Psychology Graduate Student Training in Developmental Disability: A Canadian Survey
Psychology Graduate Student Training in Developmental Disability: A Canadian Survey
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DOI：
10.1037/a0019733
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发表时间：
2010-08-01
影响因子：
4.6
通讯作者：
Morin, Diane
中科院分区：
文献类型：
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作者：
Weiss, Jonathan A.;Lunsky, Yona;Morin, Diane
在北美，心理学研究生在发育障碍方面的培训很少受到关注，而且没有研究调查加拿大临床和咨询心理学家的培训状况，尽管他们参与了诊断的控制行为，并使用了这一人群经常使用的标准化工具。本研究旨在调查加拿大各地发育障碍领域的心理学研究生培训情况。我们邀请了来自加拿大心理协会认可的临床心理学、临床神经心理学和咨询心理学专业的学生参加一项在线调查，该调查通过大学电子邮件列表分发。三百三名学生报告了他们的培训和课程中的发展性残疾内容，他们对这些内容的充分性的看法，以及他们对项目改进的想法。结果表明，大多数学生认为接受发育障碍方面的培训很重要，但却很难获得足够的教学和体验机会。对于那些以成人为中心的学生来说，缺乏足够的培训是最明显的，但对于那些以生命为中心或以儿童为中心的学生来说，缺乏足够培训的情况也很严重。我们讨论了增加发育性残疾培训机会的不同可能性，包括将其内容整合到评估和诊断，心理治疗和伦理学课程中，并为学生提供与这一人群一起工作的心理学家的监督。
Psychology graduate student training in developmental disability has received very little attention in North America, and no study has examined the state of training for clinical and counselling psychologists in Canada, despite their involvement in the controlled act of diagnosis and their use of standardised instruments used regularly with this population. This study sought to examine psychology graduate student training in the area of developmental disability across Canada. We invited students from every Canadian Psychological Association accredited Clinical Psychology, Clinical Neuropsychology, and Counselling Psychology program to participate in an online survey, distributed through university email lists. Three hundred and three students reported on the developmental disability content within their training and coursework, their perception of the adequacy of that content, and their ideas for program improvement. Results indicated that the majority of students believed it important to have training in developmental disability, yet struggled to obtain adequate didactic and experiential opportunities. The lack of sufficient training was most pronounced for students whose training was adult-focused, but was also high for students with a life span or child focus. We discuss different possibilities for increasing developmental disability training opportunities, including integrating its content within courses on assessment and diagnosis, psychotherapy, and ethics, and providing students with supervision from psychologists who work with this population.