When HIPAA and FERPA apply to university training clinics.

2011 ◽  
Vol 5 (1) ◽  
pp. 48-56 ◽  
Author(s):  
Richard A. Wise ◽  
Alan R. King ◽  
Joseph C. Miller ◽  
Marc W. Pearce
Keyword(s):  
Training Clinics ◽  
University Training

scholarly journals Considerations for assessment training competencies in health service psychology programs in the age of COVID-19

2020 ◽  
Author(s):  
Elizabeth Casline ◽  
Saneya Tawfik ◽  
Kaitlyn Brodar ◽  
Zabin Salim Patel ◽  
Naomi Tarlow
Keyword(s):  
Health Service ◽  
Developmentally Appropriate ◽  
Evidence Base ◽  
Psychology Programs ◽  
Remote Assessment ◽  
Rapid Transition ◽  
Training Clinics ◽  
University Training ◽  
Quality Assessments ◽  
Training Opportunities

Health service psychologists have made a rapid transition to delivering telepsychology services during the COVID-19 pandemic. The provision of remote assessment services, or teleassessment, however, has lagged behind given the limited evidence base. This delay has been uniquely chal-lenging for university training clinics, which are equally responsible for developing trainee assess-ment competencies and providing high quality assessments to clients. Training clinics have been tasked with implementing programmatic adaptation to meet this need with limited guidance. We address this gap by describing the considerations university training clinics must make under phys-ical distancing policies, including protections for the health of trainees and clients, ensuring stand-ardized administration of assessments, providing developmentally appropriate training opportuni-ties, and guaranteeing transparency in the consent and feedback processes. We recommend solu-tions to reconcile these inherent challenges and highlight training opportunities as they relate to the development of profession-wide competencies and ethical principles. These recommendations demonstrate that by integrating flexibility into program curriculums, training clinics can continue to adhere to accreditation standards while developing trainee competencies in assessment during the COVID-19 pandemic.

Service Delivery by University Training Clinics: Strengths and Challenges

1996 ◽  
Vol 23 ◽  
pp. 78-81
Author(s):  
Richard Culatta ◽  
Stanley Goldberg
Keyword(s):  
Service Delivery ◽  
Training Clinics ◽  
University Training

Identification and Remediation of At-Risk Student Clinicians in Audiology and Speech-Language Pathology

2008 ◽  
Vol 18 (1) ◽  
pp. 24-31
Author(s):  
Martha Wilder Wilson ◽  
Elizabeth Zylla-Jones
Keyword(s):  
At Risk ◽  
Training Programs ◽  
Professional Services ◽  
Speech Language Pathology ◽  
High Quality ◽  
The Public ◽  
Language Pathology ◽  
Remediation Plan ◽  
University Training ◽  
At Risk Student

Abstract The goal of university training programs is to educate speech-language pathology and audiology students to become competent and independent practitioners, with the ability to provide high quality and professional services to the public. This article describes the behaviors of “at-risk” student clinicians, so they may be identified early in their practica and remediation may be implemented. The importance of establishing a student at-risk protocol is discussed as well as a remediation plan for these students. This article summarized the Auburn University Speech and Hearing Clinic’s Student At-Risk Protocol, which may serve as a model for university training programs. The challenges of implementing such a protocol are also discussed.

Psychology training clinics: A qualitative investigation of students' experiences

2009 ◽  
Author(s):  
Sally M. Hage ◽  
Mark Mason ◽  
Jung Eun Kim ◽  
Jill E. Deltosta ◽  
Arthur Ritmeester
Keyword(s):  
Psychology Training ◽  
Qualitative Investigation ◽  
Training Clinics

Initiating a DBT consultation team: Conceptual and practical considerations for training clinics.

2020 ◽  
Vol 14 (3) ◽  
pp. 167-175
Author(s):  
Laura K. Noll ◽  
Jennifer Lewis ◽  
Maureen Zalewski ◽  
Christina Gamache Martin ◽  
Leslie Roos ◽  
...  
Keyword(s):  
Consultation Team ◽  
Training Clinics

METHODOLOGICAL ANALYSIS OF THE EXISTING PRACTICE OF UNIVERSITY TRAINING IN TERMS OF GRADUATES' INTEGRATED COMPETENCIES

2020 ◽  
Author(s):  
P. A. Strelnikov
Keyword(s):  
Professional Activity ◽  
Scientific Process ◽  
Educational Productivity ◽  
Interdisciplinary Approaches ◽  
Educational Integration ◽  
General Scientific ◽  
Scientific Competence ◽  
Definition Of ◽  
University Training ◽  
Training Practice

The article presents the results of the methodological analysis of the existing practice of University training in terms of graduates' integrated competencies. The analysis was carried out at the general philosophical (system and genetic approaches), general scientific (process-effect approach), specific scientific (competence, personal-activity and situation-problem approaches) and methodological and procedural levels (integrative and interdisciplinary approaches). Systemic shortcomings that impede the educational productivity of the existing training practice in terms of the efficiency of educational integration are identified and described. The definition of educational integration is given as the process of integration of individual competencies acquired by a student in the process of mastering individual disciplines into a single system totality, which is an integral tool for the graduate's professional activity.

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