Stough Cathleen Odar, Parris Kendra, Biggs Bridget K, Combs Angela, Self Mariella M, Cashel Mary Louise, Wiens Brenda, Tompson Martha C
Department of Psychology, University of Cincinnati, Cincinnati, Ohio.
Department of Psychology, St. Jude Children's Research Hospital.
Train Educ Prof Psychol. 2024 May;18(2):142-153. doi: 10.1037/tep0000472. Epub 2024 Mar 7.
This study aimed to inform training guidelines for Clinical Child and Adolescent Psychology (CCAP) by assessing current CCAP training practices and perceived gaps in trainee readiness at each stage of training. Training directors (TDs) of doctoral, internship, and postdoctoral programs offering training in CCAP completed an online survey regarding training experiences offered in their program and areas in which trainees could be better prepared. Responses from each training program were coded to characterize the program's level of specialty training using the . Among doctoral programs, 30.8% met criteria for Major Area of Study in CCAP, 23.1% for Emphasis, 28.2% for Experience, and 15.4% for Exposure. Most internship programs (94.3%) and all postdoctoral programs met criteria for Major Area of Study. TDs indicated that trainees could be better prepared in areas specific and central to each level of training; time management was identified as an area for improvement across levels of training. Postdoctoral TDs identified proficiency gaps among trainees nearing independent practice that are critical for competent service delivery in CCAP, including case conceptualization, assessment, and intervention. The pattern of increased specialization later in training and identified gaps particularly near the end of training have implications for specialty training and the development of training guidelines in CCAP.
Training guidelines for CCAP offer value for program development, promoting consistency in training across programs, assisting trainees in achieving necessary experiences, and ensuring the competency of the mental health workforce. This study describes the current landscape of training and areas where trainees can be better prepared for doctoral, internship, and postdoctoral work. The results are intended to facilitate development of training guidelines for the specialty.
本研究旨在通过评估临床儿童与青少年心理学（CCAP）当前的培训实践以及培训各阶段学员准备情况中所感知到的差距，为CCAP培训指南提供参考依据。提供CCAP培训的博士、实习和博士后项目的培训主任完成了一项在线调查，内容涉及他们项目中提供的培训经历以及学员可在哪些方面得到更好的准备。每个培训项目的回复被编码，以使用[具体标准]来描述该项目的专业培训水平。在博士项目中，30.8%符合CCAP主要研究领域的标准，23.1%符合重点领域标准，28.2%符合经验标准，15.4%符合接触标准。大多数实习项目（94.3%）和所有博士后项目符合主要研究领域的标准。培训主任指出，学员在每个培训水平特有的核心领域可以得到更好的准备；时间管理被确定为跨培训水平都需要改进的一个领域。博士后培训主任指出，接近独立执业的学员存在能力差距，这些差距对于CCAP中胜任的服务提供至关重要，包括病例概念化、评估和干预。培训后期专业化程度增加的模式以及所确定的差距，尤其是接近培训结束时的差距，对CCAP的专业培训和培训指南的制定具有启示意义。
CCAP培训指南对项目开发具有价值，可促进各项目培训的一致性，帮助学员获得必要的经验，并确保心理健康劳动力的能力。本研究描述了当前的培训情况以及学员在博士、实习和博士后工作中可以在哪些方面得到更好准备的领域。研究结果旨在促进该专业培训指南的制定。
