Navigating uncharted waters: Considerations for training clinics in the rapid transition to telepsychology and telesupervision during COVID-19.

Hames, Jennifer L.; Bell, Debora J.; Perez-Lima, Lissette M.; Holm‐Denoma, Jill M.; Rooney, Tara; Charles, Nora E.; Thompson, Sarah; Mehlenbeck, Robyn; Tawfik, Saneya H.; Fondacaro, Karen M.; Simmons, Krystal T.; Hoersting, Raquel C.

doi:10.1037/int0000224

Cited by 64 publications

(106 citation statements)

References 21 publications

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“…The external mandate to “flatten the curve” of COVID-19 spreading will “accelerate and bend the curve” of digital health care (Torous et al 2020 )—so Fac and trainees are getting more experience. A survey of psychology training programs (Hames et al 2020 ) found that some were implementing, planned to implement, or were considering implementing telepsychology services—with trainees and Fac supervisors in the clinics, at home or a combination of both; some academic centers already had TP rotations in place, usually electives, to build upon (Hilty et al 2019b ). A follow-up survey could capture the impact of clinical service changes and this increase in experience; yet, it is unclear if curricula have been significantly changed for rotations (e.g., teaching and supervision on TP) due to the rapid series of events of this difficult time.…”

Section: Discussionmentioning

confidence: 99%

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A Survey of Residents/Fellows, Program Directors, and Faculty About Telepsychiatry: Clinical Experience, Interest, and Views/Concerns

Cruz

Orchard

Shoemaker

et al. 2021

J. technol. behav. sci.

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The effectiveness of telepsychiatry video for clinical care is well established, and clinician and psychiatry resident interest in it is growing—particularly in light of the COVID-19 impact. Still, few residency programs in the United States have core curricula, rotations/electives available, and competencies, and many faculty have no experience. A survey was sent via national organization listserves for residents, fellows, faculty, and program directors to complete. The survey queried demographics, clinical experience and interest, and views/concerns, using Likert-like and yes/no questions. Descriptive statistics and other analyses compared the groups to assess impact of clinical experience on interest and views/concerns. Respondents (N = 270) have limited clinical experience with telepsychiatry (46% none), with trainees having less than others, and yet, most were very interested or interested in it (68%). Trainees (N = 123) have concerns about being prepared for future practice. Clinical experience with video in the range of 6–20 h appears to dramatically increase interest and reduce concerns, though less time has a positive effect. Respondents have concerns about connectivity, medico-legal issues, and clinical effectiveness (e.g., diverse populations, psychosis, and emergencies) with telepsychiatry. More research is needed to assess current clinical and curricular experience, interest, and concerns. Additional curricular interventions during residency and fellowship training could build skills and confidence, if this is feasible, and the benefits outweigh the costs.

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Section: Discussionmentioning

confidence: 99%

“…While interest may predict concerns to a degree, and attitude (e.g., interest) is important, it is not a substitute for knowledge or skill (Pratt 1998 ; Hilty et al 2015 ). Training is an opportunity to address Rs and Fac concerns (Hilty et al 2015 ; Hames et al 2020 ).…”

Section: Discussionmentioning

confidence: 99%

A Survey of Residents/Fellows, Program Directors, and Faculty About Telepsychiatry: Clinical Experience, Interest, and Views/Concerns

Cruz

Orchard

Shoemaker

et al. 2021

J. technol. behav. sci.

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show abstract

“…For many internships and licensing boards, readiness involves both competency evaluations and completion of a certain number of direct contact hours with clients. However, the fairly abrupt movement to remote learning and provision of telepsychology services during the COVID-19 crisis presented unique challenges for clinical training and coursework, the delivery of services, and supervision ( Bell et al, 2020 , Hames et al, 2020 ). As such, it may have been more difficult for trainees to gain the client contact hours and type of training experiences as quickly as they might have expected prior to the COVID-19 crisis.…”

Section: Introductionmentioning

confidence: 99%

Implementing Skills for Psychological Recovery at a Psychology Training Clinic During COVID-19

Sheerin

Tugendrajch

Presser

et al. 2021

Cognitive and Behavioral Practice

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The COVID-19 global pandemic has disrupted the routine provision of community mental health services, which is especially concerning given that emerging data suggest a rise in mental health concerns related to the COVID-19 crisis ( Xiong et al., 2020 ). Thus, it seems imperative to provide trauma-informed services that are tailored to clients’ coping with the pandemic and can be effectively delivered via telehealth. The goals of these important services would be to mitigate current distress, help prevent the onset of long-term mental health problems, and facilitate client safety during a public health crisis. The present article provides an overview of adoption and telehealth implementation of the Skills for Psychological Recovery (SPR) secondary prevention program within a psychology training clinic. Initial clinical outcome data supported the program’s success in reducing mental health symptoms among individuals in psychological distress due to the COVID-19 crisis; however, the results were more striking for adults than for youths. The article concludes with recommendations for broader implementation and future directions for clinicians, supervisors, organizations, and researchers.

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“…Its important benefits included being able to include trainees who were spread across a large region and being able to recruit exceptionally qualified trainers who were distributed across the country. By chance, this training began prior to the seismic shifts in service delivery and training (e.g., Hames et al, 2020 ) prompted by the pandemic, and so participants were more prepared than their counterparts to make this shift. So, although a recommendation is that anyone doing online training such as this prepare the participants to use the technology and learn how to access help as needed, the substantial shifts toward telehealth may obviate much of this need for others who offer similar, online programs.…”

Section: Lessons Learned and Their Implications For Future Trainingmentioning

confidence: 99%

Training Public Sector Clinicians in Competency-Based Clinical Supervision: Methods, Curriculum, and Lessons Learned

Hutman

Enyedy

Ellis

et al. 2021

J Contemp Psychother

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This article describes an initiative to train public sector clinicians in competency-based clinical supervision. It was delivered as an 18-session course taught online to clinicians employed in departments of behavioral health in nine Southern California counties. The curriculum was co-constructed by a team of clinical supervision scholars and leaders who then served as instructors. Each two-hour meeting addressed a specific topic for which a training video had been prepared, usually featuring a member of the training team who had expertise in that topic. The second part of each meeting focused on a class member’s supervision case presentation. Those presentations revealed 35 themes; the four most frequently occurring were: developing supervisees’ clinical competencies, addressing countertransference and parallel process, balancing clinical and administrative supervisory roles, and addressing record keeping/paperwork. Participants’ pre-to-post supervisory self-efficacy changes demonstrated a moderate effect size (Cohen’s d = .46) for the training, with the greatest pre- to post-training changes being in the use of technology, multicultural competencies (awareness of oppression, bias, and stereotyping in clinical work and in clinical supervision), and contracting. They reported that the strengths of the course included an inclusive learning environment and opportunities to reflect on and apply new knowledge and skills, though they also reported struggling with the assignments and the course platform software. Lessons learned reflected the use of technology in this online program, the importance of obtaining buy-in from agency decision makers and being prepared to address challenges related to the use of direct observation in supervision, gatekeeping, and enacting the simultaneous roles of administrative and clinical supervisor.

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Navigating uncharted waters: Considerations for training clinics in the rapid transition to telepsychology and telesupervision during COVID-19.

Cited by 64 publications

References 21 publications

A Survey of Residents/Fellows, Program Directors, and Faculty About Telepsychiatry: Clinical Experience, Interest, and Views/Concerns

A Survey of Residents/Fellows, Program Directors, and Faculty About Telepsychiatry: Clinical Experience, Interest, and Views/Concerns

Implementing Skills for Psychological Recovery at a Psychology Training Clinic During COVID-19

Training Public Sector Clinicians in Competency-Based Clinical Supervision: Methods, Curriculum, and Lessons Learned

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