Journal of Pediatric Psychology, Vol. 28, No. 2, 2003, pp. 99-103
© 2003 Society of Pediatric Psychology
Predoctoral Training in Pediatric Psychology at the University of Kansas Clinical Child Psychology Program
University of Kansas
All correspondence should be sent to Michael C. Roberts, Clinical Child Psychology Program, 2009 Dole Human Development Center, 1000 Sunnyside Ave., University of Kansas, Lawrence, Kansas 66045-7555. E-mail: mroberts{at}ku.edu.
 |
Introduction |
|---|
 Top Introduction Faculty and Structure of...Pediatric Psychology Courses in...Practicum Experiences in...Research Opportunities in...Internship and Postdoctoral...DiscussionReferences |
|---|
The training of clinical psychologists in general, and clinical child and pediatric psychologists in particular, has received significant commentary and evaluation in recent years (e.g., Cherry, Messenger, & Jacoby, 2000
;
Freedheim & Overholser,
1997; Kenny & Chmielewski,
1996; Roberts et al.,
1998). Consistent with the biblical proverb of "iron
sharpening iron," the field of pediatric psychology, in particular, has
benefited from the comments and critiques offered in the past. Perhaps owing
to the earlier observations of a number of commentators, the recommendations
for the training of pediatric psychologists offered by the Society of
Pediatric Psychology (SPP) Task Force Report (Spirito et al., this issue)
provide a thorough guide for program construction, program evaluation, and,
possibly, program reinvention. A brief overview of several of the components
of the Clinical Child Psychology Program (CCPP) at the University of Kansas
(KU) presents an opportunity to examine how one program compares to the
recommendations provided by the task force. |
Faculty and Structure of CCPP |
|---|
|
TopIntroductionFaculty and Structure of...Pediatric Psychology Courses in...Practicum Experiences in...Research Opportunities in...Internship and Postdoctoral...DiscussionReferences |
|---|
As presented elsewhere (Roberts, 1998
), the CCPP is an interdepartmental program with core faculty
jointly appointed in the Department of Psychology and the Department of Human
Development and Family Life. Two of the core faculty members have primary
research interests in pediatric psychology. Additional core faculty members
have on occasion been involved with pediatric psychology research and clinical
supervision. A larger contingent of faculty and adjunct faculty members from
both departments and from other institutions (e.g., KU Medical Center [KUMC],
Children's Mercy Hospital) rounds out the didactic and practicum opportunities
available to students in the program. Two emphases or tracks within the program are provided for students: general mental health services for children and families and pediatric psychology. Consistent with many programs, the two tracks share all of the required course work and basic practica (see Table I). However, students pursuing interests in the pediatric psychology emphasis may choose didactic and practicum electives specific to pediatric psychology.
|
|
Pediatric Psychology Courses in the CCPP |
|---|
|
TopIntroductionFaculty and Structure of...Pediatric Psychology Courses in...Practicum Experiences in...Research Opportunities in...Internship and Postdoctoral...DiscussionReferences |
|---|
Among the issues addressed by the SPP task force is the emphasis on training in a variety of skills to match the requirements of professional pediatric psychology. Specifically, the task force highlighted the necessity of substantive training in life span developmental psychology, developmental psychopathology, child and family assessment, intervention, diversity, research methods, and legal/ethical issues. As shown in Table I, the core courses in the program are consistent with the task force's recommendations and provide students with a complete didactic experience in clinical psychology with a child/developmental emphasis.
The courses available in pediatric psychology are particularly noteworthy in breadth and depth of topic areas. Beyond the introductory pediatric psychology course, students in the pediatric track are offered courses in both the psychological and physiological aspects of health and illness, courses in developmental disabilities, and additional directed readings in specialty areas (e.g., adherence). Because of the diversity of the adjunct faculty affiliations (e.g., KUMC, KU Child Development Unit), an area of strength in the pediatric psychology track is the interdisciplinary nature of the course content (e.g., course title: Interdisciplinary Approach to Early Intervention With the Handicapped). In a real sense, the focus on children and pediatric issues allows a more broad experience in clinical psychology for our students.
Further information on CCPP course requirements and didactic electives may
be obtained from our Web site
(www.ku.edu/~clchild)
or from Roberts (1998) and
Roberts and Sobel (1999). The
program fulfills the training recommendations of Roberts et al.
(1998), which form one of the
bases of the task force report (Spirito et al., this issue).
|
Practicum Experiences in Pediatric Psychology |
|---|
|
TopIntroductionFaculty and Structure of...Pediatric Psychology Courses in...Practicum Experiences in...Research Opportunities in...Internship and Postdoctoral...DiscussionReferences |
|---|
Paralleling the pediatric psychology course work and consistent with the recommendations of the task force, our available clinical practica sites offer a wide variety of relevant experiences. Following successful completion of basic practicum hours in the KU Child and Family Services Clinic, students interested in gaining pediatrically oriented experiences and expertise may rotate through practica in pediatric settings. These sites include the Child Development Unitof KUMC, where students are exposed to interdisciplinary evaluation of children presenting with medical and developmental concerns; Children's Mercy Hospital, where students have the opportunity for supervised experiences in both inpatient and outpatient consultation/liaison and therapy services; and the Pediatric Psychology Unit at KUMC. All of these units have outstanding supervisors who serve as role models and mentors in clinical research and applications. Other sites (e.g., Bert Nash Community Mental Health Center) are more directly relevant to general mental health services but can be accessed by the pediatric psychology students as well. Additional pediatrically oriented practicum sites occasionally become available and are considered on a case-by-case basis. For example, a recent practicum placement became available in the form of an opportunity to provide supervised group therapy for children and adolescents under treatment in an outpatient bariatric clinic. The faculty approved this placement because it represented a unique opportunity for students to gain experience in an area not previously offered to CCPP students.
The practicum opportunity available through the Pediatric Psychology Unit at KUMC deserves special mention, in that this site addresses several of the recommendations of the task force. Beyond exposure to consultant and liaison roles indicated by the task force, the Pediatric Psychology Unit offers three placements with differing populations. First, trainees have the opportunity to conduct outpatient sessions in the medical center itself in the offices of the staff and in the pediatric clinic examining rooms. This unit has a reputation for exceptional services for children with disruptive behaviors, so these form a sizable proportion of referrals. Second, trainees work with the same professionals in a pediatric primary care clinic in Lawrence, Kansas, with a variety of referral problems. Third, the trainees consult with staff and work with patients on the inpatient medical units. For example, these include children and adolescents receiving treatment for cancer.
The breadth of training that the KUMC Pediatric Psychology Unit provides exposes students to roles and services likely to be encountered in their professional tenures. Further, exposure to a breadth of service models and clinical presentations (such as those offered through the Pediatric Psychology Unit) is encouraged, as these experiences may guide specialization in one or more areas of pediatric psychology during students' internships or post-doctoral training.
Beyond specific pediatric practicum sites, students in the CCPP are
frequently exposed to pediatric-related cases presenting to the Child and
Family Services Clinic, or to the Elementary Therapeutic Classroom (ECT). The
ECT is a joint venture with the local school district to provide comprehensive
mental health services in school settings utilizing an integrated model for
children who have been referred for serious behavioral, cognitive, and
affective problems that interfere with functioning in regular classrooms
(Vernberg, Roberts, & Nyre,
2002). Pediatric cases in these settings have involved
interdisciplinary efforts to mitigate the impact of illness on classroom or
social environments, efforts to improve coping and adaptive skills with regard
to illness or treatment, and increasing medical adherence. Consistent with the
observations of the task force, the interdisciplinary skills developed through
experiences in the ECT and in the Child and Family Services Clinic have
broadened the scope of pediatric psychology for our students.
|
Research Opportunities in Pediatric Psychology |
|---|
|
TopIntroductionFaculty and Structure of...Pediatric Psychology Courses in...Practicum Experiences in...Research Opportunities in...Internship and Postdoctoral...DiscussionReferences |
|---|
Both in terms of content area and in focus of research (e.g., program evaluation, clinical outcome research), CCPP students are exposed to a variety of research experiences in pediatric psychology, consistent with the task force's recommendations. Thus, students develop scientific skills that will allow them to significantly and positively influence the field at various levels. For example, core faculty members and students are currently working on projects addressing program evaluation of services in a pediatric outpatient clinic, evaluation of a camp for children with diabetes, investigation of hope and vocational aspirations of children with chronic illnesses, development of new measures of psychosocial responses to pediatric illness, examination and enhancement of adherence to medical regimens for a number of illnesses (e.g., asthma, organ transplants, HIV infection), and children's and family members' perceptions of illness and treatment regimens.
Consistent with other top-ranked pediatric psychology training programs
(e.g., Case Western Reserve University;
Drotar, 1998), a feature of our
program is the high percentage of our students with authorship status on
publications in relevant journals, as well as presentations at numerous
conventions and conferences. However, in addition to fostering skills related
to project design, study implementation, and dissemination of empirical data,
students are actively involved in other aspects of scholarly activity,
including co-authoring chapters, preparing grants, reviewing journal
submissions, and assisting on edited books by faculty members. Finally,
because of the structure of the program, students have the option of
participating in research endeavors with multiple faculty members.
Participation on multiple research teams is encouraged and allows increased
exposure to a number of methodologies and research approaches.
|
Internship and Postdoctoral Fellowship Placements |
|---|
|
TopIntroductionFaculty and Structure of...Pediatric Psychology Courses in...Practicum Experiences in...Research Opportunities in...Internship and Postdoctoral...DiscussionReferences |
|---|
Although students' internship and postdoctoral fellowship placements are not necessarily affiliated with the CCPP, a word about intern and graduate placements provides an additional characterization of the values of the program. Students seeking expertise in pediatric psychology are encouraged to apply to internship programs recognized for their leadership in the field. Perhaps due to the diversity of clinical practicum experiences offered, the CCPP has a record of placing students in outstanding pediatric psychology internships. For example, successful placements of CCPP students have included Boston Children's Hospital, the University of Florida Medical Center, Children's Mercy Hospital (Kansas City), Oklahoma Children's Hospital, University of Cincinnati Medical Center, and Oregon Health Sciences University.
Also, CCPP graduates who desire expertise in pediatric psychology are encouraged to complete postdoctoral fellowships for the further development of research and clinical skills and, as recommended by the SPP task force, to develop specialty interests. Our graduates have taken positions at Nemours Children's Hospital in Jacksonville, FL; Cardinal Glennon Children's Hospital in St. Louis, MO; Children's Mercy Hospital in Kansas City, MO; and Cincinnati Children's Hospital in Cincinnati, OH. Given the early developmental stage of the CCPP (i.e., only in its ninth year of accepting students), it is premature to draw conclusions from the relatively few graduates who have taken professional positions.
|
Discussion |
|---|
|
TopIntroductionFaculty and Structure of...Pediatric Psychology Courses in...Practicum Experiences in...Research Opportunities in...Internship and Postdoctoral...DiscussionReferences |
|---|
As indicated by the overview, the KU CCPP models the recommendations set forth by the SPP task force in most areas. In combination with our affiliated units, we are able to provide exposure to a wide array of topics beyond what could be offered in a single pediatric psychology course. We do not know how common it is among clinical training programs to have this variety and level of pediatric psychology courses offered to students. Similarly, the number and diversity of the pediatric practica offer students rich experience in a number of different service models (e.g., inpatient, outpatient, consult/liaison services) and a variety of presenting problems. A hallmark of our practicum sites is the opportunity for students to interact with a variety of professionals to develop interdisciplinary solutions to presenting problems. The oft-mentioned changes in mental health service delivery will (and do) require integration with multiple health professionals (Roberts & Hurley, 1997
).
We believe that the course and practicum components of the CCPP are well
suited to supply students with the necessary skills in this new age of service
delivery. Beyond clinical skills, the CCPP provides a fertile training ground for development of research and methodological skills that will enable our graduates to positively influence the field of pediatric psychology at a number of levels. This influence is best identified in our students' publications and their involvement with numerous empirical and scientific evidence-building activities.
However, lest we become complacent in the achievements of our students, we
continue to examine alternative methodologies for training pediatric
psychologists. One practice that appears to have great promise for further
development of research and dissemination skills is exemplified by the
"writers' workshops" offered by some institutions. For example,
Drotar (1998) described such an
endeavor in practice at Case Western Reserve University that has apparently
yielded quite favorable results. Other academic entities (e.g., the University
of Georgia's Institute of Behavioral Research) have offered grant-writing
courses or workshops to junior faculty (and the occasional graduate student)
with much success. We suggest that graduate training programs examine
opportunities to develop focused writing courses or seminars to pediatric
psychology trainees as a means of enhancing professional communication
skills.
Consistent with the task force's recommendations, further opportunities for professional interaction with other disciplines are encouraged. Such opportunities may be developed with respect to course requirements (e.g., pediatric seminar courses co-taught by a pediatric psychologist and a pediatrician), within practicum settings (e.g., practicum placements in primary care settings), and in research endeavors (e.g., pediatricians or other medical specialists serving on thesis or dissertation committees). Some programs (e.g., KU CCPP, Case Western Reserve) have begun expanding such interdisciplinary training opportunities within their programs.
The SPP task force's recommendations highlight the importance of each of these routes to competence in pediatric psychology. The University of Kansas program demonstrates one approach, integrating a comprehensive clinical child psychology curriculum with specialty pediatric psychology training. Of course, all training depends on available resources, created opportunities, and planning.
Comments regarding the changing nature of health care have become almost cliché. However, the reality behind such statements will continue to place demands on the training of clinical child and pediatric psychologists. The recommendations of the SPP task force appear to be a realistic attempt to keep the training of pediatric psychologists in step with the larger health care community. Careful reflection on how training programs compare to these recommendations and willingness to shape programs according to the strengths observed in other programs seem vital to the field's growth and survival.
Received April 15, 2001; accepted April 23, 2001
|
References |
|---|
|
TopIntroductionFaculty and Structure of...Pediatric Psychology Courses in...Practicum Experiences in...Research Opportunities in...Internship and Postdoctoral...DiscussionReferences |
|---|
Cherry, D. K., Messenger, L. C., & Jacoby, A. M. (2000). An examination of training model outcomes in clinical psychology. Professional Psychology: Research and Practice, 31, 562-568.[CrossRef]
Drotar, D. (1998). Training students for careers in medical settings: A graduate program in pediatric psychology. Professional Psychology: Research and Practice, 29, 402-404.[CrossRef]
Freedheim, D. K., & Overholser, J. C. (1997). Training issues in clinical psychology. In J. R. Matthews & C. E. Walker (Eds.), Basic skills and professional issues in clinical psychology (pp. 243-264). Needham Heights, MA: Allyn & Bacon.
Kenny, T. J., & Chmielewski, D. (1996). Applied developmental science and training in pediatric psychology. In C. B. Fisher & J. P. Murray (Eds.), Applied developmental science: Graduate training for diverse disciplines and educational settings. Advances in applied developmental psychology. Vol. 13. Stamford, CT: Ablex.
Roberts, M. C. (1998). Innovations in specialty training: The Clinical Child Psychology Program at the University of Kansas. Professional Psychology: Research and Practice, 29, 394-397.[CrossRef]
Roberts, M. C., Carlson, C. I., Erickson, M. T., Friedman, R. M., La Greca, A. M., Lemanek, K. L., Russ, S. W., Schroeder, C. S., Vargas, L. A., & Wohlford, P. F. (1998). A model for training psychologists to provide services for children and adolescents. Professional Psychology: Research and Practice, 29, 293-299.[CrossRef]
Roberts, M. C., & Hurley, L. K. (1997). Managing managed care. New York: Plenum Press.
Roberts, M. C., & Sobel, A. (1999). Training in clinical child psychology: Doing it right. Journal of Clinical Child Psychology, 28, 482-489.[CrossRef][ISI][Medline]
Vernberg, E. M., Roberts, M. C., & Nyre, J. E. (2002). School-based intensive mental health treatment. In D. T. March & M. A. Fristad, (Eds.), Handbook of serious emotional disturbance in children and adolescents (pp. 412-427). New York: Wiley and Sons.
CiteULike 
Connotea 
Del.icio.us What's this?
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||