Luli Emmons - Academia.edu (original) (raw)
Papers by Luli Emmons
Professional Psychology: Research and Practice, Feb 1, 2012
Training and Education in Professional Psychology, May 1, 2012
National reports have illuminated problems within the public mental health system such as fragmen... more 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
Training and Education in Professional Psychology, 2015
The availability of quality doctoral internships for students in health service psychology is one... more The availability of quality doctoral internships for students in health service psychology is one of the most significant issues being addressed by the education and training community at present. The Psychology Internship Development Toolkit is a resource designed to assist those who would like to This article was published Online First February 23, 2015. CLARK D. CAMPBELL received his PhD in clinical psychology from the Graduate School of Clinical Psychology at Western Seminary. He is the dean of Rosemead School of Psychology at Biola University. His research interests include professional education and training, spirituality, and rural mental health. LULI EMMONS received her PhD in clinical psychology from Pacific Graduate School of Psychology. She is currently a vice president and a professor at Palo Alto University and directs the Palo Alto University Office of Professional Advising and Development. Her areas of professional interest include public mental health and issues in health service psychology education and training. LORRAINE MANGIONE received her PhD in clinical psychology from the University of Kansas. She is currently a professor and director of practica in the Department of Clinical Psychology at Antioch University New England. Her current areas of interest include professional training issues, relationship as a foundational competency, relational aspects of supervision, Italian American fathers and daughters, grief and loss, and meaning and creativity in the work of Bruce Springsteen. CATHERINE L. GRUS received her PhD in clinical psychology from Nova University. She completed her doctoral internship at the University of Miami School of Medicine and a 2-year postdoctoral fellowship at the University of North Carolina. She is currently the deputy executive director for education at the American Psychological Association, where she works to advance policies and practices that promote high quality education and training at the doctoral, postdoctoral, and postlicensure levels. Her areas of focus include the development of models and tools for competency assessment in professional psychology, supervision, and primary care psychology practice. SHARON BERRY received her PhD in clinical psychology from the Florida State University. She is the director of training for the accredited doctoral internship at Children's Hospitals and Clinics of Minnesota. She is a former Association of Psychology Postdoctoral and Internship Centers chair and currently serves on the American Psychological Association Board of Educational Affairs, continuing with projects to further the education and training community and enhance the stability of internship programs. KATHLYN C. DAILEY received her PhD in counseling psychology from Texas Tech University. She is currently the director of the Counseling Center at Texas State University. Her areas of professional interest include doctoral education and training, college mental health, ethics, and legal issues. PHILINDA SMITH HUTCHINGS received her PhD in psychology at the University of Kansas. She is a professor and clinical training director in clinical psychology at Midwestern University. Her scholarly interests include treatment of sexual trauma and professional training issues, such as competency development and assessment. ROBERTA L. NUTT received her PhD in counseling psychology from the University of Maryland. She is currently the training director of the counseling psychology doctoral program at the University of Houston. Her areas of professional interest include gender issues in therapy, family/ systems psychology, licensure and credentialing, and professional training. WAYNE G. SIEGEL received his PhD in counseling psychology from the University of Iowa. He is currently the director of training for the accredited internship and postdoctoral programs at the Minneapolis VA Health Care System, Minneapolis, Minnesota. His areas of professional interest include education and training in professional psychology with a focus on the development of measurable competencies. THE AUTHORS THANK THE FOLLOWING individuals who provided input to the Psychology Internship Development Toolkit in its second revision:
Training and Education in Professional Psychology, 2012
National reports have illuminated problems within the public mental health system such as fragmen... more 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.
Professional Psychology Research and Practice, Jan 31, 2012
Training and Education in Professional Psychology, 2012
ABSTRACT In recent years, practicum training has become increasingly salient in professional psyc... more ABSTRACT 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. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Training and Education in Professional Psychology, 2012
National reports have illuminated problems within the public mental health system such as fragmen... more 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
Training and Education in Professional Psychology, 2012
ABSTRACT In recent years, practicum training has become increasingly salient in professional psyc... more ABSTRACT 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. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Professional Psychology: Research and Practice, 2012
Recent attention to gaps and inadequacies in U.S. community mental health systems has revived eff... more Recent attention to gaps and inadequacies in U.S. community mental health systems has revived efforts to improve access and the quality of mental health care to underserved, diverse, rural, and seriously mentally ill populations. The importance of elements such as evidence-based practice importation, needs assessment and evaluation, and mental health care disparities in this effort calls for innovation and leadership from professional psychologists. Yet, psychologists have been diminishing in representation from public mental health settings, and there have been limited efforts to comprehensively define the competencies required of practice in the public psychology specialty. This article presents the unique functional and foundational competencies required of psychologists to lead a transformation in the public mental health system. These public psychology competencies provide a foundation for professional psychologists to meet the challenges of a changing public mental health services context and promulgate effective evidence-based community systems of care. With education and training efforts, exposure to the public psychology competencies established in this study can aid in the transition of more psychologists into the public sector.
Professional Psychology: Research and Practice, 2006
... and current secretary of the California Psychology Internship Council Board of Directors and ... more ... and current secretary of the California Psychology Internship Council Board of Directors and is in independent practice in Berkeley, California. His professional interests include standards and quality in professional psychology education and training. LORRAINE MANGIONE is ...
Professional Psychology: Research and Practice, 2006
... LULI EMMONS is a licensed psychologist who earned her PhD at Pacific Graduate School of Psych... more ... LULI EMMONS is a licensed psychologist who earned her PhD at Pacific Graduate School of Psychology. ... delivery, the local clinical scientist training model, development of a strong professional identity, and ethical ... These comments are DCTs' perceptions of students' self-reports ...
Training and Education in Professional Psychology, 2015
Professional Psychology: Research and Practice, Feb 1, 2012
Training and Education in Professional Psychology, May 1, 2012
National reports have illuminated problems within the public mental health system such as fragmen... more 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
Training and Education in Professional Psychology, 2015
The availability of quality doctoral internships for students in health service psychology is one... more The availability of quality doctoral internships for students in health service psychology is one of the most significant issues being addressed by the education and training community at present. The Psychology Internship Development Toolkit is a resource designed to assist those who would like to This article was published Online First February 23, 2015. CLARK D. CAMPBELL received his PhD in clinical psychology from the Graduate School of Clinical Psychology at Western Seminary. He is the dean of Rosemead School of Psychology at Biola University. His research interests include professional education and training, spirituality, and rural mental health. LULI EMMONS received her PhD in clinical psychology from Pacific Graduate School of Psychology. She is currently a vice president and a professor at Palo Alto University and directs the Palo Alto University Office of Professional Advising and Development. Her areas of professional interest include public mental health and issues in health service psychology education and training. LORRAINE MANGIONE received her PhD in clinical psychology from the University of Kansas. She is currently a professor and director of practica in the Department of Clinical Psychology at Antioch University New England. Her current areas of interest include professional training issues, relationship as a foundational competency, relational aspects of supervision, Italian American fathers and daughters, grief and loss, and meaning and creativity in the work of Bruce Springsteen. CATHERINE L. GRUS received her PhD in clinical psychology from Nova University. She completed her doctoral internship at the University of Miami School of Medicine and a 2-year postdoctoral fellowship at the University of North Carolina. She is currently the deputy executive director for education at the American Psychological Association, where she works to advance policies and practices that promote high quality education and training at the doctoral, postdoctoral, and postlicensure levels. Her areas of focus include the development of models and tools for competency assessment in professional psychology, supervision, and primary care psychology practice. SHARON BERRY received her PhD in clinical psychology from the Florida State University. She is the director of training for the accredited doctoral internship at Children's Hospitals and Clinics of Minnesota. She is a former Association of Psychology Postdoctoral and Internship Centers chair and currently serves on the American Psychological Association Board of Educational Affairs, continuing with projects to further the education and training community and enhance the stability of internship programs. KATHLYN C. DAILEY received her PhD in counseling psychology from Texas Tech University. She is currently the director of the Counseling Center at Texas State University. Her areas of professional interest include doctoral education and training, college mental health, ethics, and legal issues. PHILINDA SMITH HUTCHINGS received her PhD in psychology at the University of Kansas. She is a professor and clinical training director in clinical psychology at Midwestern University. Her scholarly interests include treatment of sexual trauma and professional training issues, such as competency development and assessment. ROBERTA L. NUTT received her PhD in counseling psychology from the University of Maryland. She is currently the training director of the counseling psychology doctoral program at the University of Houston. Her areas of professional interest include gender issues in therapy, family/ systems psychology, licensure and credentialing, and professional training. WAYNE G. SIEGEL received his PhD in counseling psychology from the University of Iowa. He is currently the director of training for the accredited internship and postdoctoral programs at the Minneapolis VA Health Care System, Minneapolis, Minnesota. His areas of professional interest include education and training in professional psychology with a focus on the development of measurable competencies. THE AUTHORS THANK THE FOLLOWING individuals who provided input to the Psychology Internship Development Toolkit in its second revision:
Training and Education in Professional Psychology, 2012
National reports have illuminated problems within the public mental health system such as fragmen... more 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.
Professional Psychology Research and Practice, Jan 31, 2012
Training and Education in Professional Psychology, 2012
ABSTRACT In recent years, practicum training has become increasingly salient in professional psyc... more ABSTRACT 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. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Training and Education in Professional Psychology, 2012
National reports have illuminated problems within the public mental health system such as fragmen... more 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
Training and Education in Professional Psychology, 2012
ABSTRACT In recent years, practicum training has become increasingly salient in professional psyc... more ABSTRACT 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. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Professional Psychology: Research and Practice, 2012
Recent attention to gaps and inadequacies in U.S. community mental health systems has revived eff... more Recent attention to gaps and inadequacies in U.S. community mental health systems has revived efforts to improve access and the quality of mental health care to underserved, diverse, rural, and seriously mentally ill populations. The importance of elements such as evidence-based practice importation, needs assessment and evaluation, and mental health care disparities in this effort calls for innovation and leadership from professional psychologists. Yet, psychologists have been diminishing in representation from public mental health settings, and there have been limited efforts to comprehensively define the competencies required of practice in the public psychology specialty. This article presents the unique functional and foundational competencies required of psychologists to lead a transformation in the public mental health system. These public psychology competencies provide a foundation for professional psychologists to meet the challenges of a changing public mental health services context and promulgate effective evidence-based community systems of care. With education and training efforts, exposure to the public psychology competencies established in this study can aid in the transition of more psychologists into the public sector.
Professional Psychology: Research and Practice, 2006
... and current secretary of the California Psychology Internship Council Board of Directors and ... more ... and current secretary of the California Psychology Internship Council Board of Directors and is in independent practice in Berkeley, California. His professional interests include standards and quality in professional psychology education and training. LORRAINE MANGIONE is ...
Professional Psychology: Research and Practice, 2006
... LULI EMMONS is a licensed psychologist who earned her PhD at Pacific Graduate School of Psych... more ... LULI EMMONS is a licensed psychologist who earned her PhD at Pacific Graduate School of Psychology. ... delivery, the local clinical scientist training model, development of a strong professional identity, and ethical ... These comments are DCTs' perceptions of students' self-reports ...
Training and Education in Professional Psychology, 2015