Educating DOCTORAL STUDENTS – UNDERSTANDING POSTDOCTORAL TRAINING OPPORTUNITIES in the - PowerPoint Presentation

1. Educating DOCTORAL STUDENTS – UNDERSTANDING POSTDOCTORAL TRAINING OPPORTUNITIES in the sequence of psychology trainingPostdoctoral Training ConsiderationsDEVELOPED BY THE appic POSTDOCTORAL COMMITTEEApril 2020

2. Goals of PresentationDescribe the educational pipeline within health service psychology, including postdoctoral training, given current trends in the field of psychology.Describe factors to consider when exploring postdoctoral training optionsProvide resources regarding the current application and selection process

3. Goal OneDescribe the educational pipeline within health service psychology, including postdoctoral training, given current trends in the field of psychology.

4. Why is postdoctoral training relevant to a graduate student?Psychology training involves multiple stages, or transitions, within the educational pipeline.Kaslow, N. J., Bengasser, D. A., Grus, C. L., McCutcheon, S. R., & Fowler, G. A. (2018). Facilitating pipeline progress from doctoral degree to first job. American Psychologist, 73, 47-62.

5. Why is postdoctoral training relevant to a graduate student?Pipeline leakage most often occurs at transition points: securing internship training, postdoctoral training, and employment.Kaslow, N. J., Bengasser, D. A., Grus, C. L., McCutcheon, S. R., & Fowler, G. A. (2018). Facilitating pipeline progress from doctoral degree to first job. American Psychologist, 73, 47-62.Historically, fewer resources devoted to understanding or supporting postdoctoral training

6. What is Postdoctoral Training (within health service psychology)?Broadly, postdoctoral training is: Training that occurs following completion of the doctoral degreeTypically 1 to 2 + years (depending on focus or specialty area)Can be applied (clinical) training or research training, or a combination of bothNot required for licensure in all states (but in the majority of states)Additional training that may make one more marketableAdditional training that may facilitate board certification

7. Purpose of Postdoctoral TrainingOrganized sequence of education and training in which there is a commitment to training and/or mentoring the fellow/resident (Belar et al., 1993).Postdoctoral training is designed to develop advanced competency development in either:A recognized specialty area (e.g., Health Psychology, Geropsychology, Neuropsychology, etc.)A focus area within traditional practice areas of Clinical, Counseling, or School Psychology (e.g., PTSD, Addictions).

8. What is Advanced Competency Development?Demonstration of proficiency in one’s focus or specialty area through:Greater independence/autonomyManagement of more complex casesGreater depth of knowledge and skillEngagement in range of professional activities within focus/specialty area (e.g., providing supervision, program development/evaluation, program administration)

9. Postdoctoral Training vs. Postdoctoral ExperiencesPostdoctoral training may be offered in a formal postdoctoral training programAccredited programAPPIC member programTraining is primary/emphasized (rather than workload/billable hours or research productivity)Meet guidelines of recognized specialty area, if applicablePostdoctoral opportunities and experiences may be informal Project coordinatorEmploymentMay meet long-term professional goals, but generally only with collaborative planning.

10. Evolving Landscape of Postdoctoral Training Many developments in the field of psychology over the last decade:Emphasis on competency-based education, training, and credentialing (Kaslow, 2004; Kaslow et al., 2004).Qualified entry-level practice following licensure (Model Licensing Act; APA, 2011).Increased specialization and dissemination of taxonomy within specialty training (Rozensky et al., 2015).Changing healthcare system, Affordable Care Act (Rozensky, 2014).

11. Heterogeneity of Postdoc ProgramsUnknown universe of programsNumber of APPIC member programs - https://membership.appic.org/directory/searchNumber of UPPD listings - https://www.appic.org/Postdocs/Universal-Psychology-Postdoctoral-Directory-UPPDUpdate on what is known thus far about the universe of PD programs - https://www.appic.org/Portals/0/2018%20Conference/APPIC%20PD%20Update%20Final.pdf Varied terminologyCoA distinguishes between HSP programs and training in recognized specialtiesCRSPPP taxonomy https://www.apa.org/ed/graduate/specialize/taxonomy.pdf guidance on labeling depth of experience in recognized specialties Focus areas are experiences that are NOT in recognized specialty areasMore unknown – what makes a program a program?Are supervised hours for licensure a postdoc program?Focus on training or labor?Quality of supervision

12. What are Specialties, Emphases, Focus Areas?The role of recognized specialtiesSpecialty Education and Training Guidelines https://www.cospp.org/education-and-training-guidelines-1What does the specialty require for ABPP or positions? What is the standard?The role of emphasis trainingAdvanced training or specializationIn a recognized specialtyIndicates depth of specialty – taxonomy termThe role of focus area trainingAdvanced trainingIn an area other than a recognized specialty

13. APA Accredited ProgramsAPA’s Commission on Accreditation accredits postdoctoral programs in:A major area of training in Health Services Psychology (Clinical, Counseling, School, or other developed practice area)A recognized specialty area

14. APA Accredited Postdoc Programs -Profession Wide CompetenciesPWCs different at postdoctoral level than doctoral or internship levelPWCs may also differ by programThree levelsLevel 1: Core, required by all programsLevel 2: Determined by the programLevel 3: Specific to specialty area of practice, as defined by the Commission on Specialties

15. APA Accredited Postdoc Programs -Profession Wide CompetenciesLevel 1: Core PWCs required of all programsIntegration of science and practiceIndividual and cultural diversityEthics and lawLevel 2: Competencies: Determined by the program, include Level 1, and can include:ResearchProfessional values, attitudes, and behaviorsCommunication and interpersonal skillsAssessmentInterventionSupervisionConsultation and Interprofessional/Interdisciplinary SkillsLevel 3: Specific to recognized specialty area of practice and determined by the education and training guidelines for the specialty area as implemented by Council on Specialties (CoS)

16. Goal TwoDescribe factors to consider when exploring postdoctoral training options

17. Important Factors to Consider when Pursuing a PostdocFormal versus informal Training and marketabilityEmployment versus trainingProfessional identity developmentLicensure and mobilityResearch/teaching and practice prioritiesPersonal considerationsDuration of training

18. Reasons to Complete a PostdocRecent Postdoc Training Summit consensus – for advanced or specialized training!Advanced or focused trainingNOT – for remediation of clinical skillsTo continue or build on research training? How much research?Hours for licensure? Some states require no postdoc hours.Financial considerationsBoard Certification in recognized specialtyMcQuaid, E. L., & McCutcheon, S. R. (2018). Postdoctoral training in health service psychology: Introduction to the special section. Training and Education in Professional Psychology, 12(2), 63-65. Silberbogen, A. K., Aosved, A. C., Cross, W. F., Cox, D. R., & Felleman, B. I. (2018). Postdoctoral training in health service psychology: Current perspectives in an evolving profession. Training and Education in Professional Psychology, 12(2), 66-73.

19. Questions to Assist with Postdoctoral ConsiderationWhat are your career aspirations? Prepared for independent practice? Unforeseen consequences?What are your strengths and weaknesses? Professional development?Costs and benefits?Prepared for independent research activities? Prepared for a teaching career?Licensure implications?

20. What about Regulation and Quality?APPIC/ APA-CPA Accreditation/OtherHow much regulation is needed?Most PD are not APPIC members or APA/CPA accreditedAPA/CPA Accreditation may not be as critical as for internship. Not required for certain positionsHow to ensure a program is of qualityResponsibility to trainees and the publicHow to ensure students are treated fairlyHow to ensure programs are not subject to unreasonable burden during selection

21. What is the role of Research?Postdocs were originally geared towards research trainingAccreditation for clinical programs – late 90’sA range of research training in postdocsThe Boulder Model – seems to have lost importance in recent yearsAPPIC Applicant Surveys – range of research interest in applicantsNot either/or. Many applicants apply to strong research focused programs and clinical programs offering research trainingBodin, D., Schmidt, J. P., Lemle, R. B., Roper, B. L., Goldberg, R. W., Hill, K. R., . . . Siegel, W. (2018). Recruitment and selection in health service psychology postdoctoral training: A review of the history and current issues. Training and Education in Professional Psychology, 12(2), 74-81.Williams, M. E., Sayegh, C. S., & Sherer, S. (2018). Promoting scholarly training in a clinical psychology postdoctoral fellowship. Training and Education in Professional Psychology, 12(2), 90-95.

22. Where to Learn MorePostdoctoral Training Summithttps://www.appic.org/Postdocs/Postdoctoral-Training-SummitAPPIC Postdoc Webpagehttps://www.appic.org/PostdocsTEPP Special Section on Postdoctoral TrainingPostdoctoral Training in Health Service Psychology. (2018). Training and Education in Professional Psychology, 12, 63-124.

23. Goal ThreeProvide resources regarding the current application and selection process

24. The Application and Selection Process DiffersRegulationMost are not APA accreditedMany are not APPIC membersMay not be as important for postdocs compared to doctoral and internship programsNo overall match or formalized uniform selection process for all PD programsA match does exist for a subset of Neuropsychology Postdocs http://www.appcn.org/matching-programApplication cycleNeed to start soon after beginning internshipLetters from internship supervisorsGuidance from internship TD may be variable

25. How to Learn about Application ProcessReach out to multiple sourcesGood starting points are:Internship Training Director (TD)APPIC https://www.appic.org/PostdocsListservsGraduate program Director of Clinical Training (DCT)However, knowledge variesPostdoctoral training landscape is constantly changingIn part, due to the pool of positions changing each yearBe aware, there is a great deal of confusion

26. How to Learn about ProgramsAPPIC directory is for APPIC member programs onlyhttps://membership.appic.org/directory/searchUniversal Psychology Postdoctoral Directory: https://www.appic.org/Postdocs/Universal-Psychology-Postdoctoral-Directory-UPPDMost programs have used mail groups (VA, APPIC and APA Divisions)Ask supervisorsAsk Internship TDAsk faculty from doctoral programAPA MonitorNeuropsychology programsAPPCN website: listing of Member programswww.appcn.orgSociety of Clinical Neuropsychology (APA Division 40): comprehensive list of training programs searchable by state and level of traininghttp://training.scn40.org/

27. APPIC Postdoc ListservsPOSTDOC-NETWORK listserv will continue as the forum for programs and applicants to ask questions and generate discussion about postdoctoral trainingAdvertising of postdoctoral programs and psychology jobs is not permitted on POSTDOC-NETWORKUniversal Psychology Postdoctoral Directory will serve as the primary source of program marketing. POSTDOC-NEWS which will allow news and information from APPIC about postdoctoral positions including late-breaking news about postdoctoral programs. https://www.appic.org/E-Mail-Lists/Choose-a-news-list/Postdoc-NewsJOBS-NETWORK which will serve the purpose of announcing psychology jobs or positions that are not part of postdoctoral training programs. https://www.appic.org/E-Mail-Lists/Choose-a-discussion-list/Jobs-NetworkTo sign up for any of the APPIC listservs http://www.appic.org/E-Mail-Lists/Summary-of-APPICs-E-Mail-Lists

28. ReferencesAosved, A. C. (2016). Tips for trainers: Future directions for postdoctoral training in psychology. APPIC E-Newsletter, 9, 1–3.American Psychological Association. (2015). Standards of accreditation for health service psychology. Washington, DC, US: American Psychological Association.Belar, C. D., Bieliauskas, L. A., Klepac, R. K., Larsen, K. G., Stigall, T. T., & Zimet, T. M. (1993). National conference on postdoctoral training in professional psychology. American Psychologist, 48,1284–1289. http://dx.doi.org/10.1037/0003-066X.48.12.1284Kaslow, N. J., Bengasser, D. A., Grus, C. L., McCutcheon, S. R., & Fowler, G. A. (2018). Facilitating pipeline progress from doctoral degree to first job. American Psychologist, 73, 47-62.McQuaid, E. L., & McCutcheon, S. R. (2018). Postdoctoral training in health service psychology: Introduction to the special section. Training and Education in Professional Psychology, 12(2), 63-65. Postdoctoral Training in Health Service Psychology. (2018). Training and Education in Professional Psychology, 12, 63-124. Stacy, M., Klee, A., & Jansen, M. (2018). Postdoctoral psychology training in preparation for specialization in serious mental illness. Training and Education in Professional Psychology, 12(2), 96-104.Self, M. M., Wise, E. H., Beauvais, J., & Molinari, V. (2018). Ethics in training and training in ethics: Special considerations for postdoctoral fellowships in health service psychology. Training and Education in Professional Psychology, 12(2), 105-112.Silberbogen, A. K., Aosved, A. C., Cross, W. F., Cox, D. R., & Felleman, B. I. (2018). Postdoctoral training in health service psychology: Current perspectives in an evolving profession. Training and Education in Professional Psychology, 12(2), 66-73.