Decades of clinical psychological science have produced empirically supported treatments that are now undergoing dissemination and implementation (DI) but with little guidance from a science that i...

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

For decades, psychologists have emphasized the provision of multiculturally competent psychotherapy to reduce racial and ethnic disparities in mental health treatment. However, the relationship between multicultural competencies (MC) and other measures of clinical process and treatment outcome has shown heterogeneity in effect sizes. This meta-analysis tested the association of client ratings of therapist MC with measures of therapeutic processes and outcome, including: (a) working alliance, (b) client satisfaction, (c) general counseling competence, (d) session impact, and (e) symptom improvement. Among 18 studies (20 independent samples) included in the analysis, the correlation between therapist MC and outcome (r = .29) was much smaller than the association with process measures (r = .75), but there were no significant differences in correlations across different types of MC or clinical process measures. Providing some evidence of publication bias, effect sizes from published studies (r = .67) were larger than those from unpublished dissertations (r = .28). Moderator analyses indicated that client age, gender, the representation of racial-ethnic minority (R-EM) clients, and clinical setting were not associated with effect size variability. Based on these findings, we discuss implications and recommendations for future research that might lead to a better understanding of the effects of therapist MC on treatment process and outcome. Primary needs in future research include the development and evaluation of observer ratings of therapist MC and the implementation of longitudinal research designs.

A meta-analysis of multicultural competencies and psychotherapy process and outcome.

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/pdf/psychological-distress-and-community-exclusion-in-indigenous-105p6of14s.pdf

Psychological distress and community exclusion in Indigenous communities: a convergent parallel (mixed methods) study

Training programs that integrate the use of technology are needed to prepare students for the future of service delivery in psychology. Training opportunities in telepsychology can equip students t...

Training the next generation of counseling psychologists in the practice of telepsychology

The Coalition for Technology in Behavioral Science (CTiBS) has developed an interprofessional, evidence-based, measurable framework for telebehavioral health (TBH) competencies. The paper presents the development of the CTiBS TBH framework, identifies the theoretical rationale and need for such competencies; outlines methods used; provides two detailed discussions of applications; presents a tabulized form of the framework, then discusses limitations and future research. In the CTiBS TBH competency framework, the term telebehavioral health is meant to include telemental health and e-therapy. The TBH competency framework is offered as an initial working document to identify and organize discreet, measurable telebehavioral practices derived from a review of the literature, technological advances and day-to-day clinical practice. It reflects core knowledge, skills and attitudes needed for competent telebehavioral health practice. The competency framework is directly applicable to psychiatry/medicine, psychology, social work, counseling, marriage/family, behavior analysis and other behavioral sciences. The CTiBS TBH framework organizes seven topic domains and five subdomains according to competency level i.e., Novice, Proficient or Authority. In turn, each competency level is categorized into 51 discrete telebehavioral objectives, which are then distinguished by 149 cumulative and measurable telebehavioral practices. The seven TBH competency domains identified by CTiBS include: 1) Clinical Evaluation & Care, with three subdomains addressing Assessment & Treatment, Cultural Competence & Diversity and Documentation & Administrative Procedures; 2) Virtual Environment & Telepresence; 3) Technology; 4) Legal & Regulatory Issues; 5) Evidence-Based & Ethical Practice, with two subdomains addressing Standards and Guidelines and Social Media; 6) Mobile Health and Apps and 7) Telepractice Development.

/pdf/correction-to-an-interprofessional-framework-for-2letqigzts.pdf

Correction to: An Interprofessional Framework for Telebehavioral Health Competencies

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.

/pdf/public-psychology-a-competency-model-for-professional-4ti4veohkr.pdf

Public psychology: A competency model for professional psychologists in community mental health.

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.

Jessica Byrd-Olmstead

Papers

Public psychology: A competency model for professional psychologists in community mental health.

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