2019
DOI: 10.1177/0011000019895293
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Integrated Behavioral Health Curriculum in Counseling Psychology Training Programs

Abstract: Effective training in integrated behavioral health requires systematic, interprofessional education that is anchored in competencies. We describe core learning objectives, competencies, and strategies for assessing counseling psychology trainees in integrated health care settings. Two programs that have transformed their training to emphasize interprofessional and primary care competencies of psychological practice are presented, along with their training goals and didactic and experiential curricular activiti… Show more

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Cited by 20 publications
(24 citation statements)
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“…Boland, Juntunen, Kim, Adams, and Navarro (2019 [this issue]) rightly argue that adjusting our sails to the winds of integrated care will require realizing that the value systems and approaches that define our field (holistic and comprehensive care, strengths-based treatment, multiculturalism, advocacy, prevention, and early intervention; Johnson, 2013;Vogel, Kirkpatrick, Collings, Cederna-Meka, & Grey, 2012) compel us to become more involved in integrated care and that we have the requisite expertise to do so, although integrated care socialization may be lacking in our training models. Boland et al (2019) highlight the necessity of interprofessional training for counseling psychology students, pointing out that collaboration with diverse health care specialties requires specific skills and competencies and outlining those established by the Interprofessional Education Collaborative (IPEC, 2011). Unfortunately, these competencies are rarely included in counseling psychology training programs, and typically our students are only taught to collaborate and communicate with other psychologists, or in the narrowest training models, only with other counseling psychologists.…”
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confidence: 99%
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“…Boland, Juntunen, Kim, Adams, and Navarro (2019 [this issue]) rightly argue that adjusting our sails to the winds of integrated care will require realizing that the value systems and approaches that define our field (holistic and comprehensive care, strengths-based treatment, multiculturalism, advocacy, prevention, and early intervention; Johnson, 2013;Vogel, Kirkpatrick, Collings, Cederna-Meka, & Grey, 2012) compel us to become more involved in integrated care and that we have the requisite expertise to do so, although integrated care socialization may be lacking in our training models. Boland et al (2019) highlight the necessity of interprofessional training for counseling psychology students, pointing out that collaboration with diverse health care specialties requires specific skills and competencies and outlining those established by the Interprofessional Education Collaborative (IPEC, 2011). Unfortunately, these competencies are rarely included in counseling psychology training programs, and typically our students are only taught to collaborate and communicate with other psychologists, or in the narrowest training models, only with other counseling psychologists.…”
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confidence: 99%
“…Explicit examples and role models of interprofessional training and collaboration in counseling psychology programs may be scarce, but Boland et al (2019) provide two concrete examples of integrated care training for counseling psychology students, and Berkel et al (2019 [this issue]) show how counseling psychologists who actually work in integrated health care teams experience their roles and how their training prepared-or did not prepare-them for these roles. Although the counseling psychology competencies (Covey et al, 2013) allude in a general manner to interprofessional work, this general approach may be insufficient for the current dynamic landscape of integrated care.…”
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confidence: 99%
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