Autism Spectrum Disorder (ASD) is an increasingly common neurodevelopmental disorder with long-term and pervasive effects. Despite the benefits of early diagnosis, research suggests that training in recognizing the behavioral markers of ASD and the fundamentals of ASD diagnosis are not routinely provided to prospective child clinicians. As a means to train students in recognizing exemplars of behavior

The impact of infectious disease outbreaks on mental health among health care workers is wellestablished Minimal research has focused on health care trainees' well-being, especially during unprecedented events such as the 2019 coronavirus pandemic (COVID-19) Trainees are vulnerable to inherent power and resource differentials, which may exacerbate stress The present study used a mixed methods approach

Didactic curricula in psychology doctoral internship training programs in health service psychology are important components of the training experience. However, the nature of didactic curricula, including how they are developed and implemented, is not well understood. The purpose of this study was to describe characteristics of didactic programs, better understand their development, and identify barriers

Mental health treatment utilization on college campuses remains disproportionately low among underrepresented students (UR; i.e., racial/ethnic minorities, first generation college students, and students from low-income families). Additionally, UR students report that factors including stigma, long wait-times, and costs are barriers to accessing treatment. Given these trends, new methods to bolster

The South Africa HIV Addiction Technology Transfer Center (ATTC) was formed in 2017 to train health professionals and nonprofessional lay workers in evidence-based addiction interventions as a strategy for addressing the country's HIV epidemic. This article describes the Year 1 activities of the South Africa HIV ATTC including an initial needs assessment with high-level stakeholders, an advisory board

This paper describes SUD/addictions training at the University of New Mexico. Coordinated and integrated academic, research, and clinical training resources are described, with an emphasis on the integration of resources across multiple training domains. Academic training resources in the Psychology Department include core clinical courses, basic science courses, and opportunities for students to develop

This paper describes SUD/addictions training at the University of New Mexico. Coordinated and integrated academic, research, and clinical training resources are described, with an emphasis on the integration of resources across multiple training domains. Academic training resources in the Psychology Department include core clinical courses, basic science courses, and opportunities for students to develop

Sufficient training in substance use issues has been identified as a common gap in professional psychology graduate training. Satisfactory training in evidence-based practices has also been identified as a common gap for providers who care for individuals with substance use problems. The "practice and dissemination" curriculum we developed seeks to address both of these gaps during the predoctoral

Alcohol use disorders (AUDs) are among the most common psychological disorders experienced by Americans. Only 10% of individuals with this disorder receive treatment, and the most popular treatment is some form of 12-Step involvement. Although there is evidence for the efficacy of 12-Step treatment,

Addiction is a growing public health crisis, yet comparatively very few health services psychology programs include formal training in addiction science (Dimoff, Sayette, Norcross, 2017). Health services psychologists (i.e., psychologists who integrate psychological science and practice to understand development and functioning; APA, 2015) are well-suited to study and treat addiction, and doctoral

Research on alcohol use presents several ethical challenges, and therefore, training of ethical alcohol researchers is particularly important. While the Helsinki Declaration (World Medical Association, 2001), Belmont Report (National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, 1978), and American Psychological Association's (APA) Ethics Code (2002) provide

A growing literature base supports the use of telemental health (TMH) as an effective platform for psychological interventions; however, the literature examining the use of telesupervision is limited. Mirroring TMH, telesupervision is potentially advantageous and may offer benefits above and beyond in-person supervision to include increased accessibility of training, reduced cost for travel and improved

The proper role of research skills and training to conduct research in professional psychology education has been controversial throughout the history of the field. An extensive effort was undertaken recently to address that issue and identify ways the field might move forward in a more unified manner. In 2015, the American Psychological Association (APA) Board of Educational Affairs convened a task

Premature termination (PT) is a substantial problem in psychology training clinics, resulting in adverse effects for both clients and psychotherapists in training. Although a large meta-analysis found the rate of PT to fall at 19.7% across varied mental health care settings, moderation analyses revealed much higher rates of premature termination were specific to those being treated in campus mental

Many psychologists play a central role in the training of master’s-level counselors. However, with the strict Council for Accreditation of Counseling and Related Educational Programs (CACREP) accreditation rules for core faculty in counseling programs, the American Psychological Association is now entertaining a proposal to accredit training for master’s-level counselors. In this article, we present

This article aims to elucidate the role of supervision in the training of the ethical practice of psychologists working in school settings. Particular focus is given to multicultural features of increasingly diverse school populations in the United States and the need for culturally responsive ethical practice. The need for culturally responsive supervision in ethics training is discussed, and an adapted

Repetitive negative thinking (RNT) focused on clinical practice might play a relevant role in the emotional difficulties clinical psychology trainees may experience during their training. However, the empirical evidence in this regard is very limited. To begin to address this topic, the current study aimed to adapt and preliminarily test the psychometric properties of the Perseverative Thinking Qu

This research was developed to understand supervisors’ experiences, attitudes, and biases when working with psychology trainees with disabilities, in order to better educate and support supervisors. An anonymous online survey that included 36 questions was developed based on previous literature on supervision and disability. Questions examined supervisors’ knowledge of their responsibility in providing

As TEPP’s new editorial team begins their term, the authors discuss their vision for the journal as a forum for thoughtful conceptual examination and sound empirical investigation of current issues in health service psychology (HSP) education and training. The editorial team articulates three primary goals for the journal, including (1) engaging the broad training community in sharing its best conceptual

Professional guidelines direct that psychologists working with clients with limited English proficiency should involve an interpreter if a mental health professional fluent in the client’s language is unavailable. However, complexities of interpreted therapy require training. We describe 9 relevant areas of trainee skill acquisition and also surveyed 102 multicultural course instructors in American

Psychology training clinics provide evidence-based, cost-effective psychological services to the general public, while at the same time providing a training ground for future psychotherapists. Research in training clinics can advance the clinical literature, train psychotherapists in evidence-based practice and improve outcomes for clients. However, since the last published review of research published

Although literature on interdisciplinary training has shown some promise for enabling students to cross disciplinary barriers, little is known about how being mentors to near-peers in other disciplines could initiate psychology trainees into their future role in a multidisciplinary team. This article aims to describe the experiences of psychology and urban planning students who participated in a near-peer

The national shortage of psychology doctoral internship positions, compared to the annual number of internship-ready doctoral students, has historically represented a critical issue for the psychology training community. While this imbalance has largely been ameliorated in recent years, the shortage of accredited positions remains an area of significant concern for the psychology training community

Fieldwork is a signature pedagogy of school psychology training that provides robust opportunities for socialization into the professional field. This article examines the use of Primary Project, an evidence-based intervention provided in the school setting, as a pedagogical training tool. All 3 levels of school psychology graduate students at William James College—terminal masters, specialist (certificate

The purpose of this mixed-methods study was to provide an updated overview of the cultural competency−training experiences of psychologists. The majority of the research on this topic was over 20 years old, and given the shifts that have occurred in the field and the advent of the American Psychological Association’s multicultural guidelines, a more contemporary understanding of the training experiences

As the proportion and sheer number of older adults in the United States continues to increase, we need to plan for their behavioral health care. Access to accurate data about current workforce characteristics in psychology can provide essential information to inform workforce planning. In this paper, we present results of the American Psychological Association’s Center for Workforce Studies survey

Any psychologist in the course of his or her professional career will affect thousands of lives. It stands to reason then that the training of psychologists is, in its own way, a systems-level intervention with tremendous social impact. In the ideal world, training, like other interventions, would be grounded in evidence. But what exactly do we know about the science of training? Elsewhere in this

Diversity within the field of professional psychology rests heavily on the diversity of the training-to-workforce pipeline. Two major waypoints play a pivotal role in this process, namely admission to (and hence representation within) and retention in doctoral training programs. The present study reports student population data regarding three types of diversity (i.e., race/ethnicity, disability, and

In this third installment of our review on the science of training, we examine empirical articles associated with two pan-training areas, supervision and competency, before considering the capstone predoctoral training experience of internship. Critical issues considered include supervision effectiveness, differences and diversity in supervision, competency assessment, competency problems, internship

This commentary is in response to “Diversity in the Professional Psychology Training-to-Workforce Pipeline: Results From Doctoral Psychology Student Population Data” by Callahan and colleagues (2018). They found that despite no significant differences with regard to academic qualifications pertaining to GPA and GRE scores, students who identified as African American/Black or Hispanic/Latino were underrepresented

Though still young in its development, a foundation of research is emerging regarding admissions, curriculum, and research training in psychology. It is unclear, however, the degree to which this foundation informs the actions of psychology educators and training programs. We review the emerging evidence, giving specific focus to the following 3 areas: (a) admission processes (e.g., interviews and

Following a brief review of the evidence available at the time, Christensen and Jacobson (1994) concluded that professional training was unwarranted on the basis of client outcomes. As a result, they advocated for psychologists to focus on program development, training, and supervision while promoting an expansion of paraprofessional-, peer-, and self-administered mental health services. In this updated

The purpose of this systematic review of the literature was to further understand the goals of cultural competency trainings and the procedures used to train psychologists, and to synthesize evaluations of the outcomes of these trainings. Seventeen training outcome studies were identified. Results from revealed a wide variety of training procedures including lecture, discussion, utilization of case

An important aim of psychology training is the regular integration of research into practice. Specific to school contexts, a number of barriers to this aim have been identified. In an attempt at bridging the research-to-practice gap, a research group (RG) was developed within a school-based doctoral internship program. This formalized experience offered interns the opportunity to participate in a number

Power dynamics between supervisors and supervisees are inherent as a result of the hierarchical structure of supervision. Failure to adequately attend to issues of power in supervision can result in ineffective or even harmful supervision. Currently, supervisors do not have an objective measure of power dynamics within the supervisory relationship or a tool that allows for ongoing measurement and discussion

This brief report summarizes the basic principles and common applications of the flipped classroom, highlighting its use in the teaching of psychology. Evidence regarding the effectiveness of the inverted teaching model is reviewed and an argument for its use within graduate-level psychology courses is provided. Two examples of graduate-level psychology courses (i.e., cognitive abilities and objective

Positive ethics is a perspective that encourages psychologists to see professional ethics as an effort to adhere to overarching ethical principles that are integrated with personal values, as opposed to efforts that focus primarily on avoiding punishment for violating the ethics codes, rules, and regulations. This article reviews the foundations of positive ethics, argues for the benefits of adopting

This study aimed to explore clinical supervisors’ perspectives on the components of the relationship competency. The constituents of relational competence have been articulated by expert committees, and the present study sought to add to this literature through understanding these competencies from Australian field supervisors’ perspectives. In the present study, supervisors were asked to provide relational

Although there is broad agreement that doctoral students need to be competent as researchers and writers, research has shown that they are often ill-prepared in these areas at the time of starting their dissertations. However, research also shows that resources to support these students in the development of research and writing skills are often lacking. The National Center for Academic & Dissertation

A rating scale was developed to measure the progress of graduate students in psychology programs toward competence. Content for the scale was based on American Psychological Association’s (APA) Standards of Accreditation for Health Service Psychology. Content validity evidence was collected on a pilot version of the Rutgers Instrument for Evaluation of Students in Psychology (RIESP) based on feedback

Motivational interviewing (MI) is an evidence-based intervention with considerable support for promoting behavior change across a broad range of health and mental health issues. Despite its effectiveness, challenges associated with learning the approach may limit its full implementation in many clinical settings. The aim of the present study was to evaluate a supervised MI training practicum implemented

The scientist-practitioner model of clinical psychology promotes integrated training in research and practice. However, many psychologists graduate from their doctoral program with limited exposure to research. Among those who do participate in research during graduate school, psychologists in clinical practice settings often stop conducting scholarly work. Over the past decade, Children’s Hospital

Doctoral students in American Psychological Association (APA) accredited programs (clinical psychology PhD, counseling psychology PhD, and clinical psychology PsyD; n = 939) were asked to evaluate their knowledge of peers who displayed problems of professional competency (PPC) and the impact of these behaviors on their own experiences as doctoral students. The vast majority of students reported identifying

Scientific training remains central to education and practice in health service psychology; however, few guidelines exist regarding how research could or should be integrated into clinically focused postdoctoral training programs. We review sources of guidance regarding the role of research in postdoctoral training, drawing on historical trends and current specialty guidelines. We present preliminary

As professions evolve, they become increasingly specialized. Psychology is one such profession that recognizes the need for unique knowledge and abilities for clinical practice with particular populations. There is a demonstrated need for such advanced skill in the assessment and treatment of serious mental illness (SMI) and the provision of evidence-based interventions that comprise psychosocial rehabilitation

New mental health leaders must be given leadership development opportunities to support the expansion of critical skills often not conveyed within mental health graduate programs. To meet this need, the Veterans Health Administration piloted a structured national mental health leadership mentoring program focused upon the development of leadership skills in these areas: strategic planning, human resources

Training professional psychologists in a time of increasingly complex diversity-related issues requires innovative approaches to teaching cultural competency and cultural humility at the doctoral level. However, there is currently little empirical evidence to support effective teaching techniques in cultural competency training. To address this pedagogical need, the authors implemented and tested the

Mentoring relationships in health service psychology (HSP) programs are considered by many professionals to be an integral part of student training and professional development. Most attention on mentoring relationships has focused on mentorship between faculty and students. However, emerging literature has suggested that graduate students may also act as mentors to other individuals (e.g., undergraduate

Mentoring during graduate training confers a multitude of benefits. However, despite these benefits, health service psychology programs (e.g., counseling and clinical psychology) could benefit from additional attention to mentoring and associated outcomes. Although the field of health service psychology has examined advising during graduate training, we argue that mentoring is often distinct from advising

Mentoring has received much attention in the research and training literature for several years and has been increasingly described as important in the teaching and training enterprise. Questions about the definition of mentoring, where it does and does not take place, its association with different psychology training models, and the growing diversity of graduate students who may have different mentoring

Training relationships that evolve along the mentoring relationship continuum (MRC) become dynamic, reciprocal, emotionally connected relationships that benefit mentees, mentors, and the profession of psychology. This article examines prominent ethical tensions and obligations in mentoring relationships within professional psychology. The authors frame these ethical issues in terms of relational dialectics

The therapeutic alliance is widely regarded as an empirically-based element of successful psychotherapy. However, the degree to which training programs incorporate alliance-centered components into their curricula and clinical practica remains unclear. The aims of this study were to explore (a) training programs’ awareness of research that establishes the alliance as a component of evidence-based practice;

Following a trend in the professional psychology literature, self-care has begun to receive increasing attention at the psychology graduate training level. A limited body of research has supported the value of self-care for the wellbeing of psychology trainees, and has suggested that graduate programs may play an important role in promoting self-care. The present research took a comprehensive approach

Student competence problems, i.e., behaviors that cause a student or supervisee to fail to meet essential professional standards (Elman & Forrest, 2007), impact many graduate students in applied psychology programs. Students with competence problems are often placed on remediation plans to rectify these problems and facilitate their ability to complete their training successfully. While research has

Researchers postulate that a lack of training in exposure therapy may underlie the poor dissemination that has been observed. The current study sought to provide support for the progressive cascading model (PCM), which was developed to train novice therapists in exposure-based techniques. The PCM is promising considering its scalability and financial feasibility. Forty-two trainee therapists completed

Psychobiography has played a critical role in the history of psychology, yet training in psychobiographical methods is limited in professional psychology programs. The present article reviews the history of psychobiography and highlights the many benefits of incorporating psychobiography into the health service psychology curriculum. Among the benefits of teaching psychobiography are: anchoring students

Although research has documented a number of personal benefits for psychotherapists who practice mindfulness, the existing research examining the effects of psychotherapist mindfulness on client treatment outcomes has been mixed. The purpose of this study was to test whether a brief mindfulness training program for trainee psychotherapists could have a positive impact on psychotherapists’ ratings of

The Department of Veteran Affairs (VA) has been a recognized leader in evidence-based psychotherapy (EBP) training, with 15 different EBP training programs that address posttraumatic stress disorder (PTSD), depression, chronic pain, insomnia, substance use, motivation for treatment, relationship distress, serious mental illness, and problem-solving skills. VA has a broad impact on the training of mental

Assessment of intervention competence and adherence to evidence-based practices (EBP) has gained substantial attention in recent years. A variety of methods for measuring procedural knowledge and adherence abound; yet many are resource-intensive, may not be feasible across educational and mental health service delivery systems, and are often associated with a specific treatment manual. This demonstration

Reflective practice is considered to be the key component for achieving greater self-awareness, professional expertise, critical thinking, integration of theory-practice links, and enhanced patient care. While reflective practice is considered a key component in supervision in terms of skill development and increase in clinical competence, it is unknown whether or not reflection is a workable and meaningful