Giving psychology trainees a voice during the COVID-19 pandemic: Trainee mental health, perceived safety, and support.

Schneider, Mallory; Greif, Taylor R.; Galsky, Ashley P.; Gomez, Debbie; Anderson, Caitlin; Edwards, Desti S.; Cherry, Amanda S.; Mehari, Krista R.

doi:10.1037/tep0000343

Cited by 25 publications

(37 citation statements)

References 24 publications

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“…Early in the pandemic, the CTCC released recommendations prioritizing student health and safety during the pandemic. Despite this guidance, responses from students in our study and in similar studies (e.g., Schneider et al, 2021) show that the spirit of these protocols has not been followed by all training sites. It is critical for the field of health service psychology (HSP) to develop, distribute, and enforce processes and procedures that continue to prioritize student health and safety during future pandemics and other emergency situations.…”

Section: Recommendation 3: Establish Standardized Expectations and Pr...mentioning

confidence: 60%

Health service psychology doctoral training during the early stage of the COVID-19 pandemic: May 1st to June 25th, 2020.

Boland¹,

Szkody²,

Daniel³

et al. 2022

Training and Education in Professional Psychology

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Coronavirus disease (COVID-19) began its rapid spread around the world in December 2019. By March 11, 2020, the World Health Organization (WHO) declared the COVID-19 outbreak a pandemic. Stay-at-home orders and increases in U.S. infection rates had a profound impact on doctoral-level health service psychology (HSP) training beginning in the earliest stages of the pandemic. The present study examined the impact of COVID-19 on HSP students early in the pandemic using data from an online survey that was distributed to students from 179 doctoral programs affiliated with the Council of University Directors of Clinical Psychology and distributed by the Council for Chairs of Training Councils to doctoral-level HSP PsyD and PhD programs between May 1st and June 25th, 2020. This study identifies areas of education and training negatively impacted by the pandemic in its first few months, including training and instrumental support, specific training and support in telehealth, safety protections and considerations, and emotional support. Implications of, and recommendations for, addressing the concerns raised by students in these areas are discussed. By implementing these recommendations, training programs can help facilitate HSP students' ability to meet continued training and professional development goals in the later stages of the pandemic.

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Section: Recommendation 3: Establish Standardized Expectations and Pr...mentioning

confidence: 60%

Health service psychology doctoral training during the early stage of the COVID-19 pandemic: May 1st to June 25th, 2020.

Boland¹,

Szkody²,

Daniel³

et al. 2022

Training and Education in Professional Psychology

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“…10,11,21 Other stressors included worries about academic program changes, preparation for entering the workforce, 14,20 and safety and risk of exposure in the clinical setting. 14,23 Personal sources of stress related to the COVID-19 pandemic have also been commonly reported by students. 10,11,14,20,21 A primary personal stressor involved concerns about personal health and the health of loved ones.…”

Section: Literature Reviewmentioning

confidence: 99%

Physical Therapy Student Stress During the COVID-19 Pandemic: A Qualitative Study

Anderson

Dutton

2022

JOPTE

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Introduction. According to research studies and surveys conducted by the Centers for Disease Control and Prevention, the prevalence of stress, depression, and anxiety have increased with the onset of the COVID-19 pandemic. is is especially true for young adults and has the potential to affect students' learning outcomes and long-term well-being. Review of Literature. Current research on the experience of stress for students in the health professions has focused on nursing and medical students. ere are no published studies exploring pandemic-related stress in physical therapy. e purpose of this study was to explore the experience of stress for Doctor of Physical erapy (DPT) students during the onset of the COVID-19 pandemic. Subjects. Twenty-four students in their first, second, and third year of study from 3 physical therapist education programs. Methods. Using a phenomenological qualitative approach, 60-minute semistructured interviews were conducted with each participant through video conference in April and May of 2020. Inductive thematic analysis was used to identify and refine codes and construct themes and subthemes. Results. Four themes resulted from analyses of these data: sources of stress, stress management, stress modifiers, and positive aspects of COVID. Sources of stress were related to academics, uncertainty, personal circumstances, and finances. DPT students described stress associated with the transition to online learning related to focus, engagement, workload, and reduced opportunities to practice hands-on skills. Uncertainty was particularly stressful for third-year students who were anxious about clinical experiences, board examinations, and future employment. Stress management strategies were centered on cognitive reappraisal, physical activity, and social support. Discussion and Conclusion. While students identified several sources of stress during the onset of the COVID 19 pandemic, important stress modifiers, such as faculty and cohort-based peer support, were highlighted that have the potential to reduce stress for students both in times of crisis and under more typical circumstances. ese factors, in combination with findings suggesting that increased flexibility and agency over learning mediated stress responses, have potential implications for instructional delivery and academic program design.

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“…In fact, the importance of this work may have reached a new peak considering the various ways that the COVID-19 pandemic has widened structural inequities and power imbalances within the higher education and training system. For instance, a recent study by Schneider et al (2020) , which sampled psychology doctoral interns and postdoctoral residents, found that a sizable proportion of trainees felt that their COVID-related concerns and personal safety were minimized or disregarded by their supervisors.…”

Section: Postscriptmentioning

confidence: 99%

Division 44 public comments to the APA commission on accreditation: Promoting equity, accountability, and transparency in doctoral psychology training.

Wolff¹,

Kay²,

Biaggio³

et al. 2021

Psychology of Sexual Orientation and Gender Diversity

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Training program accreditation by the American Psychological Association (APA) in doctoral health service psychology (HSP) serves as a critical indicator of basic educational standards and skill proficiencies. HSP training program accreditation standards also require recruitment and retention of diverse groups of students and faculty with marginalized identities. However, the APA Society for the Psychology of Sexual Orientation and Gender Diversity (Division 44) and other stakeholders affiliated with APA have raised concerns about potential discrepancies between how APA accreditation standards are represented and how they are enforced. Division 44 and other groups have also raised concerns about (a) potentially biased methods of soliciting feedback from students and faculty, (b) difficulties obtaining information about accredited programs, and (c) a lack of transparency within the accreditation process as it relates to issues of great interest to the public. Thus, in this article, we summarize a series of public comments to the APA Commission on Accreditation submitted on behalf of Division 44 and its allies. We assert that the current accreditation standards and enforcement practices must be improved to (a) enhance public transparency; (b) decrease power imbalances that disincentivize critical feedback from students/trainees, especially among groups of students/trainees from marginalized identities (e.g., lesbian, gay, bisexual, transgender, and queer spectrum; people of color); and (c) provide operational definitions and systematic means of program assessment related to diversity-focused practices of accredited programs. We conclude by summarizing recent positive developments in response to these advocacy efforts. Public Significance StatementIn this public comment, we argue that the postsecondary accreditation system must strengthen critical protections and subsequent enforcement of diversity, equity, and inclusion standards that protect marginalized students, staff, and faculty. To meet these goals, we propose ways that postsecondary accreditors (including the American Psychological Association Commission on Accreditation) and regulators (such as the U.S. Department of Education) could work to remedy these problems.

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Giving psychology trainees a voice during the COVID-19 pandemic: Trainee mental health, perceived safety, and support.

Cited by 25 publications

References 24 publications

Health service psychology doctoral training during the early stage of the COVID-19 pandemic: May 1st to June 25th, 2020.

Health service psychology doctoral training during the early stage of the COVID-19 pandemic: May 1st to June 25th, 2020.

Physical Therapy Student Stress During the COVID-19 Pandemic: A Qualitative Study

Division 44 public comments to the APA commission on accreditation: Promoting equity, accountability, and transparency in doctoral psychology training.

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