Modified Training Experiences for Psychology Interns and Fellows During COVID-19: Use of Telepsychology and Telesupervision by Child and Adolescent Training Programs

Frye, William S.; Feldman, Marissa; Katzenstein, Jennifer M.; Gardner, Lauren

doi:10.1007/s10880-021-09839-4

Cited by 8 publications

(4 citation statements)

References 17 publications

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“…It is important to also consider the immediate and distal effects in which the COVID-19 crisis has uniquely impacted both children and their caregivers as well as more broadly in society that continue to endure. The large-scale significant disruptions caused by the pandemic not only impacted the medical and psychological health of both adults and children (e.g., Tang et al, 2021) but also have had far-reaching effects on the social-emotional health of youth and caregivers (e.g., Bartek et al, 2021), academic achievement (e.g., Colvin et al, 2022), and clinical training of mental health service providers (e.g., Frye et al, 2022). Children receiving psychological care during the pandemic commonly presented with increased symptoms of depression and health-related anxiety as well as decreased life satisfaction (e.g., Tang et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Preserved neonatal follow-up care during COVID-19: Use of neurodevelopmental evaluation via telehealth.

Butt,

Nahman,

Cederberg

et al. 2024

Clinical Practice in Pediatric Psychology

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Objective: This retrospective study aimed to analyze the practicality of conducting teleneurodevelopmental evaluations with a general clinical population of children under 5 years of age. The project goal was to afford continued clinical care during the height of the COVID-19 pandemic. Method: The study sample included children who required neonatal intensive care hospitalization after birth, given increased risk for developmental delay. The practicality and usefulness of a modified developmental evaluation administered via telehealth were analyzed. Evaluation results indicated whether patients were largely performing within expectations for age (i.e., pass) or if performance was below expectations indicating concern for developmental delay (i.e., fail). Results: Thirty-five out of a total of 51 patients had in-person evaluation transitioned to telehealth. No significant associations were found between gender, age at the time of testing, and evaluation accessibility. There was a significant association between gender and prior history of developmental delay. No other significant associations were found based on gestational age and birth weight. Concern for developmental delay was identified in 29% of evaluations. Intervention supports, including a combination of feeding therapy, medication/behavioral intervention, and speech-language therapy, were recommended for 46% of the patients identified with concern for developmental delay. Conclusions: Telehealth developmental evaluation was practical and useful for patients, met clinical needs, and limited delay in accessing early intervention supports. Implications for Impact StatementApproximately 250 million children across the globe aged 5 and younger are at heightened risk for delayed developmental milestones. Early detection, prevention, and intervention are crucial for optimizing academic, economic, and health outcomes for these children. Determining the practicality and usefulness of providing neurodevelopmental evaluations via telehealth provides important information as to alternative service delivery options for clinical care of young children. Conducting preliminary neurodevelopmental evaluations via telehealth with the option for further intervention if deemed necessary allows services to be more widely available to those who face undue burden attending in-person consultations.

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Section: Discussionmentioning

confidence: 99%

Preserved neonatal follow-up care during COVID-19: Use of neurodevelopmental evaluation via telehealth.

Butt,

Nahman,

Cederberg

et al. 2024

Clinical Practice in Pediatric Psychology

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“…Although telesupervision shows promise in increasing access to mental health care via data supporting equivalence between in-person and telehealth modalities (Jordan & Shearer, 2019;Tarlow et al, 2020;Thompson et al, 2023), the majority of literature thus far has primarily focused on trainee perspectives (Bernhard & Camins, 2021;Ferriby Ferber et al, 2021;Inman et al, 2019;Jordan & Shearer, 2019;Soheilian et al, 2023;Stein et al, 2023;Tarlow et al, 2020;Thompson et al, 2023) with few examinations of perspectives of supervisors (Martin et al, 2022) or of training directors (Frye et al, 2021). Also, satisfaction and supervisory alliance have been the primary variables of interest (Bernhard & Camins, 2021;Inman et al, 2019;Jordan & Shearer, 2019;Schmittel et al, 2023;Soheilian et al, 2023;Tarlow et al, 2020;Thompson et al, 2023).…”

Section: Importance Of Telesupervision In Rural Settingsmentioning

confidence: 99%

Implementing Efficient Systems to Monitor Competency-Based Supervision in Rural Psychology Training Programs

Jordan,

Hampole,

Mackintosh

et al. 2024

J. technol. behav. sci.

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Rural populations face challenges receiving mental health treatment due to a shortage of providers and high turnover rates. Further, trainees typically participate in urban rather than rural training centers and often remain located where they train. Supervision via synchronous video-based communications, or telesupervision, may help increase the availability of supervisors in rural settings. There is ample research on telemental health, yet data regarding telesupervision is limited. While there is a gap in systematic approaches to ensuring the quality of supervision is maintained, telesupervision use is increasing. This project examined in-person and telesupervision via use of a competency-based supervision monitoring system within rural clinical psychology training programs. This paper argues for using a competency-based supervision model in psychology training programs and how the data management system developed for an implementation–effectiveness project assessing telesupervision use in seven VA training sites supports such a model. This project collected data monthly about telesupervision use, program-level data including professional competency ratings, and patient treatment and outcomes. The data collection system employed is used to outline the needs and associated solutions that help programs develop, monitor, and improve a competency-based approach to telesupervision. The use of automation and metrics can provide programs with the necessary supervision oversight information that can be implemented using low-burden and low-cost strategies. The paper concludes with best practices for utilizing a monitoring system to maintain the quality of training and clinical care when implementing new technology such as telesupervision. Findings further support the application of the monitoring system across healthcare training programs and supervision modalities.

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“…The potential of remote supervision has also been recognised beyond medical training. 23 From child psychology to neuropsychological testing, psychology trainees have reported appreciation for the greater time spent in supervision made possible by video modalities compared with mixed video and in person sessions. Direct supervision of trainee's telepsychology sessions via remote login was described as especially useful.…”

Section: Remote Supervision In Medical Educationmentioning

confidence: 99%

Remote supervision in psychiatry training: Unlocking capacity and technology

Coleman

Amos

Hoimes

et al. 2022

Australas Psychiatry

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Objective This paper explores the literature regarding remote supervision in the context of training in psychiatry with contemporary pedagogic theory and practice and utilising telephonic and videoconference technologies to enhance education outcomes. Conclusion Remote supervision may provide psychiatry trainees with a balance between autonomy and support, promote clinical and professional independence in addition to developing a specific subset of telehealth skills whilst unlocking supervisory capacity to grow the psychiatry workforce, particularly in rural and remote settings.

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Modified Training Experiences for Psychology Interns and Fellows During COVID-19: Use of Telepsychology and Telesupervision by Child and Adolescent Training Programs

Cited by 8 publications

References 17 publications

Preserved neonatal follow-up care during COVID-19: Use of neurodevelopmental evaluation via telehealth.

Preserved neonatal follow-up care during COVID-19: Use of neurodevelopmental evaluation via telehealth.

Implementing Efficient Systems to Monitor Competency-Based Supervision in Rural Psychology Training Programs

Remote supervision in psychiatry training: Unlocking capacity and technology

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