Truth in Advertising: II: Describing Training Programs to Students

Transcription

1 Truth in Advertising: II: Describing Training Programs to Students

2 Welcome Roberta L. Nu-, PhD, ABPP Kevin D. Arnold, PhD, ABPP Robyn L. Gobin, PhD, ABPP David Zelaya, PhD - Discussant Ronald S. Palomares-Fernandez, PhD - Chair

3 The Taxonomy: Overview Roberta L. Nu9, Ph.D., ABPP University of Houston

4 The Problem: Inconsistent Language Track Emphasis ConcentraIon Focused experience Subspecialty Area

5 Variable and Overlapping Definitions Number of courses Number/Hours of pracicum Topic of dissertaion Focus of internship AddiIonal seminars AddiIonal research experience Advanced externship

6 End Confusion for Relevant Stakeholders Students & prospecive students Trainers General public AccrediIng bodies Licensing boards Insurance panels Individual psychologists to self idenify competencies

7 Content CRSPPP recognized specialies Other topics

8 Definition of Specialty A specialty is a defined area of professional psychology pracice characterized by a disincive configuraion of competent services for specified problems and populaions. PracIce in a specialty requires advanced knowledge and skills acquired through an organized sequence of educaion and training in addiion to the broad and general and core scienific and professional foundaions acquired through an APA or CPA accredited doctoral program. Specialty training may be acquired either at the doctoral or postdoctoral level as defined by the specialty (APA, 2011)

9 APA Recognized Specialties Behavioral & CogniIve Clinical Clinical Child Clinical Health Clinical Neuropsychology Counseling Family Forensic RehabilitaIon Psychology Police & Public Safety Professional Geropsychology Psychoanalysis Sleep School Industrial-OrganizaIonal

10 Examples of Other Topics Community psychology MulIcultural psychology Trauma psychology Behavioral medicine Feminist psychology Neuroscience AuIsm Biofeedback Diabetes Cancer Anxiety Recognized proficiencies such as SMI, Personality Assessment, Psychopharmacology, Sport Psychology, AddicIons Psychology

11 Efforts to Develop a Taxonomy Efforts by CRSPPP, CoS (Council of SpecialIes), CCOPP (Council of CredenIaling OrganizaIons in Professional Psychology) A Taxonomy for Postdoctoral and ConInuing EducaIon Training in Psychology (APA, 1996) APA s first EducaIonal Leadership Conference in CCOPP guiding principles for specializaion in health service psychology

12 Efforts to Develop a Taxonomy APA Board of Directors funded a Taxonomy Task Force which developed preliminary definiions and framework CRSPPP completed the Task Force work

13 Structure of the Taxonomy Four levels of educaion and training Major Area of Study Emphasis Experience Exposure Four stages of educaion and training Doctoral Internship Postdoctoral Post-licensure

14 Type and Intensity of Education and Training Opportunities Across and Within Stages

15 Implementation Specialty groups within CoS will provide details for each level of the structure for each recognized specialty

16 Reference Rozensky, R. H., Grus, C. L., Nu-, R. L., Carlson, C. I., Eisman, E. J., & Nelson, P. D. (2015). A taxonomy for educaion and training in professional psychology health service specialies: EvoluIon and implementaion of new guidelines for a common language. American Psychologist, 70,

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18 ImplementaIon and Examples of the Taxonomy in PracIce Kevin D. Arnold, PhD, ABPP

19 Implementation and Examples of the Taxonomy in Practice Kevin D Arnold, PhD ABPP Center for Cognitive and Behavioral Therapy, Columbus, Ohio & CRSPPP Commissioner Specialty Education and Training What is the Taxonomy Stages of EducaIon Levels of Coverage What SpecialIes Exist Recognized ABPP Affiliated CoS Members

20 Implementation and Examples of the Taxonomy in Practice Kevin D Arnold, PhD ABPP Center for Cognitive and Behavioral Therapy, Columbus, Ohio & CRSPPP Commissioner Specialty Education and Training Which SpecialIes on CoS Have Established their Stages and Levels? Clinical Neuropsychology Clinical Health Psychology Psychoanalysis in Psychology School Psychology Clinical Psychology Counseling Psychology Behavioral and CogniIve Psychology Forensic Psychology Family Psychology Professional Geropsychology Police and Public Safety Psychology RehabilitaIon Psychology

21 Specialty Education and Training

22 Specialty Education and Training

23 Specialty Education and Training

24 Implementation and Examples of the Taxonomy in Practice Kevin D Arnold, PhD ABPP Center for Cognitive and Behavioral Therapy, Columbus, Ohio & CRSPPP Commissioner Specialty Education and Training Issue of Specialty EducaIon and Training vs. Board CerIficaIon Competency ExpectaIons Developing Competency: Specialty EducaIon and Training Being a Specialist: Acquiring Competency and PracIcing Competently Standardized Method of DemonstraIng Competencies: Board CerIficaIon

25 Implementation and Examples of the Taxonomy in Practice Kevin D Arnold, PhD ABPP Center for Cognitive and Behavioral Therapy, Columbus, Ohio & CRSPPP Commissioner Implications for Undergraduate Students RepresentaIon to Undergraduates by Graduate Programs of Specialty EducaIon and Training Informed Consumers SelecIng Graduate Programs

26 Implementation and Examples of the Taxonomy in Practice Kevin D Arnold, PhD ABPP Center for Cognitive and Behavioral Therapy, Columbus, Ohio & CRSPPP Commissioner Implications for Graduate Students Truthful RepresentaIon of Internships and Post-Doctoral Training Informed Consumers EducaIon and Training in Health Service Psychology AND in Specialty

27 Implementation and Examples of the Taxonomy in Practice Kevin D Arnold, PhD ABPP Center for Cognitive and Behavioral Therapy, Columbus, Ohio & CRSPPP Commissioner Implications for Graduate Programs, Internships, and Post-Doctoral Programs CessaIon of Terms like Track IncorporaIon of Specialty Names and Levels of Coverage in Program DescripIons Reliance on Specialty Specific Taxonomies to Determine Correct Level of Coverage Terminology

28 Implementation and Examples of the Taxonomy in Practice Kevin D Arnold, PhD ABPP Center for Cognitive and Behavioral Therapy, Columbus, Ohio & CRSPPP Commissioner Implications for Graduate Programs, Internships, and Post-Doctoral Programs Behavioral and Cogni/ve Psychology s Doctoral E&T Guidelines: Klepac, et al., 2012: Guidelines for CogniIve Behavioral Training Within Doctoral Psychology Programs in the United States: Report of the Inter-OrganizaIonal Task Force on CogniIve and Behavioral Psychology Doctoral EducaIon The task force intends that the Guidelines for Doctoral Psychology Programs IncorporaIng CogniIve and Behavioral EducaIon and Training be consistent with the major area of study level; however, doctoral programs may use these guidelines at other educaion and training levels (i.e., emphasis, experience, or exposure). The guidelines may also intersect with educaion and training in other specialies. For example, a clinical psychology program that provides a major area of study in clinical child and adolescent psychology may u/lize these guidelines to provide an emphasis in CBP. (pp , emphasis added).

29 Implementation and Examples of the Taxonomy in Practice Kevin D Arnold, PhD ABPP Center for Cognitive and Behavioral Therapy, Columbus, Ohio & CRSPPP Commissioner Implications for Accreditation ObligaIon to Students and Public that Programs use Consistent and Adopt Policy IncorporaIon of Taxonomy Stages and Levels Language in the Standards at the Post- Doctoral Levels Reliance on Specialty Specific Competencies when EvaluaIng Programs StaIng they Provide Specialty EducaIon and Training

30 Implementation and Examples of the Taxonomy in Practice Kevin D Arnold, PhD ABPP Center for Cognitive and Behavioral Therapy, Columbus, Ohio & CRSPPP Commissioner Implications for Accreditation Behavioral and Cogni/ve Psychology Postdoctoral Residency Competencies IntegraIon of Science and PracIce Demonstrate knowledge, skills, and aotudes reflecive of foundaional research and current publicaions relevant to behavioral and cogniive psychology from animal and human subject studies, including effeciveness and efficacy studies f behavioral and cogniive assessment and intervenion methods. Residents evidence knowledge of, and reliance on, scholarly journals that are refereed (e.g., Journal of Applied Behavior Analysis, Behavior Therapy); specific studies and theoreical publicaions with documented acceptance in the specialty as demonstrated by citaion counts or other criteria; and specific research methodologies.

31 Implementation and Examples of the Taxonomy in Practice Kevin D Arnold, PhD ABPP Center for Cognitive and Behavioral Therapy, Columbus, Ohio & CRSPPP Commissioner Implications for Accreditation Behavioral and Cogni/ve Psychology Postdoctoral Residency Competencies Demonstrates (through paricipaion in at least one study) competencies in the use of the methods of randomized clinical trials, quasi-experimental studies, or single-subject research in the study of behavioral and cogniive psychological constructs or intervenions. Demonstrate integraion of foundaional and current science in behavioral and cogniive psychology which is evidenced by incorporaion of foundaional and current science into case conceptualizaion, assessment, and intervenion approaches cuong across major areas within the specialty (e.g., behavior therapy, cogniive therapy, cogniive-behavioral therapy, applied behavior analysis).

32 Implementation and Examples of the Taxonomy in Practice Kevin D Arnold, PhD ABPP Center for Cognitive and Behavioral Therapy, Columbus, Ohio & CRSPPP Commissioner CONCLUSION The Taxonomy provides a standardized organizational structure for specialty education and training Students are better served when it is used by graduate programs, internships, and residencies in HSP Specialty education and training can be organized using the taxonomy if prioritized by the specialty and valued by programs

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34 What You Need (ed) to Know: Perspective from an Early Career Psychologist Robyn L. Gobin, Ph.D. Licensed Clinical Psychologist (IL) Assistant Professor, University of Illinois at Urbana Champaign APA CECP, Psychology in the Public Interest Representative

35 Choosing a Program

36 How the Taxonomy Would Have Been Helpful? Clarity of descripions DisIncIon among major area of study, emphasis, experience, and exposure Knowledgeable undergraduate instructors

37 How the Taxonomy Would Have Been Helpful? Uptake and guidance from training program Plan of study based on students desired emphasis, experience, and exposure Explicit connecion between specialty educaion and graduate training

38 What will be helpful in the future? Consistent use of this language across academic programs, stages of educaion, and psychological subspecialies User friendly online taxonomy with more individualized examples Reconciling specialty trajectory with generalist internship training Direct answers to FAQs

39 Some ECPs are aware of the benefits of board cerificaion There is a demand for specialty Benefits could be more explicit Growth in specialty recogniion Early Career Psychologists and Board CerIficaIon Guidance and transparency desired Requirements vary by specialty board

40 PotenIal Barriers and SoluIons for ECPs pursuing Board CerIficaIon

41 Cost Do your research Budget Inquire about employer assistance Payments are split across tasks (i.e., applicaion, wri-en material review, oral)

42 Time Commitment Plan UIlize early entry opion APA- or CPAaccredited internship required

43 Step-wise Process Quality is important Seek feedback and consultaion Broad base of aciviies UIlize mentorship to facilitate Imely progress Read EVERY single word of the manual VERY carefully

44 Travel may be required Budget Reserve leave

45 Robyn L. Gobin, Ph.D.

46 Truth in Advertising II Discussion David Zelaya, PhD

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