A 2-year path to competency: A developmental framework for pediatric psychology training at the Yale Child Study Center.

Jerson, Bradley; Cardona, Laurie; Lewallen, Andrea C.; Coleman, Kevin R.; Goyette-Ewing, Michele

doi:10.1037/cpp0000102

Cited by 3 publications

(5 citation statements)

References 2 publications

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“…In order to explore how the practicum met core competencies for the purposes of this article, graduates of the training clinic were asked to retrospectively rate their competency before and after the practicum on the behavioral anchors outlined by Palermo et al (2014). Anchors were adapted from Jerson et al (2015) on a 5-point Likert scale (1 = needs remedial work to 5 = advanced competency and requires limited supervision ; available in ). All three graduates of the 2-year practicum were surveyed (response rate = 100%) and responses to each anchor were averaged by cluster (see Table 5).…”

Section: Initial Utilization Acceptability and Training Effectiveness...mentioning

confidence: 99%

“…Over the past decade, the Society of Pediatric Psychology has created task forces aimed at standardizing core competencies for pediatric psychologists and providing recommendations for tailoring training experiences to facilitate the development of core competencies in the following domains: cross-cutting competencies, science, professionalism, interpersonal, application, education, and systems (Palermo et al, 2014; see Table 1). Previous articles have used these competencies to guide self-assessments of existing training programs (Cohen, Rodrigues, Bishop, Griffin, & Sil, 2015; Eaton & Blount, 2015; Jerson, Cardona, Lewallen, Coleman, & Goyette-Ewing, 2015). This article outlines how these competencies can be used by other training programs to structure new clinical practicum at the doctoral student level.…”

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confidence: 99%

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Development of a pediatric psychology practicum for doctoral trainees in the context of outpatient pediatric gastroenterology.

Murphy¹,

Stone²,

Walker³

et al. 2018

Clinical Practice in Pediatric Psychology

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This article demonstrates how the development of a practicum in pediatric psychology in a multidisciplinary clinic provides rich opportunities for doctoral trainees. The process of partnering with a pediatric gastroenterology clinic with limited behavioral health services and developing a practicum that met both clinic needs and trainee goals is described. Initial data assessing utilization, acceptability, and training effectiveness are presented. Medical providers (N ϭ 11) were asked to complete a brief survey to assess their experience with the trainees; graduates of the training clinic (N ϭ 3) were asked to retrospectively rate competencies before and after the training practicum. Preliminary data suggest that pediatric psychology services were well utilized and providers reported high levels of acceptability and satisfaction. Graduates of the training practicum reported growth in each competency. This practicum evolved into a tiered 2-year practicum experience that met core competencies in pediatric psychology across multiple domains. Lessons learned are reviewed in order to guide other graduate programs wishing to develop similar pediatric psychology practicum for advanced doctoral students with interests in pediatric psychology. Implications for Impact StatementThis article reviews the development of a new clinical psychology training practicum in a pediatric multidisciplinary setting and discusses how this experience addressed core competencies in training in pediatric psychology. The development process is reviewed, initial utilization and acceptability data are presented, and specific lessons learned are provided for training programs interested in developing similar practicum.

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Section: Initial Utilization Acceptability and Training Effectiveness...mentioning

confidence: 99%

mentioning

confidence: 99%

Development of a pediatric psychology practicum for doctoral trainees in the context of outpatient pediatric gastroenterology.

Murphy¹,

Stone²,

Walker³

et al. 2018

Clinical Practice in Pediatric Psychology

View full text Add to dashboard Cite

show abstract

“…Their article is timely in addressing the complexity and changing landscape of health care and describing training experiences around navigating systems issues. Jerson, Cardona, Lewallen, Coleman, and Goyette-Ewing (2015, pp. 218–224) describe their 2-year integrated predoctoral internship and postdoctoral fellowship training sequence at Yale University School of Medicine.…”

Section: Summary Of the Special Issue Articlesmentioning

confidence: 99%

“…In this way, various programs can develop training activities which are both true to their training mission, yet address specific competencies within pediatric psychology. Jerson and colleagues (2015, pp. 218–224) provide a useful example of balancing specialization and generalist training in their integrated internship and postdoctoral fellowship program.…”

Section: Core Training Issues and Gapsmentioning

confidence: 99%

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Introduction to special issue on best training practices in pediatric psychology.

Palermo¹,

Janicke²,

McQuaid³

et al. 2015

Clinical Practice in Pediatric Psychology

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Established in 1969, the Society of Pediatric Psychology (SPP) has pursued as a part of its core mission the education and training of future pediatric psychologists. Historically, these efforts focused on describing the training and experiences provided by pediatric psychology predoctoral, internship, and postdoctoral training programs (e.g., La Greca, Stone, & Swales, 1989;Routh, 1977;Tuma & Grabert, 1983). More formal efforts to develop training guidelines grew in response to national policy efforts to improve mental health services for youth and families. Roberts and colleagues (1998) produced general recommendations for training psychologists to work with children and adolescents. Then, in 2003, SPP convened a Task Force on Recommendations for Training of Pediatric Psychologists to provide a comprehensive overview of the critical knowledge areas important to the development of skills specifically in pediatric psychology (Spirito et al., 2003).In response to a much larger movement across the health professions and the field of professional psychology to increase accountability for professional competence (Fouad et al., 2009), the SPP convened a new task force on Competencies and Best Training Practices in Pediatric Psychology. The charge of the task force was to identify pediatric psychology specific competencies, congruent with the professional competency movement (Palermo et al., 2014), and including examples of measurable behaviors that would demonstrate competence at different training levels (practicum, internship, entry into practice).The 2014 competencies include 10 crosscutting knowledge competencies in pediatric psychology and six competency cluster areas (Science, Professionalism,

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Essential Knowledge and Competencies for Psychologists Working in Neonatal Intensive Care Units

Saxton

Dempsey

Willis

et al. 2019

J Clin Psychol Med Settings

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A 2-year path to competency: A developmental framework for pediatric psychology training at the Yale Child Study Center.

Cited by 3 publications

References 2 publications

Development of a pediatric psychology practicum for doctoral trainees in the context of outpatient pediatric gastroenterology.

Development of a pediatric psychology practicum for doctoral trainees in the context of outpatient pediatric gastroenterology.

Introduction to special issue on best training practices in pediatric psychology.

Essential Knowledge and Competencies for Psychologists Working in Neonatal Intensive Care Units

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