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Shamaskin-Garroway A, DeCaporale-Ryan L, Bell K, McDaniel S. Physician Communication Coaching: How Psychologists can Elevate Skills and Support Resident Education, Professionalism, and Well-being. J Clin Psychol Med Settings 2022; 29:608-615. [PMID: 34363568 PMCID: PMC8349146 DOI: 10.1007/s10880-021-09808-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/19/2021] [Indexed: 11/25/2022]
Abstract
Many factors influence resident physician communication, including rigorous training demands that can contribute to professionalism issues or burnout. The University of Rochester Physician Communication Coaching program launched for attendings in 2011, and expanded to residency programs within 11 clinical departments of our institution. In this model, psychologists serve as coaches, drawing on their expertise in communication skills, behavior change, and wellness promotion. These coaches conduct real-time observation of patient encounters, coding communication with an expanded Cambridge-Calgary Patient-Centered Observational Checklist. Residents receive a written report with individualized feedback. From 2013 to 2020, 279 residents were coached. Since 2018, residents have been formally surveyed for feedback (n = 70 surveys completed; 61% response rate), with 97% rating the experience Very Helpful or Helpful. Of the 70 completed surveys, 54 (77%) included qualitative feedback that has also been positive. Due to the feasibility and growing demand for communication coaching from other residency and fellowship programs, in 2018 two authors (SM and LD-R) developed a 2-year, part-time program to train communication coaches.
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Affiliation(s)
- Andrea Shamaskin-Garroway
- Department of Psychiatry, School of Medicine and Dentistry, University of Rochester, BOX PSYCH, 300 Crittenden Blvd, Rochester, NY, 14642, USA.
- Department of Medicine, School of Medicine and Dentistry, University of Rochester, Rochester, NY, USA.
| | - Lauren DeCaporale-Ryan
- Department of Psychiatry, School of Medicine and Dentistry, University of Rochester, BOX PSYCH, 300 Crittenden Blvd, Rochester, NY, 14642, USA
- Department of Medicine, School of Medicine and Dentistry, University of Rochester, Rochester, NY, USA
- Department of Surgery, School of Medicine and Dentistry, University of Rochester, Rochester, NY, USA
| | - Keisha Bell
- Department of Psychiatry, School of Medicine and Dentistry, University of Rochester, BOX PSYCH, 300 Crittenden Blvd, Rochester, NY, 14642, USA
- Department of Obstetrics and Gynecology, School of Medicine and Dentistry, University of Rochester, Rochester, NY, USA
| | - Susan McDaniel
- Department of Psychiatry, School of Medicine and Dentistry, University of Rochester, BOX PSYCH, 300 Crittenden Blvd, Rochester, NY, 14642, USA
- Department of Family Medicine, School of Medicine and Dentistry, University of Rochester, Rochester, NY, USA
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Trevathan-Minnis M, Johnson A, Howie AR. Recommendations for Transdisciplinary Professional Competencies and Ethics for Animal-Assisted Therapies and Interventions. Vet Sci 2021; 8:vetsci8120303. [PMID: 34941831 PMCID: PMC8706351 DOI: 10.3390/vetsci8120303] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2021] [Revised: 10/26/2021] [Accepted: 11/04/2021] [Indexed: 11/16/2022] Open
Abstract
AAI is a transdisciplinary field that has grown exponentially in recent decades. This growth has not always been synergistic across fields, creating a need for more consistent language and standards, a call for which many professionals in the field have made. Under the umbrella of human–animal interactions (HAI) is animal-assisted interventions (AAIs), which have a more goal-directed intention with animals who have been assessed for therapeutic, educational, or vocational work. The current article offers a brief history and efficacy of HAI, describes the limitations and gaps within the field and recommends a new set of competencies and guidelines that seek to create some of the needed common language and standards for AAI work to address these limitations.
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Affiliation(s)
- Melissa Trevathan-Minnis
- Psychology and Counseling Program, Goddard College, 123 Pitkin Rd, Plainfield, VT 05667, USA
- Human-Animal Interaction Program, University of Chester, Chester CH1 4BJ, UK; (A.J.); (A.R.H.)
- Correspondence:
| | - Amy Johnson
- Human-Animal Interaction Program, University of Chester, Chester CH1 4BJ, UK; (A.J.); (A.R.H.)
| | - Ann R. Howie
- Human-Animal Interaction Program, University of Chester, Chester CH1 4BJ, UK; (A.J.); (A.R.H.)
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Abstract
Diagnosis of a fetal anomaly in pregnancy increases the risk for perinatal mental health difficulties, including anxiety, depression, and traumatic stress among expectant parents. Common emotional challenges include uncertainty about the diagnosis/prognosis, anticipated neonatal course, fears of fetal or neonatal demise, loss of a typical, uncomplicated pregnancy and postpartum course, and disruption of family roles due to medical care-related activities and restrictions. Psychologists in multidisciplinary fetal care centers are uniquely positioned to assess mental health risks and address the needs of expectant parents. Psychologists bring additional expertise in screening and assessment, clinical interventions to promote coping and symptom reduction while preparing for birth and a complicated neonatal course, consultation and effective communication, and programmatic development. This review paper provides an overview of the challenges and behavioral health risks for expectant parents carrying a fetus with a birth defect and the unique role psychologists play to support patients and families within fetal care settings.
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Rosenberg T, Mullin D. Building the plane in the air…but also before and after it takes flight: considerations for training and workforce preparedness in integrated behavioural health. Int Rev Psychiatry 2018; 30:199-209. [PMID: 30862259 DOI: 10.1080/09540261.2019.1566117] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
Collaborative approaches to healthcare that integrate behavioural and biomedical interventions are more likely to enhance patient outcomes as well as provider satisfaction with care delivery than siloed approaches to care. The recognition for specific and targeted training for these models is growing among all health professions, although many in the field have not received systematized, interprofessional, and competency-based training that adequately prepared them for the work of integration. This article reviews some of the fundamental principles of biopsychosocially-oriented, team-based approaches to care that integrate behavioural and biomedical perspectives and delineates the need for targeted training efforts. It describes which specific elements must be addressed within it in order to promote effective integration, and highlights the array of options for training currently in existence. This review provides an overview of current models of training offered in the US, and concludes with a discussion of the challenges and barriers that may render training either ineffective or difficult to achieve.
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Affiliation(s)
- Tziporah Rosenberg
- a Departments of Psychiatry & Family Medicine , University of Rochester School of Medicine & Dentistry , Rochester , NY , USA
| | - Daniel Mullin
- b Department of Family Medicine and Community Health , University of Massachusetts School of Medicine , North Worcester , MA , USA
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Boyd RC, Scharko AM, Cole JCM, Patterson CA, Benton TD, Power TJ. Training Pediatric Psychologists for Perinatal Behavioral Health Services in a Pediatric Hospital. J Clin Psychol Med Settings 2018; 23:99-111. [PMID: 26531132 DOI: 10.1007/s10880-015-9439-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Although pediatric hospitals specialize in providing care to children and adolescents, at The Children's Hospital of Philadelphia (CHOP), our team has been providing behavioral health services for two unique parent populations-parents with a child in the Newborn Infant Intensive Care Unit and pregnant women carrying fetuses with specific birth defects and receiving prenatal care in the Center for Fetal Diagnosis and Treatment. A new training program was developed to expand the scope of pediatric psychologists' practice to include perinatal behavioral health services, specifically for these two unique parent populations served at CHOP. The program includes direct service provision for adult mental health concerns, as well as education and support to help families cope with the existing medical conditions. This article describes the training program and its implementation as a model of training for other pediatric hospitals. The roles of psychologists embedded in these units and hospital privileges are discussed.
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Affiliation(s)
- Rhonda C Boyd
- Department of Child and Adolescent Psychiatry and Behavioral Sciences, The Children's Hospital of Philadelphia, Philadelphia, PA, USA. .,Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA.
| | - Alexander M Scharko
- Department of Child and Adolescent Psychiatry and Behavioral Sciences, The Children's Hospital of Philadelphia, Philadelphia, PA, USA
| | - Joanna C M Cole
- Department of Child and Adolescent Psychiatry and Behavioral Sciences, The Children's Hospital of Philadelphia, Philadelphia, PA, USA.,Center for Fetal Diagnosis and Treatment, The Children's Hospital of Philadelphia, Philadelphia, PA, USA
| | - Chavis A Patterson
- Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA.,Division of Neonatology, The Children's Hospital of Philadelphia, Philadelphia, PA, USA
| | - Tami D Benton
- Department of Child and Adolescent Psychiatry and Behavioral Sciences, The Children's Hospital of Philadelphia, Philadelphia, PA, USA.,Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA
| | - Thomas J Power
- Department of Child and Adolescent Psychiatry and Behavioral Sciences, The Children's Hospital of Philadelphia, Philadelphia, PA, USA.,Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA.,Department of Pediatrics, The Children's Hospital of Philadelphia, Philadelphia, PA, USA
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Gooding A, Block CK, Brown DS, Sunderaraman P. The trainee leadership blueprint: opportunities, benefits, and a call to action. Clin Neuropsychol 2018; 32:263-283. [DOI: 10.1080/13854046.2017.1386233] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Amanda Gooding
- Department of Psychiatry, UC San Diego School of Medicine, San Diego, CA, USA
| | - Cady K. Block
- Department of Psychiatry and Behavioral Health, The Ohio State University College of Medicine at Wexner Medical Center, Columbus, OH, USA
| | - Daniel S. Brown
- Department of Neurology, University of Virginia Health System, Charlottesville, VA, USA
| | - Preeti Sunderaraman
- The Taub Institute and Sergievsky Center, Cognitive Neuroscience Division, Columbia University Medical Center, New York, NY, USA
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Abstract
This article is based on the invited presentation by the author at the American Psychological Association's Annual Convention, August 4-7, 2011, upon his receipt of the Joseph D. Matarazzo Award for Distinguished Contributions to Psychology in Academic Health Centers presented by the Association of Psychologists in Academic Health Centers. This article relates the history, roles, and responsibilities of psychologists in academic health centers to the ultimate survival and success of professional psychology. It describes implications of the Patient Protection and Affordable Care Act (ACA) on the institutional practice of psychology including how psychology's place in academic health centers positions the field well for the future of healthcare reform. The article provides several recommendations to help professional psychology prepare for that future of integrated, interprofessional healthcare.
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Affiliation(s)
- Ronald H Rozensky
- Department of Clinical and Health Psychology, College of Public Health and Health Professions, University of Florida, P.O. Box 100165, Gainesville, FL 32610, USA.
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Van Liew JR. Balancing confidentiality and collaboration within multidisciplinary health care teams. J Clin Psychol Med Settings 2013; 19:411-7. [PMID: 23108507 DOI: 10.1007/s10880-012-9333-0] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
As multidisciplinary perspectives are increasingly integrated into the treatment of health problems, opportunities for clinical psychologists in medical settings are expanding. Although cross-discipline collaboration is at the core of multidisciplinary treatment models, psychologists must be particularly cautious about information sharing due to their profession's ethical standards regarding patient confidentiality. Psychologists' ethical obligations require them to achieve a delicate balance between contributing to the treatment team and protecting patient confidentiality. In the current review, relevant ethical standards and federal guidelines are applied to everyday practices of clinical psychologists in medical settings. Additionally, recommendations for individual psychologists, health care organizations, and graduate training programs are presented.
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Affiliation(s)
- Julia R Van Liew
- Department of Psychology, The University of Iowa, E11 Seashore Hall, Iowa City, IA, 52242, USA.
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Foran-Tuller K, Robiner WN, Breland-Noble A, Otey-Scott S, Wryobeck J, King C, Sanders K. Early Career Boot Camp: a novel mechanism for enhancing early career development for psychologists in academic healthcare. J Clin Psychol Med Settings 2012; 19:117-25. [PMID: 22327238 DOI: 10.1007/s10880-011-9289-5] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
The purpose of this article is to describe a pilot mentoring program for Early Career Psychologists (ECPs) working in Academic Health Centers (AHCs) and synthesize the lessons learned to contribute to future ECP and AHC career development training programs. The authors describe an early career development model, named the Early Career Boot Camp. This intensive experience was conducted as a workshop meant to build a supportive network and to provide mentorship and survival tools for working in AHCs. Four major components were addressed: professional effectiveness, clinical supervision, strategic career planning, and academic research. Nineteen attendees who were currently less than 5 years post completion of doctoral graduate programs in psychology participated in the program. The majority of boot camp components were rated as good to excellent, with no component receiving below average ratings. Of the components offered within the boot camp, mentoring and research activities were rated the strongest, followed by educational activities, challenges in AHCS, and promotion and tenure. The article describes the purpose, development, implementation, and assessment of the program in detail in an effort to provide an established outline for future organizations to utilize when mentoring ECPs.
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Affiliation(s)
- Kelly Foran-Tuller
- Department of Psychology, VA Connecticut Healthcare System, Psychology Service-116B, 950 Campbell Ave, West Haven, CT 06516, USA.
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Prasko J, Vyskocilova J, Slepecky M, Novotny M. Principles of supervision in cognitive behavioural therapy. Biomed Pap Med Fac Univ Palacky Olomouc Czech Repub 2012; 156:70-9. [DOI: 10.5507/bp.2011.022] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
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The Importance of Competency-based Clinical Supervision and Training in the Twenty-first Century: Why Bother? JOURNAL OF CONTEMPORARY PSYCHOTHERAPY 2011. [DOI: 10.1007/s10879-011-9198-9] [Citation(s) in RCA: 36] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
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Linton JC. Times are changing in Academic Health Centers, or maybe not: our next national conference. J Clin Psychol Med Settings 2008; 15:84-6. [PMID: 19104959 DOI: 10.1007/s10880-008-9103-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2008] [Accepted: 02/05/2008] [Indexed: 10/22/2022]
Affiliation(s)
- John C Linton
- Department of Behavioral Medicine, West Virginia University School of Medicine, PO Box 1547, Charleston, WV 25314, USA.
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