Self-Assessment in Clinical Health Psychology: A Model for Ethical Expansion of Practice.

Belar, Cynthia D.; Brown, Robert A.; Hersch, Lee E.; Hornyak, Lynne M.; Rozensky, Ronald H.; Sheridan, Edward P.; Brown, Ronald T.; Reed, Geoffrey W.

doi:10.1037/1522-3736.6.0025a

Cited by 52 publications

(105 citation statements)

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“…Within the mental health field, applications of SRL have been attempted in a more limited capacity (e.g., Belar et al 2001; Bennett-Levy and Padesky 2010; Sanders and Murphy-Brennan 2010) and empirical support is only just emerging. Bennett-Levy and Padesky (2010) recently presented preliminary evidence that a component of the SRL model may be effective within EBPs for mental health.…”

Section: Specific Approachesmentioning

confidence: 99%

Developing the Mental Health Workforce: Review and Application of Training Approaches from Multiple Disciplines

Lyon

Stirman

Kerns

et al. 2010

Adm Policy Ment Health

188

158

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Strategies specifically designed to facilitate the training of mental health practitioners in evidencebased practices (EBPs) have lagged behind the development of the interventions themselves. The current paper draws from an interdisciplinary literature (including medical training, adult education, and teacher training) to identify useful training and support approaches as well as important conceptual frameworks that may be applied to training in mental health. Theory and research findings are reviewed, which highlight the importance of continued consultation/ support following training workshops, congruence between the training content and practitioner experience, and focus on motivational issues. In addition, six individual approaches are presented with careful attention to their empirical foundations and potential applications. Common techniques are highlighted and applications and future directions for mental health workforce training and research are discussed. KeywordsTraining; Uptake; Workforce development; Implementation; Dissemination Over the past decades, the mental health field has seen a surge in the development and testing of evidence-based practices (EBPs) for the treatment of a wide variety of adult and youth psychosocial problems. Unfortunately, the advances in EBPs have largely outpaced the development of technologies designed to support their implementation by practitioners in real-world contexts (Fixsen et al. 2005;Ganju 2003;Gotham 2006). One result of this lag is a shortage of treatment providers who are adequately trained and supported to provide EBPs (Kazdin 2008;Weissman et al. 2006). Although reviews of implementation science identify practitioner training as a core implementation component (e.g., Fixsen et al. 2005), research has been limited and trainers in behavioral health repeatedly fail to make use of the existing strategies that have received empirical support (Stuart et al. 2004). The general lack of attention to evidence-based training and implementation methods has been cited as a major contributor to the "research-to-practice gap" commonly described in the mental health literature (Kazdin 2008;McHugh and Barlow 2010;Wandersman et al. 2008). NIH Public Access Author ManuscriptAdm Policy Ment Health. Author manuscript; available in PMC 2012 July 1. NIH-PA Author ManuscriptConsequently, efforts to develop or identify the most effective methods and strategies for training existing mental health practitioners in EBPs and/or the core skills underlying many EBPs (e.g., cognitive behavioral strategies, behavioral parenting strategies) have received increasing attention in the literature (e.g., Dimeff et al. 2009;Long 2008;Stirman et al. 2010).Not surprisingly, a disconnect between the scientific literature and the behavior of community professionals is not unique to mental health. Multiple disciplines, including the fields of medicine and education, grapple with how to train their workforces to implement practices that have received empirical support (e.g., Grimshaw et al. ...

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Section: Specific Approachesmentioning

confidence: 99%

Developing the Mental Health Workforce: Review and Application of Training Approaches from Multiple Disciplines

Lyon

Stirman

Kerns

et al. 2010

Adm Policy Ment Health

188

158

View full text Add to dashboard Cite

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“…One aspect of professional development that we place considerable emphasis upon is the capacity for accurate self-assessment, which is crucial to the conduct of ethical practice and to improving quality of care (Belar, 2004;Belar et al, 2001). As trainers, we must routinely model self-assessment and facilitate actively our students' efforts to engage in accurate self-assessment.…”

Section: Professional Developmentmentioning

confidence: 99%

Training in Family Psychology: A Competencies‐Based Approach

Kaslow

Celano

Stanton

2009

The Wiley‐Blackwell Handbook of Family Psychology

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Family psychologists are influenced by major trends in psychology, such as the emphasis on competency-based education, clinical training, and credentialing (Kaslow, 2004;Kaslow et al., 2004). Thus, we believe that the time is ripe to extend the core competencies in professional psychology to include family-related elements consistent with systems theory. The extant organizations devoted to promoting family psychology need to take the lead in the identification, education and training, and credentialing of family psychologists in accordance with the core competencies.A competency-based approach emphasizes the ability to apply knowledge and skills in the real world and uses performance outcomes as criteria for evaluating learners and training programs. This approach offers an explicit framework to initiate, develop, implement, and evaluate the processes and outcomes of training. The competency-based movement in psychology took center stage in 2002 at the Competencies Conference: Future Directions in Education and Training in Professional Psychology (Kaslow, 2004;Kaslow et al., 2004). Building upon prior work, eight core competencies were named:• application of scientific knowledge to practice • psychological assessment • psychological intervention • consultation and interprofessional collaboration • supervision • professional development The Wiley-Blackwell Handbook of Family Psychology Edited by James H. Bray and Mark Stanton

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“…However, the literature is limited in the extent to which it can generalise to clinical psychology trainees (Creed et al, ; Loades & Armstrong, ). To start, research primarily involves practitioners other than psychologists, who have several years of clinical experience outside their training (e.g., nursing; Belar et al, ; McManus et al, ; Walfish et al, ), which makes it difficult to establish the effects of early clinical experience on psychology trainees' ability to self‐assess (Esposito et al, ; Halonen et al, ). The focus within the literature is therefore best characterised as examining the effects of post‐qualification training on self‐assessment, which tend to differ significantly from postgraduate training courses.…”

Section: Introductionmentioning

confidence: 99%

Clinical psychology trainees' self versus supervisor assessments of practitioner competencies

Hitzeman

Gonsalvez

Britt

et al. 2020

Clinical Psychologist

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Background Although accurate self‐assessment is essential for professional development, little is known about psychology trainees' abilities to self‐assess. The present study enhances our understanding of the influence of clinical psychology training on self‐assessment and competence development, by systematically examining self‐assessment capacity among postgraduate trainees vis‐a‐vis supervisors' assessments of trainee competence across multiple domains of competency. Methods Self‐ and supervisor‐assessment ratings were measured by the Clinical Psychology Practicum Competencies Rating Scale, which assessed trainees across global and specific psychology practitioner competencies. Assessments were in relation to trainees' end‐of‐placement evaluation, and included 35 trainee‐supervisor dyads. Results Results indicated that trainees are reasonably accurate in their self‐evaluations, although they tended to underrate their performance. Assessments by both trainees and supervisors suggest that functional competencies develop more slowly than foundational competencies. Clinical experience and reflective practice were unrelated to self‐assessment accuracy, although the use of observational techniques in supervision increased trainee and supervisor agreement concerning assessments. Conclusions Results support the developmental model of competence attainment, offer preliminary support for the reliability of trainee self‐assessments, and demonstrate the importance of observation‐based supervision for fostering accurate self‐assessment.

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Self-Assessment in Clinical Health Psychology: A Model for Ethical Expansion of Practice.

Cited by 52 publications

References 0 publications

Developing the Mental Health Workforce: Review and Application of Training Approaches from Multiple Disciplines

Developing the Mental Health Workforce: Review and Application of Training Approaches from Multiple Disciplines

Training in Family Psychology: A Competencies‐Based Approach

Clinical psychology trainees' self versus supervisor assessments of practitioner competencies

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