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Training experiences and theoretical orientations of pediatric psychologists
Larry L Mullins1, Valerie L Hartman, John M Chaney
1Department of Psychology, Oklahoma State University, Stillwater 74278, USA. lmullin@okstate.edu
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.