology Pub Date : 2021-09-20 DOI: 10.1037/tep0000346

Allison J. Lake, Natalie Rodriguez-Quintana, C. Lewis, Brittany M. Brothers

引用次数: 1

Supplemental Material for ADDRESSING Diversity: Clinical Assessment and Outcomes in a Psychology Training Clinic 应对多样性的补充材料：心理培训诊所的临床评估和结果

IF 2 2区心理学

Training and Education in Professional Psychology Pub Date : 2021-09-16 DOI: 10.1037/tep0000346.supp

引用次数: 0

The relational-expressive dual-continuum model of clinical supervisor training. 临床督导培训的关系-表达双重连续体模型。

IF 2 2区心理学

Training and Education in Professional Psychology Pub Date : 2021-08-19 DOI: 10.1037/tep0000393

Donald W. Stewart, Edward A. Johnson

引用次数: 0

Training practices in routine outcome monitoring among accredited psychology doctoral programs in Canada. 加拿大认可心理学博士课程的常规结果监测培训实践。

IF 2 2区心理学

Training and Education in Professional Psychology Pub Date : 2021-08-12 DOI: 10.1037/tep0000389

Joshua W. Madsen, Veronika Markova, Laura Hernández, L. Tomfohr-Madsen, Scott D. Miller

引用次数: 0

Advancing Your Confidence as an Educator (ACE): An Academic-VA Partnership to Enhance Educator Skills and Improve Attitudes About Careers in Aging. 提高你作为教育者的信心(ACE):一个学术- va合作伙伴关系，以提高教育者的技能和改善对老龄化职业的态度。

IF 1.8 2区心理学

Training and Education in Professional Psychology Pub Date : 2021-08-01 Epub Date: 2020-04-09 DOI: 10.1037/tep0000315

Matthew J Wynn, Jessica V Strong, Brian D Carpenter, Sean Gamble, Montgomery T Owsiany, Jennifer Moye

{"title":"Advancing Your Confidence as an Educator (ACE): An Academic-VA Partnership to Enhance Educator Skills and Improve Attitudes About Careers in Aging.","authors":"Matthew J Wynn, Jessica V Strong, Brian D Carpenter, Sean Gamble, Montgomery T Owsiany, Jennifer Moye","doi":"10.1037/tep0000315","DOIUrl":"10.1037/tep0000315","url":null,"abstract":"Previous research suggests some psychologists may not consider academic careers because of doubts about their teaching competency, and this is especially true for psychologists interested in aging (i.e., geropsychologists). To enhance competencies in the practice of education, we developed a webinar series, Advancing Your Confidence as an Educator, to bolster skills and attitudes toward teaching and improve attitudes about careers in aging. Seven hour-long webinars addressed key skills in developing and executing courses and professional presentations, and 2 panel sessions addressed attitudes toward teaching by featuring early- and later-career professionals discussing their paths to and satisfaction with jobs as educators. Attendance across the highly interactive sessions was robust (M = 50). Evaluation data suggest the webinar was effective in meeting educational needs. To promote sustainable impact, the webinars are archived and freely available online. Challenges in marketing and evaluation arose, but overall, this effort is one way of cultivating a more vigorous interest and self-confidence in teaching.","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":"15 3","pages":"202-210"},"PeriodicalIF":1.8,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8448086/pdf/nihms-1593251.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9601101","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

Who Are We Missing? Examining the Graduate Record Examination Quantitative Score as a Barrier to Admission into Psychology Doctoral Programs for Capable Ethnic Minorities. 我们想念谁？研究生学历考试的定量分数是少数民族心理博士项目录取的障碍。

IF 1.8 2区心理学

Training and Education in Professional Psychology Pub Date : 2021-08-01 Epub Date: 2021-04-05 DOI: 10.1037/tep0000336

Jennifer M Gómez, Annmarie Caño, Boris B Baltes

{"title":"Who Are We Missing? Examining the Graduate Record Examination Quantitative Score as a Barrier to Admission into Psychology Doctoral Programs for Capable Ethnic Minorities.","authors":"Jennifer M Gómez, Annmarie Caño, Boris B Baltes","doi":"10.1037/tep0000336","DOIUrl":"10.1037/tep0000336","url":null,"abstract":"The field of psychology must racially/ethnically diversify to create a workforce that can meet the needs of education, training, and interventions in an increasingly pluralistic society. Systemic bias in psychology doctoral programs' admissions process may partially account for relatively few psychologists being underrepresented minorities (URMs). The use of the Graduate Record Examination Quantitative score (GRE-Q) is one important modifiable barrier. The purpose of the current study is to go beyond replicating the association between the GRE-Q and desired doctoral outcomes by examining if a cut-off score for the GRE-Q as a proxy for potential to succeed in psychology doctoral programs disproportionately impacts URMs. Participants (N = 226) were psychology doctoral students at a Carnegie-classified Highest Research Activity (R1) large Midwestern university, who were admitted to graduate school from 2001 to 2011. Our findings show that, while controlling for undergraduate grade point average (GPA) and prior master's degree attainment, the GRE-Q predicted grades in two required graduate statistics courses and overall graduate GPA. Importantly, all students, regardless of their GRE-Q score, demonstrated competence in their statistics coursework, as assessed by their course grades. Moreover, we found that guidelines that bar admission into the psychology doctoral program for students with low GRE-Q scores would have disproportionately impacted URMs, resulting in 44% being barred admission versus only 17% of their White/Asian/Pacific Islander counterparts. Practical implications include introducing holistic review protocols into the admissions process, while educating faculty on how heavy emphasis on the GRE-Q contributes to inequitable exclusion of capable URMs.","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":"15 3 1","pages":"211-218"},"PeriodicalIF":1.8,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9075693/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47173690","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

Doctoral training in counseling psychology: Analyses of 20-year trends, differences across the practice-research continuum, and comparisons with clinical psychology. 咨询心理学博士培训：20年趋势分析，实践研究连续体的差异，以及与临床心理学的比较。

IF 2 2区心理学

Training and Education in Professional Psychology Pub Date : 2021-08-01 DOI: 10.1037/tep0000306

J. Norcross, M. Sayette, Caitlin A. Martin-Wagar

引用次数: 8

Can students in simulation portray a psychotherapy patient authentically with a detailed role-script? Results of a randomized-controlled study. 学生能否在模拟中用详细的角色脚本真实地描绘心理治疗患者?随机对照研究结果。

IF 2 2区心理学

Training and Education in Professional Psychology Pub Date : 2021-07-29 DOI: 10.1037/tep0000388

D. S. Ay-Bryson, Florian Weck, F. Kühne

引用次数: 2

Collaborative community responsive training: University and community partnership. 协作社区响应培训:大学和社区伙伴关系。