The hidden curriculum of gatekeeping: Dismissal experiences of health service psychology trainees.

Abstract

Health service psychology (HSP) programs, encompassing clinical, counseling, and school psychology, play a pivotal role in shaping the U.S. health care workforce. Practicum and internship sites are critical gatekeepers within this training. However, there is limited empirical evidence available regarding the prevalence of clinical dismissal and its consequences for affected trainees. To bridge these gaps in our understanding of clinical dismissal during HSP training, Study 1 conducted an analysis of a quantitative survey involving training directors (N = 123) from HSP academic programs. The results revealed that 28% of programs reported at least one trainee having been dismissed from a practicum or internship site within the past seven years, with an overrepresentation of racial minority and international trainees. In addition, PsyD programs (56%) exhibited a significantly higher likelihood of having dismissed trainees compared to PhD programs (23%) over the same period. In Study 2, qualitative interview data were collected from ten trainees who had experienced dismissal during their HSP training. Using the Consensual Qualitative Research method, we identified six distinct domains, each comprising unique categories and subcategories: Antecedents to dismissal, reasons for dismissal, process of dismissal, chain reactions, trainee impact, and recommendations. Taken together, this mixed-method study highlights that clinical dismissal is not an uncommon occurrence in HSP training and raises significant concerns about the current implementation process. We illuminate structural issues and offer recommendations to improve the process of clinical dismissal within the HSP field. Public Significance StatementThis mixed-methods study reports the prevalence of clinical dismissal from practicum and internship for health-service psychology trainees, as well as demographic trends within dismissal. Interviews with trainees who have lived experiences of dismissal highlight the ambiguous nature of such procedures and their personal and professional impacts on trainees. Recommendations to create more equitable and empowered environments for trainees are provided.