Training, Credentialing, and New Roles in Clinical Psychology

2014 ◽  
pp. 149-168
Author(s):  
Catherine L. Grus
Keyword(s):  
Health Care ◽  
Clinical Psychology ◽  
National Policy ◽  
Education And Training ◽  
Clinical Psychologist ◽  
Health Care Professions ◽  
Emerging Issues ◽  
Assessment Of Competence ◽  
Relationship Of ◽  
And Training

This chapter provides an overview of key developments in the education, training, and credentialing of clinical psychologists; new roles in the field; and intersecting issues across these domains. Emerging issues highlighted within education and training include the move toward the assessment of competence in trainees, accreditation developments, and the doctoral internship match imbalance. Changes in licensing laws, mobility, and the degree of coordination between education and training and credentialing systems are described. Expanded roles for clinical psychologist, such as in health-care settings and public health, are reviewed. Finally, emerging developments such workforce analyses conducted within and across health-care professions and the relationship of issues such to national policy initiatives that are and will impact the future of clinical psychology are presented.

Training, Credentialing, and New Roles in Clinical Psychology: Emerging Trends

2010 ◽  
pp. 150-168
Author(s):  
Catherine L. Grus
Keyword(s):  
Health Care ◽  
Clinical Psychology ◽  
National Policy ◽  
Education And Training ◽  
Clinical Psychologist ◽  
Emerging Trends ◽  
Emerging Issues ◽  
Assessment Of Competence ◽  
Relationship Of ◽  
And Training

This chapter provides an overview of key developments in the education, training, and credentialing of clinical psychologists; new roles in the field; and intersecting issues across these domains. Emerging issues highlighted within education and training include the move toward the assessment of competence in trainees, accreditation developments, and the doctoral internship match imbalance. Changes in licensing laws, mobility, and the degree of coordination between education and training and credentialing systems are described. Expanded roles for clinical psychologist, such as in health-care settings and public health, are reviewed. Finally, emerging developments such workforce analyses conducted within and across health-care professions and the relationship of issues such to national policy initiatives that are and will impact the future of clinical psychology are presented.

A Framework for Transforming Primary Care Health Care Professions Education and Training to Promote Health Equity

2020 ◽  
Vol 31 (4S) ◽  
pp. 193-207
Author(s):  
Chyke A. Doubeni ◽  
Tonya L Fancher ◽  
Paul Juarez ◽  
Christine Riedy ◽  
Stephen D. Persell ◽  
...  
Keyword(s):  
Primary Care ◽  
Health Care ◽  
Health Equity ◽  
Education And Training ◽  
Health Care Professions ◽  
Primary Care Health ◽  
Care Health ◽  
And Training

Medical students’ perceptions and expectations regarding digital health education and training: A qualitative study

2020 ◽  
pp. 1357633X2093243
Author(s):  
Sisira Edirippulige ◽  
Sophie Gong ◽  
Malshi Hathurusinghe ◽  
Sarah Jhetam ◽  
Jasmine Kirk ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Health Education ◽  
Focus Groups ◽  
Online Survey ◽  
Care Delivery ◽  
Digital Health ◽  
Education And Training ◽  
Perceptions And Expectations ◽  
And Training

Introduction Digital health – the convergence of digital technologies within health and health care to enhance the efficiency of health-care delivery – is fast becoming an integral part of routine medical practice. The integration of digital health into traditional practice brings significant changes. Logic dictates that for medical practitioners to operate in this new digitally enabled environment, they require specific knowledge, skills and competencies relating to digital health. However, very few medical programmes in Australia and globally include digital health within their regular curriculum. This pilot study aimed to explore medical students’ perceptions and expectations of digital health education and training (ET). Methods An online survey and focus groups were used to collect information about medical students’ perceptions and expectations relating to digital health and ET relating to this field within the medical programme at the University of Queensland. Sixty-three students took part in the survey, and 17 students were involved in four focus groups. Results Most participants had no formal ET in digital health. Most participants ( n = 43; 68%) expressed a willingness to learn about digital health as part of their medical programme. Discussion Primarily, knowledge- and practice-related factors have motivated students to learn about digital health. The analysis of focus group data identified two superordinate themes: (a) drivers of digital health ET and (b) expectations relating to digital health ET. Students agreed that digital health is a relevant field for their future practice that should be taught as part of their regular curriculum.

Function and Training of the Clinical Psychologist

1950 ◽  
Vol 96 (404) ◽  
pp. 710-725 ◽  
Author(s):  
H. J. Eysenck
Keyword(s):  
Clinical Psychology ◽  
Mentally Ill ◽  
American Psychological Association ◽  
The United States ◽  
Veterans Administration ◽  
Clinical Psychologist ◽  
Training Schemes ◽  
Set Up ◽  
Similar Growth ◽  
And Training

The past ten years have seen a spectacular increase in the number of psychologists who have elected to take up the type of work usually referred to as “clinical,” This increase has been most marked in the U.S.A., where now some 25 per cent. of the members of the American Psychological Association are employed in this field, and where Government regulations and training schemes set up under the V.A. (Veterans' Administration) make it almost certain that within a few years clinical psychology will constitute the main field of employment for psychologists (1). In Canada, too, there has been a similar growth, leading to all the problems of registration and certification which are currently being tackled in the United States (2). In this country, while psychologists have occasionally been employed in hospitals for the mentally ill, the development of “clinical psychology” in any formal sense may be said to have started in 1947 with the foundation of the Psychological Department at the Institute of Psychiatry (Maudsley Hospital), one of whose objects was to give a course of training in clinical psychology to graduate students of psychology (7).

National Policy on CAM: The White House Commission Report

2003 ◽  
Vol 31 (2) ◽  
pp. 251-261 ◽  
Author(s):  
Kathleen M. Boozang
Keyword(s):  
Health Care ◽  
Alternative Medicine ◽  
Complementary And Alternative Medicine ◽  
National Policy ◽  
Final Report ◽  
White House ◽  
Health Care Professions ◽  
Commission Report ◽  
Policy Proposals ◽  
Complementary And Alternative

In March 2000, President William Clinton signed Executive Order 13,147, establishing the White House Commission on Complementary and Alternative Medicine, to develop public policy proposals geared toward maximizing “the benefits to Americans of complementary and alternative medicine.” Disconcertingly, the Commission's charge presumed the safety and efficacy of complementary and alternative medicine (CAM). In so doing, it placed the proverbial cart before the horse by setting the Commission on a mission to “address education and training of health care practitioners in CAM; [coordinate] research to increase knowledge about CAM products; [provide] reliable and useful information on CAM to health care professions, and [provide] guidance on the appropriate access to and delivery of CAM.”The Commission's final report (“Commission Report”), issued in March 2002, similarly skirts the fundamental question of whether evidence exists that CAM interventions are safe or offer sufficient benefit to justify their proliferation.

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