Society of Pediatric Psychology Workforce Survey: Factors Related to Compensation of Pediatric Psychologists

Brosig, Cheryl L.; Hilliard, Marisa E.; Williams, André; Armstrong, F. Daniel; Christidis, Peggy; Kichler, Jessica C.; Pendley, Jennifer Shroff; Stamm, Karen; Wysocki, Tim

doi:10.1093/jpepsy/jsx051

Cited by 6 publications

(6 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although the overall response rate was lower than ideal, earlier professional psychology research has documented similar rates of survey response. [14,15] Table 1 shows the participants' primary place of employment. Of those working in government departments, health (51.0%) and education (41.2%) were the predominant contexts.…”

Section: Resultsmentioning

confidence: 99%

Mandatory continuing education for psychologists: Practitioners’ views

Pillay

Zank

2018

AJHPE

View full text Add to dashboard Cite

ResearchContinuing education has long been recognised as a critical feature of upskilling and keeping health practitioners abreast of the latest developments in their field. The value of such post-qualification education for improved patient care forms the main thrust that drives continuing education initiatives. Historically, however, this was regarded as a voluntary form of self-development.While compulsory continuing education regulations for health professionals, including psychologists, have been in place in some countries for many years, regulatory developments in the South African (SA) context have occurred mainly in the past two decades, with some professions, e.g. nursing, yet to implement such regulations. A study of nurses showed that 39.4% were against such regulation. [1] The term continuing professional development (CPD) has been coined to refer to the regulated continuing education system in the country, and the current article uses the terms CPD and continuing education interchangeably.For psychologists to maintain their licence and registration with the Health Professions Council of South Africa (HPCSA), they need to accumulate 30 CPD points each year, with at least 5 points in the area of ethics, human rights or medical law. [2] One CPD point is earned for each hour of an accredited learning activity, and CPD activities can include workshops, conferences, symposia, journal clubs and other similar professional activities. The rationale for mandatory continuing education lies in the necessity for healthcare practitioners to keep abreast of developments in their field to provide optimal, evidence-informed, patient care. [3] In addition to traditional formats of continuing education, online learning systems provide a further option for practitioners. While most young people are adept at (and even prefer) digital technology, this does not translate straightforwardly to online learning. A recent Irish study of diagnostic radiographers revealed that about half of their participants were not very confident using online learning systems. [4] Mulvey [5] identified three key role-players in the CPD system, i.e. the individual practitioner, the employer and the professional body. Such a conceptualisation is useful because it acknowledges the critical role of each in ensuring the ultimate goal of best practice and optimal patient care. The practitioner and the employer have direct responsibility towards patient care, while the professional body has the task of safeguarding the public by regulating health professionals' behaviour, ethical practice and adherence to appropriate standards of healthcare. However, CPD compliance can be costly in terms of time and money, with implications for the practitioner and in some cases for the employer. Grehan et al. [4] found that funding, time and location were significant barriers to CPD compliance. Notwithstanding the cost-bearers of continuing education, there has been concern about costeffectiveness issues relating to CPD activities. [6] While there has been concern a...

show abstract

Section: Resultsmentioning

confidence: 99%

Mandatory continuing education for psychologists: Practitioners’ views

Pillay

Zank

2018

AJHPE

View full text Add to dashboard Cite

show abstract

“…Wysocki et al (2016) described the purpose, development, methodology, and respondent characteristics of the first administration of this survey in 2015. Brosig et al (2017) reported on the compensation (i.e., annual salary, benefits, and other income sources) of study participants, with an emphasis on differences in compensation across demographic and employment-related variables. The current report builds on the previous two publications and is the first to focus on the reports of employment satisfaction from the 2015 administration of the workforce survey.…”

Section: Methodsmentioning

confidence: 99%

“…While other sources of compensation (e.g., royalties, honoraria) and benefits were also measured, the compensation variable used in these analyses reflected only the unadjusted base gross salary of the primary position reported and included respondents in both part-time and full-time positions. Compensation data from this sample have been previously reported for respondents in full-time positions (Brosig et al, 2017). A sample copy of the full 2015 survey is available at http://www.apadivisions.org/division-54/ news-events/news/workforce-survey-faqs.aspx.…”

Section: Methodsmentioning

confidence: 99%

Pediatric psychologists’ career satisfaction: 2015 Society of Pediatric Psychology Workforce Survey results.

Hilliard

Brosig

Williams

et al. 2017

Professional Psychology: Research and Practice

Self Cite

View full text Add to dashboard Cite

Little is known about the career satisfaction of pediatric psychologists, who specialize in psychological research, teaching, and clinical service in the context of pediatric healthcare. As part of the larger Society of Pediatric Psychology Workforce Survey and in collaboration with the American Psychological Association Center for Workforce Studies, this study aimed to: (1) describe the career domains which pediatric psychologists perceive to be important and their satisfaction in each domain, and (2) compare satisfaction of pediatric psychologists across work settings, number of positions, appointment duration, professional roles, career stage, academic rank, and gender. Responses from 336 pediatric psychologists demonstrated high career satisfaction. Domains of career satisfaction that received mean scores indicating high importance include balance of work and personal lives, peer/collegial support, and flexibility and choice in the workplace, but on average respondents reported being only somewhat satisfied in these domains. Total satisfaction scores were significantly higher among pediatric psychologists in 9–10 month appointments, primarily research careers, and at higher academic ranks, but scores were similar across employment settings and genders. To enhance career satisfaction and retention, pediatric psychologists may seek additional mentorship or explore new employment roles, and administrators and managers may consider adopting workplace policies or making environmental changes that could address specific areas of need. Public Significance Statement This study suggests that overall, pediatric psychologists are highly satisfied with their employment. However, there may be some important aspects of their work that could be more satisfying. The findings have implications for identifying professional development strategies that can maintain or enhance satisfaction.

show abstract

“…The 2017 SPP Workforce Survey similarly found a $7,820Ϫ$24,230 higher median salary for early career and late career, respectively, men compared with women (Kichler et al, 2020). However, gender was not a significant predictor of salary after controlling for age, years since terminal degree, and academic rank, though this may be due to limita-tions such as demographic changes in SPP membership over time and an overall small response from men rather than a true lack of gender bias (Brosig et al, 2017;Kichler et al, 2020). In a similar way, a predominantly White sample precluded an examination of differences by race and ethnicity (Kichler et al, 2020).…”

Section: Gender Bias In the Workforcementioning

confidence: 95%

“…In addition, women make up more than half of the American Psychological Association membership but are underrepresented in holders of top honors, participation within divisions, and editorial roles (Clay, 2017). Within pediatric psychology specifically, although an equal number of men and women respondents to the 2015 Society of Pediatric Psychology (SPP) Workforce Survey reported being in leadership positions, a smaller proportion of women held leadership positions compared with men (Brosig et al, 2017). The 2017 SPP Workforce Survey reported that a greater percentage of midcareer women were at the assistant professor level, whereas a lower percentage of mid- and late-career women were at the full professor rank (Kichler et al, 2020).…”

Section: Gender Bias In the Workforcementioning

confidence: 99%

Gender bias in pediatric psychology.

Simon¹,

Clay²,

Chandrasekhar³

et al. 2021

Clinical Practice in Pediatric Psychology

View full text Add to dashboard Cite

Gender bias exists in many professions, but little is known about gender bias in the field of pediatric psychology. Overt bias includes explicitly stated negative beliefs, whereas implicit bias is outside of conscious awareness and may be in opposition to one's beliefs and values yet is highly prevalent. Method: Gender bias commonly occurring in health care disciplines are reviewed, discussed, and applied to the context of pediatric psychology. Results: Examples of gender bias in multiple domains, including patient care, clinical research, the workforce, leadership, compensation, and evaluation and training, are offered. Specific strategies for countering gender bias in pediatric psychology are reviewed. Conclusions: Future research on gender bias specific to pediatric psychology is recommended, and an ongoing dialogue within the pediatric psychology community is encouraged. Implications for Impact StatementThis article provides examples of gender bias related to pediatric psychology and offers suggestions for reducing gender bias. It is important to have conversations about gender bias within the pediatric psychology community.

show abstract

Society of Pediatric Psychology Workforce Survey: Factors Related to Compensation of Pediatric Psychologists

Cited by 6 publications

References 18 publications

Mandatory continuing education for psychologists: Practitioners’ views

Mandatory continuing education for psychologists: Practitioners’ views

Pediatric psychologists’ career satisfaction: 2015 Society of Pediatric Psychology Workforce Survey results.

Gender bias in pediatric psychology.

Contact Info

Product

Resources

About