A survey of clinical psychologists on treating lesbian, gay, and bisexual clients.

Should the average psychologist receive specific training on lesbian, gay, and bisexual (LGB) concerns? On the basis of a random sample of practicing psychologists, LGB clients are present in most caseloads. Respondents rated the most important therapeutic issues with LGB clients and identified training that would improve their work with LGB clients (including the topics of coming out, estrangement from family, support system development, and internalized homophobia). In addition, participants reported on the types of training that they are getting (most frequently reading articles, supervision, and continuing education). The implications for training programs and private practitioners are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Postdoctoral training in professional geropsychology: A survey of fellowship graduates.

Have psychologists who have pursued postdoctoral training in geropsychology viewed such training as a worthwhile professional investment? As the population is aging, psychologists are increasingly working with older adults. For many psychologists, competent practice with the elderly will require some continuing education, whereas other psychologists may choose to secure specialty-level training in the field. A survey of psychologists who completed such specialized postdoctoral training found a high level of satisfaction with the training and a sense of professional competence in most of the geropsychology competency areas set forth by the American Psychological Association. The need for increased opportunities for both proficiency and specialty-level training in applied geropsychology is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Recommendations about the knowledge and skills required of psychologists working with older adults.

This article is an initial attempt to furnish recommendations for the skills and knowledge psychologists need to work competently with older adults. We use two levels of competence across seven broad areas that are most relevant for professional practice. The fast competence level is that required of general psychologists who provide some professional services to older adults; the second level is that needed by more specialized experts in the field for practice and training. This article is not fashioned as a "how to" document and is not intended to disenfranchise anyone. Recommendations are proposed that delineate the types of competence needed for specific geropsychology activities that are relevant to a variety of settings providing mental health services to older adults. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Practicing clinical psychologists’ provision of sexual health care services.

Practicing clinical psychologists are likely to work with sexual health concerns as part of their clinical practice because of high prevalence rates and sexual problems as symptoms of mental or physical health problems and their pharmacological treatment. However, the majority of clinicians do not receive didactic or supervised clinical training. This survey of 188 practicing clinical psychologists in one Canadian city confirmed that, despite lack of training, many clinicians discussed sexual health concerns with their clients and used a variety of sex therapy techniques. This survey also revealed, however, that 60% of clinicians did not ask, or very infrequently asked, clients about sexual health. In general, lack of training affected level of comfort, and both may result in inadequate application of sex therapy techniques and treatment. The results of this survey indicate an ethical imperative to included sexuality training in current graduate curricula to adequately prepare psychologists to assess, refer, and treat sexual health concerns. The inclusion of sexuality-related topics in existing clinical graduate courses, an increase in sexuality-specific courses focused on assessment and intervention in graduate curricula, and broader options for continuing education for practicing clinical psychologists are recommended. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Guiding principles and recommendations for the assessment of competence.

This article presents guiding principles for the assessment of competence developed by the members of the American Psychological Association's Task Force on Assessment of Competence in Professional Psychology. These principles are applicable to the education, training, and credentialing of professional psychologists, and to practicing psychologists across the professional life span. The principles are built upon a review of competency assessment models, including practices in both psychology and other professions. These principles will help to ensure that psychologists reinforce the importance of a culture of competence. The implications of the principles for professional psychology also are highlighted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attitude, knowledge, and skill competencies for practice in professional geropsychology: Implications for training and building a geropsychology workforce.

Professional geropsychology is a growing area of practice and training. To meet the mental health needs of an aging population, increasing numbers of psychologists need to develop competence to work with older adults, their families, and related care systems. The Pikes Peak model for geropsychology training (Knight, Karel, Hinrichsen, Qualls, & Duffy, 2009) delineates attitude, knowledge, and skill competencies for professional geropsychology practice and makes recommendations for training. In this paper, we define and illustrate the Pikes Peak geropsychology practice competencies through a case example. In the case, an older man with complex needs seeks care through a generalist psychologist in an outpatient setting. The attitudes, knowledge, and skills that the psychologist needs to consider, and implications for training, are reviewed. Training recommendations and resources are provided, with a focus on the training needs of psychologists who wish to expand their practices to include older adults. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ten strategies for psychology trainees and practicing psychologists interested in avoiding ethical and legal perils.

Litigation against psychologists has increased in recent years, resulting in high malpractice premiums, negative publicity, and defensive approaches to professional practice. While many practicing psychologists have become keenly aware of the need to be up-to-date on legal and ethical issues in professional practice, it is unclear if this attention has filtered down to the training of graduate students, interns, and postdoctoral trainees. While trainees are generally fairly well versed in the Ethics Code (APA, 1992) they tend to have little practical understanding of strategies to minimize both ethical and legal troubles. The purpose of this article is to outline 10 practical strategies to minimize the chances of ethical and legal problems for both psychology trainees and practicing psychologists. While this is not an exhaustive list, it highlights some of the major issues trainees and psychologists should be aware of and offers direction for minimizing potential problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-reported multicultural supervision competence of White predoctoral intern supervisors.

This study assessed the self-reported supervision practices, experiences, and multicultural competence of White intern supervisors (n = 211). White training directors and staff psychologists who were currently supervising predoctoral interns completed a 2-page survey regarding their multicultural supervision. Female supervisors reported higher multicultural supervision competence and spent more time processing cultural differences with their supervisees than male supervisors. Training directors also reported higher multicultural supervision competence than staff psychologists. Further, the number of interns supervised currently and over a career significantly predicted multicultural supervision competence. Recommendations for White intern supervisors include ongoing participation in education and professional practice experiences to improve multicultural supervision competence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical competence for practicing psychologists: Clearly a work in progress.

Competence is an issue of vital importance for all practicing psychologists, and each spends his or her career seeking to develop it, achieve it, maintain it, and enhance it. But just what is competence, how is it best achieved, what are the factors that may adversely impact it, and what are each psychologist's ethical obligations with regard to clinical competence? These and other relevant questions are addressed for psychologists individually, for those who train them, and for those in the profession who establish professional standards. The article and 3 invited expert commentaries address these issues and make practical recommendations for action that will assist psychologists, trainers, and the profession to better achieve the ideal of competence so that they may best be able to meet the needs of those they serve. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Working with foreign language interpreters: Recommendations for psychological practice.

Given the growing linguistic diversity in the United States, many practicing psychologists will work with foreign language interpreters. However, few clinicians receive formal training in providing interpreter-aided psychological services. By federal law (88th Congress, 1964; PL-88-352), psychologists or their agencies are responsible for providing interpreter services. To maintain a patient-centered, rather than interpreter-centered dialogue, psychologists should initiate pre- and postsessions to orient the interpreter to the pending encounter, clarify expectations, and discuss cultural issues. Psychological testing, diagnostic interviewing, crisis intervention, family, child, and individual adult therapy present distinct challenges when an interpreter is involved. Mental health is a specialized area requiring advanced interpreter knowledge and skills. According to the American Psychological Association’s (2002) “Ethical Principles,” psychologists are responsible for ensuring that interpreters demonstrate competence and professionalism. Because there are relatively few interpreters trained specifically for mental health practice, psychologists and health care institutions may need to assist in providing specialized interpreter education. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethics and multiculturalism: Advancing cultural and clinical responsiveness.

The provision of ethical and responsive treatment to clients of diverse cultural backgrounds is expected of all practicing psychologists. While this is mandated by the American Psychological Association’s ethics code and is widely agreed upon as a laudable goal, achieving this mandate is often more challenging than it may seem. Integrating culturally responsive practices with more traditional models of psychotherapy into every practitioner’s repertoire is of paramount importance when considering the rapidly diversifying population we serve. Psychologists are challenged to reconsider their conceptualizations of culture and of culturally responsive practice, to grapple with inherent conflicts in traditional training models that may promote treatments that are not culturally responsive, and to consider the ethical implications of their current practices. Invited expert commentaries address how conflicts may arise between efforts to meet ethical standards and being culturally responsive, how the application of outdated theoretical constructs may result in harm to diverse clients, and how we must develop more culturally responsive views of client needs, of boundaries and multiple relationships, and of treatment interventions. This article provides additional considerations for practicing psychologists as they attempt to navigate dimensions of culture and culturally responsive practice in psychology, while negotiating the ethical challenges presented in practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Addressing professional competence problems in trainees: Some ethical considerations.

Psychologists working as graduate student educators and clinical supervisors often encounter trainees who manifest problems of professional competence. At times, faculty members and supervisors may experience role conflict, ambiguity, and anxiety about how to respond to trainee competence problems. Psychologists engaged in the education, training, and credentialing of trainees are ethically and professionally obligated to balance their developmental and gatekeeping roles with respect to trainees. A discussion of several systemic concerns related to psychology's approach to competence problems is presented along with 3 expert commentaries that further elucidate the core issues from the vantage point of education, training, and licensure. Several recommendations for enhancing cooperation and excellent practice among psychologists who train and credential are offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A guide for establishing a practice in police preemployment postoffer psychological evaluations.

This article provides a guide that focuses on ethics and competence issues for psychologists considering a specialization in conducting police preemployment postoffer psychological evaluations (PEPOPEs). The discussion first addresses the importance of relevant training and practical experiences, involvement in pertinent professional associations, and adherence to rigorous standards and guidelines for conducting this specialized form of assessment. The specific components of a comprehensive assessment are then enumerated and discussed. The article concludes with a consideration of ethical dilemmas and challenges involved in this realm of psychological practice, and a vignette highlights some possible pitfalls for psychologists who are insufficiently prepared for conducting PEPOPEs. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Ethics-based training for nonclinical staff in mental health settings.

Under the Ethics Code of the American Psychological Association (2002), psychologists are responsible for ensuring that delegated tasks are performed competently. For staff members who interact with clients or who have access to confidential client information, technical competence may not suffice. Psychologists who want to provide the best protection for clients can offer staff training that fosters “ethical competence” as well. Setting-specific ethics training is important even for personnel who have previously worked in other mental health sites, because it demonstrates how the profession’s ethical standards will be upheld through specific policies in the current setting. From an ethical perspective, staff training is not an end in itself or a risk-management strategy for protecting psychologists; rather, it is a means of protecting clients and their rights. The goal is to create a culture of safety (S. J. Knapp & L. D. VandeCreek, 2006) in which upholding ethical standards becomes everyone’s shared responsibility. This ethics-based training would be appropriate for nonclinical staff, clinical staff, supervisees, and students. It can be adapted to outpatient, inpatient, research, or academic clinic settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Recognizing, assessing, and intervening with problems of professional competence.

Working collaboratively, psychologist educators and trainers at the doctoral, internship, and postdoctoral levels; credentialers; practitioners; and students offer 8 proposals for psychologists to consider in recognizing, assessing, and intervening with problems of professional competence in students and practicing professionals. In the proposals, the authors address the following topics: definitions and categories; preparing the system; self-assessment; remediation; diversity; communication across various levels of the system; confidentiality; and ethical, regulatory, and legal underpinnings. They also propose future directions for the assessment of problems in professional competence in both students and practicing psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On psychological identity and training: Boulder is better for rehabilitation psychology.

This article addresses issues of training in applied psychology, generally, and rehabilitation psychology, specifically. The long-term success and growth of rehabilitation psychology will depend, in part, on how the field answers the following questions: How do rehabilitation psychologists define their area of competence? How is this competence to be achieved? A review of recent literature suggests that rehabilitation psychology has yet to resolve fully the fundamental issues of a young subspecialty: identity, training, and long-term direction. We maintain that the scientist-practitioner model should continue to be the framework for training future rehabilitation psychologists. Furthermore, subspecialty and cross discipline training should be completed following core training in an appropriate specialty of psychology (i.e., counseling or clinical). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical psychologists reflect on the usefulness of various components of graduate training.

Graduates of clinical training programs were surveyed to determine the degree to which they have found various graduate school experiences useful in their professional work. Samples of academic clinical psychologists and practicing clinical psychologists reported time allocation and preference for various professional activities, perceived usefulness of various theoretical orientations, and the influence on their current professional work of 19 different graduate training topics. Results suggest that where differences exist, academic clinical psychologists are generally more satisfied with Boulder-model-inspired scientific training than are clinical practitioners. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A survey of group psychotherapy training during predoctoral psychology internship.

Do psychologists receive sufficient training in group psychotherapy? Existing literature indicates that comprehensive training standards have not been universally or rigorously followed within the field of psychology. Results of this study indicate that, much like graduate school programs, predoctoral clinical psychology internships also do not routinely provide adequate group therapy training. This deficit in training undermines the proficiency and competency of psychologists who will increasingly be called upon to lead psychotherapy groups in clinical practice. Specific recommendations are provided to training directors who are interested in expanding their group therapy training opportunities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multicultural experiences of U.S. military psychologists: Current trends and training target areas.

This study provides the first quantification of the multicultural experiences of U.S. military psychologists. The importance of multicultural competence cannot be overemphasized given that military psychologists now practice all over the world and are expected to treat active-duty personnel, their family members, and individuals encountered from many different countries. Additionally, a small, but significant portion of enlisted military members are not U.S. citizens. Provision of services to this diverse group can be improved through efforts to enhance the multicultural competence of military providers. To better understand the multicultural experience base of military psychologists, the authors sent a survey to all contactable active-duty U.S. military psychologists (i.e., 367). Eighty-six individuals responded to a survey regarding their experiences with active-duty personnel, U.S. civilians, and civilians from other countries. Also, respondents provided quantitative information regarding working with detainees, using interpreters, and interacting with patients from diverse religious backgrounds. Results indicated rich and varied multicultural experiences with definite trends, which can assist individual psychologists and military training program development. Recommended training target areas for military psychologists at all levels are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)