Training Experiences and Theoretical Orientations of Pediatric Psychologists

Objective To reexamine members of the Society of Pediatric Psychology (SPP) to document trends in training experiences of individuals who identify themselves as pediatric psychologists. Methods Using the 1999 SPP membership list, we asked respondents to complete a survey describing their degree stat...

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Bibliographic Details
Published in:Journal of pediatric psychology 2003-03, Vol.28 (2), p.115-122
Main Authors: Mullins, Larry L., Hartman, Valerie L., Chaney, John M., Balderson, Benjamin H. K., Hoff, Ahna L.
Format: Article
Language:English
Subjects:
Adult
Aged
Child
Education, Graduate - organization & administration
Female
Humans
Internship and Residency - organization & administration
Male
Middle Aged
Personal Satisfaction
Psychological Theory
Psychology, Child - education
Surveys and Questionnaires
Teaching
theoretical orientation
training
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Summary:Objective To reexamine members of the Society of Pediatric Psychology (SPP) to document trends in training experiences of individuals who identify themselves as pediatric psychologists. Methods Using the 1999 SPP membership list, we asked respondents to complete a survey describing their degree status, theoretical orientation of graduate program, type of internship/fellowship, current employment setting, and orientation to assessment and treatment of pediatric problems. Results The majority of the respondents matriculated from doctoral programs in the last two decades. Compared to a previous survey (Mullins, Harbeck-Weber, Olson, & Hartman, 1996), this survey had a higher percentage of respondents who completed accredited predoctoral or postdoctoral training in pediatric psychology. Over half of the respondents were primarily employed in medical centers or academic institutions; fewer respondents reported working in private practice settings than in the previous survey 10 years ago. Respondents' current orientation was most often described as cognitive-behavioral. In this survey, the percentage of respondents endorsing an eclectic orientation was lower; the percentage endorsing cognitive-behavioral, behavioral, and systems orientations increased. Conclusions We discuss implications of these findings as they relate to training and practice in pediatric psychology.
ISSN:0146-8693
1465-735X
1465-735X
DOI:10.1093/jpepsy/28.2.115