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Hess CW, Rea KE, Wruble LP, Yee ST, Bejarano CM, Williford DN, Gibler RC, Eshtehardi SS, Fisher RS, Morgan CH. Examining where to go: pediatric psychology trainees' perception of their graduate training in culture and diversity. J Pediatr Psychol 2024:jsae049. [PMID: 38872285 DOI: 10.1093/jpepsy/jsae049] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2023] [Revised: 05/23/2024] [Accepted: 05/28/2024] [Indexed: 06/15/2024] Open
Abstract
OBJECTIVE Culture and diversity-related training is critical to the development of competent pediatric psychologists. Evaluation of training efforts have been conducted at the program level, yet evaluation of trainee experiences in culture and diversity-related training remains unassessed. This trainee-led study was the first formal assessment of pediatric psychology trainee experiences of culture and diversity-related training and the impact of training on their own cultural humility. METHODS Study overview and a survey link was distributed across 2 listservs associated with the American Psychological Association (Division 53, Division 54) and sent directly to directors of graduate, internship, and fellowship training programs with a request to share with trainees. Surveys assessing integration of cultural training and trainee cultural humility were completed. Trainees also provided qualitative feedback regarding their multicultural training and development. RESULTS Pediatric psychology trainees (N = 90) reported inconsistent integration of culture and diversity topics into their training. Of the 34 training areas assessed, 10 were perceived as thoroughly integrated into formal training by at least half of the respondents. Trainees often sought independent cultural training outside of their programs, and no relationship was detected between perceived integration of cultural training and trainee cultural competence. DISCUSSION Results indicate room for improvement regarding integration of cultural training and a need to better understand driving forces behind trainees independently seeking training outside of their formal training programs. Moreover, understanding the aspects of training that are most contributory to trainee development is needed given that no relationship between training and development emerged in the current study.
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Affiliation(s)
- Courtney W Hess
- Department of Anesthesiology, Perioperative, & Pain Medicine, Stanford University School of Medicine, Palo Alto, United States
| | - Kelly E Rea
- Division of Pediatric Psychology, Department of Pediatrics, C. S. Mott Children's Hospital, University of Michigan Health, Ann Arbor, United States
| | - Lauren P Wruble
- Division of Pediatric Psychology, Department of Pediatrics, C. S. Mott Children's Hospital, University of Michigan Health, Ann Arbor, United States
| | - Shanique T Yee
- Division of Pediatrics, Department of Behavioral Health, Nemours Children's Health, Orlando, United States
| | - Carolina M Bejarano
- Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center, Cincinnati, United States
| | - Desireé N Williford
- Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center, Cincinnati, United States
| | - Robert C Gibler
- Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center, Cincinnati, United States
| | - Sahar S Eshtehardi
- Department of Pediatrics, Psychology Division, Texas Children's Hospital/Baylor College of Medicine, Houston, United States
| | - Rachel S Fisher
- Department of Psychology, Center for Pediatric Psychology, Oklahoma State University, Stillwater, United States
| | - Casie H Morgan
- Department of Psychology, University of Alabama at Birmingham, Birmingham, United States
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2
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Thompson AL, Kentor RA, Schaefer MR, McCarthy SR. Psychologists as Pivotal Members of the Pediatric Palliative Care Team. J Pain Symptom Manage 2024; 67:e907-e913. [PMID: 38355070 DOI: 10.1016/j.jpainsymman.2024.02.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/28/2023] [Revised: 01/30/2024] [Accepted: 02/04/2024] [Indexed: 02/16/2024]
Abstract
CONTEXT Pediatric psychologists possess unique expertise to positively impact the care provided to children with serious illness and their families. Despite increasing recognition regarding the value of psychology in palliative care, psychologists are not yet routinely integrated into pediatric palliative care (PPC) teams. OBJECTIVES This special paper seeks to demonstrate distinctive contributions psychologists can offer to PPC teams, patients, and families, as well as highlight how psychologists enhance the work of their interdisciplinary PPC colleagues. METHODS Existing literature, consensus and policy statements, and recently developed competencies inform and provide evidence for the value of incorporating psychologists into PPC. RESULTS As children with serious illness are at risk for mental and physical health symptoms, psychologists' specialized training in evidence-based assessment and intervention allows them to assess areas of concern, create treatment plans, and implement nonpharmacological therapies targeting symptom management and promotion of quality of life. By improving patient and family outcomes, psychology involvement saves money. In addition to clinical care, psychologists are skilled researchers, which can help to advance PPC interdisciplinary research. Lastly, psychologists can play a valuable role in contributing to PPC team education, dynamics, and well-being. CONCLUSIONS With strong skills in research, clinical care, education, and advocacy, pediatric psychologists are exceptionally equipped to provide care to children with serious illness and their families. Given their unique contributions, it is critical future efforts are directed towards advocating for the inclusion of psychologists into PPC, with the ultimate goal of improving care for children with serious illness and their families.
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Affiliation(s)
- Amanda L Thompson
- Life with Cancer, Inova Schar Cancer Institute (A.L.T.), Fairfax, VA, USA.
| | - Rachel A Kentor
- Departments of Psychology and Palliative Care (R.A.K.), Texas Children's Hospital, Houston, TX, USA; Department of Pediatrics, Baylor College of Medicine (R.A.K.), Houston, TX, USA
| | - Megan R Schaefer
- Department of Pediatric Psychology, Nationwide Children's Hospital (M.R.S.), Columbus, OH, USA; Department of Clinical Pediatrics, The Ohio State University (M.R.S.), Columbus, OH, USA
| | - Sarah R McCarthy
- Department of Psychiatry and Psychology (S.R.M.), Mayo Clinic, Rochester, MN, USA
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3
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Goldstein-Leever A, Bearer C, Sivaraman V, Akoghlanian S, Gallup J, Ardoin S. Increasing access to psychological services within pediatric rheumatology care. Pediatr Rheumatol Online J 2023; 21:51. [PMID: 37264377 DOI: 10.1186/s12969-023-00837-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/26/2023] [Accepted: 05/28/2023] [Indexed: 06/03/2023] Open
Abstract
BACKGROUND Given the impact of psychological factors on rheumatic disease, pediatric psychologists serve a vital role in promoting quality of life and managing common problems among youth with rheumatic disease. The aim of this project was to increase access to psychological services among youth with rheumatic disease at a children's hospital. METHODS A quality improvement (QI) team identified key drivers and interventions aimed to increase access to psychological services for youth with rheumatic disease. Data was collected for a 6-month baseline period and 4-year intervention period. We applied the Plan-Do-Study Act method of QI and the American Society for Quality criteria to adjust the center line and control limits. RESULTS There were two statistically significant center line shifts in the number of patients seen by psychology and one statistically significant shift in referrals to psychology over time with applied stepwise interventions. Patients seen by a psychologist increased by 3,173% from a baseline average of 1.8 to 59.9 patients seen per month (p < 0.03). Psychology referrals increased by 48% from a baseline average of 9.85 to 14.58 referrals per month over the intervention period (p < .01). CONCLUSIONS Youth with rheumatic disease received increased access to mental health treatment when psychological services were imbedded within rheumatology care. Psychology referrals also increased significantly, suggesting that psychology integration within a medical clinic can increase identification of needs. Results suggest that psychology integration into rheumatology care may increase access to mental health treatment and identification of psychological needs in this at-risk population.
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Affiliation(s)
- Alana Goldstein-Leever
- Nationwide Children's Hospital, Columbus, OH, USA.
- The Ohio State University, Columbus, OH, USA.
- Department of Psychology, Nationwide Children's Hospital, 700 Children's Drive, J West 3rd Floor, Columbus, OH, 43205, USA.
| | | | - Vidya Sivaraman
- Nationwide Children's Hospital, Columbus, OH, USA
- The Ohio State University, Columbus, OH, USA
| | - Shoghik Akoghlanian
- Nationwide Children's Hospital, Columbus, OH, USA
- The Ohio State University, Columbus, OH, USA
| | - James Gallup
- Nationwide Children's Hospital, Columbus, OH, USA
- Center for Clinical Excellence, Nationwide Children's Hospital, Columbus, OH, USA
| | - Stacy Ardoin
- Nationwide Children's Hospital, Columbus, OH, USA
- The Ohio State University, Columbus, OH, USA
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4
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Thompson AL, Schaefer MR, McCarthy SR, Hildenbrand AK, Cousino MK, Marsac ML, Majeski J, Wohlheiter K, Kentor RA. Competencies for Psychology Practice in Pediatric Palliative Care. J Pediatr Psychol 2023:7152461. [PMID: 37141582 DOI: 10.1093/jpepsy/jsad007] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2022] [Revised: 01/10/2023] [Accepted: 01/29/2023] [Indexed: 05/06/2023] Open
Abstract
OBJECTIVE Pediatric psychologists have unique expertise to contribute to the care of youth with serious illnesses yet are not routinely integrated into pediatric palliative care (PPC) teams. To better define the role and unique skillset of psychologists practicing in PPC, support their systematic inclusion as part of PPC teams, and advance trainee knowledge of PPC principles and skills, the PPC Psychology Working Group sought to develop core competencies for psychologists in this subspecialty. METHODS A Working Group of pediatric psychologists with expertise in PPC met monthly to review literature and existing competencies in pediatrics, pediatric and subspecialty psychology, adult palliative care, and PPC subspecialties. Using the modified competency cube framework, the Working Group drafted core competencies for PPC psychologists. Interdisciplinary review was conducted by a diverse group of PPC professionals and parent advocates, and competencies were revised accordingly. RESULTS The six competency clusters include Science, Application, Education, Interpersonal, Professionalism, and Systems. Each cluster includes essential competencies (i.e., knowledge, skills, attitudes, roles) and behavioral anchors (i.e., examples of concrete application). Reviewer feedback highlighted clarity and thoroughness of competencies and suggested additional consideration of siblings and caregivers, spirituality, and psychologists' own positionality. CONCLUSIONS Newly developed competencies for PPC psychologists highlight unique contributions to PPC patient care and research and provide a framework for highlighting psychology's value in this emerging subspecialty. Competencies help to advocate for inclusion of psychologists as routine members of PPC teams, standardize best practices among the PPC workforce, and provide optimal care for youth with serious illness and their families.
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Affiliation(s)
| | - Megan R Schaefer
- Department of Pediatric Psychology, Nationwide Children's Hospital, Columbus, OH, USA
- Department of Clinical Pediatrics, The Ohio State University, Columbus, OH, USA
| | - Sarah R McCarthy
- Department of Psychiatry and Psychology, Mayo Clinic, Rochester, MN, USA
| | - Aimee K Hildenbrand
- Center for Healthcare Delivery Science, Nemours Children's Health, Wilmington, DE, USA
- Division of Behavioral Health, Nemours Children's Hospital, Wilmington, DE, USA
- Department of Pediatrics, Sidney Kimmel Medical College, Thomas Jefferson University, Philadelphia, PA, USA
| | - Melissa K Cousino
- Department of Pediatrics, University of Michigan, Ann Arbor, MI, USA
| | - Meghan L Marsac
- Department of Pediatrics, University of Kentucky Healthcare, Lexington, KY, USA
| | - Jill Majeski
- Department of Pediatrics, University of Pittsburgh Medical Center, Children's Hospital of Pittsburgh, Pittsburgh, PA, USA
| | - Karen Wohlheiter
- Division of Behavioral Health, Nemours Children's Hospital, Wilmington, DE, USA
| | - Rachel A Kentor
- Department of Pediatric Psychology, Texas Children's Hospital, Houston, TX, USA
- Department of Pediatrics, Baylor College of Medicine, Houston, TX, USA
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Leffler JM, Romanowicz M, Brennan E, Elmaghraby R, Caflisch S, Lange H, Kirtley AT. Integrated Case Presentation Seminar: Bridging Parallel Fields to Improve Psychiatry and Psychology Learner Experience. Child Psychiatry Hum Dev 2023:10.1007/s10578-023-01522-z. [PMID: 36869965 PMCID: PMC9984746 DOI: 10.1007/s10578-023-01522-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 02/26/2023] [Indexed: 03/05/2023]
Abstract
Daily clinical practice of mental health professionals often requires interaction between providers from diverse training and professional backgrounds. Efforts to engage mental health trainees across disciplines are necessary and have had varied outcomes. The current study reviews the development and implementation of a monthly one-hour integrated case presentation seminar (ICPS) as part of independent psychology and psychiatry two-year fellowships at a Midwestern teaching hospital. The training integrated a semi-structured seminar to facilitate case presentation within a group setting. The focus of the seminar was to allow for exposure to conceptualization, diagnostic, and treatment strategies and skills, as well as science-based practice techniques for trainees. Learner survey results and the sustained offering of the seminar suggest the format and goals of the seminar are feasible and acceptable. Based on the current preliminary findings, similar training programs may find benefit in strategies to enhance integrated training opportunities for psychiatry and psychology trainees.
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Affiliation(s)
- Jarrod M Leffler
- Department of Psychiatry and Psychology, Mayo Clinic, 200 First Street SW, Rochester, MN, USA.
| | - Magdalena Romanowicz
- Department of Psychiatry and Psychology, Mayo Clinic, 200 First Street SW, Rochester, MN, USA
| | - Elle Brennan
- Division of NeuroBehavioral Health, Akron Children's Hospital, 215 W. Bowery St, Akron, OH, 44308, USA
| | - Rana Elmaghraby
- Department of Psychiatry, University of Washington, Seattle, WA, USA
- Behavioral Health Services, Sea Mar Community Center, Washington Sea Mar Community Health Centers, 14508 NE 20th Ave. Suite #305, Vancouver, WA, 98686, USA
| | - Sara Caflisch
- University of Wisconsin-Eau Claire, Eau Claire, WI, USA
| | - Hadley Lange
- Minnesota Epilepsy Group, 225 Smith Ave N #201, St. Paul, MN, USA
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Barber Garcia BN, Pugh A, Limke C, Beam N. The Role of Psychologists in Pediatric Hospital Medicine. Pediatr Clin North Am 2022; 69:929-940. [PMID: 36207103 DOI: 10.1016/j.pcl.2022.05.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
The authors review the multiple roles of the pediatric psychologist in hospital medicine practice, which is commonly referred to as pediatric consultation-liaison (CL) psychology. A brief history of development of training of CL psychologists is discussed as well as current models of practice. The authors describe specific populations that CL psychologists assist in managing when hospitalized as well as how the CL psychologist can contribute to health care systems and public policy advocacy. Physicians are encouraged to request the services of pediatric CL psychologists to help promote psychological adjustment, coping, and well-being in hospitalized youth.
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Affiliation(s)
- Brittany N Barber Garcia
- Spectrum Health Helen DeVos Children's Hospital, Pediatric Behavioral Medicine, 35 Michigan Street Northeast Suite 5301 MC 261, Grand Rapids, MI 49503, USA; College of Human Medicine, Michigan State University, 15 Michigan Street Northeast, Grand Rapids, MI 49503, USA.
| | - Amy Pugh
- Spectrum Health Helen DeVos Children's Hospital, Pediatric Behavioral Medicine, 35 Michigan Street Northeast Suite 5301 MC 261, Grand Rapids, MI 49503, USA; College of Human Medicine, Michigan State University, 15 Michigan Street Northeast, Grand Rapids, MI 49503, USA
| | - Christina Limke
- Spectrum Health Helen DeVos Children's Hospital, Pediatric Behavioral Medicine, 35 Michigan Street Northeast Suite 5301 MC 261, Grand Rapids, MI 49503, USA; College of Human Medicine, Michigan State University, 15 Michigan Street Northeast, Grand Rapids, MI 49503, USA
| | - Nicholas Beam
- College of Human Medicine, Michigan State University, 15 Michigan Street Northeast, Grand Rapids, MI 49503, USA; Spectrum Health, Office of Graduate Medical Education, 100 Michigan Street Northeast, Grand Rapids, MI 49503, USA
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Abstract
Diagnosis of a fetal anomaly in pregnancy increases the risk for perinatal mental health difficulties, including anxiety, depression, and traumatic stress among expectant parents. Common emotional challenges include uncertainty about the diagnosis/prognosis, anticipated neonatal course, fears of fetal or neonatal demise, loss of a typical, uncomplicated pregnancy and postpartum course, and disruption of family roles due to medical care-related activities and restrictions. Psychologists in multidisciplinary fetal care centers are uniquely positioned to assess mental health risks and address the needs of expectant parents. Psychologists bring additional expertise in screening and assessment, clinical interventions to promote coping and symptom reduction while preparing for birth and a complicated neonatal course, consultation and effective communication, and programmatic development. This review paper provides an overview of the challenges and behavioral health risks for expectant parents carrying a fetus with a birth defect and the unique role psychologists play to support patients and families within fetal care settings.
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8
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Parrish C, Bartolini E, Song Y, Hernandez E, Green K, Ostrander R. Pediatric medical psychology. Int Rev Psychiatry 2020; 32:284-297. [PMID: 32091271 DOI: 10.1080/09540261.2019.1705258] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Paediatric medical psychology is a specialised field within clinical health psychology focussed on the behavioural, developmental, and psychological needs of children, adolescents, and families in healthcare contexts. Paediatric medical psychologists address a myriad of problems by employing evidence-based evaluations and interventions in order to support the well-being of paediatric patients and their families. In this paper, we provide an overview of paediatric medical psychology including the education and training required to be a paediatric psychologist followed by common problems addressed by paediatric psychology, the settings paediatric psychologists work in, and the services they provide. Discussion concludes with future application of integrating paediatric psychology throughout the continuum of care to optimise adjustment and health of paediatric patients.
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Affiliation(s)
- Carisa Parrish
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University, Baltimore, MD, USA
| | - Ellen Bartolini
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University, Baltimore, MD, USA
| | - Youlim Song
- Department of Psychological and Behavioral Sciences, Johns Hopkins University, Baltimore, MD, USA
| | - Emily Hernandez
- College of Social and Behavioral Sciences, California State University Northridge, Northridge, CA, USA
| | - Katerina Green
- The Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Rick Ostrander
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University, Baltimore, MD, USA
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9
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The Role of Pediatric Psychologists in the Transition of Youth to Adult Health Care: A Descriptive Qualitative Study of Their Practice and Recommendations. J Clin Psychol Med Settings 2018; 26:353-363. [PMID: 30421157 DOI: 10.1007/s10880-018-9591-6] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
Transition from pediatric to adult health care setting is a challenge for young patients because of the psychosocial issues they may present that could hinder their commitment to treatment and medical care. Psychologists play a key role in supporting these patients. They intervene with the most vulnerable ones for whom the current transitional practice does not necessarily meet their specific needs and help them to develop an appropriate level of autonomy despite medical condition. To date, few studies have described their clinical practice in this field. This study aimed to gather in-depth information about the elements that characterize their different roles in transition care. Following a semi-structured interviews with ten pediatric psychologists, we conducted a thematic content analysis to identify common themes among participants. The results indicate that the psychologists' practice focuses on four main aspects: assessment, intervention, education, and liaison. Their recommendations point towards a better organization of health care services and a reflection on the best practices in psychology. These results highlight the specific roles that pediatric psychologists play in the transition process within the health care environment.
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10
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Goldberg SG, Wagner K. American Psychological Association practice guidelines for psychopharmacology: Ethical practice considerations for psychologists involving psychotropic use with children and adolescents. J Clin Psychol 2018; 75:344-363. [PMID: 30368810 DOI: 10.1002/jclp.22705] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
OBJECTIVES This study discusses the implications of the American Psychological Association's 2011 Practice Guidelines for Pharmacology as they apply to psychologists working with juvenile clients. Special considerations apply due to concerns about the developmental side effects that occur when psychotropic medications are prescribed to children and adolescents. METHODS OR DESIGN This study provides recommendations for implementing each of the Practice Guidelines. Constructive criticism of the Practice Guidelines is also discussed with the aim of improving service delivery. RESULTS This study provides specific recommendations for psychologists regarding obtaining adequate knowledge about psychopharmacology to inform clients or consult with physicians. Suggestions are made for continuing education requirements for psychologists who work with juveniles. CONCLUSIONS Recommendations are made for psychologists working with juveniles to increase their knowledge of psychotropic medications for a more ethical and informed voice regarding the prescribing of such medications.
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Affiliation(s)
- Susan G Goldberg
- Department of Psychology, Duquesne University, Pittsburgh, Pennsylvania
| | - Kathryn Wagner
- VA Medical Center Mental Health Clinic, Washington, District of Columbia
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11
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Bonanno M, Ogez D, Bérubé S, Laverdière C, Sultan S. Comment les psychologues pédiatriques se représentent la transition au milieu adulte ? Une étude qualitative sur les facilitateurs et les obstacles perçus. PRAT PSYCHOL 2018. [DOI: 10.1016/j.prps.2017.10.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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12
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Boyd RC, Scharko AM, Cole JCM, Patterson CA, Benton TD, Power TJ. Training Pediatric Psychologists for Perinatal Behavioral Health Services in a Pediatric Hospital. J Clin Psychol Med Settings 2018; 23:99-111. [PMID: 26531132 DOI: 10.1007/s10880-015-9439-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Although pediatric hospitals specialize in providing care to children and adolescents, at The Children's Hospital of Philadelphia (CHOP), our team has been providing behavioral health services for two unique parent populations-parents with a child in the Newborn Infant Intensive Care Unit and pregnant women carrying fetuses with specific birth defects and receiving prenatal care in the Center for Fetal Diagnosis and Treatment. A new training program was developed to expand the scope of pediatric psychologists' practice to include perinatal behavioral health services, specifically for these two unique parent populations served at CHOP. The program includes direct service provision for adult mental health concerns, as well as education and support to help families cope with the existing medical conditions. This article describes the training program and its implementation as a model of training for other pediatric hospitals. The roles of psychologists embedded in these units and hospital privileges are discussed.
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Affiliation(s)
- Rhonda C Boyd
- Department of Child and Adolescent Psychiatry and Behavioral Sciences, The Children's Hospital of Philadelphia, Philadelphia, PA, USA. .,Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA.
| | - Alexander M Scharko
- Department of Child and Adolescent Psychiatry and Behavioral Sciences, The Children's Hospital of Philadelphia, Philadelphia, PA, USA
| | - Joanna C M Cole
- Department of Child and Adolescent Psychiatry and Behavioral Sciences, The Children's Hospital of Philadelphia, Philadelphia, PA, USA.,Center for Fetal Diagnosis and Treatment, The Children's Hospital of Philadelphia, Philadelphia, PA, USA
| | - Chavis A Patterson
- Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA.,Division of Neonatology, The Children's Hospital of Philadelphia, Philadelphia, PA, USA
| | - Tami D Benton
- Department of Child and Adolescent Psychiatry and Behavioral Sciences, The Children's Hospital of Philadelphia, Philadelphia, PA, USA.,Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA
| | - Thomas J Power
- Department of Child and Adolescent Psychiatry and Behavioral Sciences, The Children's Hospital of Philadelphia, Philadelphia, PA, USA.,Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA.,Department of Pediatrics, The Children's Hospital of Philadelphia, Philadelphia, PA, USA
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13
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Competencies and Training Guidelines for Behavioral Health Providers in Pediatric Primary Care. Child Adolesc Psychiatr Clin N Am 2017; 26:717-731. [PMID: 28916010 DOI: 10.1016/j.chc.2017.06.002] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
This article focuses on the cross-discipline training competencies needed for preparing behavioral health providers to implement integrated primary care services. After a review of current competencies in the disciplines of child and adolescent psychiatry, psychology, and social work, cross-cutting competencies for integrated training purposes are identified. These competencies are comprehensive and broad and can be modified for use in varied settings and training programs. An existing and successful integrated care training model, currently implemented at Children's Hospital of Philadelphia, is described. This model and the training competencies are discussed in the context of recommendations for future work and training.
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14
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Canter KS, Amaro CM, Noser AE, Roberts MC. Historical Analysis: The Journal of Pediatric Psychology From 1976 to 2015. J Pediatr Psychol 2017; 43:21-30. [DOI: 10.1093/jpepsy/jsx085] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2017] [Accepted: 05/04/2017] [Indexed: 11/13/2022] Open
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15
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Hoffses KW, Ramirez LY, Berdan L, Tunick R, Honaker SM, Meadows TJ, Shaffer L, Robins PM, Sturm L, Stancin T. Topical Review: Building Competency: Professional Skills for Pediatric Psychologists in Integrated Primary Care Settings. J Pediatr Psychol 2016; 41:1144-1160. [PMID: 27567023 DOI: 10.1093/jpepsy/jsw066] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2015] [Accepted: 06/25/2016] [Indexed: 01/17/2023] Open
Abstract
OBJECTIVES : In the midst of large-scale changes across our nation's health care system, including the Affordable Care Act and Patient-Centered Medical Home initiatives, integrated primary care models afford important opportunities for those in the field of pediatric psychology. Despite the extensive and growing attention, this subspecialty has received in recent years, a comprehensive set of core professional competencies has not been established. METHODS : A subset of an Integrated Primary Care Special Interest Group used two well-established sets of core competencies in integrated primary care and pediatric psychology as a basis to develop a set of integrated pediatric primary care-specific behavioral anchors. CONCLUSIONS : The current manuscript describes these behavioral anchors and their development in the context of professional training as well as with regard to Triple Aim goals and securing psychology's role in integrated pediatric primary care settings.
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Affiliation(s)
- Kathryn W Hoffses
- Nemours/Alfred I. duPont Hospital for Children Department of Pediatrics, Thomas Jefferson University
| | - Lisa Y Ramirez
- Child & Adolescent Psychiatry & Psychology, MetroHealth Medical Center Department of Psychiatry, Case Western Reserve University School of Medicine
| | | | - Rachel Tunick
- Boston Children's Hospital and Harvard Medical School
| | | | | | - Laura Shaffer
- University of Virginia School of Medicine Department of Pediatrics
| | - Paul M Robins
- The Children's Hospital of Philadelphia, and Perelman School of Medicine, University of Pennsylvania
| | - Lynne Sturm
- Department of Pediatrics, Indiana University School of Medicine
| | - Terry Stancin
- Child & Adolescent Psychiatry & Psychology, MetroHealth Medical Center Department of Psychiatry, Case Western Reserve University School of Medicine
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16
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Patenaude AF, Pelletier W, Bingen K. Communication, Documentation, and Training Standards in Pediatric Psychosocial Oncology. Pediatr Blood Cancer 2015; 62 Suppl 5:S870-95. [PMID: 26700930 DOI: 10.1002/pbc.25725] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/30/2015] [Accepted: 07/15/2015] [Indexed: 12/16/2022]
Abstract
As part of a larger effort to create standards for psychosocial care of children with cancer, we document consensus and evidence-based data on interprofessional communication, documentation, and training for professionals providing psycho-oncology services. Six databases were searched. Sixty-five articles and six guidelines and consensus-based documents were identified; 35 met inclusion criteria. Data support strong recommendations for standards of care in communication/collaboration, documentation of patient information, and training in pediatric psycho-oncology. These are areas where extensive research is unlikely to be conducted; however, professional expectations and qualifications may be further clarified and strengthened with time.
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Affiliation(s)
| | | | - Kristin Bingen
- Department of Pediatrics, Medical College of Wisconsin, Milwaukee, Wisconsin
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17
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Cohen LL. Commentary: Competencies in Pediatric Psychology: Polishing Pandora's Box. J Pediatr Psychol 2014; 39:985-7; discussion 998-1000. [DOI: 10.1093/jpepsy/jsu044] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
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Palermo TM, Mullins LL, Janicke DM, McQuaid EL, Robins PM, Wu YP. Response to Cohen, and Steele, Borner, and Roberts. J Pediatr Psychol 2014. [DOI: 10.1093/jpepsy/jsu065] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
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Haemer MA, Grow HM, Fernandez C, Lukasiewicz GJ, Rhodes ET, Shaffer LA, Sweeney B, Woolford SJ, Estrada E. Addressing prediabetes in childhood obesity treatment programs: support from research and current practice. Child Obes 2014; 10:292-303. [PMID: 25055134 PMCID: PMC4120814 DOI: 10.1089/chi.2013.0158] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
BACKGROUND Type 2 diabetes mellitus (T2DM) and prediabetes have increased in prevalence among overweight and obese children, with significant implications for long-term health. There is little published evidence on the best approaches to care of prediabetes among overweight youth or the current practices used across pediatric weight management programs. METHODS This article reviews the literature and summarizes current practices for screening, diagnosis, and treatment of prediabetes at childhood obesity treatment centers. Findings regarding current practice were based on responses to an online survey from 28 pediatric weight management programs at 25 children's hospitals in 2012. Based on the literature reviewed, and empiric data, consensus support statements on prediabetes care and T2DM prevention were developed among representatives of these 25 children's hospitals' obesity clinics. RESULTS The evidence reviewed demonstrates that current T2DM and prediabetes diagnostic parameters are derived from adult-based studies with little understanding of clinical outcomes among youth. Very limited evidence exists on preventing progression of prediabetes. Some evidence suggests that a significant proportion of obese youth with prediabetes will revert to normoglycemia without pharmacological management. Evidence supports lifestyle modification for children with prediabetes, but further study of specific lifestyle changes and pharmacological treatments is needed. CONCLUSION Evidence to guide management of prediabetes in children is limited. Current practice patterns of pediatric weight management programs show areas of variability in practice, reflecting the limited evidence base. More research is needed to guide clinical care for overweight youth with prediabetes.
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Affiliation(s)
- Matthew A. Haemer
- Department of Pediatrics, Section of Nutrition, University of Colorado School of Medicine, Aurora, CO
| | - H. Mollie Grow
- Department of Pediatrics, University of Washington School of Medicine, Seattle, WA
| | - Cristina Fernandez
- Department of Pediatrics, Creighton University School of Medicine, Omaha, NE
| | | | - Erinn T. Rhodes
- Division of Endocrinology, Boston Children's Hospital, Boston, MA
| | - Laura A. Shaffer
- Department of Psychiatry and Behavioral Sciences, University of Louisville School of Medicine, Louisville, KY
| | - Brooke Sweeney
- Department of Pediatrics, University of Louisville School of Medicine, Louisville, KY
| | | | - Elizabeth Estrada
- Division of Endocrinology, Connecticut Children's Medical Center, Hartford, CT
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Steele RG, Borner KB, Roberts MC. Commentary: Finding the Middle Bowl: Goldilocks' Lessons on Professional Competencies in Pediatric Psychology. J Pediatr Psychol 2014; 39:988-97; discussion 998-1000. [DOI: 10.1093/jpepsy/jsu054] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
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Palermo TM, Janicke DM, McQuaid EL, Mullins LL, Robins PM, Wu YP. Recommendations for training in pediatric psychology: defining core competencies across training levels. J Pediatr Psychol 2014; 39:965-84. [PMID: 24719239 DOI: 10.1093/jpepsy/jsu015] [Citation(s) in RCA: 49] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Abstract
OBJECTIVE As a field, pediatric psychology has focused considerable efforts on the education and training of students and practitioners. Alongside a broader movement toward competency attainment in professional psychology and within the health professions, the Society of Pediatric Psychology commissioned a Task Force to establish core competencies in pediatric psychology and address the need for contemporary training recommendations. METHODS The Task Force adapted the framework proposed by the Competency Benchmarks Work Group on preparing psychologists for health service practice and defined competencies applicable across training levels ranging from initial practicum training to entry into the professional workforce in pediatric psychology. RESULTS Competencies within 6 cluster areas, including science, professionalism, interpersonal, application, education, and systems, and 1 crosscutting cluster, crosscutting knowledge competencies in pediatric psychology, are presented in this report. CONCLUSIONS Recommendations for the use of, and the further refinement of, these suggested competencies are discussed.
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Affiliation(s)
- Tonya M Palermo
- Department of Anesthesiology & Pain Medicine, University of Washington, Department of Clinical and Health Psychology, University of Florida, Department of Psychiatry and Human Behavior, Brown University, Department of Psychology, Oklahoma State University, Department of Psychology, Children's Hospital of Philadelphia, and Department of Family and Preventive Medicine, University of Utah
| | - David M Janicke
- Department of Anesthesiology & Pain Medicine, University of Washington, Department of Clinical and Health Psychology, University of Florida, Department of Psychiatry and Human Behavior, Brown University, Department of Psychology, Oklahoma State University, Department of Psychology, Children's Hospital of Philadelphia, and Department of Family and Preventive Medicine, University of Utah
| | - Elizabeth L McQuaid
- Department of Anesthesiology & Pain Medicine, University of Washington, Department of Clinical and Health Psychology, University of Florida, Department of Psychiatry and Human Behavior, Brown University, Department of Psychology, Oklahoma State University, Department of Psychology, Children's Hospital of Philadelphia, and Department of Family and Preventive Medicine, University of Utah
| | - Larry L Mullins
- Department of Anesthesiology & Pain Medicine, University of Washington, Department of Clinical and Health Psychology, University of Florida, Department of Psychiatry and Human Behavior, Brown University, Department of Psychology, Oklahoma State University, Department of Psychology, Children's Hospital of Philadelphia, and Department of Family and Preventive Medicine, University of Utah
| | - Paul M Robins
- Department of Anesthesiology & Pain Medicine, University of Washington, Department of Clinical and Health Psychology, University of Florida, Department of Psychiatry and Human Behavior, Brown University, Department of Psychology, Oklahoma State University, Department of Psychology, Children's Hospital of Philadelphia, and Department of Family and Preventive Medicine, University of Utah
| | - Yelena P Wu
- Department of Anesthesiology & Pain Medicine, University of Washington, Department of Clinical and Health Psychology, University of Florida, Department of Psychiatry and Human Behavior, Brown University, Department of Psychology, Oklahoma State University, Department of Psychology, Children's Hospital of Philadelphia, and Department of Family and Preventive Medicine, University of Utah
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Perricone G, Morales MR, Anzalone G. Neurodevelopmental outcomes of moderately preterm birth: precursors of attention deficit hyperactivity disorder at preschool age. SPRINGERPLUS 2013; 2:221. [PMID: 23741652 PMCID: PMC3664736 DOI: 10.1186/2193-1801-2-221] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/15/2013] [Accepted: 05/06/2013] [Indexed: 11/10/2022]
Abstract
Moderately preterm birth seems to be an evolutional risk condition at cognitive, behavioural and socio-relational levels. The study is aimed to investigate the likely occurrence of precursors of Attention Deficit Hyperactivity Disorder (ADHD) in moderately preterm children at preschool age. The research involved an experimental group made up of 50 moderately preterm children (mean: 34.6 weeks' gestational age, standard deviation [SD]: 2) without any medical and neurologic neonatal complications and low birth weight (mean:2100g., SD: 350g.) and a check group of 50 full term born children. Parents and teachers of children were administered specific questionnaires to detect ADHD. The outcomes show a risk of ADHD highlighting statically significant differences related to gender [F(2, 99) = 2.99, p = .04], birth [F(2, 99) = 9.6, p = .03] and interaction [F(2, 99) = 2.2, p = .01]. The moderately preterm children showed deficit in self-regulation [F(2, 99) = 1.14, p = .04] and attention deficit in daily life both in family [F(2, 99) = 7.8, p = .04] and school contexts [F(1, 99) = 3.3, p = .04]. The outcomes hint assessment paths aimed to monitor the aspects of cognitive, motor, behavioural development of moderately preterm children recognised as signs of problematic functioning profiles. Therefore, specific training will have been designed since preschool age in order to control the ADHD risk factors.
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Affiliation(s)
- Giovanna Perricone
- />Department of Psychology, University of Palermo, Italy, Viale delle Scienze – Ed. 15, Palermo, 90128 Italy
| | - M Regina Morales
- />Department of Psychology, University of Palermo, Italy, Viale delle Scienze – Ed. 15, Palermo, 90128 Italy
| | - Germana Anzalone
- />Faculty of Educational Sciences, University of Palermo, Italy, Viale delle Scienze – Ed. 15, Palermo, 90128 Italy
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Six Degrees of Separation: An Exploratory Network Analysis of Mentoring Relationships in Pediatric Psychology. J Pediatr Psychol 2012; 37:972-9. [DOI: 10.1093/jpepsy/jss078] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
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Drotar D. Training in pediatric psychology--current perspectives and future opportunities: introduction to the special section. J Pediatr Psychol 2012; 37:121-6. [PMID: 22271792 DOI: 10.1093/jpepsy/jsr120] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
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Rozensky RH, Janicke DM. Commentary: Healthcare reform and psychology's workforce: preparing for the future of pediatric psychology. J Pediatr Psychol 2012; 37:359-68. [PMID: 22262914 DOI: 10.1093/jpepsy/jsr111] [Citation(s) in RCA: 36] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Affiliation(s)
- Ronald H Rozensky
- Department of Clinical and Health Psychology, College of Public Health and Health University of Florida, Gainesville, FL 32610, USA.
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Madan-Swain A, Hankins SL, Gilliam MB, Ross K, Reynolds N, Milby J, Schwebel DC. Applying the cube model to pediatric psychology: development of research competency skills at the doctoral level. J Pediatr Psychol 2011; 37:136-48. [PMID: 22108224 DOI: 10.1093/jpepsy/jsr096] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
OBJECTIVES This article considers the development of research competencies in professional psychology and how that movement might be applied to training in pediatric psychology. The field of pediatric psychology has a short but rich history, and experts have identified critical competencies. However, pediatric psychology has not yet detailed a set of research-based competencies. METHODS This article initially reviews the competency initiative in professional psychology, including the cube model as it relates to research training. Next, we review and adapt the knowledge-based/foundational and applied/functional research competencies proposed by health psychology into a cube model for pediatric psychology. We focus especially on graduate-level training but allude to its application throughout professional development. RESULTS We present the cube model as it is currently being applied to the development of a systematic research competency evaluation for graduate training at our medical/clinical psychology doctoral program at the University of Alabama at Birmingham. Based on the review and synthesis of the literature on research competency in professional psychology we propose future initiatives to develop these competencies for the field of pediatric psychology. CONCLUSIONS The cube model can be successfully applied to the development of research training competencies in pediatric psychology. Future research should address the development, implementation, and assessment of the research competencies for training and career development of future pediatric psychologists.
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Affiliation(s)
- Avi Madan-Swain
- Department of Pediatrics, Division of Pediatric Hematology and Oncology at Children's of Alabama, Birmingham, AL 35233, USA.
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Karazsia BT, McMurtry CM. Graduate Admissions in Pediatric Psychology: The Importance of Undergraduate Training. J Pediatr Psychol 2011; 37:127-35. [DOI: 10.1093/jpepsy/jsr067] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
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Canter KS, Kessler ED, Odar C, Aylward BS, Roberts MC. Perceived benefits of mentoring in pediatric psychology: a qualitative approach. J Pediatr Psychol 2011; 37:158-65. [PMID: 21873275 DOI: 10.1093/jpepsy/jsr064] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
OBJECTIVE To identify tangible and intangible benefits of mentoring cited by a select group of identified mentors. METHODS Twenty frequently named mentors within pediatric psychology provided responses to open-ended questions regarding benefits they have experienced through the mentoring process. RESULTS Mentors identified many personal and professional benefits of the mentoring relationship, although they did not clearly distinguish between tangible and intangible advantages to the relationship. The most commonly reported benefits included career development of the mentee, mentor's career enhancement, and a sense of giving back to the field of pediatric psychology. CONCLUSIONS A bidirectional definition of mentoring more accurately describes the relationship than a more traditional unidirectional definition. These results suggest that mentors experience a wide variety of benefits that could be examined more closely within the field.
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Affiliation(s)
- Kimberly S Canter
- University of Kansas, Clinical Child Psychology Program, 2010 Dole Human Development Center, 1000 Sunnyside Avenue, Lawrence, Kansas 66045, USA.
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Power TJ, Robins PM, Watkins MW, Rourke MT, Alderfer MA. Determining readiness for predoctoral internship training: the process of developing a screening measure. J Clin Psychol 2010; 67:6-16. [PMID: 20939022 DOI: 10.1002/jclp.20738] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
The purpose of this study was to illustrate the development of a screening measure to assess readiness for psychology internship training. The screening measure was comprised 13 items rated on a 4-point scale. Two program faculty members reviewed the application of each candidate independently. Psychologists were arbitrarily assigned to belong to reviewer group 1 or 2. Data from group 1 were subjected to exploratory factor analysis; data from group 2 were subjected to confirmatory factor analysis. Two factors were identified and confirmed: Factor I comprised 6 items referring to core competencies, and Factor II comprised 4 items referring to relevant background experiences. Correlations between raters at the factor and item level generally were in the moderate range. This study illustrates the process of developing a screening measure to help determine readiness for internship training.
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Transitioning cognitively impaired young patients with special health needs to adult-oriented care: collaboration between medical providers and pediatric psychologists. Curr Opin Pediatr 2010; 22:668-72. [PMID: 20601881 DOI: 10.1097/mop.0b013e32833c3609] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
PURPOSE OF REVIEW Cognitive disability places adolescents with special health needs at risk for poor health outcomes. Consequently, medical providers are faced with the challenge of deciding how to prepare cognitively impaired young adults for successful transition from child-centered to adult-oriented care. We provide a case example to illustrate this complex issue, describe research linking cognitive impairments to functioning in the context of chronic disease management, summarize current transition practices, offer recommendations to facilitate transition planning, and discuss how pediatric psychologists can assist this process. RECENT FINDINGS Concurrent cognitive impairments and pediatric chronic illness impose significant limitations on adolescents' self-care, disease management, and transition to adult care. There is also great variability in transition practices across pediatric centers, despite published transition guidelines, and little is known about how to develop successful transition planning for cognitively impaired adolescents. SUMMARY Transitioning cognitively impaired adolescents is a salient challenge in need of greater attention and further research. A multidisciplinary approach to transition that is tailored to the developmental, cognitive, and adaptive needs of this population can maximize the likelihood that transition will be successful.
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Abstract
BACKGROUND Recruitment and retention of psychologists for Child and Adolescent Mental Health Services (CAMHS) is difficult worldwide. This study: 1) identified factors that promote or hinder recruitment and retention of CAMHS psychologists; 2) explored training and its impact on CAMHS as a career choice; and 3) identified strategies to improve recruitment and retention of CAMHS psychologists in New Zealand. METHOD Surveys were undertaken with four New Zealand groups: 1) all registered psychologists; 2) final-year professional psychology interns; 3) directors for professional psychology training programmes; and 4) psychology professional leaders in the public health system. RESULT Psychologists with more pre-qualification training in CAMHS were more likely to work in CAMHS. Other psychologists reported they would have more likely worked in CAMHS if they had received more pre-qualification training. Factors that promote or hinder training, recruitment and retention are discussed. CONCLUSIONS A range of practical strategies for improving recruitment and retention of psychologists to CAMHS were identified, including particular strategies for psychologists from minority cultures (particularly, Maori and Pacific Island psychologists). While undertaken in New Zealand, many of these findings are relevant internationally.
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Affiliation(s)
- Ian Lambie
- Psychology Department, University of Auckland, Auckland, New Zealand. E- mail:
| | - Malcolm W Stewart
- Psychology Department, University of Auckland, Auckland, New Zealand. E- mail: .,Counties Manukau District Health Board, Auckland, New Zealand
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Bellinger SA, Roberts MC. Brief Report: Doctoral Training Origins of Authors Publishing in Journal of Pediatric Psychology: Historical Trends 1976–2006. J Pediatr Psychol 2010; 36:4-9. [DOI: 10.1093/jpepsy/jsq024] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
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DeMattei R, Sherry J, Rogers J, Freeman J. What Future Health Care Providers Will Need to Know About Child Abuse and Neglect. Health Care Manag (Frederick) 2009; 28:320-7. [DOI: 10.1097/hcm.0b013e3181bded0a] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Perry KM, Boccaccini MT. Specialized training in APA-accredited clinical psychology doctoral programs: Findings from a review of program websites. ACTA ACUST UNITED AC 2009. [DOI: 10.1111/j.1468-2850.2009.01173.x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Kaslow NJ, Dunn SE, Smith CO. Competencies for Psychologists in Academic Health Centers (AHCs). J Clin Psychol Med Settings 2008; 15:18-27. [DOI: 10.1007/s10880-008-9094-y] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2007] [Accepted: 01/03/2008] [Indexed: 11/28/2022]
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Wagner JL, Smith G. Pediatric epilepsy: the role of the pediatric psychologist. Epilepsy Behav 2007; 11:253-6. [PMID: 17905666 DOI: 10.1016/j.yebeh.2007.06.009] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/07/2007] [Revised: 06/07/2007] [Accepted: 06/09/2007] [Indexed: 10/22/2022]
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Rodenburg R, Marie Meijer A, Deković M, Aldenkamp AP. Family Predictors of Psychopathology in Children with Epilepsy. Epilepsia 2006; 47:601-14. [PMID: 16529629 DOI: 10.1111/j.1528-1167.2006.00475.x] [Citation(s) in RCA: 86] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
PURPOSE To examine the contribution of epilepsy-related factors, proximal (parent-child relationship quality), distal (parental characteristics), and contextual (quality of other family relationships) family factors to psychopathology (both broad-band and narrow-band syndromes) in children with epilepsy and normal intelligence. METHODS Parents of 91 children (mean, 8.5 years) participated by filling out questionnaires about family factors and child psychopathology. Regression analyses were used to analyze the unique and combined predictive power of family factors in relation to psychopathology. RESULTS In contrast to epilepsy-related factors, family factors, especially those related to the quality of the parent-child relationship, appeared to be strong predictors of psychopathology. The results supported the mediational model: Distal and contextual factors affect child psychopathology by affecting proximal factors. CONCLUSIONS In treating children with epilepsy, clinicians should be aware of the importance of the parent-child relationship quality. Strengthening the relationship quality may prevent or reduce psychopathology.
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Affiliation(s)
- Roos Rodenburg
- Department of Educational Studies, University of Amsterdam, Amsterdam. /roos
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Roberts MC. Perspectives on education and training in clinical psychology: integrating reactions. J Clin Psychol 2006; 61:1077-82. [PMID: 15965915 DOI: 10.1002/jclp.20140] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
Reacting to the conceptual matrix of C.R. Snyder and T.R. Elliott as described in their article, "Twenty-First Century Graduate Education in Clinical Psychology: A Four Level Matrix Model" (this issue, pp. 1033-1054), a perspective is provided through the roles of a clinical training director and a clinical child and pediatric psychologist. Changing the direction of clinical psychology is complicated but the subfield of pediatric psychology demonstrates how such changes can be integrated with a focus on healthy development and promotion of strengths, on policy and public health concerns, and on program evaluation.
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Affiliation(s)
- Michael C Roberts
- Clinical Child Psychology Program, University of Kansas, KS 66045, USA.
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Prinstein MJ, Roberts MC. The Professional Adolescence of Clinical Child and Adolescent Psychology and Pediatric Psychology: Grown Up and Striving for Autonomy. CLINICAL PSYCHOLOGY-SCIENCE AND PRACTICE 2006. [DOI: 10.1111/j.1468-2850.2006.00035.x] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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40
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Kaslow NJ, Keilin WG. Internship Training in Clinical Psychology: Looking into Our Crystal Ball. CLINICAL PSYCHOLOGY-SCIENCE AND PRACTICE 2006. [DOI: 10.1111/j.1468-2850.2006.00031.x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Maloney R, Clay DL, Robinson J. Sociocultural Issues in Pediatric Transplantation: A Conceptual Model. J Pediatr Psychol 2005; 30:235-46. [PMID: 15784920 DOI: 10.1093/jpepsy/jsi034] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Abstract
OBJECTIVE To demonstrate the value of viewing the pediatric transplant experience through a sociocultural lens and to offer an organized framework for identifying influential sociocultural variables in pediatric transplantation. METHODS A conceptual model is presented which organizes sociocultural factors that may influence the transplant process. A review of the pediatric and adult transplant literature is conducted. RESULTS The need for a model addressing sociocultural issues and benefits of using the proposed model is evident. Guided by the proposed model, pediatric psychologists will be prepared to more readily attend to sociocultural influences associated with the transplant experience when conducting research or providing clinical services to patients and families. CONCLUSIONS Further development and evaluation of the proposed model are necessary to investigate its practical utility and validate the influence of the identified variables on assessment and treatment of pediatric transplant patients as well as patient health outcomes.
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Pisani AR, Berry SL, Goldfarb M. A Predoctoral Field Placement in Primary Care: Keeping It Simple. ACTA ACUST UNITED AC 2005. [DOI: 10.1037/0735-7028.36.2.151] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Kaslow NJ, Borden KA, Collins FL, Forrest L, Illfelder-Kaye J, Nelson PD, Rallo JS, Vasquez MJT, Willmuth ME. Competencies conference: future directions in education and credentialing in professional psychology. J Clin Psychol 2004; 60:699-712. [PMID: 15195334 DOI: 10.1002/jclp.20016] [Citation(s) in RCA: 147] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
The Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology was organized around eight competency-focused work groups, as well as work groups on specialties and the assessment of competence. A diverse group of psychologists participated in this multisponsored conference. After describing the background and structure of the conference, this article reviews the common themes that surfaced across work groups, with attention paid to the identification, training, and assessment of competencies and competence. Recommendations to advance competency-based education, training, and credentialing in professional psychology are discussed. This is one of a series of articles published together in this issue of the Journal of Clinical Psychology. Several other articles that resulted from the Competencies Conference will appear in Professional Psychology: Research and Practice and The Counseling Psychologist.
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Affiliation(s)
- Nadine J Kaslow
- Emory University School of Medicine, Department of Psychiatry and Behavioral Sciences, Atlanta, GA 30303, USA.
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