Enhancing preparation among entry-level clinical health psychologists: Recommendations for “best practices” from the first meeting of the Council of Clinical Health Psychology Training Programs (CCHPTP).

Masters, Kevin S.; France, Christopher; Thorn, Beverly E.

doi:10.1037/a0016049

Cited by 24 publications

(51 citation statements)

References 9 publications

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“…Consistentiy, our work has been multilevel, transdisciplinary, translatable, and marked by both knowing our limits (metaknowledge; Hatcher & Lassiter, 2007) and expanding them simultaneously (Masters et al, 2009). Although the creation and development of the oncology practicum have been demanding, the rewards in term of professional leaming, personal growth, and exhilaration of experiencing psychology in action have far outweighed the stresses.…”

Section: Discussionmentioning

confidence: 99%

“…Masters et al (2009) noted that role models for clinical health psychologists in training "could be faculty in the (academic) department who also practice in the health care setting" (p. 196). The supervisor has maintained active involvement in this oncology practicum so as to better understand and hence supervise students' experiences.…”

Section: How This Prac/these Patients and Their Families Affected My mentioning

confidence: 99%

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Creating an oncology practicum: A partnering approach.

Hendrick¹,

Hendrick²

2011

Training and Education in Professional Psychology

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An oncology practicum was developed jointly by a university department of psychology and an outpatient cancer center affiliated with the university's medical school and the area's teaching/county hospital. Beginning in 2004, psychology doctoral students in clinical psychology and counseling psychology and their supervisor have provided services in all areas of the cancer center, in a stem-cell transplant unit in the hospital, and participated in patient care conferences and Grand Rounds. The psychology group has counseled patients and families as part of a multidisciplinary health care team. This paper discusses planning, implementation, evaluation, and continuing growth and development ofthe practicum, as well as results of a satisfaction survey of doctoral students who have participated in the practicum. Health psychology and practicum competencies are also discussed in the context of a specialized health practicum in a complex medical setting. This is a unique but also practical and portable health psychology practicum model.Keywords: health psychology training, oncology practicum, program development Extemal practicum training in health settings is extremely important for doctoral students interested in clinical health psychology. Practicum experience in health arenas can increase a student's knowledge base, strengthen his or her confidence in working with patients and multidisciplinary teams, and even help that student "stand out" when applying to intemship sites, whether health psychology sites or more general sites. It is also the case that an extemal practicum can contribute to students' development of the clinical competencies, in this case clinical health practicum competencies, that prepare them for intemship. Extemal practicum placements are common for most if not all doctoral programs, and development of such placements may be initiated by the program, the extemal agency, or both.The current paper briefly highlights the competency movement, including both clinical health and practicum competencies. It then describes in detail the creation and development of a health psychology practicum in an Oncology/Hematology setting. We first describe the setting itself and the importance of psychosocial services in such a setting. We then detail the various phases of practicum development, including (a) preparation, (b) implementation, (c) evaluation, and (d) revision and continuing developSusAN S. HENDRICK received her PhD from Kent State University. She is Paul Whitfield Horn Professor of Psychology at Texas Tech University, Lubbock. A member of the Counseling Psychology Program, she has published widely in the area of close relationships. Since 2004, she has supervised the Psychology Team at the Southwest Cancer Center.CLYDE HENDRICK, PhD, University of Missouri, eamed his degree in psychology with a minor in sociology. He is currently Paul Whitfield Hom Professor of Psychology at Texas Tech University. He has published widely in the interdisciplinary field of personal relationships. His avocational interests...

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Section: Discussionmentioning

confidence: 99%

Section: How This Prac/these Patients and Their Families Affected My mentioning

confidence: 99%

Creating an oncology practicum: A partnering approach.

Hendrick¹,

Hendrick²

2011

Training and Education in Professional Psychology

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“…Fouad et al (2009) offered a significant contribution to this area in their competency benchmark document, in which they provide a useful articulation of the "essential components" and "behavioral anchors" for each of the 15 core competencies identified in the cube model. As a result, several articles on aspirational competencies and training practices for clinical health psychologists have been published (e.g., France et al, 2008;Kerns, Berry, Frantsve, & Linton, 2009;Larkin, 2009;Masters et al, 2009). As a result, several articles on aspirational competencies and training practices for clinical health psychologists have been published (e.g., France et al, 2008;Kerns, Berry, Frantsve, & Linton, 2009;Larkin, 2009;Masters et al, 2009).…”

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“…As a result, several articles on aspirational competencies and training practices for clinical health psychologists have been published (e.g., France et al, 2008;Kerns, Berry, Frantsve, & Linton, 2009;Larkin, 2009;Masters et al, 2009). Masters et al (2009) point to the competencies as an impetus to describe more fully "what it means to be an entry-level clinical health psychologist" (p. 200). Masters et al (2009) point to the competencies as an impetus to describe more fully "what it means to be an entry-level clinical health psychologist" (p. 200).…”

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Counseling Health Psychology

Raque‐Bogdan

Torrey

Lewis

2012

The Counseling Psychologist

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Training directors of American Psychological Association-approved counseling psychology doctoral programs completed a questionnaire assessing (a) student and faculty involvement in health-related research, practice, and teaching; (b) health-related research conducted by students and faculty; and (c) programs' expectations and ability to increase health training opportunities. Statistical comparisons suggest that a high frequency of programs name health psychology as an area of emphasis, offer specialized health psychology training, and provide health-psychology-related practica. Many reported faculty and student interest and involvement in health psychology training and research. Yet few faculty in these programs identified themselves as counseling health psychologists. Results suggest that there is interest in Regular Manuscript at University of Birmingham on March 22, 2015 tcp.sagepub.com Downloaded from Raque-Bogdan et al. 429health psychology within counseling psychology training programs but that only a minority of programs has developed structured curricula in the area. Given counseling psychology's unique emphasis on prevention, well-being, multiculturalism, and social justice, counseling psychology programs are well suited to developing counseling health psychology curricula.

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“…Within several subspecialties of clinical psychology, training councils and professional societies have developed frameworks to define and assess competencies expected of psychologists at various stages of training (Rodolfa, Rehm, Bent, Nelson, & Ritchie, 2005). The subfield of health psychology, for example, has expended considerable effort to identify both general and specific research competencies for appropriate entry into the workforce (Masters, France, & Thorn, 2009). Pediatric psychology has not yet articulated such competencies or benchmarks.…”

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confidence: 99%