The Practicum Experience: A Survey of Practicum Site Coordinators.

Lewis, Brian L.; Hatcher, Robert L.; Pate, William E.

doi:10.1037/0735-7028.36.3.291

Cited by 32 publications

(74 citation statements)

References 6 publications

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“…autonomy (see Weissman et al, 2006;Woody et al, 2005). An additional obstacle is that so much clinical training takes place in external practicum sites over which doctoral programs have little control (see Lewis, Hatcher, & Pate, 2005;Woody et al, 2005). The Weissman et al (2006) findings suggest that we might learn from psychiatry training programs, which were more likely to report obstacles than psychology programs, but which also reported more ultimate success, reportedly because of accreditation changes that required EBP training.…”

Section: Training Programs As Avenues For Advancing Dip and Dismentioning

confidence: 89%

Odd Couple? Reenvisioning the Relation Between Science and Practice in the Dissemination-Implementation Era

Weisz

Bearman

2013

Clinical Psychological Science

220

161

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Decades of clinical psychological science have produced many evidence-based interventions that are now undergoing dissemination and implementation (DI), but with little guidance from a DI science that is just now taking shape. Charting a future for DI science and practice, and their complex relationship, will be complicated by significant challenges-the implementation cliff(treatment benefit drops when tested practices are taken to scale), low relevance of most clinical research to actual practice, and differing timetables and goals for DI practice versus research. To address the challenges, and prepare the next generation of psychologists, we propose: making intervention research look more like practice, solving the "too many EBPs" problem, addressing mismatches between interventions and their users, broadening our range of intervention delivery systems, sharpening outcome monitoring and feedback, incentivizing high-risk/high-gain innovations, designing new professional tracks for DI science, and synchronizing and linking the often-insular practice and science of DI.Keywords: dissemination, implementation, evidence-based practice Science and Practice of Dissemination and Implementation 3 An emerging challenge in clinical psychological science is the tension between rigorous testing of interventions-an ongoing task that is never really finished-and deploying those interventions within clinical practice settings. Moving too quickly from science to practice can make us marketers with products not yet ready for prime time. Moving too slowly can mean lost opportunities to take our work to scale and improve clinical care for those who need it. In this paper we focus on the tension between science and practice-whether the two are a cute couple or strange bedfellows-in the development and diffusion of interventions, and implications of the science-practice relationship for clinical training. Welcome to COI World.This science-practice tension is highlighted by the annual conflict-of-interest (COI) reports that are now routine for faculty in North American universities. In decades past, intervention science and practice were indeed a cute couple (with rather socialist leanings) in which scientists developed and tested treatment protocols and shared these openly for use by practitioners who wanted them. That openness has now given way to a more capitalist model in which these products are "IP," owned and marketed, often for income beyond the wildest dreams of prior generations in our field. Under these circumstances, a fair study with adverse findings regarding a treatment program can have major consequences-including loss of employment for those in the business of spreading the treatment, loss of income for the IP-holder and partners, and loss of image in the marketplace with concomitant loss of market share. The resulting pressure on scientists who develop marketable products can be significant, and the potential for conflict of interest is real-hence the need for COI reports. While this situation is not new ...

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Section: Training Programs As Avenues For Advancing Dip and Dismentioning

confidence: 89%

Odd Couple? Reenvisioning the Relation Between Science and Practice in the Dissemination-Implementation Era

Weisz

Bearman

2013

Clinical Psychological Science

220

161

View full text Add to dashboard Cite

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“…Although the distribution of practicum programs across setting types (e.g., hospitals and medical centers) in this sample closely matches that of the Lewis et al (2005) survey, both involved relatively small samples in comparison with the large number of practicum sites that are likely serving our students. This points to the difficulty of contacting sites that are not organized and are loosely connected to graduate programs, and it raises issues of generalizability of the findings.…”

Section: Study Limitations and Opportunities For Further Researchmentioning

confidence: 88%

Inside the practicum in professional psychology: A survey of practicum site coordinators.

Hatcher

Wise

Grus

et al. 2012

Training and Education in Professional Psychology

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In recent years, practicum training has become increasingly salient in professional psychology. External practica in particular play a large role in the early, formative experiences of students in training as professional psychologists. The results of this survey of coordinators of external practicum sites {N = 123) give a fresh perspective on how this important work is conducted, building on surveys conducted over 10 years ago, and on a related survey of practicum policies and practices in graduate programs (R. L. Hatcher, C. L. Grus, & E. H. Wise, 2011). The survey responses suggest that there are many strengths and positives in our current system of practicum training. Practicum coordinators value their role in training and report that graduate students bring significant benefits to the training setting. Practicum sites generally reported sufficient resources for conducting training and a good level of communication with graduate programs. Sites' training priorities closely match those of graduate programs in most respects, although offering less training in systematic use of research literature and assessment of outcomes. Very limited use of direct observation of student clinical work was also concerning, perhaps reflecting strain related to other priorities in real-world settings. External practicum sites lack any kind of professional organization, and the majority of site coordinators expressed interest in opportunities to share professional resources in order to enhance training. Overall, the results suggest that our current system of practicum training is characterized by significant strengths and a number of areas in which further growth and development are warranted.

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“…As many as 24.9% of doctoral-level practicum take place in community mental health centers, clinics, or other social service agencies (Lewis, Hatcher, & Pate, 2005). An even greater number (35%, or 241 of 682 total) of North American psychology intemship placements accredited by the Association of Psychology Postdoctoral and Intemship Centers (APPIC) in 2011 are situated in CMH centers or public hospitals.…”

Section: Current Training and Recruitment Is Insufficientmentioning

confidence: 99%

The Public Psychology Doctoral Training Model: Training clinical psychologists in community mental health competencies and leadership.

Chu¹,

Emmons²,

Wong³

et al. 2012

Training and Education in Professional Psychology

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National reports have illuminated problems within the public mental health system such as fragmented care for serious mental illness, mental health care disparities for underserved populations, a dearth of data-driven evidence-based practices, and inadequacies in policy and advocacy work (President's New Freedom Commission on Mental Health, 2003; U.S. Department of Health and Human Services, 2001). Chu et al. (2012) established the public psychology competencies that would create the foundation needed for psychology leadership to assist in the transformation of the community mental health system. Yet, systematic doctoral-level training efforts in these competencies appear sparse. This article presents key components of a Public Psychology Doctoral Training Model that trains psychologists in the competencies needed for leadership in community mental health. Key components include the following: (a) a focus on public psychology foundational and functional competencies, (b) collaborative partnerships between academic, community, and county/state/federal entities, and (c) group case–method learning beyond the classroom. The Diversity and Community Mental Health (DCMH) emphasis area is presented as an example, and recommendations are provided for other doctoral programs endeavoring to establish similar programs.

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The Practicum Experience: A Survey of Practicum Site Coordinators.

Cited by 32 publications

References 6 publications

Odd Couple? Reenvisioning the Relation Between Science and Practice in the Dissemination-Implementation Era

Odd Couple? Reenvisioning the Relation Between Science and Practice in the Dissemination-Implementation Era

Inside the practicum in professional psychology: A survey of practicum site coordinators.

The Public Psychology Doctoral Training Model: Training clinical psychologists in community mental health competencies and leadership.

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