Clinical psychology training in Canada and expectations for mobility: Is it time for change?

Theule, Jennifer; Germain, Sarah M.

doi:10.1037/cap0000112

Cited by 2 publications

(3 citation statements)

References 21 publications

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“…The most interesting finding here relates to that of relocations. A number of writers have started to note the hardship involved in relocating for graduate school and/or internship, including financial cost, loss of community, and family stress (Ansloos et al, 2019; Dobson & Dobson, 2019; Theule & Germain, 2017). More general work in the area of family functioning has also noted the stresses that accompany work and training-related mobility (e.g., Neil & Neis, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Similar to Hunsley et al (2013) study, we have focused on Canadian psychologists. The Canadian context is important here given differences in parental leaves (e.g., Tremblay, 2010; UNICEF Canada, 2019), mobility (Theule & Germain, 2017), and regulatory guidelines (i.e., the Mutual Recognition Agreement; Council of Provincial Associations of Psychologists, 2004) between Canada and the United States.…”

Section: Issues In the Work Environmentmentioning

confidence: 99%

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Canadian women psychologists: Work, family, and the balance.

Theule¹,

Ward²,

Keates³

et al. 2023

Professional Psychology: Research and Practice

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Work–family balance is especially relevant to women professionals given that childbearing and the heavy tilt of family obligations often rest on the shoulders of women. The purpose of this study was to predict job satisfaction, satisfaction with work–family balance, and quality of life (QoL) for professionally trained Canadian women doctoral psychologists. A total of 158 women participated in our online survey. Most participants were mothers (n = 116, 73.4%) and most of our sample worked 31 hr per week or more (n = 139, 87.9%), but being a mother of a child under the age of 18 years was inversely related to hours of work (rs = −.18, p = .03). Satisfaction with work hours was a key predictor of job satisfaction, satisfaction with work–family balance, and QoL. Women who had their first child at younger ages had greater QoL and satisfaction with work–family balance. Just over half of the participants (n = 80, 50.6%) indicated that they were satisfied with how they were able to divide time between work and family life. However, fewer participants indicated satisfaction with their opportunity to perform both their career and home-related duties well (n = 65, 41.1%). Working in a college or university setting was associated with greater job satisfaction. Among mothers, having fewer relocations (moves) for training was associated with a greater QoL. Our results suggest that negotiable work hours and support for family planning may be especially helpful for this population.

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Section: Discussionmentioning

confidence: 99%

Section: Issues In the Work Environmentmentioning

confidence: 99%

Canadian women psychologists: Work, family, and the balance.

Theule¹,

Ward²,

Keates³

et al. 2023

Professional Psychology: Research and Practice

Self Cite

View full text Add to dashboard Cite

show abstract

“…An entire issue of Canadian Psychology was recently dedicated to learning (Asghar, Sladeczek, Mercier, & Beaudoin, 2017; Beauchamp, & MacLeod, 2017; Brosseau-Liard, 2017; D’Intino, 2017; Gray Wilcox, & Nordstokke, 2017; Jarrell & Lajoie, 2017; Olszewski-Kubilius, Makel, Plucker, & Subotnik, 2017; Schroeder, Drefs, & Cormier, 2017: Theule & Germain, 2017; Trepanier, Stamoulos, & Reyes, 2017). Of the 10 papers that were published, close to half focused on learning disabilities.…”

mentioning

confidence: 99%

Rethinking the concept of learning disability.

Penney

2018

Canadian Psychology / Psychologie canadienne

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Learning disabilities are assumed to result from a neurological disorder that makes it very difficult for children to perform well in school. The unstated assumption is that there is a discontinuity in the distribution in aptitude for academic studies such that these children can be objectively categorised as having a learning disability or not. This assumption is based on an analogy with medical diseases or disorders in which certain tests can indicate whether or not a disease is present. However, this analogy is not appropriate and results in a number of practical problems. An alternate view is presented according to which the efficiency of mental processes required for learning to read or do mathematics varies on a continuum. If there is a continuum, attempts to develop objective criteria for diagnosing learning disabilities will necessarily be arbitrary, and will result in unfairness in provision of special resources. Rather than focusing on diagnosing learning disabilities to determine which children get special help, the suggested goal is to develop curricula in academic subjects that allow for individualized academic programs. In this way, all children would progress at their own pace always being mildly challenged and mastering the material before progressing to new topics.

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Clinical psychology training in Canada and expectations for mobility: Is it time for change?

Cited by 2 publications

References 21 publications

Canadian women psychologists: Work, family, and the balance.

Canadian women psychologists: Work, family, and the balance.

Rethinking the concept of learning disability.

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