Training and Education in Professional Psychology 

About: Training and Education in Professional Psychology is an academic journal published by American Psychological Association. The journal publishes majorly in the area(s): Medicine & Internship. It has an ISSN identifier of 1931-3918. Over the lifetime, 610 publications have been published receiving 11563 citations.

Teaching Self-Care to Caregivers: Effects of Mindfulness-Based Stress Reduction on the Mental Health of Therapists in Training

Abstract: Preparation for the role of therapist can occur on both professional and personal levels. Research has found that therapists are at risk for occupationally related psychological problems. It follows that self-care may be a useful complement to the professional training of future therapists. The present study examined the effects of one approach to self-care, Mindfulness-Based Stress Reduction (MBSR), for therapists in training. Using a prospective, cohort-controlled design, the study found participants in the MBSR program reported significant declines in stress, negative affect, rumination, state and trait anxiety, and significant increases in positive affect and self-compassion. Further, MBSR participation was associated with increases in mindfulness, and this enhancement was related to several of the beneficial effects of MBSR participation. Discussion highlights the potential for future research addressing the mental health needs of therapists and therapist trainees.

Competency benchmarks: A model for understanding and measuring competence in professional psychology across training levels.

Abstract: The Competency Benchmarks document outlines core foundational and functional competencies in professional psychology across three levels of professional development: readiness for practicum, readiness for internship, and readiness for entry to practice. Within each level, the document lists the essential components that comprise the core competencies and behavioral indicators that provide operational descriptions of the essential elements. This document builds on previous initiatives within professional psychology related to defining and assessing competence. It is intended as a resource for those charged with training and assessing for competence.

Competency Assessment Toolkit for Professional Psychology

Abstract: A “toolkit” for professional psychology to assess student and practitioner competence is presented. This toolkit builds on a growing and long history of competency initiatives in professional psychology, as well as those in other health care disciplines. Each tool is a specific method to assess competence, appropriate to professional psychology. The methods are defined and described; information is presented about their best use, psychometrics, strengths and challenges; and future directions are outlined. Finally, the implications of professional psychology’s current shift to a “culture of competency,” including the challenges to implementing ongoing competency assessment, are discussed.

An exploratory study of vicarious trauma among therapist trainees.

Abstract: The current study explored vicarious trauma among therapist trainees in relation to history of trauma, experience level, trauma-specific training, and defense style. Students in graduate clinical and counseling psychology training programs (N 129) completed the Trauma Symptom Inventory, Defense Style Questionnaire, and an experience questionnaire. Results indicated trauma symptoms were significantly associated with defense style, which appeared to moderate personal trauma history and experience level. Trauma-specific training was also independently related to trauma symptoms. Notably, over half the sample reported a self-sacrificing defense style, which was a risk factor for vicarious trauma. Training implications of the findings are discussed.