Advancing A Critical Psychology: A Webinar Series: Health Service Psychology Competencies: A New Path (With CE)
$40.00
Presenters:
Laurie McCubbin, Andres E. Perez-Rojas, Ph.D., Allison N. Ponce Ph.D., Ashley Nikol Ramclam
Dr. Laurie “Lali” McCubbin, Professor and Chair at the University of Kentucky in the Department of Educational, School and Counseling Psychology, is an Indigenous/multiracial scholar (Native Hawaiian Kanaka ‘Oiwi/Japanese/white). Her research interests and expertise include resilience and well-being among Indigenous peoples and people of color, cultural identity development, decolonization in psychology training programs, and stress and coping processes related to trauma.
Andrés E. Pérez-Rojas is an Associate Professor and Program Director in the Counseling Psychology Ph.D. program at Indiana University Bloomington. His primary research interests include the process and outcome of psychotherapy, with an emphasis on measuring and understanding the impact of various cultural processes, such as cultural comfort and cultural humility, as well as structural competency, or the ability to recognize and address how social, economic, and political structures influence health and psychotherapy outcomes.
Allison N. Ponce is a Professor of Psychiatry at the Yale School of Medicine. She earned her Ph.D. in clinical psychology at the University of Connecticut and completed her postdoctoral training in the Yale Department of Psychiatry before joining the faculty. She is the Director of Education at the Connecticut Mental Health Center. Dr. Ponce has research, administrative, and clinical interests in public mental health, particularly with regard to serious mental illness. Another major area of focus is the education and training of psychologists and other mental health professionals. Dr. Ponce is a Fellow of the American Psychological Association, Chair of the APA’s BEA/BPA Task Force on Doctoral Competencies and a Co-Chair of the Association of Psychology Postdoctoral and Internship Centers (APPIC) Standards and Review Committee. She also serves as Associate Editor of the APA journal Psychological Services.
Overview:
This session will focus on the creation of a new health service psychology (HSP) competencies model that reflects a shift toward a more critical and socially responsive framework for HSP training. In contrast to prior models that focus on what HSP practitioners should be able to do by the end of their training, the proposed model emphasizes how they should be able to engage in the work of HSP. This model is intended to unify the field across different HSP training program types (e.g., school psychology, counseling psychology, and clinical psychology) and degree types (e.g., master’s and doctoral) and proposes that optimal HSP work occurs when four different processes are engaged consistently and simultaneously: application of psychological science; application of psychological theory; application of equity, diversity, and inclusion (EDI) principles; and application of ethical and social justice principles. By explicitly integrating EDI and social justice into the foundation of HSP work, this model represents a move toward a more critically engaged psychology.
In addition to the presentation of the model, the discussion will provide perspectives on embracing a values-driven team approach to model development and engaging the HSP community to include a wide range of voices and perspectives.
Learning Objectives: Intended Audience: Intermediate
- Describe a process model approach to health service psychology competencies
- Analyze the impact of integrating equity, diversity, and inclusion (EDI) and social justice principles into the foundation of HSP work
Attendees must complete the Evaluation and Knowledge Test sent after the program. CE Certificates will be processed and emailed within 5 – 10 business days from receipt of Knowledge Test Results.
Description
Presenters:
Laurie McCubbin, Andres E. Perez-Rojas, Ph.D., Allison N. Ponce Ph.D., Ashley Nikol Ramclam
Dr. Laurie “Lali” McCubbin, Professor and Chair at the University of Kentucky in the Department of Educational, School and Counseling Psychology, is an Indigenous/multiracial scholar (Native Hawaiian Kanaka ‘Oiwi/Japanese/white). Her research interests and expertise include resilience and well-being among Indigenous peoples and people of color, cultural identity development, decolonization in psychology training programs, and stress and coping processes related to trauma.
Andrés E. Pérez-Rojas is an Associate Professor and Program Director in the Counseling Psychology Ph.D. program at Indiana University Bloomington. His primary research interests include the process and outcome of psychotherapy, with an emphasis on measuring and understanding the impact of various cultural processes, such as cultural comfort and cultural humility, as well as structural competency, or the ability to recognize and address how social, economic, and political structures influence health and psychotherapy outcomes.
Allison N. Ponce is a Professor of Psychiatry at the Yale School of Medicine. She earned her Ph.D. in clinical psychology at the University of Connecticut and completed her postdoctoral training in the Yale Department of Psychiatry before joining the faculty. She is the Director of Education at the Connecticut Mental Health Center. Dr. Ponce has research, administrative, and clinical interests in public mental health, particularly with regard to serious mental illness. Another major area of focus is the education and training of psychologists and other mental health professionals. Dr. Ponce is a Fellow of the American Psychological Association, Chair of the APA’s BEA/BPA Task Force on Doctoral Competencies and a Co-Chair of the Association of Psychology Postdoctoral and Internship Centers (APPIC) Standards and Review Committee. She also serves as Associate Editor of the APA journal Psychological Services.
Overview:
This session will focus on the creation of a new health service psychology (HSP) competencies model that reflects a shift toward a more critical and socially responsive framework for HSP training. In contrast to prior models that focus on what HSP practitioners should be able to do by the end of their training, the proposed model emphasizes how they should be able to engage in the work of HSP. This model is intended to unify the field across different HSP training program types (e.g., school psychology, counseling psychology, and clinical psychology) and degree types (e.g., master’s and doctoral) and proposes that optimal HSP work occurs when four different processes are engaged consistently and simultaneously: application of psychological science; application of psychological theory; application of equity, diversity, and inclusion (EDI) principles; and application of ethical and social justice principles. By explicitly integrating EDI and social justice into the foundation of HSP work, this model represents a move toward a more critically engaged psychology.
In addition to the presentation of the model, the discussion will provide perspectives on embracing a values-driven team approach to model development and engaging the HSP community to include a wide range of voices and perspectives.
Learning Objectives: Intended Audience: Intermediate
- Describe a process model approach to health service psychology competencies
- Analyze the impact of integrating equity, diversity, and inclusion (EDI) and social justice principles into the foundation of HSP work
Attendees must complete the Evaluation and Knowledge Test sent after the program. CE Certificates will be processed and emailed within 5 – 10 business days from receipt of Knowledge Test Results.
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