A New Psychotherapy Training Program

1999 ◽  
Vol 23 (2) ◽  
pp. 95-102 ◽  
Author(s):  
Bernard D. Beitman ◽  
Dongmei Yue
Keyword(s):  
Training Program ◽  
Psychotherapy Training

Family-of-Origin Experience in a Psychotherapy Training Program

1988 ◽  
Vol 69 (1) ◽  
pp. 54-57 ◽  
Author(s):  
Robert L. Beck ◽  
Carlton E. Munson
Keyword(s):  
Training Program ◽  
Family Of Origin ◽  
Psychotherapy Training

E-Learning vs. Traditional Teaching Methods

2011 ◽  
pp. 174-178
Author(s):  
Chris Blackmore ◽  
Emmy van Deurzen ◽  
Diby Tantam
Keyword(s):  
Training Program ◽  
Psychotherapy Training ◽  
Practical Experience ◽  
European Countries ◽  
Family Work ◽  
Face To Face ◽  
The United Kingdom ◽  
E Learning ◽  
Self Assessments ◽  
The Impact

We have conducted a series of action research projects on elearning in recent years, funded by grants from the European Commission. The SEPT project (Tantam, 2001) showed that access to psychotherapy for those who are in most need is restricted in many European countries. Accessibility factors played a part in this, and the SEPTIMUS project was designed to widen accessibility to psychotherapy by increasing access to training for students who live in geographically isolated areas, who have family/work commitments or who have a disability. SEPTIMUS is a 1-year psychotherapy training program blending theoretical instruction and tutoring delivered by elearning methods with supervision, therapy and practical experience delivered face to face and local to one of the 16 participating training centers, located in one of eight European countries. The project was coordinated from the United Kingdom (UK), and the training program was available to students in Austria, Czech Republic, Ireland, Italy, Poland, Portugal, Romania and UK The impact of the training was evaluation by means of student self-assessments, participation, time spent on-site, tutor-marked assignments, tutor feedback, supervisor reports and student feedback. One hundred fifty-six students have completed the course, and we recruited an additional 61 students taking comparable but traditional face-to-face courses in three of our participating training institutes to act as educational controls. In this article, we present the results of a comparison between the elearning students and these educational controls.

Distance supervision in the Aiglé Foundation's Latin American Psychotherapy Training Program

2018 ◽  
Vol 75 (2) ◽  
pp. 282-291
Author(s):  
Héctor Fernández Álvarez ◽  
Maria del Pilar Grazioso ◽  
Diana Kirszman
Keyword(s):  
Training Program ◽  
Latin American ◽  
Psychotherapy Training ◽  
Distance Supervision

Vanderbilt dental auxiliary training program

1971 ◽  
Vol 35 (10) ◽  
pp. 641-641
Author(s):  
SJ Gibbs ◽  
L Zucker
Keyword(s):  
Training Program

Interprofessional Collaboration to Promote Culturally Engaged and Strengths-Based Practice

2020 ◽  
Vol 5 (6) ◽  
pp. 1410-1421
Author(s):  
Erica Ellis ◽  
Mary Kubalanza ◽  
Gabriela Simon-Cereijido ◽  
Ashley Munger ◽  
Allison Sidle Fuligni
Keyword(s):  
Los Angeles ◽  
Training Program ◽  
Interprofessional Education ◽  
Clinical Training ◽  
Interprofessional Collaboration ◽  
Communication Disorders ◽  
Outreach Program ◽  
State University ◽  
Diversity And Inclusion ◽  
Health Nursing

Purpose To effectively prepare students to engage in interprofessional practice, a number of Communication Disorders (COMD) programs are designing new courses and creating additional opportunities to develop the interprofessional competencies that will support future student success in health and education-related fields. The ECHO (Educational Community Health Outreach) program is one example of how the Rongxiang Xu College of Health and Human Services at California State University, Los Angeles, has begun to create these opportunities. The ultimate goal of the ECHO project is to increase both access to and continuity of oral health care across communities in the greater Los Angeles area. Method We describe this innovative interdisciplinary training program within the context of current interprofessional education models. First, we describe the program and its development. Second, we describe how COMD students benefit from the training program. Third, we examine how students from other disciplines experience benefits related to interprofessional education and COMD. Fourth, we provide reflections and insights from COMD faculty who participated in the project. Conclusions The ECHO program has great potential for continuing to build innovative clinical training opportunities for students with the inclusion of Child and Family Studies, Public Health, Nursing, and Nutrition departments. These partnerships push beyond the norm of disciplines often used in collaborative efforts in Communication Sciences and Disorders. Additionally, the training students received with ECHO incorporates not only interprofessional education but also relevant and important aspects of diversity and inclusion, as well as strengths-based practices.

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