Postdoctoral Training Opportunities in Pediatric Psychology: A Review (original) (raw)
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Journal of Pediatric Psychology, 2003
Spirito et al. (this issue) have provided an important service to the field of pediatric psychology with their recommendations for the training of pediatric psychologists. One challenge is to develop ways to implement these recommendations. This commentary focuses on key issues related to postdoctoral training in pediatric psychology. What Is the Unique Role of Postdoctoral Training in the Careers of Pediatric Psychologists? Postdoctoral training is a critical milestone in the training of pediatric psychologists. It facilitates the development of clinical specialization and expertise through clinical experiences with specific pediatric populations, equips researchers to be competitive for funding and to become independent researchers, provides continued clinical experiences necessary for licensure, and, on a practical level, can facilitate the transition to employment.
Training in Pediatric Psychology: A Survey of Predoctoral Internship Programs
Journal of Pediatric Psychology, 2003
To describe internship training in pediatric psychology and to determine its correspondence with the recommendations of the Society of Pediatric Psychology (SPP) Task Force on Training. A survey based on the Task Force recommendations was sent to all internship programs that reported offering a major rotation in pediatrics. Opportunities in a wide range of assessment and intervention strategies were available. Training in disease process, medical management, and consultation/liaison with a variety of disciplines was also offered. Interns interacted with individuals from a range of developmental stages and ethnicities. Many professional issues were addressed. Experiences in research methods and prevention were less well represented. Despite some variability, experiences in a wide range of areas were offered by many programs in several of the training domains recommended by the SPP Task Force. However, there is room for improvement in training in research and prevention and health promotion.
Training The Pediatric Psychologist
Journal of Clinical Child Psychology, 1973
This paper describes the Pediatric Psychology Internship Program and Post Doctoral Program in Pediatric Psychology at The University of Maryland Medical School and Hospital.
Training Experiences and Theoretical Orientations of Pediatric Psychologists
Journal of Pediatric Psychology, 2003
Objective To reexamine members of the Society of Pediatric Psychology (SPP) to document trends in training experiences of individuals who identify themselves as pediatric psychologists. Methods Using the 1999 SPP membership list, we asked respondents to complete a survey describing their degree status, theoretical orientation of graduate program, type of internship/fellowship, current employment setting, and orientation to assessment and treatment of pediatric problems. Results The majority of the respondents matriculated from doctoral programs in the last two decades. Compared to a previous survey , this survey had a higher percentage of respondents who completed accredited predoctoral or postdoctoral training in pediatric psychology. Over half of the respondents were primarily employed in medical centers or academic institutions; fewer respondents reported working in private practice settings than in the previous survey 10 years ago. Respondents' current orientation was most often described as cognitive-behavioral. In this survey, the percentage of respondents endorsing an eclectic orientation was lower; the percentage endorsing cognitive-behavioral, behavioral, and systems orientations increased.
Clinical practice in pediatric psychology, 2015
Pediatric psychology competencies were recently defined. There remains discussion about the timing of specialization and sequencing of training experiences in doctoral programs to optimally develop these competencies. A developmental model of training within the Science and Application clusters (Palermo, Janicke, et al., 2014) is presented with reference to sequencing of specific training experiences, timing of specialization, and outcome data over the past 5 years for individuals completing the doctoral program at the University of Georgia. This training model involves a progression from developing broad-based, clinical psychology competencies in early training to increased focus on pediatric psychology competencies over time.
Journal of Pediatric Psychology
To provide an overview of the types of training experiences considered most important to the development of competency in pediatric psychology. This is the work of a task force commissioned by the Society of Pediatric Psychology, Division 54 of the American Psychological Association. Twelve topic areas, adapted from Roberts et al. (1998), deemed important for obtaining knowledge and expertise in pediatric psychology, were identified. These topics include life span developmental psychology; life span developmental psychopathology; child, adolescent, and family assessment; intervention strategies; research methods and systems evaluation; professional, ethical, and legal issues pertaining to children, adolescents, and families; issues of diversity; the role of multiple disciplines in service-delivering systems; prevention, family support, and health promotion; social issues affecting children, adolescents, and families; consultant and liaison roles; and disease process and medical mana...
A university-based predoctoral practicum in pediatric psychology
Professional Psychology, 1980
The development of a university-based clinical practicum in pediatric psychology is discussed in terms of its history and function. The practicum has become a year-long option within a Boulder-model training program in clinical psychology. The source and nature of the referrals, the intervention strategies, and the development of community relationships are presented. It is concluded that pediatric psychology at a practicum level can be a valuable clinical training and research experience within a clinical psychology training program.
Journal of Pediatric Psychology, 2014
Objective As a field, pediatric psychology has focused considerable efforts on the education and training of students and practitioners. Alongside a broader movement toward competency attainment in professional psychology and within the health professions, the Society of Pediatric Psychology commissioned a Task Force to establish core competencies in pediatric psychology and address the need for contemporary training recommendations. Methods The Task Force adapted the framework proposed by the Competency Benchmarks Work Group on preparing psychologists for health service practice and defined competencies applicable across training levels ranging from initial practicum training to entry into the professional workforce in pediatric psychology. Results Competencies within 6 cluster areas, including science, professionalism, interpersonal, application, education, and systems, and 1 crosscutting cluster, crosscutting knowledge competencies in pediatric psychology, are presented in this report. Conclusions Recommendations for the use of, and the further refinement of, these suggested competencies are discussed.
Journal of Pediatric Psychology, 2003
Objective To describe the challenges in training graduate-level pediatric psychology researchers for successful careers and to discuss solutions. Methods We reviewed experiences in training graduate students at Case Western Reserve University to identify key challenges in research training and potential strategies to meet them. Results We identified the following key challenges: stimulating graduate students' career interest in pediatric psychology research; teaching students about the pragmatic challenges of conducting research in pediatric settings, specialized research design, and data analytic issues; helping students to develop essential research skills; developing opportunities for student research-related collaborations; helping students develop professional identities as researchers; and developing and supporting their research careers beyond graduate school. Conclusions Useful strategies for meeting these challenges include involving an interdisciplinary faculty in research training; developing specialized training methods that focus on critical research skills such as writing and data analysis; peer support; and involvement with multiple mentors who are successful researchers. Pediatric psychologists should also develop opportunities for the next generation of researchers by facilitating research job options and leadership opportunities.