| Autor: |
Rbeiz KS; Department of Psychology, Vanderbilt University., Badawi JC; Department of Psychiatry and Behavioral Sciences, UTHealth McGovern Medical School, University of Texas Health Science Center at Houston., Parker CJ; VA Long Beach Healthcare System., Blanco E; Department of Psychology, University of Missouri-Kansas City., Fielden C; Department of Psychiatry and Behavioral Sciences, UTHealth McGovern Medical School, University of Texas Health Science Center at Houston., Curland A; VA Minneapolis Healthcare System., Ross-Young H; Department of Behavioral Health, University of Texas Health Science Center at Tyler., Hill M; Arkansas State Hospital., Ward M; Department of Psychology, Case Western Reserve University., Mafarjeh A; VA Ann Arbor Healthcare System., Vitro M; W.G. Hefner VA Medical Center., Lee E; Department of Psychiatry and Behavioral Sciences, Emory University., Davidson CA; Department of Psychology, Emory University., Reznik SJ; Texas Institute for Excellence in Mental Health, Steve Hicks School of Social Work, University of Texas at Austin. |
| Abstrakt: |
Although there have been momentous and critical advancements in serious mental illness (SMI) psychology doctoral training models and competencies, there is still much systemic change needed to increase access to evidence-based SMI training for psychologists. In the last decade, there has been little to no growth or expansion of SMI training opportunities in clinical psychology doctoral programs in the United States, and psychologists are underrepresented in serving clients with SMI. As trainees and trainers committed to careers in SMI, the contributors aimed to identify barriers and facilitators throughout each stage of the SMI doctoral training pathway, including pregraduate school, graduate school, and internship to reflect critically on systemic issues that have impeded trainees from accessing the appropriate tools for SMI training. This conceptual article reviews the existing literature on barriers and facilitators to accessing SMI training. In centering trainee perspectives, the contributors also reflect on their own experiences through brief narratives illustrating the barriers and facilitators they have faced across training stages with existing empirical research. Recommendations made by the contributors include increasing access to financial support and mechanisms, diversifying departments and practicum sites to include SMI-focused training, and people in positions of power advocating for and centering trainee voices in departmental training decisions and development. (PsycInfo Database Record (c) 2024 APA, all rights reserved). |
