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Health care is increasingly delivered through team-based, collaborative strategies with interprofessional education as an important mechanism for building interprofessional practice competencies. This paper describes an Interprofessional Seminar on Integrated Primary Care (IS-IPC) designed to meet this educational need with interprofessional teambased learning as the foundation of an iterative process such that education and practice inform one another. The IS-IPC can be used to educate an interprofessional group of learners about key topics relevant to working together in integrated primary care. The IS-IPC describes steps in developing an interprofessional seminar, common challenges, and their solutions in creating interprofessional learning experiences, and eight foundational content modules containing an outline and curricular resources. The IS-IPC facilitates interprofessional educator partnerships at the local level and can be customized to fit the local environment, pedagogical philosophy, and learning objectives.

There has been centuries of ongoing debate derived from potential conflicts between clinical and scientific graduate values, of external standards and need for independence among graduate departments, and of accreditation governance. In the United States, it has been a matter of non-government or government scrutiny. APA standards consider the competency in professional psychology through doctoral training, but with the broad areas of knowledge, skill, and professional function, the consistency of accredited programs being questioned. To address this issue, a conference was held in 2002, under the leadership of the National Council of Schools Programs in Professional Psychology, to confer competencies for professional psychology. This marked the development of an improved model or system of assessing competencies, formally established by the APA Board of Educational Affairs and many education and training organizations and regulatory bodies in professional psychology in 2005.

This chapter provides an overview of key developments in the education, training, and credentialing of clinical psychologists; new roles in the field; and intersecting issues across these domains. Emerging issues highlighted within education and training include the move toward the assessment of competence in trainees, accreditation developments, and the doctoral internship match imbalance. Changes in licensing laws, mobility, and the degree of coordination between education and training and credentialing systems are described. Expanded roles for clinical psychologist, such as in health-care settings and public health, are reviewed. Finally, emerging developments such workforce analyses conducted within and across health-care professions and the relationship of issues such to national policy initiatives that are and will impact the future of clinical psychology are presented.

This study examined the impact of caring for a child with HIV infection on biological mothers (also infected with HIV), familial caregivers, and foster mothers. Levels of reported parenting stress, emotional functioning, the impact of the child's illness, and coping strategies utilized were compared. Participants were 35 female caregivers of young children (birth to 5 years) with HIV infection. Demographic variables reflected group differences: biological mothers were younger, foster mothers had greater monthly income, and children who were living with relatives were older. Group differences were noted with regards to parent related stress, anxiety, and depression with foster mothers reporting lower levels. The types of coping strategies utilized were generally similar across groups. Results suggest that young, biological caregivers of children with HIV infection may benefit from careful assessment with regard to their need for psychological intervention.

Professionalism is a multifaceted construct, making it difficult to develop a consensus definition of the term. This lack of an agreed-upon definition poses challenges to the development of this competency in psychology education and training, as well as to its assessment. Despite these barriers, development of professionalism in psychology trainees serves a critical societal function. This chapter describes the construct of professionalism in professional psychology and in the broader health professions context. Attention is paid to effective strategies for assessing and teaching professionalism. Consideration is given to addressing trainees with competence problems that are manifested in the professionalism domain. Future directions are offered with regard to defining, assessing, and training for this competency.

Competency-based education and training in professional psychology focuses on ensuring that students develop specific competencies in their doctoral education, including practicum and internship. This has been termed moving to a “culture of competence” (Roberts, Borden, Christiansen, & Lopez, 2005), and actually has been comprised of several initiatives over the past decade. This article will discuss those various initiatives; the context for competency-based models in other professions and at other levels (e.g., undergraduate and master’s programs) in psychology, and will present the most recent competency-based models in professional psychology. The article ends with recommendations and perspectives on future challenges.

Interprofessional Education (IPE) is intended to prepare health professionals for teambased care. Little is known about IPE offerings for psychology trainees. The article reports on a survey of training directors (263) from graduate school, internship, and fellowship programs about IPE in a 39-item survey. Most programs have IPE activities across 17 types (e.g., classroom didactics, IP team care, Grand Rounds, simulations, etc.), though 34% reported no or poorly coordinated IPE. Barriers included limited funding/protected time and conflicting student schedules. Resources needed for implementing IPE included incorporating IPE into clinical settings, curricular materials, and evaluation tools. Only 15% felt institutional leadership considered IPE a high priority. Training directors need leadership engagement and support, protected time, and administrative support as well as faculty development for event design and facilitation skills. This study is an exploratory first step, more granular investigation of quality and quantity of IPE from training directors’ perspectives is needed.