A Foot in the Door: Development of a Summer College Student Internship in Community Mental Health.
TL;DR: There is a need to prime the pipeline with people interested in working in community mental health and to create excitement at the undergraduate level and the call for providing early exposure to behavioral health career paths is clear.
Abstract: Building the mental health workforce and creating interest in the next generation for working in community mental health settings is a key priority for recovery-oriented practice, the organizing principle for community mental health care. There is a need for behavioral health professionals interested in working with underserved populations, and providing experiences with these populations early in the career trajectory [1]. Workforce development is an even greater focus with passage of health parity laws and the affordable care act, especially as close to one in five Americans experiences a mental illness [2]. There is a need to prime the pipeline with people interested in working in community mental health [3] and to create excitement at the undergraduate level. Opportunities to gain practical experience in mental health settings are limited, but the call for providing early exposure to behavioral health career paths is clear [4].
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TL;DR: The authors compared student learning outcomes for 1,500 students enrolled in psychology courses that utilize academic and cultural-based service learning and experiential learning (i.e., internships) as primary pedagogical methods.
Abstract: This study compares student learning outcomes for 1,500 students enrolled in psychology courses that utilize academic- and cultural-based service-learning and experiential learning (i.e., internships) as primary pedagogical methods. A repeated measures analyses of variance with post hoc Tukey HSD analyses were conducted to measure differences in student learning outcomes from the beginning to the end of the semester for academic-based service-learners (ABSL), cultural-based service-learners (CBSL), and experiential learners (EL). There were significant Group x Time interaction effects. Experiential learners and academic-based service-learners increased their guilt and shame regarding their own Whiteness from the beginning to the end of semester compared to cultural-based service-learners. Cultural-based service-learners also increased their intercultural relationships, civic responsibility, interpersonal engagement, and understanding of diversity content by the end of the semester. ABSL, CBSL, and EL contribute to different student learning outcomes. The alignment between HIPs and student learning outcomes is discussed.
5 citations
TL;DR: In this article, the authors present the outcomes of a PSR/SMI psychology residency at a large, Northeastern Veterans Affairs Medical Center and demonstrate that postdoctoral psychology training can provide trainees with the confidence to work as a psychologist and PSR practitioner working with individuals with SMI.
Abstract: As professions evolve, they become increasingly specialized. Psychology is one such profession that recognizes the need for unique knowledge and abilities for clinical practice with particular populations. There is a demonstrated need for such advanced skill in the assessment and treatment of serious mental illness (SMI) and the provision of evidence-based interventions that comprise psychosocial rehabilitation (PSR) for SMI. Postdoctoral residency is an opportunity to receive specific training in the provision of PSR services for those with SMI. However, there are few opportunities for such education and training, and there is little research on the impact of such training. This article summarizes the outcomes of a PSR/SMI psychology residency at a large, Northeastern Veterans Affairs Medical Center. Program data of residents’ self-ratings at the beginning and end of the training year suggest that the postdoctoral training program contributes to increased self-confidence both as an entry-level psychologist (7 out of 7 domains increased, p < .05), and also as a PSR practitioner (6 out of 7 domains increased, p < .05). A majority of residents from the program went on to SMI/PSR-related jobs immediately postresidency. Results demonstrate that postdoctoral psychology training can provide trainees with the confidence to work as a psychologist and PSR practitioner working with individuals with SMI.
5 citations
TL;DR: This article evaluated intern and supervisor outcomes, equality of access and adherence to governance standards, and found that most supervisors commented on the positive contribution made by interns to service outcomes, with most interns gaining paid mental health roles like assistant psychologist.
Abstract: Applications for clinical psychology training far outstrip places and relevant work experience is key. Paid opportunities are limited and therefore many choose volunteering, with well-connected graduates faring best. To promote equal opportunities a coordinated psychology graduate voluntary internship programme was established in a National Health Service Trust in the South of England. The purpose of this paper is to evaluate intern and supervisor outcomes, equality of access and adherence to governance standards.,Three cohorts of interns, unappointed applicants and supervisors were surveyed. Between 2013 and 2016, 270 psychology graduates applied, 119 were recruited and 151 either refused a place or were unsuccessful. In total, 91 supervisors provided service-level feedback.,Interns and applicants were predominantly young, able-bodied white British heterosexual females. Demographic profiles were similar and broadly representative of psychology graduates nationally. While fewer were from Black and Ethnic Minority backgrounds, proportions were greater than the local population. Participants were more socioeconomically privileged than undergraduates nationally. The scheme was popular and well governed according to interns and supervisors. Post-internship employment prospects were improved, with most interns gaining paid mental health roles like assistant psychologist. Most supervisors commented on the positive contribution made by interns to service outcomes.,This study makes a significant contribution to the literature on voluntary psychology graduate posts, an area under-researched until now. Our results suggest that a coordinated, transparent approach can benefit both interns and services by minimising exploitation and maximising developmental opportunities for the new graduate. The programme makes an important contribution to addressing inequalities experienced by psychology graduates attempting to enter mental health careers.
2 citations
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TL;DR: A framework to guide workforce policy and practice is presented, emphasizing the need to train other health care providers as well as individuals in recovery to address behavioral health needs; strengthen recruitment, retention, and training of specialist behavioral health providers; and improve the financial and technical assistance infrastructure to better support and sustain the workforce.
Abstract: The mental health and addiction workforce has long been plagued by shortages, high turnover, a lack of diversity, and concerns about its effectiveness. This article presents a framework to guide workforce policy and practice, emphasizing the need to train other health care providers as well as individuals in recovery to address behavioral health needs; strengthen recruitment, retention, and training of specialist behavioral health providers; and improve the financial and technical assistance infrastructure to better support and sustain the workforce. The pressing challenge is to scale up existing plans and strategies and to implement them in ways that have a meaningful impact on the size and effectiveness of the workforce. The aging and increasing diversity of the US population, combined with the expanded access to services that will be created by health reform, make it imperative to take immediate action.
115 citations
19 citations
"A Foot in the Door: Development of ..." refers background in this paper
...There is a need to prime the pipeline with people interested in working in community mental health [3] and to create excitement at the undergraduate level....
[...]
TL;DR: This article surveyed members of the American Psychological Association regarding their perceptions of the rewards and barriers in work with underserved populations and how these perceptions affect interest, satisfaction, and engagement with these groups.
Abstract: Although workforce trends indicate an oversupply of psychologists, demographic and epidemiological trends indicate an undersupply of psychologists working with underserved populations. This study surveyed members of the American Psychological Association regarding their perceptions of the rewards and barriers in work with underserved populations and how these perceptions affect interest, satisfaction, and engagement with these groups. Results confirm that practitioners were significantly more interested, engaged, and satisfied in their work with populations that are not underserved and perceived this work to be more rewarding and to involve fewer barriers. Practitioners who endorsed more rewards in work with underserved groups tend to be engaged in practice with these groups to a greater degree. The impact of these findings on recruitment, training, and retaining psychologists to work with underserved groups is discussed.
8 citations
"A Foot in the Door: Development of ..." refers background in this paper
...The internship experience along with didactics and supervision promotes interest and greater feelings of competence; this is congruent with research showing that feelings of competence along with deriving personal meaning from work are a reward that correlates with interest in serving underserved populations [1]....
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...There is a need for behavioral health professionals interested in working with underserved populations, and providing experiences with these populations early in the career trajectory [1]....
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