Perspectives on education and training in clinical psychology: Integrating reactions

Abstract

Reacting to the conceptual matrix of C.R. Snyder and T.R. Elliott as described in their article, "Twenty-First Century Graduate Education in Clinical Psychology: A Four Level Matrix Model" (this issue, pp. 1033-1054), a perspective is provided through the roles of a clinical training director and a clinical child and pediatric psychologist. Changing the direction of clinical psychology is complicated but the subfield of pediatric psychology demonstrates how such changes can be integrated with a focus on healthy development and promotion of strengths, on policy and public health concerns, and on program evaluation.

A preliminary analysis of a competence assessment tool for postgraduate training programmes in clinical and forensic psychology

“…The CSAT also identified and behaviourally described these competencies, and these behavioural descriptions were graded across skill levels in order to provide students with aspirational targets for ongoing competence development (APA, ; Kaslow et al, ). The tool, as devised, was able to serve both formative and summative functions depending on the assessment period of use, and these functions were declared to students in advance as recommended by Roberts (). Further, the assessment of excerpts of actual clinical work conducted by the students ensured that the CSAT demonstrated high fidelity to practice (Lichtenberg et al, ).…”

Commentary: Finding the Middle Bowl: Goldilocks' Lessons on Professional Competencies in Pediatric Psychology

“…As with the variety of reactions to earlier training recommendations, we might expect pushback from some doctoral and internship training programs already working hard to meet multiple demands such as for accreditation and licensure while balancing demands in their own institutions. A new set of training guidelines, even if meant to serve as recommendations or aspirations, can create new challenges on training program resources that might not be available (Roberts, 2005). The ''mantra'' of seemingly besieged training directors (who are under pressure to keep time to degree and licensure to a reasonable length) has historically been that ''nothing can be added to a curriculum of coursework, clinical practicum, and research activities, unless something is removed.…”

Implications of the Affordable Care Act for education and training in professional psychology.

“…From understanding normal child development, to learning in school, to adolescent transitions, to successful careers and healthy workplaces; from stress management to healthy aging or helping to manage problems experienced by older adults; from health promotion, to disease prevention, to adherence to health care treatments, to working with patients with a full ranges of medical diagnoses; from helping communities and individuals recover from trauma and disasters, to psychotherapeutic treatment of those living with ongoing psychological disorders, to helping enhance the quality of life of those with chronic medical illnesses-there is much that psychology offers society and the citizens whose lives will be impacted by the ACA. Roberts (2005) has likened changes within the education and training community "to turning an ocean liner; it takes a plan, care, patience, and time. The inertia of the status quo prevents inappropriate sudden movements in the progress of the field while also unfortunately impeding appropriate and innovative adaptation to changes in the environment and within the field itself (p. 1081).…”