What Do White Counselors and Psychotherapists Need to Know About Race? White Racial Socialization in Counseling and Psychotherapy Training Programs

The literature on clinical training lacks identifications of the factors that are most relevant in training programs; accordingly, the main aim of this work is to fill this research gap by assessing which factors that trainers, trainees and psychotherapists consider most relevant in psychotherapy training programs. A secondary aim is to identify whether these factors differ among trainers, trainees and psychotherapists. An ad hoc questionnaire was created and administered at 24 psychotherapy schools from 14 institutions; the sample included 641 trainees, 172 trainers and 218 psychotherapists of various theoretical orientations. The questionnaire included 63 items and used a 5-point Likert scale. An exploratory factor analysis was completed to identify the latent structure. The reliability of the dimensions was then checked. Finally, an analysis of variance and a multivariate analysis of variance were completed to achieve the study’s aims. Four factors emerged from the study’s results: trainers’ relational characteristics, supervision, transmission of clinical know-how, and theoretical background and technical support. All these factors displayed acceptable reliability and internal consistency. Moreover, their relative rankings varied based on the participants’ roles and theoretical backgrounds. This study’s results indicate that the new instrument’s psychometric qualities are acceptable. It thus could be used to develop a new approach to psychotherapy training, as this study’s results regarding trainees’ needs underline the differences between trainees’ perceptions of those needs, as compared to trainers’ and psychotherapists’ perceptions.

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Training and Resources

The Guide to Interpersonal Psychotherapy ◽

10.1093/med-psych/9780190662592.003.0026 ◽

2017 ◽

pp. 224-230

Author(s):

Myrna M. Weissman ◽

John C. Markowitz ◽

Gerald L. Klerman

Keyword(s):

Social Media ◽

Clinical Supervision ◽

Training Programs ◽

Psychotherapy Training ◽

Evidence Based ◽

Popular Press ◽

Training Workshop ◽

The Status ◽

Information Filters

Evidence-based psychotherapies like IPT are increasingly being offered to patients, and patients are requesting them as information filters into the popular press and social media. While some training programs are incorporating IPT, progress is slow, and the status of certification varies by country. This chapter outlines how clinicians can learn IPT, a process that involves three key elements: read the IPT manual, attend an IPT training workshop, and obtain clinical supervision on training cases. Learning IPT involves discovering how to take your basic psychotherapy training and modify it for use with a specific set of strategies. The authors recommend conducting at least two time-limited, diagnosis-focused IPT cases to gain comfort with the structure and techniques of the treatment. A list of resources is provided at the end of the chapter, including translations of seminal IPT manuals.

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Identification and Remediation of At-Risk Student Clinicians in Audiology and Speech-Language Pathology

Perspectives on Administration and Supervision ◽

10.1044/aas18.1.24 ◽

2008 ◽

Vol 18 (1) ◽

pp. 24-31

Author(s):

Martha Wilder Wilson ◽

Elizabeth Zylla-Jones

Keyword(s):

At Risk ◽

Training Programs ◽

Professional Services ◽

Speech Language Pathology ◽

High Quality ◽

The Public ◽

Language Pathology ◽

Remediation Plan ◽

University Training ◽

At Risk Student

Abstract The goal of university training programs is to educate speech-language pathology and audiology students to become competent and independent practitioners, with the ability to provide high quality and professional services to the public. This article describes the behaviors of “at-risk” student clinicians, so they may be identified early in their practica and remediation may be implemented. The importance of establishing a student at-risk protocol is discussed as well as a remediation plan for these students. This article summarized the Auburn University Speech and Hearing Clinic’s Student At-Risk Protocol, which may serve as a model for university training programs. The challenges of implementing such a protocol are also discussed.

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Comment on “The Development of Language-Training Programs”

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.3803.391b ◽

1973 ◽

Vol 38 (3) ◽

pp. 391-391

Author(s):

Linda Cohen Kessler

Keyword(s):

Training Programs ◽

Language Training ◽

Development Of Language

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A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

Perspectives on Speech Science and Orofacial Disorders ◽

10.1044/ssod24.1.21 ◽

2014 ◽

Vol 24 (1) ◽

pp. 21-26

Author(s):

Helen M. Sharp ◽

Mary O'Gara

Keyword(s):

Learning Outcomes ◽

Training Programs ◽

Graduate Training ◽

Graduate Programs ◽

Core Knowledge ◽

Speech Language Pathology ◽

Entry Level ◽

The Public ◽

Language Pathology ◽

Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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