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Focus on Doctoral Clinical Training: The State of the Program – 2008

Focus on Doctoral Clinical Training: The State of the Program – 2008. James H. Johnson, PhD, ABPP March 28, 2008. Dept. of Clinical and Health Psychology: An Overview. Mission Statement

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Focus on Doctoral Clinical Training: The State of the Program – 2008

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  1. Focus on Doctoral Clinical Training:The State of the Program – 2008 James H. Johnson, PhD, ABPP March 28, 2008

  2. Dept. of Clinical and Health Psychology: An Overview Mission Statement The Department of Clinical and Health Psychology educates tomorrow’s leaders in Psychology in the scientist-practitioner [and clinical science] tradition, advances psychological science, and improves the health and quality of life of people through excellence in research, education, and health service delivery.

  3. Department of Clinical and Health Psychology Doctoral Training in Clinical Psychology • Models of Training • Scientist-Practitioner (First Accredited in 1953) • Clinical Science (Fall 2007) • Internship Program (First Accredited in 1963) • Administratively Unique • Only program of its type in country with Scientist-Practitioner and Clinical Science programs that are physically located in Health Science Center but administratively outside of COM

  4. Department of Clinical and Health Psychology • Academically Diverse • Areas of Concentration • Clinical Child/Pediatric Psychology • Clinical Health Psychology • Neuropsychology, Neurorehabilitation, and Clinical Neuroscience • Emotion, Neuroscience, and Psychopathology • Others as arranged with doctoral committee (Forensic, Aging ) • Faculty also display diversity in terms of specific areas of expertise and theoretical orientation

  5. “Center of Excellence” ModelClinical Child/Pediatric Area ADHD Stress -specialty plus general training -integrated research/clinical/didactic training Obesity PCIT Peds Pulmonary Diabetes Child C & L

  6. “Center of Excellence” Model Health Psychology Area Health Promo Psycho- Oncol Pain Women’s Health and Infertility Transplant Cardiac Chronic Disability Adult C&L -specialty plus general training -integrated research/clinical/didactic training

  7. “Center of Excellence” Model NNCN Area Aging Epilepsy Stroke LD Movmt Disorder Dementia/ MCI TBI -specialty plus general training -integrated research/clinical/didactic training

  8. Providing Broad & General TrainingWith Opportunities for Specialization • General Psychology Foundations Core(Focus on broad and general training) • Clinical Psychology Core • Required research (First year project; dissertation) • Required clinical practica (both core and advanced) • Advanced electives • Area of Concentration (or Selected Minors) • Coursework • Advanced specialty practica • APA-accredited internship

  9. Year 1………………… Year 2………………… Year 3………………….. Year 4………………….. Year 5………………… Core (Including First Year Project) MS degree, practica, begin AOC, electives Complete practica, AOC, qualifying exam Apply for internship, dissertation work, finish electives Internship General Program TimetableAverage time to Completion = 6.1 Years

  10. With Cutting Edge Opportunities to Train for the Future • Recently Developed Course Offerings • Analysis of Change • Advanced writing seminar • Evidence Based Practice • Recent Program Initiatives • New opportunities for undergraduate teaching • Introduction to Clinical Child and Pediatric Psychology • Introduction to Clinical Psychology • Introduction to Health Psychology • Introduction to Clinical Neuropsychology • Psychiatric Disorders

  11. General Program Aims • Prepare Students to - • Function as a licensed professional psychologist • Practice competently in the areas of assessment, intervention, and consultation • Take a scholarly evidence-based approach to clinical activities • Contribute to the advancement of knowledge through research and creative scholarship • Participate in leadership and advocacy positionswithin professional psychology

  12. Focusing on Goals and Competencies • Goal #1: Prepare students with a broad and general foundation in the science of psychology and a broad and general foundation of coursework representing the underpinnings of the profession of Clinical Psychology • Competencies Expected: • Develop knowledge reflecting the science base of psychology (e.g., Cognitive Bases of Behavior, Survey of Social Psychology, Survey of Developmental Psychology, Higher Cortical Functioning, History of Psychology, • Measurement, Research Design and Statistical Analysis I & II) and • Core/professional areas of Clinical Psychology (e.g., Introduction to CLP: Professional Issues and Ethics, Clinical Psychological Assessment, Lifespan Psychopathology, Psychological Treatment I)

  13. Focusing on Goals and Competencies • Goal #2: Prepare students to • 1) independently contribute to the knowledge base of clinical psychology through original research work and • 2) to use the results of published research to inform clinical practice. • Competencies Expected: • Competencies in critically evaluating the literature in areas of research interest; • developing research questions that can be subjected to empirical test, • competencies in experimental design, subject recruitment, statistical analysis, interpretation of findings, writing up research findings for publication and presentation, and • developing skills in grant writing. • An additional expectation is the development of competencies in using empirically based research findings to inform clinical practice activities.

  14. Focusing on Goals and Competencies • Goal #3: Prepare students with sufficient knowledge and skill-based competencies in clinical activities to allow them to • compete successfully for admission to APA approved internship placements, • to obtain licensure, and • to have entry level skills for the independent practice of psychology. • Competencies Expected: • competencies in conducting diagnostic interviews with children/adolescents/parents and adults, • the administration, scoring, and interpretation of commonly used evidence-based measures of development, intelligence, achievement, adaptive behavior, and personality/behavioral. • competencies in the evidence-based treatment (predominately cognitive-behavioral in nature) of children, adolescents and adults displaying a broad range of psychological/behavioral difficulties. • In addition, students are expected to develop competencies in the consultation with physicians, other health care professionals, and adults and children (and their families) displaying a wide range of health related problems.

  15. Focusing on Goals and Competencies • Goal #4: Prepare students with knowledge and skills to enable them to make specialty-specific professional contributions through participation in a formally defined clinical research and/or practice area that builds on prior broad and general training in clinical psychology. • Competencies Expected: • students pursuing specialty training in the above areas will develop clinical (e.g., assessment, intervention, consultation) and research competencies in working with • specific age groups (e.g., children and adolescents), • individuals with specific types of problems (e.g., health related difficulties), • specific clinical approaches (neuropsychological assessment), specific research foci, • or various combination of these elements.

  16. Focusing on Goals and Competencies • Goal #5: Prepare students to be cognizant of major sources of individual and group variation and to understand how such diversity affects psychological processes, clinical presentation, and responsiveness to intervention. • Competencies Expected: • students will be non-discriminating and show respect for staff, colleagues, and patients from diverse backgrounds, • will be able to appropriately consider diverse patient backgrounds in the selection administering, and interpretation of assessment measures and • in the selection and implementation of culturally sensitive approaches to intervention, as is appropriate.

  17. Focusing on Goals and Competencies • Goal #6: Prepare students to deliver professional services to patients and conduct research in a manner that shows dedication to applicable ethical, professional practice, and legal standards. • Competencies Expected: • having knowledge of ethical and legal standards for psychologists, • being able to identify professional ethical and legal dilemmas, • being able to relate ethical dilemmas to potentially relevant ethical principles, and • demonstrate high standards of ethical/legal behavior in the provision of clinical activities , research, and professional interactions.

  18. General Program Resources:Research Training Sites • Research laboratories in the PHHP research complex • Surge research laboratories • Veterans’ Administration Medical Center • McKnight Brain Institute • Shands Hospital • Other campus & community locations

  19. General Program Resources:Clinical Training Sites • University of Florida Health Science Center – Psychology Clinic • Average of 10,726 patient visits per year • Primary clinical training site for program • Site for most core practicum and advanced practicum rotations • Shands Hospital • 576-bed tertiary care, 144 intensive care • 500 physicians representing 110 medical specialties • Primary Care Sites in North Central Florida • Rural primary care clinic (e.g. Dixie County ) • Ocala VA Community Based Outpatient Clinic • Other Settings • Gainesville Veterans’ Affairs Medical Center • NFETC

  20. Anesthesiology Cardiology Communicative Disorders Dentistry Endocrinology Engineering Exercise and Sport Science Family Practice Genetics Infectious Disease Obstetrics and Gynecology Oncology Orthopedic Surgery Nephrology Neurology Neuroscience Neurological Surgery Pediatrics Physical Therapy Psychology Psychiatry Pulmonary Medicine Radiology General Surgery Transplantation Medicine General Program Resources:Collaborations Within the HSC

  21. Overview of General Resources:The People of CHP • 33 Faculty; (tenure track, clinical track, research track) • 6 affiliate faculty • 12 Support Staff • 83 Graduate Students • 12 Interns • 3 Post-Doctoral Fellows • 100 + “others” – RA’s, work study, etc.

  22. Program Resources:The Faculty • 33 core faculty active in the training program (along with affiliate faculty) • Dramatic departmental growth during the past decade • A total of 17 faculty in 1997 • Compared to the current core faculty of 33 • Represent broad spectrum of general and specialty interests and areas of expertise • Numerous national leaders (officers, editors, professional boards) • Most participate in all departmental missions (teaching, research AND clinical service) • Serve to model the integration of science and practice

  23. Faculty Productivity: 2006 - 2007

  24. Faculty Productivity:2006 – 2007 (Cont.) • 19 faculty are currently Principal Investigators • Two faculty have currently active T32 awards • M. Marsiske (Program Director) – Interdisciplinary training program in Physical, Cognitive, and mental health in older adults. • S. Boggs (Program Director) – Training in treatment outcome research for children. • A total of 12 faculty received awards for their contributions to the professions during 2006 – 2007 alone (see link to faculty productivity over the past five years on the CHP website)

  25. Faculty as Leaders in the Field

  26. Department Awards

  27. Department/Program Rankings • 2005 US News and World Report, Clinical Program ranked # 20 overall and # 15 among AAU Public Universities (120 programs) • In 2007 Ranked # 4 in the nation overall in scholarly productivity (total publications) • Source. Stewart, P.K, Roberts, M.C., and Roy, K. M. (2007). Scholarly productivity in clinical psychology PhD programs: A normative assessment of publication rates. Clinical Psychology: Science and Practice, 1, 157 – 171.

  28. Program Resources:Students • 83 doctoral students • Graduate 12-15 Ph.D.’s per year • Outstanding record of getting fellowship awards (NRSA; University Presidential and Alumni; McKnight awards) as well as others • Many are student leaders in various psychology organizations (APAGS, FPA, Division 40) • CHP APAGS

  29. Current Student Demographics2007 – 2008 : All Students • Gender • 79% female; 21% male • Ethnic Background • 79% Caucasian; 8% Asian; 6% African American; 2% Hispanic-Latino; 3% Multi-Ethnic; 2% not reported. • Average time to Complete Program • 6.1 Years • Student Attrition Rate (Past 7 Years) • 6.4%

  30. Current Graduate Student Fellowship Awards • 1 Presidential Fellow • 13 Alumni Fellows • 2 McKnight Fellows • 3 NIH National Research Service Awards • 3 Student Training Awards (T-32)

  31. Last Year’s Class Statistics 2007 - 2008

  32. Applicants Interviewing:2008 (Visitation Weekend)

  33. Entering Class Fall 2008 Total Number of Students = 12 • Child - 3 Students • Health - 4 Students • Neuropsych - 5 Students GPA = 3.7 (Range = 3.0 – 3.9); GRE Total = 1282 (Range 1170 – 1350) Student Demographics Gender 75 % female; 25 % male Ethnic Background 50 % Caucasian; 25 % Hispanic-Latino; 17 % Asian; 8 % African-American Total Students Reflecting Diversity = 50% 6 Alumni Fellowships; 1 McKnight Fellowship

  34. Program Outcomes: Current Student Research • During the past 2 years 96% received grades of A-B in research methodology courses • 98% of students passed MS defense on first try; 98% passed Ph.D. defense on first try • 100% of qualifying examinations passed during past two years • 98 % of students received satisfactory research progress evaluations during the last three yearly reviews • 100% passing grades in writing courses • Between 2002 and 2006 a total of 13 students were awarded NRSA grants; • 87% of students involved in grant-funded research

  35. Program Research/Academic Outcomes: Alumni (Last 7 Years) • 41% of grads in academic/research positions (med center, tenure track, R&D) • 57 % of graduates have published papers (or chapters (24%) or presented papers (76%) since program completion • 38% of graduates have multiple publications; 41% have multiple presentations since program completion • 27% of graduates have been a PI; 24% have been a Co-PI on extramural grants • 90% belong to national or international organization • 61% of clinician-graduates have published or presented since graduation • 41% of graduates supervise trainees; 19% supervise other professionals

  36. Program Outcomes:Integration of Research & Practice(Current Students) • During 2006 – 2007 • 36% published in peer-reviewed journals (Mean = 2.06); • 69% had a paper of book chapter “in press” • 63% presented at national meetings (Mean 2.43); • 84% published or presented their first year project at national meeting (based students in program at least three years) • 87% were involved in grant-supported research • 100% pass rate for qualifying examination during 2006-2007; • 98% of students received satisfactory ratings of clinical performance • 100% received satisfactory ratings on research performance • Preparation in the integration of theory, research, and practice received an average rating of 3.9 (1= poor; 5 = excellent) by 38 students completing an anonymous student program review

  37. Integration of Science & Practice: Alumni Data • 59% of graduates report being involved in clinical work; 86% reported being engaged in research; • 24% report spending 10% or more of their time in both research and clinical activities • Adequacy of preparation for integrating theory, research, and practice received a 4.2 rating out of 5 (1 = poor, 5 = excellent) by 45 program graduates completing an anonymous program review. • Regarding training model identification • 73 % self-identified as scientist-practitioner; • 11% self-identified as a clinical scientist; • 14%, self-identified as a “practitioner”, and • one considered him/herself a “researcher”

  38. Clinically Related Outcomes: Current Students • All students must achieve passing grades and competent laboratory performance prior to beginning practicum • 96% of students obtained satisfactory practicum evaluations • All students obtain assessment and therapy experience with children, adolescents and adults from majority and minority populations • Students leave for internship with an average of 1950 hours of supervised clinical experience plus additional experience on clinical research assistantships; all students completed core practicum in 4 settings/rotations • 100% of students in past 7 years have obtained APA-approved internships; all have received average to above average performance ratings • 1 student terminated for failure to meet academic/professional standards; otherwise no significant violation of ethical or professional practice guidelines

  39. Clinically Related Outcomes:Alumni (Past 7 Years) • 62% of graduates from last seven years report being currently licensed; no student known to have failed in attempt to obtain license • No student from last seven years reported having obtained ABPP diploma • Diverse populations served; over 49% report “frequently” work with minorities, 51% working with lower SES “frequently” or “primarily” • “Adequacy of training in ethics” received 4.2 rating (out of 5) by 45 graduates completing anonymous program review • No known ethical complaint lodged against program graduate in this reporting period

  40. Student Awards • During 2006 – 2007 CHP graduate students were recipients of 26 separate awards. • These included NRSA’s, APS foundation awards, various student research awards, Society for Pediatric Psychology outstanding student awards, best poster awards, best paper awards, AARP Scholars Program Awards, Psychoneuroimmunology Travel Award, Society of Clinical Psychology Research Grant, Etc. – among others.

  41. Professional Behavior/Ethics: Current Students • All current students currently hold at least “satisfactory” ratings on this dimension (professional behavior) by research supervisors • all student-initiated research is IRB-approved; • All current students hold at least “satisfactory” ratings on Ethics by clinical supervisors; all relevant coursework completed prior to practicum; Intro to Clinical Psychology: Professional issues and Ethics is required in the pre-practicum curriculum; • Of 38 respondents to an anonymous student program review, current student ratings of adequacy of training to deal with ethical issues were 3.9 (scale of 1 – 5; 5 = greater preparedness); • 79% of students belong to at lest one professional society (66% belong to APA; 61% to a research society); • 35% of students engage in volunteer University service; 32% engage in community service activities

  42. Professional Behavior/Ethics:Alumni Data • No graduate of the program is known to have committed a violation of ethical standards; • Adequacy of training in ethics received a 4.1 (5 = greater preparedness) rating by 45 graduates completing an anonymous alumni program review • 90% are members of a professional society; • During the past seven years 69% of graduates report participating in continuing education; average = 29 CEU’s per year. • 14% of graduates report engaging in pro-bono activities; time in pro-bono activities averaged 5.4 %

  43. Other Program Outcomes: Functioning as Effective Teachers • One student currently teaching at local community college; • 6 - 8 students per year teach undergraduate psychology courses in the department; • 100% have received satisfactory teacher ratings during the past 2 years. • 16% of alumni report involvement in formal teaching

  44. Other Program Outcomes: Sensitivity to Issues of Diversity • All students currently carry at least “satisfactory” clinical ratings on this dimension; • Of 38 respondents to an anonymous student program review, current student ratings of adequacy of training to deal with issues of diversity were 3.2 (scale of 1 – 5 ( 5 = greater preparedness); • Adequacy of training in diversity issues” received a 3.7 rating by 45 graduates completing an anonymous alumni program review

  45. Developing an Area of Specialization • All students declare an area of concentration (AOC) by the end of their second year; • all students fulfill AOC requirements prior to graduation; • currently 18 students in health psychology, • 23 in child/pediatric, and • 34 students in neuropsychology, • 1 student in emotion neuroscience & psychopathology

  46. Selected Information:Anonymous Alumni Survey For the following activities, populations, and problems, please rate how well you believe you were prepared by your graduate education and training (including your internship). Use a scale from 1 – 5 where 1 = inadequate preparation and 5 = excellent preparation

  47. Overall Ratings:Anonymous Alumni Questionnaire • Overall • Coursework CHP = 4.2 • Coursework (Psychology Dept) = 3.4 • Research Mentorship = 4.2 • Practica = 4.0 • Integration of Research and practice = 4.2 • Diversity issues = 3.7 • Faculty Role Models = 3.8 • Facilities = 4.0

  48. Internship Placement100% of Students in past 7 years have obtained APA approved internships Recent Internship Placements: Boston Internship Consortium Brown University Columbus Children’s Hospital Children’s Mercy Hospital, KC Children’s Hospital of Philadelphia Columbia University/NY Presbyterian Duke University Dupont Hospital for Children Emory University Medical Center Harvard/Brockton-West Roxbury VAMC, James A. Haley VAMC, Tampa Johns Hopkins/Kennedy Krieger Institute Long Beach VA Healthcare System Long Island Jewish/Hillside Hospital Maryland VA Healthcare System Medical College of Georgia Medical Univ. South Carolina Tulane University Health Science Ctr. University of California, San Diego UCLA Neuropsychiatric Institute Univ. of Cincinnati Children’s Hospital Univ. Alabama, Birmingham Texas Children’s Hospital UCLA Neuroscience Institute UNC – Chapel Hill University of Chicago Medical Center West Haven VA West Virginia University 2004-2007 Match Statistics

  49. This Year’s Internship Placements

  50. Clinically Related Outcomes: AlumniNational Licensure Exam • 1997 – 2006 : Performance on the Examination for the Professional Practice of Psychology. • Average scores of CHP graduates (N = 82; Mean = 164.7; SD = 13.7) were more than 1 Standard Deviation above the national average (N = 4,355; Mean =156.4; SD = 7.44) on the EPPP Note. These scores were among the top scores in the nation in comparison to other doctoral level training programs.

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