Presentation Transcript

1. Symposium:Div. 17 Special Section - Health Psychology

   “Preparing Students for New Roles in Integrated Health: The Evolving Interface of Counseling and Health Psychology”
2. Participants Chair: Brian L. Lewis, Ph.D. – Salem VA Medical Center Donald R. Nicolas, Ph.D. - Ball State University Annette Kluck, Ph.D. & Daniel Stabin, M.A. - Auburn University Sarah Hastings, Ph.D. & Tracy Jay Cohn, Ph.D. - Radford University Mary Ann Hoffman, Ph.D. - University of Maryland
3. Recent Health Care Developments and their Implications for Training in Counseling Psychology Donald R. Nicholas, PhD Dept. of Counseling Psychology Ball State University
4. Change is under way and on the way. . . . . health care reform (ACA)  accountability for effective (evidence-based) & cost efficient care  change in health care delivery systems (PCMHs, ACOs)  credentialing/privileging to identify highest quality providers  change in education/training  health service psychology, competency movement, accreditation (program, internship, postdoc) and board certification (ABPP)  specialty recognition  taxonomy of terms
5. the confusing terminology of change health service psychology medical home PCMHs emphasis ACA interprofessional competence integrative care taxonomy ACOs exposure experience major area of study
6. Health Service Psychology Health Service Psychology Education Collaborative (HSPEC) Given that professional psychology includes diverse areas of practice and the mounting concerns about psychology’s role in a reformed health care system, HSPEC chose to focus on preparation of psychologists for the delivery of health care services and made seven recommendations that constitute the core of a blueprint for the future. (HSPEC, 2013)
7. Why the change? --- Health Care Reform
8. Affordable Care Act (ACA) Economist Jonathan Gruber - brief explanation http://www.youtube.com/watch?v=IF8SiN8Bbh0
9. Some Implications for Counseling Psychology Affordable Care = Accountable Care Accountability in health care effective (evidence-based) and cost efficient care To do so will effect psychologists settings & forms of practice processes of credentialing & privileging education and training
10. ACA & implications for practice settings Patient Protection and Affordable Care Act (ACA; Public Law No: 111-148, Mar 23, 2010:), … will continue to focus on the growing expectation that interprofessional healthcare organizations (that is, patient center healthcare homes & accountable care organizations) will become the nexus of the delivery of efficient, cost effective, and quality healthcare services. (Rozensky, 2014, APA Convention, Hawaii)
11. Interprofessional health care delivery organizations Patient Centered Healthcare (Medical) Home proposed since 1967 by American Academy of Pediatrics Accepted 1990s A model of care in which “patients have a direct relationship with a provider who coordinates a cooperative team of healthcare professionals, takes collective responsibility for the care provided and arranges opportunities for other qualified professionals as needed… Interprofessional Collaboration
12. Interprofessional Collaboration “Interprofessionalism involves the development of competencies across disciplines and the application of those shared competencies in an integrated, team based health care system…. Rozensky & Janicke, 2011
13. IPEC
14. Interprofessional Collaborative Practice “When multiple health workers from different professional backgrounds work together with patients, families, carers [sic], and communities to deliver the highest quality of care” (WHO, 2010)
15. Interprofessional team based care Care delivered by intentionally created, usually relatively small work groups in health care, who are recognized by others as well as by themselves as having a collective identity and shared responsibility for a patient or group of patients, e.g., rapid response team, palliative care team, primary care team, operating room team (IPEC, 2011).
16. ACA and Diversity IOM identified INSURANCE as key factor for quality of health / health disparities Uninsured….. 1 out of 3 Hispanics/ Latinos and American Indians 1 out of 5 African Americans 1 out of 8 White Americans Dr. Garden Grant/ Minority Health 2012
17. Practice of Health Service Psychology In this era of health care reform (ACA), with its focus on accountability, evidence-based and cost-efficient practice, health service psychologists (counseling, clinical, school) will practice in settings where interprofessional collaboration is essential/expected. How does one become a member of an interprofessional team?
18. Credentialing and Privileging Health care providers do not just walk into an organized healthcare facility and just see their patients. They must have permission to see patients as members of the professional staff (Stromberg et al., 1988, p 329)
19. Credentialing Defined as the process of obtaining, verifying and assessing the qualifications of a health care practitioner to provide patient care services in or for a health care organization. Credentialing of professional staff assures that systems of care only include the highest qualified providers as part of their system of care
20. Credentialing and Training That is, credentialing will require graduation from accredited education and training programs which suggests that providers have met (at least minimal) defined standards of training (Rozensky, 2011). increasing expectation of specialty board certification — already routine expectations of hospital-based healthcare providers on the “professional staff” (Rozensky, 2012). American Board of Professional Psychology (ABPP)
21. Privileging Defined as the process whereby a specific scope and content of patient care services (i.e., clinical privileges) are authorized for a health care practitioner by a health care organization, based on evaluation of the credentials and performance practice organizations regularly and routinely require evidence of competence to maintain clinical privileges – re-credentialed every xxx years
22. Education & Training (HSPEC) Blueprint 7 recommendations Multiple competencies Counseling Psychology Psychology Practice in Primary Care Patient Centered Medical Home Interprofessional/integrative/collaborative care APAs Specialties Taxonomy
23. HSPEC 7 issues addressed: 1: The competencies . . . should be clearly articulated and understood by all . . 2: There should be guidelines for minimal qualifications to enter doctoral programs . . . 3: Psychology needs to articulate and evaluate the competencies for each level in the sequence of education and training . . . 4: There needs to be increased focus on competency assessment in health service psychology education and training . . . 5: The future of health service psychology rests on the integration of science and practice. 6: Psychology needs to establish the standard of self-regulation for education and training in the profession. 7: Psychology needs more research relevant to the preparation and roles of health service psychologists and must have . . . workforce analysis.
24. Multiple Competencies: Resources http://www.apa.org/ed/graduate/competency.aspx A Practical Guidebook for the Competency Benchmarks (July 2012) 
New guidebook that provides practical information on implementing a competency-based approach to education and training Final Report of the APA Task Force on the Assessment of Competence in Professional Psychology, October 2006 Revised Competency Benchmarks for Professional Psychology (June 2011) (DOC, 239KB)
25. Competencies Resources Counseling psychology competencies rationale statement. CCPTP website. Overview of counseling psychology competencies and essential components. CCPTP website. Counseling psychology core competencies, essential components, behavioral anchors and examples. CCPTP website Competencies for Psychology Practice in Primary Care Report of the Interorganizational Work Group on Competencies for Primary Care Psychology Practice, APA, March 2013.
26. What is a specialty? truth in advertising & the need for a taxonomy If specialties are becoming essential and PCMHs and ACOs are going to be credentialing and privileging providers, consistency in terminology is needed. The CRSPPP Taxonomy
27. Commission for the Recognition of Specialties in Professional psychology (CRSPPP) Taxonomy
28. 13 APA Recognized Specialties in Health Service Psychology Behavioral and Cognitive Clinical Child Counseling Clinical Neuropsychology Clinical Health Clinical Forensic Family Psychoanalysis School Prof. Geropsychology Police and Public Safety Sleep
29. so what am I getting in my doctoral program? Specialty in Counseling Psychology with a _________________ in _________________ major area of study ----- 2-3 yrs didactics and a dissertation or research project emphasis ----- at least 4 courses and 2 practica experience ----- at least 1-2 courses and 1 practicum exposure ----- at least 1-2 courses anything else is a focus only applicable to the 13 recognized specialties
30. References Rozensky, Ronald H. (2011). The institution of the institutional practice of psychology: Health care reform and psychology's future workforce. American Psychologist, 66(8), 797-808. doi: 10.1037/a0025074 Rozensky, Ronald H., Celano, Marianne, & Kaslow, Nadine. (2013). Implications of the Affordable Care Act for the practice of family psychology. Couple and Family Psychology: Research and Practice, 2(3), 163-178. doi: 10.1037/cfp0000009 Rozensky, Ronald H., Grus, Catherine L., Belar, Cynthia D., Nelson, Paul D., & Kohout, Jessica L. (2007). Using workforce analysis to answer questions related to the internship imbalance and career pipeline in professional psychology. Training and Education in Professional Psychology, 1(4), 238-248. doi: 10.1037/1931-3918.1.4.238 Rozensky, Ronald H., & Janicke, David M. (2012). Commentary: Healthcare reform and psychology's workforce: Preparing for the future of pediatric psychology. Journal of Pediatric Psychology, 37(4), 359-368. doi: 10.1093/jpepsy/jsr111
31. References Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative. American Psychological Association. (2012). Education and training guidelines: A taxonomy for education and training in professional psychology health service specialties. Retrieved from http://www.apa.org/ed/graduate/specialize/taxonomy.pdf Rodolfa, Emil, Bent, Russ, Eisman, Elena, Nelson, Paul, Rehm, Lynn, & Ritchie, Pierre. (2005). A Cube Model for Competency Development: Implications for Psychology Educators and Regulators. Professional Psychology: Research and Practice, 36(4), 347-354. Rozensky, Ronald H. (2012). Health care reform: Preparing the psychology workforce. Journal of Clinical Psychology in Medical Settings, 19(1), 5-11. doi: 10.1007/s10880-011-9287-7
32. References Beacham, Abbie O., Kinman, Carissa, Harris, Josette G., & Masters, Kevin S. (2012). The patient-centered medical home: Unprecedented workforce growth potential for professional psychology. Professional Psychology: Research and Practice, 43(1), 17-23. doi: 10.1037/a0025320 Hatcher, Robert L., Fouad, Nadya A., Campbell, Linda F., McCutcheon, Stephen R., Grus, Catherine L., & Leahy, Kerry L. (2013). Competency-based education for professional psychology: Moving from concept to practice. Training and Education in Professional Psychology, 7(4), 225-234. doi: 10.1037/a0033765 Nash, Justin M., Khatri, Parinda, Cubic, Barbara A., & Baird, Macaran A. (2013). Essential competencies for psychologists in patient centered medical homes. Professional Psychology: Research and Practice, 44(5), 331-342. doi: 10.1037/a0033106 Nicholas, Donald R., & Stern, Marilyn. (2011). Counseling psychology in clinical health psychology: The impact of specialty perspective. Professional Psychology: Research and Practice, 42(4), 331-337. doi: 10.1037/a0024197 Schaffer, Jack B., Rodolfa, Emil R., Hatcher, Robert L., & Fouad, Nadya A. (2013). Professional psychology competency initiatives: Reflections, contrasts, and recommendations for the next steps. Training and Education in Professional Psychology, 7(2), 92-98. doi: 10.1037/a0032038

33. Health Psychology in Counseling Psychology Academic Training Programs: What Are Faculty and Trainees Doing?

    Annette S. Kluck, Ph.D. Daniel Stabin, M.A. Auburn University
34. Counseling Health Psychology Recent push in APA focuses on Health Service Psychologists APA recognizes that Counseling Psychologists can contribute to health services beyond mental health (APA, 1996, 2011) APA’s public definition of counseling psychologists lists among the problems we treat: helping people adapt to physical disabilities, diseases, or injury (APA, 2013) Division 17 definition includes attention paid to health-related concerns (SCP, 2014)
35. What Happens in Our Programs? This should translate to the practice of health psychology activities among counseling psychology students and the faculty that train them Existing research documents general trends of an interest in counseling psychology among students and faculty There appear to be a subset of counseling psychology division members who also hold membership in the health psychology division (Nicholas & Stern, 2011) Core areas of competence for counseling health psychologists can be identified (Nicholas & Stern, 2011) We sought to examine how this relates to the future of the field and current program activity
36. Survey of Programs Based on study by Raque-Bogdan, Torrey, Lewis, & Borges (2012), we can generally assume the following about Counseling Psychology programs Less than a fifth of programs were particularly known for subspecialty in health psychology or primary care Over half have no formal specialty track/concentration/minor In most programs that lack formal training, it would be somewhat difficult to impossible to offer formal coursework in health psychology Training directors indicated that there is some interest in health psychology among students Majority of programs with students interested in health psychology have one or no faculty members with expertise
37. Faculty Job Openings Reviewed classified ads from the Monitor on Psychology from May 2011 to March 2014 Imperfect data source Not all programs advertise in the magazine Same job advertised across multiple issues Programs do not always list everything they are considering or wanting Programs may not list the exact number of positions Program alignment is no always clear in ads
38. Faculty Job Openings Who is in the data? We included new programs known to be seeking accreditation and participation in CCPTP We did not include ads that suggested the position was for another program in the department We included ads for positions in departments with counseling psychology programs Department head positions Open lines to contribute to any program
39. Faculty Job Openings Who are we trying to hire in APA-accredited programs 39 advertised positions 8 explicitly mentioned interest in filling position with someone with health psychology focus 10 of the 39 were for admin (head/dean) slots Translates to 20.5% of positions Relative to current proportion of faculty with health psychology expertise, there is a trend to advertise for health psychology expertise among non-administrative faculty lines
40. Counseling Psychology Faculty Grants Examined grants held by counseling psychology faculty reported in the Insider’s guide to graduate programs in clinical and counseling psychology: 2012/2013 edition (Norcross & Sayette, 2013) A source that can be used for recruiting Applicants may review to find faculty research interests and programs that match what they desire Training directors were given opportunity to update the data to reflect current program activity
41. Counseling Psychology Faculty Grants 51 total grants at 28 counseling psychology programs 26 grants listed as explicitly focused on health 8 others might have a health focus 16 of the 28 programs had a least 1 grant explicitly linked to health psychology Based on proportion of faculty with health psych expertise (Raque-Bogdan et al., 2012), significantly greater portion of grants have health psych focus (p < .001)
42. Counseling Psychology Student Interests Based on existing research(Raque-Bogdan et al., 2012), Most programs have at least some students who are at least somewhat interested in health psychology Over half of programs have at least some opportunity for practicum training in a health psychology setting A minority of graduates go on to a health psychology position after completion of their degree
43. Internship Activities We know that there were 407 counseling psychology doctoral students who matched during phases 1 and 2 to APPIC sites. Not all are from APA-accredited programs Contacted only training directors of APA accredited counseling psychology programs 377 from PhD 40 from PsyD 45 respondents (11% response rate)
44. Internship Activities What settings are they training in for their primary setting? 69.2% at college counseling centers 2.8% at jail/prison/correctional facilities 8.1% at medical hospital/centers 2.8% at medical schools 22.2% at VAs
45. Internship Activities Activities while on internship For comparison purposes 100% have had experience thus far providing individual therapy 100% have or will have experience providing brief therapy 78% have or will have experience providing assessment 95.1% have or will have experience providing group therapy 78% have or will have experience providing long-term therapy 82.1% have or will have experience providing supervision 86.8% have or will have experience with serious mental illness 100% have had experience with anxiety, PTSD/trauma, and mood disorders 65.8% have or will have vocational/career experience 94.9% have or will have multicultural therapy experience 30.8% have had experience with the modality of health psychology
46. Internship Activities Activities while on internship Within areas of health psychology 22% have or will have primary care experience 28.9% have or will have integrative health care experience 27.0% have or will have experience with integrative health care within a specialty 5.1% have had oncology experience 15.4% have or will have HIV/AIDS experience 33.3% have or will have pain management experience 34.2% have or will have chronic/terminal illness experience 51.5% have or will have eating disorder/weight management experience 23.7% have or will have neuropsychology experience with adults
47. Internship Activities Identity evidenced by membership of pre-doctoral interns Comparing to the Nicholas & Stern (2011) data for professionals Members by division 63.2% are 17 2.9% are 12 5.7% are 22 11.1% are 38 2.9% are 40 All respondents who indicated membership in 38 also indicated membership in 17
48. So where are we? Appears to be an interest in faculty with health psychology expertise when new lines are advertised in the Monitor on Psychology When counseling psychology faculty get grants, they tend to get grants in an area of health psychology About 1/3rd of counseling psychology students obtain experience in the modality of health psychology while on internship Supports need to provide students with training even if they are unlikely to go onto health psychology careers because internships involve work in health psychology specialties
49. References American Psychological Association [APA]. (2011). Model act for state licensure of psychologists. American Psychologist, 66, 214-226. American Psychological Association [APA]. (2013). Public description of counseling psychology. Retrieved September 20, 2013 from http://www.apa.org/ed/graduate/specialize/counseling.aspx American Psychological Association [APA]. (1996). Recognition of health service providers.Approved Council Resolution. C.(17). Retrieved February 6, 2014 from http://www.apa.org/about/policy/chapter-10.aspx#recognition-service Nicholas, D. R., & Stern, M. (2011). Counseling psychology in clinical health psychology: The impact of specialty perspective. Professional Psychology: Research & Practice, 42, 331-337. Raque-Bogdan, T., L., Torrey, C. L., Lewis, B. L., & Borges, N. J. (2012). Counseling health psychology: Assessing health psychology training within counseling psychology doctoral programs. The Counseling Psychologist, 41, 428-452. Society for Counseling Psychology [SCP}. (2014). What is counseling psychology? Retrieved March 10, 2014 from http://www.div17.org/about/what-is-counseling-psychology/

50. Integrated Care TrainingNew River Valley Free Clinic

    A Collaboration Between Radford University and the NRV Free Clinics Christiansburg and Giles, VA Sarah Hastings, Ph.D. & Tracy Jay Cohn, Ph.D.
51. RU Doctoral Program History First admissions in 2008 Accredited in 2012 Graduated 2 cohorts Emphases
52. Clinic History 33 year old clinic Established as Free Clinic Consists of two clinics in medically underserved areas HPSA Scores are developed for use by the National Health Service Corps in determining priorities for assignment of clinicians. Scores range from 1 to 25 for primary care and mental health, 1 to 26 for dental. Montgomery Co, VA: Medical = 18/10 Mental Health = 19/15 The mission of the Free Clinic of the New River Valley/Community Health Center: is to provide affordable and high quality medical, dental, behavioral and preventive health services to people of all ages and circumstances, regardless of ability to pay or insurance status. In Fall of 2013, the Free Clinic received funding to become a Federally Qualified Health Center
53. Models of Care
54. Models of Care
55. Models of Care
56. Practicum Positions Two positions in rural Giles County clinic Two positions in Christiansburg clinic One behavioral health position, Christiansburg
57. Involved Staff and Faculty Clinic Staff: Brittany Hall, M.S., Integrated Treatment Care Coordinator RU Faculty: Valerie Leake, Ph.D., Associate Professor, RU, Practicum Coordinator Tracy J. Cohn, Ph.D., Associate Professor, RU, Clinic Board Member
58. Referral Procedure New patient or patient returning for PC appointment (who has not been screened using QPD [Quick Psycho Diagnostics panel] in past 6 months) enters building. Patient checks in at front desk. Patient waits until called to exam room by nurse. Patient called to exam room: Nurse records vitals, blood pressure, current medications, and reason for visit. Nurse administers QPD panel (assisting as necessary). QPD is scored by nursing staff and report is added to medical record under mental health tab. QPD Positive Result: Care Coordinator is notified. Care Coordinator, on-site behavioral health volunteer or advanced student enters the exam room before or after PCP/NP, depending on patient and practitioner flow, to see patient. Brief, psychoeducational-based intervention is conducted; follow-up appointment is made for a thorough BH intake. QPD Negative Result: Patient resumes traditional medical appointment. Re-Screen for behavioral health concerns at next PC appointment within 6 months. If patient presents with BH concern, follow procedure for positive result.
59. Referral Procedure If patient is NOT appropriate for Collaborative Care Team: BH provider sees patient as necessary or PsyNP sees patient only during medical appointments for brief, psycho-educational interventions. If BH condition worsens (as indicated on subsequent QPD or via patient report), severity is re-assessed. BH Condition Severity is Assessed: Patient returns for 50-minute appointment with Psych NP or Care Coordinator. Psych NP or Care Coordinator conducts BH assessment; determines if patient has sufficient BH and PC issues to refer to Collaborative Care Team. If patientIS appropriate for Collaborative Care Team: PCP or BH provider or Psych NP informs Care Coordinator, who arranges for case to be reviewed by Team, and sets date. Team reviews case as a group, and Integrated Treatment Plan is developed/approved. Patient is assigned a BH counselor (if patient does not already have one) and referred to other specialists as necessary. Patient or patient case is seen/reviewed by Consulting Psychiatrist, as appropriate. Care Coordinator reviews plan at least monthly, or as health and/or circumstances change. Care Coordinator communicates with patient and facilitates patient attending all BH and PC appointments, which are coordinated to the extent possible. Patient may “graduate” from Team care as determined by Team or patient. Patient may re-enter Team care if BH conditions worsens.
60. Outcome Measures QPD Overview of QPD Psychometrics Alternatives Administration protocol Time A “Intake” As close to the marked time but not before: Time B: After 1 month but not before Time C: After 3 months but not before Time D: After 6 months but not before Time E: After 12 months but not before Time FinalX: the exit assessment.  Existing clients who were already receiving IC (BH and PC) were administered the QPD and this became their Time A.
61. Challenges/Future Directions Supervision Funding Space Distance Benefits to clinic Benefits to students Looking ahead
62. Developing a Health Psychology Research Focus in Counseling Psychology Programs Mary Ann Hoffman, Ph.D. University of Maryland hoffmanm@umd.edu
63. What is Clinical/Counseling Health Psychology? Interdisciplinary field including clinical, counseling, social and developmental psychologists. A significant minority of these psychologists trained as counseling psychologists (Nicholas & Stern, 2011) Yet my review of key journals in Counseling Psychology show little scholarship on health-related topics (2003-2013, about 20 articles in TCP and a handful in JCP) Case needs to be made that mind-body interface is an important and timely research topic.
64. Why Should We Care about Clinical Health Psychology? Research interests of applicants often foreshadow timely topics. An increasing number of students are interested in the mind-body interface; and, In utilizing positive psychology variables to intervene in health-related concerns (1/4 of applicants at UMD) Attention to health and wellness fits well with our field’s focus on hygieology versus pathology
65. Developing a Research Emphasis in Health Counseling Psychology facilitating scholarship by identifying health topics that fit counseling psychology core values; mentoring our students in health psychology research by bridging our interests; and, increasing visibility of clinical health research in key counseling psychology journals.
66. Identifying Health Topics Aligned with Counseling Psychology Facilitate more research by identifying way Counseling Psychology can uniquely contribute. Examples: Strengths-based approaches to healthy adaptation and coping. Understudied variables that intersect with health and well-being: self-compassion, forgiveness, positive coping, gratitude, meaning-making and benefit-finding Interface between health and work, work identity, and income Role of cultural variables in health outcomes (e.g., disparities, gender, race, ethnicity, and housing insecurity)
67. Examples of Health-Related Projects at the University of Maryland Prostate cancer study- social support and social networks; quality of life Expressive writing for chronic pain: role of self-compassion and self-efficacy in pain perception Breast cancer in young women: effect on career and career identity and meaning
68. A Qualitative Analysis of Psychosocial Support in Online Prostate Cancer Forum (Furhmann, Ross & Hoffman) Prostate cancer affects 1 in 6 men; most survive but with QOL issues What role do online support forums play in survivorship? We categorized content and intent of the 100 “most viewed” and “most responded to” posts on prostate cancer forum Healing Well Most observed content categories: ED Treatments, Urinary Incontinence, Quality of Sexual Life, Cancer Treatment Options. Most observed intent categories: Seeking Info. Based on Experience, Offering Support/Reassurance, Seeking support/reassurance. Online support forums fill medical void by offering reassurance and normalization from others going through similar experience
69. Effectiveness of a Positive Writing Intervention for Chronic Pain (Ziemer & Hoffman) Chronic pain is widespread, affects QOL, and is often not treated effectively with biomedical approaches Would a brief expressive writing intervention using either a self-compassion or self-efficacy prompt be effective? 93 randomly assigned participants - met criteria for chronic pain Ss in both conditions reported sig. less pain and less depression Ssin self-compassion condition reported less intrusive pain Ss in both conditions reported greater self-compassion Those who wrote using more positive adjectives reported less pain, less intrusive pain, less pain catastrophizing
70. The Work Life and Career Development of Young WorkingWomen who are Breast Cancer Survivors (Raque-Bogdan & Hoffman) Cancer at a younger age has more significant and enduring psychosocial effects than cancer at older ages Does breast cancer during early adulthood impede career development and commitment? Women’s career trajectories have traditionally been understudied in the career literatureas have careers of persons with chronic disease Results: Early cancer diagnosis intensified most women’s need for purpose in life and led them to re-appraise meaning in their work Need for financial security and medical insurance prevented re-appraised sense of life meaning the focus of their career Or, from redirecting their career paths to one that better expressed their re-appraised life meaning.
71. Mentoring Student Research: Finding a “bridge” between interests of advisor/advisee Examples: You may know about career development but not about effect of health challenges on career You may know about expressive writing but not that it’s a great way to study health issues such as chronic pain, caregiver experiences, and cancer survivorship You may know about social networks but not their role in seeking health support and receiving health services Advisee/Advisor projects Student initiated research teams
72. Your Research Helps in Seeking a Career In Health Counseling Psychology Research, extern, and intern experiences create a foundation for a career in clinical health psychology These experiences are becoming more important than designation of program as clinical or counseling psychology Your research demonstrates your passion, commitment and skills Student who studied chronic pain interned at VA and is interviewing at research centers, NIMH, etc. Student who studied QOL in persons w/ autoimmune disorders works in behavioral medicine setting and teaches health psychology Student who studied and did externship re/ disordered eating offered post doc opportunities at both ED clinics and Counseling Centers
73. So Many Interesting Topics! So Little Time!