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Training Models in Clinical Psychology: Overview

Training Models in Clinical Psychology: Overview. James H. Johnson, Ph.D., ABPP/Child. Variations in Training. Boulder (Scientist-Practitioner) Model – 1949 Vail (Scholar-Professional) Model – 1973 Clinical Science Model - 1990. WW II and the Need for Psychologists.

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Training Models in Clinical Psychology: Overview

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  1. Training Models in Clinical Psychology: Overview James H. Johnson, Ph.D., ABPP/Child

  2. Variations in Training • Boulder (Scientist-Practitioner) Model – 1949 • Vail (Scholar-Professional) Model – 1973 • Clinical Science Model - 1990

  3. WW II and the Need for Psychologists • WW II and focus of the government on increasing the pool of trained mental health professionals • Government initiatives involving VA and USPHS and APA • Grants to Psychology departments that provided clinical training • Funding for students pursuing graduate training in clinical psychology • VA provided practicum sites and internships • GI Bill to support graduate training

  4. In Search of a Training Model • David Shakow, the Committee on Training in Clinical Psychology – The Shakow Report – 1947 • Boulder Conference – 1949 (70 participants) • Equal weight to science and practice • PhD as the required degree • Training within a university setting • Psychologists were to be scientist-practitioners prepared to work in academia or clinical practice • Since 1949 has been the dominant model for Clinical Psychology Training

  5. The Practitioner Model: In the Beginning • Questions about adequacy of the Boulder Model. • Interest in training for practice as is the case in law, dentistry, and medicine • 1951 Gordon Derner (PhD from Columbia) developed the first scholar-practitioner program at Adelphi • Focus on training practitioners – Allow research finding to inform practice but without focus on development of research skills. • Was not able to get APA approval until 1957 and only after a battle and a number of appeals • Derner was the founding President of the National Council of Schools of Professional Psychology

  6. Development of the PsyD Degree • First Doctor of Psychology Degree program – University of Illinois, 1968 • Developed by Donald Peterson and designed to produce clinicians to engage in applied clinical work. • Coursework like Ph.D. students but focus on clinical work – and clinical project instead of research dissertation. • Program was found to be incompatible with the academic values of most Illinois faculty and was soon discontinued.

  7. The California School of Professional Psychology • In the late 1960’s California Psychological Association notes lack of sufficient doctoral level psychologists in the state. • Lobbied state of CA get universities to increase number of clinical psychologists • Didn’t work and CPA on its own, under leadership of Nicholas Cummings, founded the California School of Professional Psychology

  8. The California School of Professional Psychology • Branches in LA, Berkeley, San Diego, and others. • Focus on training practicing clinicians • Offered the Doctor of Psychology Degree • Programs housed in independent schools of Professional Psychology rather than University departments. • Very few full time faculty – mostly part-time training faculty • Large classes – little financial assistance • Primary organization is National Council of Schools of Professional Psychology

  9. Vail Conference • In 1973 the national training conference in Vail Colorado was successful in legitimizing practitioner oriented clinical psychology training programs • Despite objections from academic types, such programs now turn out almost as many graduates as do Boulder Model programs

  10. Growth of the Professional School Movement • In recent years the number of practitioner oriented training programs has increased dramatically • Such program are found in free-standing professional school, in psychology departments, and separate schools of psychology within universities. • Again, almost half of the doctorates graduating each year, come from professional schools

  11. Boulder Model and Professional School Programs Compared • Boulder model programs still outnumber PsyD programs, the PsyD programs enroll three times the number of doctoral candidates. • Boulder model programs train clinical psychologist to conduct research; PsyD programs train graduates to be consumers of research • Ph.D graduates more likely to be employed in academic positions and in medical schools than are clinical psychologists with the PsyD degree.

  12. Boulder Model and Professional School Programs Compared • Acceptance rates and financial support • Freestanding PsyD programs acceptance rates average about 40% • PsyD average number accepted = 46; Ph.D = 9 • Ph.D programs accept on average about 15% of those applying. • 70 – 80% of students in Ph.D programs get full financial assistance, while only 18% of students in PsyD programs get this. • Pay-as-you-go plan for about three-fourths of PsyD graduate students. • Student debt for PsyD students = 53 – 60 thousand; Debt for Ph.D students is about $ 22,000 (median)

  13. Boulder Model and Professional School Programs Compared • Length of Training • Students in Ph.D. programs take about 1 to 1.5 years longer to complete graduate training • Licensure Exam performance • PsyD students, on average, perform significantly lower on the Examination for Professional Practice in Psychology (EPPP). Difference likely applies to larger free-standing PsyD programs. • Strong link between smaller classes and more faculty and better scores on licensure exam.

  14. The Clinical Science Model • Impetus for Clinical Science training was “Manifesto for a Science of Clinical Psychology” (McFall 1991) • Presidential address for Section 3 of Division 12 (Section for the Development of Clinical Psychology as an Experimental Behavioral Science) • Began a movement that has resulted in a number of clinical science programs and the development of the Academy of Psychological Clinical Science.

  15. The Clinical Science Model:Cardinal Principles and Corollaries Scientific Clinical Psychology is the only Legitimate and Acceptable form of Clinical Psychology • Psychological services should not be administered to the public (except under strict experimental control) until they have satisfied four minimal criteria: • The exact nature of the service must be described clearly • The claimed benefits of the service must be stated explicitly • These claimed benefits must be validated scientifically • Possible negative side effects that might outweigh benefits must be ruled out empirically

  16. The Clinical Science Model:Cardinal Principles and Corollaries • The primary and overriding objective of doctoral training programs in clinical psychology must be to produce the most competent clinical scientists possible. • General focus is on becoming a clinical scientist and this may or may not involve applied clinical activities. • All applied clinical work engaged in needs to be evidence-based.

  17. So What Type of Training • Scientist-Practitioner ? • Scholar-Practitioner ? • Clinical Scientist ? Pros? Cons? Preferences?

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