Strengthening Health Psychology in Strengthening Health Psychology in a Counseling Psychology Programa Counseling Psychology ProgramNicole J. Borges, Ph.D., Wright State UniversityNicole J. Borges, Ph.D., Wright State UniversityLarra Petersen-Lukenda, Ph.D., NWI VA Healthcare SystemLarra Petersen-Lukenda, Ph.D., NWI VA Healthcare SystemTrisha L. Raque-Bogdan, M.S., University of MarylandTrisha L. Raque-Bogdan, M.S., University of MarylandDonald R. Nicholas, Ph.D., Ball State UniversityDonald R. Nicholas, Ph.D., Ball State UniversityBrian L. Lewis, Ph.D., University of Miami Brian L. Lewis, Ph.D., University of Miami Mary Ann Hoffman, Ph.D., University of MarylandMary Ann Hoffman, Ph.D., University of MarylandMarilyn Stern, Ph.D., Virginia Commonwealth University Marilyn Stern, Ph.D., Virginia Commonwealth University

Symposium Overview Symposium Overview

• Panelists discuss health psychology Panelists discuss health psychology training in counseling psychology training in counseling psychology programs programs

• Panelists present ideas for Panelists present ideas for increasing health psychology increasing health psychology training in areas of training in areas of • Curriculum Curriculum • Practice Practice • Research Research

• Discussant will provide overview Discussant will provide overview and next steps in improving training and next steps in improving training

Assessing Health Psychology Assessing Health Psychology Training Within Counseling Training Within Counseling Psychology Doctoral ProgramsPsychology Doctoral ProgramsTrisha L. Raque-Bogdan, M.S., University of MarylandTrisha L. Raque-Bogdan, M.S., University of MarylandCarrie L. Torrey, M.S., University of FloridaCarrie L. Torrey, M.S., University of FloridaBrian L. Lewis, Ph.D., University of Miami & Brian L. Lewis, Ph.D., University of Miami & Nicole J. Borges, Ph.D., Wright State UniversityNicole J. Borges, Ph.D., Wright State University

Counseling Health Psychology: Counseling Health Psychology: The Time is RipeThe Time is Ripe• Counseling psychology’s Counseling psychology’s

commitment to wellness and commitment to wellness and prevention, multiculturalism, social prevention, multiculturalism, social justice, career developmentjustice, career development

• Number of counseling psychologists Number of counseling psychologists in medical settings quadrupled in in medical settings quadrupled in past 30 yearspast 30 years

• Council of Clinical Health Council of Clinical Health Psychology Training Programs Psychology Training Programs (CCHPTP)’s aspirational (CCHPTP)’s aspirational competencies and training practicescompetencies and training practices

Counseling Health Counseling Health Psychologists Psychologists • Clinical practice:Clinical practice:

– 14% employed in 14% employed in VA medical VA medical centers & 9% in centers & 9% in general hospitalsgeneral hospitals

– Assessment, Assessment, diagnostic and diagnostic and treatment roles in:treatment roles in:• Coronary heart diseaseCoronary heart disease• Pain managementPain management• NeuropsychologyNeuropsychology• Eating disordersEating disorders• InfertilityInfertility• Chronic diseaseChronic disease• CancerCancer• HIV/AIDSHIV/AIDS

• Research:Research:– 68% of websites of 68% of websites of

APA counseling APA counseling psychology programs psychology programs report faculty report faculty involvement in involvement in health psychologyhealth psychology

What is the Scope of What is the Scope of Counseling Health Psychology Counseling Health Psychology Training?Training?• Student and faculty involvement Student and faculty involvement

in health-related research, in health-related research, practice, and teachingpractice, and teaching

• Programs’ expectations and Programs’ expectations and ability to increase health ability to increase health training opportunitiestraining opportunities

• Perceptions of counseling health Perceptions of counseling health psychologypsychology

Methods for Assessing Health Methods for Assessing Health Psychology TrainingPsychology Training• Surveyed training directors of Surveyed training directors of

counseling psychology training counseling psychology training programs with membership in programs with membership in CCPTPCCPTP– 22 out of 78 programs responded 22 out of 78 programs responded

(28%)(28%)

• 15 item survey regarding general 15 item survey regarding general program information, clinical and program information, clinical and practice requirements, and current practice requirements, and current faculty and student researchfaculty and student research

Results: Programs’ General Results: Programs’ General InformationInformation• Which area of CP their program is Which area of CP their program is

particularly “known” for? particularly “known” for? • Multicultural counseling (41%)Multicultural counseling (41%)• Social justice (27%)Social justice (27%)• Vocational/career (18%)Vocational/career (18%)• GLBT/GLBTQ (14%)GLBT/GLBTQ (14%)• Health (14%) Health (14%)

• 59% had no minor, concentration, or 59% had no minor, concentration, or track in counseling health track in counseling health psychologypsychology– 45% offer option of seeking 45% offer option of seeking individualindividual

or or informalinformal health psychology training health psychology training

Results: Student & Faculty Results: Student & Faculty Interest in CHPInterest in CHP• 16% of graduates pursue a health 16% of graduates pursue a health

psychology positionpsychology position• Majority of students perceived to Majority of students perceived to

be interested in CHPbe interested in CHP– 73% somewhat interested73% somewhat interested– 18% very interested18% very interested– 5% extremely interested5% extremely interested– None reported that students were not None reported that students were not

at all interestedat all interested

• 21% of faculty members had 21% of faculty members had expertise in CHPexpertise in CHP

Results: Experiential Training Results: Experiential Training in CHPin CHP• 91% VA hospitals91% VA hospitals• 64% community hospitals64% community hospitals• 59% medical school or university 59% medical school or university

hospitalshospitals• Majority had no specific CHP Majority had no specific CHP

practica requirementspractica requirements• 57% had developed specific 57% had developed specific

practicum training opportunities to practicum training opportunities to address the needs of CHP studentsaddress the needs of CHP students

Results: Counseling or Clinical Results: Counseling or Clinical Health Psychology?Health Psychology?• 86% did not distinguish between 86% did not distinguish between

counseling & clinical health psychologycounseling & clinical health psychology• Of those that did, noted differences in:Of those that did, noted differences in:– ““emphasis and focus”emphasis and focus”– ““in lens through which the therapist, client, in lens through which the therapist, client,

relationship, setting, and goals are viewed”relationship, setting, and goals are viewed”– ““counseling: more wellness focused, more counseling: more wellness focused, more

diversity focused, less medical model”diversity focused, less medical model”– ““counseling: more emphasis on prevention, counseling: more emphasis on prevention,

well-being, helping people live more well-being, helping people live more productive lives”productive lives”

Key FindingsKey Findings

• Is CHP is emerging identity?Is CHP is emerging identity?• Widespread general interest in CHPWidespread general interest in CHP– 95% of TD reported students at least 95% of TD reported students at least

somewhat interested in CHPsomewhat interested in CHP– 1 out of 6 graduates pursuing CHP-related 1 out of 6 graduates pursuing CHP-related

employmentemployment

• Faculty with expertise in CHP not Faculty with expertise in CHP not matching students with interest in CHPmatching students with interest in CHP

• Still wide range of CHP related Still wide range of CHP related research conducted by faculty and research conducted by faculty and studentsstudents

Future ResearchFuture Research

• What activities do students engage in What activities do students engage in at VA hospitals, community hospitals, at VA hospitals, community hospitals, and other medical practicum sites?and other medical practicum sites?– How might these activities relate to How might these activities relate to

health psychology competencies?health psychology competencies?

• What is the need to develop What is the need to develop benchmarks for counseling-health-benchmarks for counseling-health-psychology-specific competencies?psychology-specific competencies?– To what extent do the core values of To what extent do the core values of

counseling psychology extend to work as counseling psychology extend to work as health psychologists?health psychologists?

LimitationsLimitations

• Survey completed by training Survey completed by training directorsdirectors

• 28% response rate28% response rate– Results similar to those obtained in Results similar to those obtained in

a 2006 survey of training directors a 2006 survey of training directors (D’Archiardi-Ressler et al., 2006) (D’Archiardi-Ressler et al., 2006) and to a 2010 study examining and to a 2010 study examining websites of 53 APA-accredited websites of 53 APA-accredited counseling psychology programs counseling psychology programs (Nicholas, 2010)(Nicholas, 2010)

SummarySummary

• Interest in HP within CP programs, yet Interest in HP within CP programs, yet minority offer structured HP curricula.minority offer structured HP curricula.– Revise counseling health psychology curriculumRevise counseling health psychology curriculum

• Need for practicum sites offering HP Need for practicum sites offering HP related experiencerelated experience– Secure and implement practice opportunities Secure and implement practice opportunities

for students specific to healthfor students specific to health

• Need to identify research areas where Need to identify research areas where counseling psychologists can make unique counseling psychologists can make unique contributionscontributions– Provide opportunities for conducting Provide opportunities for conducting

research with a health focus.research with a health focus.

For a copy of the our manuscript, For a copy of the our manuscript, please email Trish Raque-Bogdan at please email Trish Raque-Bogdan at tlraque@umd.edutlraque@umd.edu

Counseling Health Psychology: Counseling Health Psychology: Competencies, Curriculum and Competencies, Curriculum and Taxonomy of TermsTaxonomy of TermsDonald R. Nicolas, Ph.D., Ball State University Donald R. Nicolas, Ph.D., Ball State University

Public Description of Public Description of Counseling Psychology: Counseling Psychology: CRSPPPCRSPPP• Counseling psychology is a general Counseling psychology is a general

practice and health service provider practice and health service provider specialty in professional psychology. It specialty in professional psychology. It focuses on personal and interpersonal focuses on personal and interpersonal functioning across the life span and on functioning across the life span and on emotional, social, vocational, educational, emotional, social, vocational, educational, health-relatedhealth-related, developmental and , developmental and organizational concerns. organizational concerns.

• Counseling psychologists help people with Counseling psychologists help people with physicalphysical, emotional and mental disorders , emotional and mental disorders improve well-being, alleviate distress and improve well-being, alleviate distress and maladjustment, and resolve crises.maladjustment, and resolve crises.

Public Description of Clinical Public Description of Clinical Health Psychology (CHP): Health Psychology (CHP): CRSPPPCRSPPP• CHP applies scientific knowledge of the CHP applies scientific knowledge of the

interrelationships among behavioral, interrelationships among behavioral, emotional, cognitive, social and emotional, cognitive, social and biological components in health and biological components in health and disease to:disease to:– The promotion and maintenance of health;The promotion and maintenance of health;– The prevention, treatment and The prevention, treatment and

rehabilitation of illness and disability; andrehabilitation of illness and disability; and– The improvement of the health care system.The improvement of the health care system.

• The distinct focus of CHP (also known as The distinct focus of CHP (also known as behavioral medicine, medical psychology behavioral medicine, medical psychology and psychosomatic medicine) is at the and psychosomatic medicine) is at the juncture of physical and emotional juncture of physical and emotional illness, understanding and treating the illness, understanding and treating the overlapping challengeoverlapping challenges.s.

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CompetenciesCompetencies

• Competency Cube Model (Rodolfa, et al, Competency Cube Model (Rodolfa, et al, 2005)2005)– All of professional psychologyAll of professional psychology

• Application to Clinical Health Psychology Application to Clinical Health Psychology (France et al, 2008)(France et al, 2008)– CCHPTP application CCHPTP application

• Training in Clinical Health Psychology Training in Clinical Health Psychology (Larkin, 2009)(Larkin, 2009)– Discussion of where training occursDiscussion of where training occurs

• Best Practices in training (Masters et al, Best Practices in training (Masters et al, 2009)2009)– Refined competencies and discussed “best Refined competencies and discussed “best

practices” for incorporating into doctoral trainingpractices” for incorporating into doctoral training

• Counseling Health Psychology: A specialty Counseling Health Psychology: A specialty perspective (Nicholas & Stern, 2011)perspective (Nicholas & Stern, 2011)– Discusses the contributions of counseling Discusses the contributions of counseling

psychology to clinical health psychologypsychology to clinical health psychology

Competency Cube ModelCompetency Cube Model

• Focused on competency development Focused on competency development in in professional psychologyprofessional psychology

• 4 major components4 major components– Foundational Competency DomainsFoundational Competency Domains

• ““building blocks of what psychologists do” (p. building blocks of what psychologists do” (p. 350)350)

– Functional Competency DomainsFunctional Competency Domains• ““knowledge, skills, and values necessary to knowledge, skills, and values necessary to

perform the work of a psychologist” (p. 351).perform the work of a psychologist” (p. 351).– Stages of Professional DevelopmentStages of Professional Development

• framework for gaining, maintaining and framework for gaining, maintaining and enhancing competence throughout one’s enhancing competence throughout one’s career.career.

– Domains of Professional PracticeDomains of Professional Practice• Populations served, problems addressed, Populations served, problems addressed,

procedures used, settings/systems/contextsprocedures used, settings/systems/contexts• Serve as the distinguishing characteristics of Serve as the distinguishing characteristics of

specialtiesspecialties

Competencies in Clinical Competencies in Clinical Health Psychology (France et Health Psychology (France et al., 2008)al., 2008)• One of the first groups to use the One of the first groups to use the

cube model to define cube model to define competenciescompetencies

• Focused on functional Focused on functional competencies of the entry-level competencies of the entry-level clinical health psychologistclinical health psychologist– Knowledge Base Knowledge Base – Applied Competencies (i.e. skills)Applied Competencies (i.e. skills)

• AssessmentAssessment• InterventionIntervention• ConsultationConsultation• ResearchResearch• Supervision-TrainingSupervision-Training

Competencies SummaryCompetencies Summary

• Foundational & functional Foundational & functional competencies in professional competencies in professional Psychology (Cube Model) are shared Psychology (Cube Model) are shared by all specialties by all specialties – Counseling psychologyCounseling psychology– Clinical health psychologyClinical health psychology– School psychologySchool psychology– Clinical psychologyClinical psychology

• Parameters of practice such as the Parameters of practice such as the populations served, the problems populations served, the problems addressed, the addressed, the procedures/theoretical orientations procedures/theoretical orientations used and the used and the settings/systems/context in which settings/systems/context in which practice occurs serve to distinguish practice occurs serve to distinguish specialties. specialties.

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Curriculum and Training Curriculum and Training in Clinical Health in Clinical Health

PsychologyPsychologySettingsSettings

Sources of Curriculum Sources of Curriculum InformationInformation

ChallengesChallenges

Training Settings in Clinical Health Training Settings in Clinical Health Psychology (Larkin, 2009)Psychology (Larkin, 2009)• Predoctoral training in clinical health psychology Predoctoral training in clinical health psychology

occurs in different types of training programs.occurs in different types of training programs.– Exclusive training programs (e.g., Univ of Fla, UC Denver)Exclusive training programs (e.g., Univ of Fla, UC Denver)– Embedded training programs (e.g., BSU, VCU, U. Miami)Embedded training programs (e.g., BSU, VCU, U. Miami)

• Various settingsVarious settings– Psychology departmentsPsychology departments– Health science centers in academic medical centersHealth science centers in academic medical centers– Schools of educationSchools of education– Professional schoolsProfessional schools

• Various accreditation statusesVarious accreditation statuses– Clinical psychology (n = 72)Clinical psychology (n = 72)– Counseling psychology (n=3 - 5)Counseling psychology (n=3 - 5)– Combined (n= 2)Combined (n= 2)– None None

Common Program Common Program Characteristics (Larkin, Characteristics (Larkin, 2009)2009)• Common training competencies Common training competencies

(Cube model, France et al, 2008)(Cube model, France et al, 2008)• Fully integrated in the Fully integrated in the

biopsychosocial modelbiopsychosocial model• Training that is sequential, Training that is sequential,

cumulative, and graded in cumulative, and graded in complexity (e.g,. Stairway model, complexity (e.g,. Stairway model, Collins et al., 2008)Collins et al., 2008)

• Broad and general trainingBroad and general training• Integration of science and practiceIntegration of science and practice

Fully Integrated in the Fully Integrated in the Biopsychosocial ModelBiopsychosocial Model• Biopsychosocial Model (Engel, 1977) Biopsychosocial Model (Engel, 1977)

– The essential conceptual paradigm for The essential conceptual paradigm for training in health psychologytraining in health psychology

– Organ systems beyond the CNS, as well as Organ systems beyond the CNS, as well as public health modelspublic health models

An Example: Psycho-OncologyAn Example: Psycho-Oncology

– BIO – an understanding of cell BIO – an understanding of cell growth/apoptosis, oncogenes, impact of growth/apoptosis, oncogenes, impact of radiation/chemotherapy, immune system)radiation/chemotherapy, immune system)

– PSYCHO – emotional reactions to diagnosisPSYCHO – emotional reactions to diagnosis– SOCIAL – importance of social support, SOCIAL – importance of social support,

relationships to copingrelationships to coping

Sequential, Cumulative, Sequential, Cumulative, Graded Graded Complexity (Collins, et al, Complexity (Collins, et al, 2007)2007)

Broad and General Training Broad and General Training

• Ongoing “essential tension” (Roberts, 2006) Ongoing “essential tension” (Roberts, 2006) between broad and general (counseling psychology), between broad and general (counseling psychology), and unique and specialized (health psychology). and unique and specialized (health psychology). – Not unique to counseling health psychologyNot unique to counseling health psychology

• Always been in professional psychology, given the Always been in professional psychology, given the broad/general accreditation (clinical, counseling, broad/general accreditation (clinical, counseling, school) and need for specialized knowledge (e.g., school) and need for specialized knowledge (e.g., child, assessment, career, supervision, prevention)child, assessment, career, supervision, prevention)

• Thus, similar tension between the broad/general Thus, similar tension between the broad/general knowledge of counseling psychology (e.g., knowledge of counseling psychology (e.g., strengths-based, prevention, developmental) with strengths-based, prevention, developmental) with the specialized knowledge of health psychology the specialized knowledge of health psychology (e.g., psycho-oncology, chronic pain, cardiology) will (e.g., psycho-oncology, chronic pain, cardiology) will exist.exist.

Integration of Science and Integration of Science and PracticePractice• Practitioner training Practitioner training – Assessment related to health Assessment related to health

diagnosis; diagnosis; – Social and family systems related to Social and family systems related to

health health – Personality–psychopathology as related Personality–psychopathology as related

to health problems;to health problems;– Interventions relevant to health Interventions relevant to health

problems; problems; – Medical knowledgeMedical knowledge– ConsultationConsultation– Interdisciplinary collaborationInterdisciplinary collaboration– Health care delivery systemsHealth care delivery systems– Professional, ethical, and legal issues Professional, ethical, and legal issues

related to health carerelated to health care

Curriculum DevelopmentCurriculum Development

• Broad/General & Specialized Broad/General & Specialized TrainingTraining

• Sources of InformationSources of Information– Broad/GeneralBroad/General• APA, Commission on AccreditationAPA, Commission on Accreditation

– SpecializedSpecialized• Arden House National Working Arden House National Working

Conference on Education and Training Conference on Education and Training in Health Psychology, --- Harriman, NY, in Health Psychology, --- Harriman, NY, May 23-27, 1983.May 23-27, 1983.

Curriculum DevelopmentCurriculum Development

• Training Models (3)Training Models (3)– Scientist-practitioner/Boulder Scientist-practitioner/Boulder

modelmodel– Practitioner-scholar/Vail modelPractitioner-scholar/Vail model– Clinical science (McFall, 1991)Clinical science (McFall, 1991)

Curriculum Development: Curriculum Development: CourseworkCoursework• As Recommended by Arden House As Recommended by Arden House

Conference Conference – Social bases of health and disease, Social bases of health and disease, – Biological bases of health and Biological bases of health and

disease, disease, – Health policy and organization, Health policy and organization, – Health assessment and intervention,Health assessment and intervention,– Health research methods, and Health research methods, and

evaluation research. evaluation research. • Courses such as child health, behavioral Courses such as child health, behavioral

genetics, epidemiology, public health, genetics, epidemiology, public health, anatomy, and pathophysiology.anatomy, and pathophysiology.

Curriculum Development : Curriculum Development : ChallengesChallenges

• How to do both?How to do both?– Broad/general trainingBroad/general training– Specialized trainingSpecialized training

• See Taxonomy by CRSPPP (2012) See Taxonomy by CRSPPP (2012) • Defines terminology.Defines terminology.• Defines and allows for varying levels Defines and allows for varying levels

of intensity of specialized trainingof intensity of specialized training

CRSPPP Taxonomy for CRSPPP Taxonomy for Education Education and Trainingand Training• PurposePurpose – To provide a consistent set of terms To provide a consistent set of terms

and definitions related to education and definitions related to education and training in APA recognized and training in APA recognized specialties in health service specialties in health service psychology. The guidelines also psychology. The guidelines also provide a structure for the use of provide a structure for the use of these terms within the education and these terms within the education and training sequences for each of these training sequences for each of these approved specialties. The overarching approved specialties. The overarching goals of these guidelines are to goals of these guidelines are to facilitate clear and consistent facilitate clear and consistent communication in the use of communication in the use of terminology for training programs, terminology for training programs, students, professional organizations students, professional organizations and members of the public.and members of the public.

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Ball State University Ball State University Cognate in Health PsychologyCognate in Health PsychologyAn An EmphasisEmphasis in Health Psychology (“cognate”) in Health Psychology (“cognate”)24 (if doing 1 cognate) or 15 credit hours (if 2 cognates)24 (if doing 1 cognate) or 15 credit hours (if 2 cognates)

Required CoursesRequired Courses (# credit hours) (# credit hours)PSYSC 668PSYSC 668 Physiological Psychology (3)Physiological Psychology (3) CPSY 634CPSY 634 Introduction to Behavioral Medicine (3)Introduction to Behavioral Medicine (3)

  Directed ElectivesDirected Electives

1. Physiology and Anatomy1. Physiology and Anatomy - two (2) of the following for a - two (2) of the following for a 24 hour cognate or one (1) of the following for a 15 hour 24 hour cognate or one (1) of the following for a 15 hour cognatecognate

PHYSL 520 PHYSL 520 Neuroscience (3)Neuroscience (3)PHYSL 535PHYSL 535 Pathophysiology (3)Pathophysiology (3)

CPSY 635 Medical Aspects of Disability in Rehab. CPSY 635 Medical Aspects of Disability in Rehab. Counseling (3)Counseling (3)

PHYSL 515 PHYSL 515 Physiology of Aging (3)Physiology of Aging (3)PHYSL 514PHYSL 514 Cardiovascular Physiology (3)Cardiovascular Physiology (3)

2. Program Planning and Evaluation, Epidemiology one 2. Program Planning and Evaluation, Epidemiology one belowbelow

HSC 686 HSC 686 Health Promotion Planning and Evaluation (4)Health Promotion Planning and Evaluation (4)HSC 683HSC 683 EpidemiologyEpidemiology (3)(3)

Ball State UniversityBall State UniversityCognate in Health PsychologyCognate in Health Psychology

3.3. Specialized Techniques and Practicum Specialized Techniques and Practicum

(e.g. techniques of psycho-oncology, behavioral (e.g. techniques of psycho-oncology, behavioral cardiology, cardiology, pediatric health psychology, chronic pediatric health psychology, chronic pain)pain)

Specialized Practicum in Counseling Specialized Practicum in Counseling Psychology (2-6)Psychology (2-6)• (E.G, chronic pain, integrated primary care, psycho-(E.G, chronic pain, integrated primary care, psycho-

oncology, -- VA, Local FQHC, IUBMH, private oncology, -- VA, Local FQHC, IUBMH, private practice)practice)

  

Ball State UniversityBall State UniversityCognate in Health PsychologyCognate in Health Psychology

3. Other Specialty Courses to Select From . . . 3. Other Specialty Courses to Select From . . .   

PSYSC 670PSYSC 670 Health Psychology (3)Health Psychology (3)HSC 56 Patient Education: A Team Approach (3)HSC 56 Patient Education: A Team Approach (3)HSC 569HSC 569 Health and Aging (3)Health and Aging (3)HSC 571HSC 571 Death and Dying (3)Death and Dying (3)HSC 572HSC 572 Women and Health (3) Women and Health (3) HSC 581HSC 581 Stress Management (3)Stress Management (3)WELNS 650WELNS 650 Foundations of Wellness Foundations of Wellness WELNS 625 Changing Health/Wellness Behaviors (3)WELNS 625 Changing Health/Wellness Behaviors (3)WELNS 630 Health, Wellness, and Aging (3)WELNS 630 Health, Wellness, and Aging (3)WELNS 675 Alternative and Complementary WELNS 675 Alternative and Complementary

Therapies (3)Therapies (3)ANTH 527ANTH 527 Culture and Medicine (3)Culture and Medicine (3)CPSY 603CPSY 603 Introduction to Rehabilitation (3)Introduction to Rehabilitation (3)CPSY 608 Psychosocial Aspects of Rehabilitation CPSY 608 Psychosocial Aspects of Rehabilitation

(3)(3)FCFSN 540FCFSN 540 Human Nutrition (3) Human Nutrition (3)

Other Program ExamplesOther Program Examples

• Virginia Commonwealth UniversityVirginia Commonwealth University– Marilyn Stern, PhDMarilyn Stern, PhD

• Area of ConcentrationArea of Concentration• Student-ProposedStudent-Proposed• Typically 2 courses + clinical + research Typically 2 courses + clinical + research

experienceexperience

• University of MiamiUniversity of Miami– Brian Lewis, PhD, ABPPBrian Lewis, PhD, ABPP

• Concentration sequenceConcentration sequence• Course – behavioral medicineCourse – behavioral medicine• Practicum experiences + research Practicum experiences + research

experienceexperience

SummarySummary

• Use Competencies Cube as guideUse Competencies Cube as guide• Be aware of CRSPPP specialty Be aware of CRSPPP specialty

definitions & taxonomydefinitions & taxonomy– Emphasis, Experience, ExposureEmphasis, Experience, Exposure

• Consult with existing programs Consult with existing programs for help (BSU, VCU, Miami, for help (BSU, VCU, Miami, Denver)Denver)

• Adapt to your local settingAdapt to your local setting

For references, please email Don For references, please email Don Nicholas at dnichola@bsu.eduNicholas at dnichola@bsu.edu

Strategies for Practicum Site Strategies for Practicum Site Development in Development in Counseling Health PsychologyCounseling Health Psychology

Brian L. Lewis, Ph.D., ABPP, University of MiamiBrian L. Lewis, Ph.D., ABPP, University of Miami

Challenges in Finding Appropriate Challenges in Finding Appropriate Health Psychology Practicum SitesHealth Psychology Practicum Sites

• Developmental competencies Developmental competencies and finding appropriate and finding appropriate placementsplacements

• Financial constraints of the Financial constraints of the institutionsinstitutions

• Lack of qualified supervisors Lack of qualified supervisors

Three Strategies for Practicum Three Strategies for Practicum

Site DevelopmentSite Development• Utilizing the academic training Utilizing the academic training

clinic for beginning-level skill clinic for beginning-level skill developmentdevelopment

• Partnering with community Partnering with community health-care organizations where health-care organizations where health psychology services are health psychology services are lackinglacking

• Collaborating with medical school Collaborating with medical school colleagues within the universitycolleagues within the university

Example #1: Example #1: Antioch Stress & Wellness Antioch Stress & Wellness ClinicClinic• Specialty clinic within the Specialty clinic within the

Psychological Services CenterPsychological Services Center• Entry-level practicum: training in Entry-level practicum: training in

mindfulness & principles for mind-mindfulness & principles for mind-body interventionsbody interventions

• Client services:Client services:– Stress management groupsStress management groups– Support groups for patients with chronic Support groups for patients with chronic

illnessillness– Psychoeducational pain management Psychoeducational pain management

groupsgroups

Example #2:Example #2:Hospital Behavioral Medicine Hospital Behavioral Medicine ServicesServices• Rural hospital with no behavioral Rural hospital with no behavioral

medicine servicesmedicine services• Educational/consultation services Educational/consultation services

to medical departments: Surgery, to medical departments: Surgery, cardiac rehab, industrial rehabcardiac rehab, industrial rehab

• Grant-funded collaboration Grant-funded collaboration between the hospital and the between the hospital and the university for services in cardiac university for services in cardiac rehabilitationrehabilitation

Example #3:Example #3:University Family Medicine University Family Medicine CollaborationCollaboration

• Shared faculty assignment between Shared faculty assignment between the Counseling Psychology & Family the Counseling Psychology & Family Medicine Dept.Medicine Dept.

• Advanced student placement in Advanced student placement in Community Health Clinic primary Community Health Clinic primary carecare

• Faculty training/supervision of both Faculty training/supervision of both Counseling Psychology doctoral Counseling Psychology doctoral students & Family Medicine students & Family Medicine ResidentsResidents

Future Directions:Future Directions:“Tele stuff” and Practicum “Tele stuff” and Practicum PlacementPlacement• Tele-healthTele-health• Primary care tele-consultationPrimary care tele-consultation• Primary care tele-supervisionPrimary care tele-supervision

For further information, please email For further information, please email Brian Lewis at blewis@miami@eduBrian Lewis at blewis@miami@edu

Promoting a Health Psychology Promoting a Health Psychology Research Focus in Counseling Research Focus in Counseling Psychology ProgramsPsychology Programs Mary Ann Hoffman, Ph.D. University of MarylandMary Ann Hoffman, Ph.D. University of Maryland

Promoting Health Psychology Promoting Health Psychology Research in Counseling Research in Counseling PsychologyPsychologyCounseling psychologists currently contribute research in Counseling psychologists currently contribute research in clinical health psychology (interdisciplinary field includingclinical health psychology (interdisciplinary field includingclinical, counseling, social, and developmental psychology)clinical, counseling, social, and developmental psychology)

To develop and strengthen this emphasis, three goals areTo develop and strengthen this emphasis, three goals are important: important:

(1) Increasing visibility of clinical health research in key(1) Increasing visibility of clinical health research in keycounseling psychology journalscounseling psychology journals

(2) Facilitating scholarship by identifying topics that (2) Facilitating scholarship by identifying topics that fit counseling psychology core values; and fit counseling psychology core values; and

(3) Mentoring students in health psychology research(3) Mentoring students in health psychology research 

Visibility of Clinical Health Visibility of Clinical Health Research in Counseling Research in Counseling Psychology Journals Psychology Journals • A significant minority of clinical health A significant minority of clinical health

researchers trained and identify as counseling researchers trained and identify as counseling psychologists (Nicholas & Stern (2011)psychologists (Nicholas & Stern (2011)

• Yet, my perusal of 2 key journals (past 10 Yet, my perusal of 2 key journals (past 10 years) shows:years) shows:• TCP: about 12 articles related to healthTCP: about 12 articles related to health• JCP: about 4 articles related to healthJCP: about 4 articles related to health

• To develop and strengthen this area of To develop and strengthen this area of research:research: Mind-body interface needs to be framed as Mind-body interface needs to be framed as

an important and timely research topic; an important and timely research topic; and, and,

More research needs to be published in key More research needs to be published in key CP journals CP journals

Facilitating Research by Identifying Facilitating Research by Identifying Topics Topics that Fit Values of Counseling that Fit Values of Counseling PsychologyPsychology• Hygiological (vs. pathological) perspective: Hygiological (vs. pathological) perspective: (health-related quality of life and well-being)(health-related quality of life and well-being)

• Strengths-based approach to adaptation and Strengths-based approach to adaptation and coping coping (self-compassion, forgiveness, positive (self-compassion, forgiveness, positive coping, meaning making, gratitude)coping, meaning making, gratitude)

• Importance of work/career and other key life Importance of work/career and other key life roles roles (Interface of health and work/other life (Interface of health and work/other life roles, occupational health, ADA, stigma)roles, occupational health, ADA, stigma)

• Respect/Valuing Diversity Respect/Valuing Diversity (LGBT health, elder (LGBT health, elder health, culturally-based health practices or health, culturally-based health practices or beliefs; global issues)beliefs; global issues)

• Importance of Social Justice Importance of Social Justice (health disparities, (health disparities, access to health services, barriers to access to health services, barriers to compliance with health regimens/treatments)compliance with health regimens/treatments)

Need Other Ideas? Need Other Ideas? Healthy People 2020Healthy People 2020

• Healthy People 2020 Overarching Goals:Healthy People 2020 Overarching Goals:– Attain high-quality, longer healthy livesAttain high-quality, longer healthy lives– Achieve health equity; eliminate disparitiesAchieve health equity; eliminate disparities– Create social and physical environments that Create social and physical environments that

promote good healthpromote good health– Promote quality of life, healthy Promote quality of life, healthy

development, and healthy behaviors development, and healthy behaviors

• Examples of Key Objectives relevant to Examples of Key Objectives relevant to Counseling Psych: Counseling Psych: – HHealth disparities; cancer survivorship; ealth disparities; cancer survivorship;

STDs; substance abuse; violence prevention; STDs; substance abuse; violence prevention; physical activity, aging, living with chronic physical activity, aging, living with chronic disease; health communicationdisease; health communication

Mentoring Our Students in Mentoring Our Students in Health Health Psychology Research Psychology Research • Increasing number of doctoral applicants express Increasing number of doctoral applicants express

interest in the mind-body interface interest in the mind-body interface • Faculty w/ interest and expertise in health Faculty w/ interest and expertise in health

psychology are essential in attracting/mentoring psychology are essential in attracting/mentoring these studentsthese students

• Mentoring is related to research productivity, Mentoring is related to research productivity, workforce diversity, and retention in a variety of workforce diversity, and retention in a variety of research settings research settings

• How to build a “bridge” that connects How to build a “bridge” that connects advisee/advisor interests- when one doesn’t advisee/advisor interests- when one doesn’t have health expertisehave health expertise

• Importance of conducting health psychology Importance of conducting health psychology research to promote a career in clinical health research to promote a career in clinical health psychologypsychology

Summary Summary Counseling Psychology core values align Counseling Psychology core values align

with important and timely topics related with important and timely topics related to the mind-body interfaceto the mind-body interface

These health-related topics are These health-related topics are increasingly important in the context of increasingly important in the context of current societal and global issuescurrent societal and global issues

Research mentoring is critical in Research mentoring is critical in preparing students for careers in health preparing students for careers in health psychology psychology

Career opportunities involving research Career opportunities involving research and intervention on health-related and intervention on health-related issues appear to be increasing (e.g., issues appear to be increasing (e.g., cancer survivorship; adjustment to cancer survivorship; adjustment to chronic disease)chronic disease)

Mary Ann Hoffman, Ph.D. University of Mary Ann Hoffman, Ph.D. University of MarylandMarylandhoffmanm@umd.edu hoffmanm@umd.edu http:www.positivecopinghealthandwell-http:www.positivecopinghealthandwell-beinglab.com/beinglab.com/

Summary and Discussion Marilyn Stern, Ph.D., Virginia Commonwealth University

A Recent Recommendation A Recent Recommendation "We recommend that CCPTP in conjunction with the SCP Health Psychology section develop a blueprint to integrate health psychology into counseling psychology programs that includes curricula materials, strategies for developing behavioral health practicum training options, and increased attention to preparing students for internships with health psychology major and minor rotations.  We believe the ramifications of the growing job market for psychologists within an integrated health care delivery system requires focused attention by counseling psychology educators“ (p. 146)

After so many years of us trying to get our CPY colleagues on board, its nice to see this recommendation in the most recent Handbook....

From the APA CPY Handbook(2012) by Forrest and Campbell on Emerging Trends in CPY education and training

CCHTP Program MissionCCHTP Program Mission•The purpose of the CCHPTP is to promote the advancement of graduate and postgraduate education and training within the field of clinical health psychology.  •Consistent with this purpose, CCHPTP member programs shall strive to educate and train future clinical health psychologists to promote human welfare and to advance the growth of health psychology science and practice.  •CCHPTP espouses graduate and postdoctoral education and training that produces a clinical health psychologist capable of functioning as a scientific investigator and as a practitioner, consistent with the highest standards of clinical health psychology.

MEMBERSHIP: http://community.wvu.edu/~ktl000/CCHPTP/membership.htm

Marilyn Stern, Ph.D., Virginia Marilyn Stern, Ph.D., Virginia Commonwealth UniversityCommonwealth Universitymstern@vcu.edumstern@vcu.edu