Supplemental Material for Navigating Uncharted Waters: Considerations for Training Clinics in the Rapid Transition to Telepsychology and Telesupervision During COVID-19

2020 ◽  
Keyword(s):  
Rapid Transition ◽  
Training Clinics

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.

Navigating uncharted waters: Considerations for training clinics in the rapid transition to telepsychology and telesupervision during COVID-19.

2020 ◽  
Vol 30 (2) ◽  
pp. 348-365
Author(s):  
Jennifer L. Hames ◽  
Debora J. Bell ◽  
Lissette M. Perez-Lima ◽  
Jill M. Holm-Denoma ◽  
Tara Rooney ◽  
...  
Keyword(s):  
Rapid Transition ◽  
Training Clinics

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

Making a Right Tit of Myself: Subverting the Trajectory of Mastectomy: Soma, Psyche, Techné

Somatechnics ◽  
2013 ◽  
Vol 3 (1) ◽  
pp. 9-30
Author(s):  
Fiona K. O'Neill
Keyword(s):  
Breast Cancer ◽  
Cancer Survivors ◽  
Breast Cancer Survivors ◽  
Personal Narrative ◽  
Abrupt Transition ◽  
The Face ◽  
Rapid Transition ◽  
Return Journey ◽  
The Uk

In the UK, when one is suspected of having breast cancer there is usually a rapid transition from being diagnosed, to being told you require treatment, to this being effected. Hence, there is a sense of an abrupt transition from ‘normal’ embodiment through somatechnic engagement; from normality, to failure and otherness. The return journey to ‘embodied normality’, if indeed there can be one, is the focus of this paper; specifically the durée and trajectory of such normalisation. I offer a personal narrative from encountering these ‘normalising interventions’, supported by the narratives of other ‘breast cancer survivors’. Indeed, I havechosento become acquainted with my altered/novel embodiment, rather than the symmetrisation of prosthetication, to ‘wear my scars’,and thus subvert the trajectory of mastectomy. I broach and brook various encounters with failure by having, being and doing a body otherwise; exploring, mastering and re-capacitating my embodiment, finding the virtuosity of failure and subversion. To challenge the durée of ‘normalisation’ I have engaged in somatic movement practices which allow actual capacities of embodiment to be realised; thorough kinaesthetic praxis and expression. This paper asks is it soma, psyche or techné that has failed me, or have I failed them? What mimetic chimera ‘should’ I become? What choices do we have in the face of failure? What subversions can be allowed? How subtle must one be? What referent shall I choose? What might one assimilate? Will mimesis get me in the end? What capacities can one find? How shall I belong? Where / wear is my fidelity? The hope here is to address the intra-personal phenomenological character and the inter-corporeal socio-ethico-political aspects that this body of failure engenders, as one amongst many.

scholarly journals Novel coronavirus, novel faculty development programs: rapid transition to eLearning during the pandemic

2020 ◽  
Vol 48 (5) ◽  
pp. 446-449 ◽  
Author(s):  
Zuber D. Mulla ◽  
Valerie Osland-Paton ◽  
Marco A. Rodriguez ◽  
Eduardo Vazquez ◽  
Sanja Kupesic Plavsic
Keyword(s):  
Online Education ◽  
Faculty Development ◽  
El Paso ◽  
Health Centers ◽  
Academic Health Centers ◽  
The Novel ◽  
Development Programs ◽  
Rapid Transition ◽  
Texas Tech University ◽  
Novel Coronavirus

AbstractThe novel coronavirus disease 2019 (COVID-19) has caused a rapid and massive transition to online education. We describe the response of our Office of Faculty Development at Texas Tech University Health Sciences Center El Paso (TTUHSC EP) to this unprecedented challenge during and after this post-pandemic crisis. The initiatives for emergency transition to eLearning and faculty development described in this paper may serve as a model for other academic health centers, schools, colleges and universities.

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