The Public Psychology Doctoral Training Model: Training clinical psychologists in community mental health competencies and leadership.

Abstract

National reports have illuminated problems within the public mental health system such as fragmented care for serious mental illness, mental health care disparities for underserved populations, a dearth of data-driven evidence-based practices, and inadequacies in policy and advocacy work (President's New Freedom Commission on Mental Health, 2003; U.S. Department of Health and Human Services, 2001). Chu et al. (2012) established the public psychology competencies that would create the foundation needed for psychology leadership to assist in the transformation of the community mental health system. Yet, systematic doctoral-level training efforts in these competencies appear sparse. This article presents key components of a Public Psychology Doctoral Training Model that trains psychologists in the competencies needed for leadership in community mental health. Key components include the following: (a) a focus on public psychology foundational and functional competencies, (b) collaborative partnerships between academic, community, and county/state/federal entities, and (c) group case–method learning beyond the classroom. The Diversity and Community Mental Health (DCMH) emphasis area is presented as an example, and recommendations are provided for other doctoral programs endeavoring to establish similar programs.

Fostering Community

“…Despite these profound philosophical similarities and similar origins from the “third force” of psychology, humanistic psychology and counseling psychology have continued to be considered separate domains in training, research, and practice. In addition, training programs have neglected to successfully integrate the central tenets of the two fields, overlooking the more human side of psychology and operating from a traditionally medical mindset, with a focus on manualized treatments (Chu et al, 2012; Ridley & Mollen, 2011).…”

Odd Couple? Reenvisioning the Relation Between Science and Practice in the Dissemination-Implementation Era

“…As DIP and DIS grow in scope and complexity, the need for skills in CPR Science and Practice of Dissemination and Implementation 33 may grow ever more pressing. As noted earlier, some CPRs also serve training functions that can have long-term value for our discipline (Chu et al, 2012).…”

“…McMahon, Ribordy, and Washburn (2002), for example, described a collaboration between a training clinic and schools in the community to train graduate students in conducting school-based intervention and research. In addition, Chu et al (2012) proposed a model to prepare psychologists for leadership roles in community mental health settings through coursework, training collaborations with community clinics, and group case-method learning (e.g., write proposals to disseminate an EBP within a community clinic). Finally our own labs, like a number of others, conduct treatment studies in which community therapists are trained in EBPs, and examine both treatment outcomes and implementation outcomes.…”

Practice to policy: Clinical psychologists’ experiences of macrolevel work.

“…The American Counseling Association has developed the role of 'social justice counselors' (Ratts, 2009;Ratts, Toporek & Lewis, 2010;Toporek, Lewis & Crethar, 2009), and has also included social justice training on their doctoral courses alongside placements related to social policy (Burnes & Singh, 2010;Schmidt & Nilsson, 2005;Singh et al, 2010). The Public Psychology Doctoral training model also provides a leadership community based framework (Chu et al, 2012) and application in community mental health settings (Carr & Miller, 2017). In psychology in general, there is a longer history of public policy involvement, with an increasing number of psychologists in US government positions and advocacy engagement (Garrison, DeLeon, & Smedley, 2017).…”